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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 Hits 61 – 72 of 72 61 First Language Status and Second Language Writing Slocum, Sheryl Stephanie In: Theses and Dissertations (2013) BASE Show details 62 Effect of Language Background on Metalinguistic Awareness and Theory of Mind Pearson, Danielle K. - : University of Stirling, 2013 BASE Show details 63 Toward Linguistically Inclusive Teaching: a curriculum for teacher education and a case study of secondary teachers' learning Curtis, Emily K.J.. - 2013 BASE Show details 64 Comunicação e linguagem na creche e no jardim de infância : alguns desafios Coelho, Ana Rafaela da Costa. - 2013 Abstract: Relatório de estágio de mestrado em Educação Pré-Escolar ; O presente relatório expõe e analisa o projeto de intervenção pedagógica desenvolvido em contexto de jardim de infância e de creche no âmbito da Prática de Ensino Supervisionada do Mestrado em Educação Pre Escolar. Este Projeto teve como finalidade promover a comunicação e a linguagem oral das crianças nos dois contextos e ampliar o interesse pela escrita, no Jardim de infância. Neste último contexto, a intervenção pedagógica desenvolvida conferiu à consciência fonológica um papel de relevo enquanto processo que opera a ligação entre a linguagem oral e a descoberta da escrita. Baseado nestes propósitos, a intervenção procurou adequar-se à especificidade de ambos os contextos e neste sentido, foram desenhadas estratégias que fossem sensíveis às necessidades e interesses das crianças. A leitura de histórias e a criação de momentos de diálogo foram estratégias privilegiadas em Creche. Em Jardim de Infância, procurou-se criar momentos de conversação, incentivar as crianças a reflectirem sobre a linguagem oral através de tarefas de consciência silábica e fonémica, jogos de palavras, rimas, travalínguas e adivinhas e da exploração de diversas formas de escrita. A intervenção pedagógica desenvolvida em ambos os contextos permitiu identificar alguns ganhos na aprendizagem das crianças com destaque, na creche, para um evidente envolvimento das crianças nas situações de interação e de conversação entre pares e com os adultos e na crescente curiosidade em torno do meio envolvente. Em Jardim de Infância constatou-se uma maior sensibilidade das crianças quanto à estrutura sonora das palavras, uma atenção especial aos seus modos de expressão oral e escrita e uma evolução das suas competências neste domínio. ; The present report exposes and analyses a pedagogical intervention project developed in kindergarten and Nursery in the sphere of Supervised Teaching Practice in Pre-School Education Master. This Project aimed to encourage children’s communication and oral language in both contexts and increase the interest of written in Kindergarten. The pedagogical intervention that was developed in Kindergarten gave to phonological awareness a major role as a process that operates the connection between the oral language and writing discovery. Based on these purposes, the intervention tried to adapt to the specificity of both contexts and in this sense, strategies that were sensitive to children’s needs and interests were designed. Reading stories and creating dialogue moments were privileged strategies in Nursery. In Kindergarten we tried to encourage children to reflect, in a conscious way, about oral language through syllabic and phonemic awareness tasks, word games, rhymes, tongue twisters and riddles as well as through several writing forms exploration. The pedagogical intervention developed on both contexts helped identify some earnings in children’s learning, especially in Nursery, to an evident involvement of children in interaction and conversation situations among peers and with adults and growing curiosity about the environment. In Kindergarten we witnessed a greater sensitivity of children on the words sound structure, a special attention to their oral and written expression and their skills development in this area. Keyword: 372.46; 373.2; Communication; Comunicação; Consciência fonológica; Linguagem escrita; Linguagem oral; Oral language; Phonological awareness; Written language URL: http://hdl.handle.net/1822/28884 BASE Hide details 65 Effects of a Classroom-Based Pre-Literacy Intervention for Preschoolers with Communication Disorders Currier, Alyssa Rose In: Open Access Dissertations (2013) BASE Show details 66 Metalinguistic Awareness and the Accuracy of Postgraduate TEFL Students’ Writing: Teacher’s Focus vs. Learners’ Focus Zohreh Seifoori In: Journal of Applied Linguistics, Vol 6, Iss 13, Pp 146-166 (2013) (2013) BASE Show details 67 Apprendre une langue : les enjeux du « jeu intérieur » Brewer, Stephen-Scott In: Langages, N 192, 4, 2013-12-01, pp.119-130 (2013) BASE Show details 68 Research on Fostering Intercultural Communication Competence of Foreign Language Learners HAN, Yueqin In: Cross-Cultural Communication; Vol 9, No 1 (2013): Cross-Cultural Communication; 5-12 ; 1923-6700 ; 1712-8358 (2013) BASE Show details 69 Early Dynamic Assessment of Morphological Awareness and Early Literacy Achievement: A Feasibility Study Pike, Katherine In: All Graduate Plan B and other Reports (2013) BASE Show details 70 Exploring an invisible medium: Teacher Language Awareness among preservice K 12 educators of English Language Learners ; Doctor of Philosophy Lindahl, Kristen Marie. - : University of Utah, 2013 BASE Show details 71 CRITICAL THINKING SKILLS FOR LANGUAGE STUDENTS Patrisius Istiarto Djiwandono In: TEFLIN Journal, Vol 24, Iss 1, Pp 32-47 (2013) (2013) BASE Show details 72 CRITICAL THINKING SKILLS FOR LANGUAGE STUDENTS Patrisius Istiarto Djiwandono In: TEFLIN Journal, Vol 24, Iss 1, Pp 32-47 (2013) (2013) BASE Show details Page: 1 2 3 4

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