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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 Hits 1 – 4 of 4 1 What’s Wrong with “What is your name?” > “Quel est votre nom?”:Teaching Responsible Use of MT through Discursive Competence and Metalanguage Awareness Pellet, Stephanie; Myers, Lindsy In: L2 Journal, vol 14, iss 1 (2022) BASE Show details 2 Social-pedagogical life imitates art: Scaffolding the voices of L2 fans and critics Pellet, Stéphanie; Myers, Lindsy. - : Cengage, 2017 Abstract: This chapter describes a modular intermediate French course (Pellet & Myers, 2016) anchored by a constructivist approach to social L2 reading and writing. Connected by digital technologies fostering a community of shared readership, students encounter a metaphor of fan interaction and engagement in the contemporary French short story, “Odette Toulemonde” (Schmitt, 2006). The course incorporates multiple levels of readership and authorship by playing out the social themes of the narrative. This model redefines traditional roles by embracing continuums rather than dichotomies such as reader-writer, fiction-reality, classroom and real-world interaction. Such authentic transcultural encounters turn students into digital-footprint-making producers (Sharpe, Beetham, & de Freitas, 2010) rather than mere consumers. More specifically, social pedagogies transform potentially isolated readers and language learners into authors, fans, and critics in an extramural classroom through communal reading and textually inspired, real-life activities. Subsequently, this model dovetails current language program transformations favoring integrative curriculum design focused on cultural inquiry (MLA, 2007) that is socially inclusive, adaptive, encourages knowledge co-construction, and promotes process over product. URL: http://hdl.handle.net/10125/69768 BASE Hide details 3 WH-interrogatives in spoken French : a corpus-based analysis of their form and function Myers, Lindsy Lee. - Ann Arbor : UMI, 2008 MPI-SHH Linguistik Show details 4 WH-interrogatives in spoken French: a corpus-based analysis of their form and function Myers, Lindsy Lee, 1973-. - 2007 BASE Show details

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