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Author: Michael Legutke
Publisher: Gunter Narr Verlag
ISBN: 9783823353294
Category : German language
Languages : de
Pages : 336
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Book Description
Author: Michael Legutke
Publisher: Gunter Narr Verlag
ISBN: 9783823353294
Category : German language
Languages : de
Pages : 336
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Book Description
Author: Lit Verlag
Publisher: LIT Verlag Münster
ISBN: 3643998678
Category :
Languages : en
Pages : 45
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Book Description
Author: Inez De Florio-Hansen
Publisher: UTB
ISBN: 3825249549
Category : Education
Languages : en
Pages : 342
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Book Description
TEFL in the 21st century First of all, teaching and learning English in the digital age means using digital tools in TEFL classrooms. This introduction exemplifies how to implement them in a meaningful way in combination with reliable methods (for additional practice-oriented teaching and learning suggestions see: https://www.deflorio.de/blog . A further important aspect of digitization is teaching and learning about media. Teachers have to create and deploy opportunities that allow students to develop a critical stance toward media in general and digital media in particular. This introduction to TEFL shows that the rapidly increasing influences of digitization lead to more internationalized and globalized science-based approaches to teaching and learning English. In this perspective, digitization offers an opportunity to rethink and reshape didactic concepts.
Author:
Publisher: Walter de Gruyter
ISBN: 3110278715
Category : Reference
Languages : en
Pages : 3072
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Book Description
Particularly in the humanities and social sciences, festschrifts are a popular forum for discussion. The IJBF provides quick and easy general access to these important resources for scholars and students. The festschrifts are located in state and regional libraries and their bibliographic details are recorded. Since 1983, more than 659,000 articles from more than 30,500 festschrifts, published between 1977 and 2011, have been catalogued.
Author: Mohammad Ahmadian
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 1501503391
Category : Language Arts & Disciplines
Languages : en
Pages : 299
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Book Description
The last three decades have witnessed a growth of interest in research on tasks from various perspectives and numerous books and collections of articles have been published focusing on the notion of task and its utility in different contexts. Nevertheless, what is lacking is a multi-faceted examination of tasks from different important perspectives. This edited volume, with four sections of three chapters each, views tasks and Task-based Language Teaching (TBLT) from four distinct (but complementary) vantage points. In the first section, all chapters view tasks from a cognitive-interactionist angle with each addressing one key facet of either cognition or interaction (or both) in different contexts (CALL and EFL/ESL). Section two hinges on the idea that language teaching and learning is perhaps best conceptualized, understood, and investigated within a complexity theory framework which accounts for the dynamicity and interrelatedness of the variables involved. Viewing TBLT from a sociocultural lens is what connects the chapters included in the third section. Finally, the fourth section views TBLT from pedagogical and curricular vantage points.
Author: Kirsten Birsak de Jersey
Publisher: Narr Francke Attempto Verlag
ISBN: 3823303015
Category : Literary Criticism
Languages : en
Pages : 337
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Book Description
The study addresses the question of how preschool teachers who work in regular state inclusive preschools can be qualified to teach English as a foreign language. Through the longitudinal case study, which followed the principles of participatory action research, substantial insights were gained which can be transferred to other pre-primary contexts.
Author: Bernd Klewitz
Publisher: BoD – Books on Demand
ISBN: 3838215133
Category : Education
Languages : en
Pages : 370
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Book Description
Learning foreign languages is a process of acquiring authentic contents in cultural contexts. In this respect, bilingual programs provide an effective connection between content-based studies and linguistic activities. The European umbrella term CLIL (Content and Language Integrated Learning) not only comprises the aims and objectives of a sustainable format of teaching foreign languages but also the priority of content over language, in other words: language follows content, as in the Bauhaus precept form follows function. But in order to effectively integrate content and language, a comprehensive pedagogical approach is needed that goes beyond existing curricula and guidebooks. Bernd Klewitz aims at establishing the CLIL methodology by linking content requirements of subject areas, especially those in the social sciences, with linguistic building blocks and tools. The integrative methodology of bilingual programs extends to the study of literature, traditionally a domain of language tuition, but thought to be a seminal part of CLIL as well. The building blocks and language tools presented in this volume focus on learning foreign languages in cultural contexts, aims, and objectives of CLIL, parameters of an integrated bilingual teaching strategy, dimensions of bilingual learning, elements of a CLIL concept, Literary CLIL, CLIL tools and strategies, modules with worked examples, challenges, and desiderata, and a comprehensive glossary. Each section is completed with an interactive part of review, reflection, and practice.
Author: Dick Allwright
Publisher: Springer
ISBN: 0230233694
Category : Education
Languages : en
Pages : 312
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Book Description
This book-length treatment of Exploratory Practice introduces five propositions about learners as practitioners of learning who are capable of developing their expertise through conducting research in and on their own classroom learning lives.
Author: Gila A. Schauer
Publisher: Springer Nature
ISBN: 3030232573
Category : Education
Languages : en
Pages : 297
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Book Description
This book is the first comprehensive investigation of interlanguage pragmatic issues in a primary school context that is based on both primary school teachers’ statements on their own teaching realities, views and preferences, and a thorough investigation of materials used by teachers and recommended by teacher educators in the state the primary schools are located in. It offers a contrastive analysis of primary school learners acquiring English in a typical English as a foreign language school context and their age peers in the same state that are exposed to English in a school immersion context. This book will be of interest to scholars, researchers, educators in higher education that focus on English language teaching, second language acquisition and applied linguistics. It is also intended for students who are planning to become primary school teachers of English as a foreign language.
Author: Max von Blanckenburg
Publisher: LIT Verlag Münster
ISBN: 3643914695
Category :
Languages : en
Pages :
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Book Description
Drama pedagogy has been undergoing considerable changes over the last few years. The diversification of dramatic texts and performative practices both analogue and digital impacts on foreign language education and requires new forms of literacies for teachers and learners. This volume brings together papers that theorize and investigate current teaching perspectives at the nexus of drama-oriented and performative teaching and foreign language education.
