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Religion, identity and investment in adult migrants’ English language learning in the UK
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An ecological approach to language pedagogy, programs, and departments
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Swanson, Bridget; Levine, Glenn S.. - : University of Hawaii National Foreign Language Resource Center, 2020. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2020
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Fostering Compassion through Translanguaging Pedagogy in the German Willkommensklasse ...
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Fostering Compassion through Translanguaging Pedagogy in the German Willkommensklasse
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Performing poetry in the foreign language classroom: Pedagogical and language program considerations
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The Study of Literary Texts at the Nexus of Multiple Histories in the Intermediate College-Level German Classroom
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In: Levine, Glenn S. (2012). The Study of Literary Texts at the Nexus of Multiple Histories in the Intermediate College-Level German Classroom. L2 Journal, 4(1). doi:10.5070/L24110015. Retrieved from: http://www.escholarship.org/uc/item/8kc726zc (2012)
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Abstract:
This article addresses the teaching of complex representations of history through the study of literary texts in the college-level intermediate German class, employing the categories and tenets of Scollon and Scollon’s (2004) nexus analysis (see also Scollon, 2001). Nexus analysis is a model for understanding the meetingpoint of social actions and multiple discourses, each with its own historical body, interaction order, and discourses in place. These discourses and social actions can include the narrated action of the text, the author’s writing of the text, the reception of the text, and of course, the student’s reading and study of the text. Important for pedagogical design, nexus analysis includes consideration of the analyst’s—in this case the L2 student’s—own discourses and social actions. The curricular proposals based on two literary worksby German-Jewish authors within a conventional intermediate-level German language course provide theframework for curriculum and teaching that allows learners at this level to engage with multiple, intersecting and overlapping historical, literary, and cultural issues and questions. It further involves consideration of multiple levels of analysis and multiple timescales in order to raise learners’ critical historical consciousness.
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Keyword:
and Multicultural Education; Bilingual; Multilingual
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URL: http://www.escholarship.org/uc/item/8kc726zc
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Co-construction and articulation of code choice practices in foreign language classrooms
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Incomplete L1 acquisition in the immigrant situation : Yiddisch in the United States . - Linguistische Arbeiten : Incomplete L1 acquisition in the immigrant situation : Yiddisch in the United States . -
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MPI für Psycholinguistik
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