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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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What is language pedagogy for?
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Abstract:
In this chapter, the authors take a critical look at two main issues: the relationship of theory to language pedagogy and the place of language pedagogy relative to “the state of the world.” This examination is used to set the tone and introduce the chapters of this volume, showing how language pedagogy, far from being “atheoretical,” is in fact deeply infused with theory; it is always theory-driven practice. The contributions of the volume bring the paradigms of language teaching and learning—and the paradigm shifts that have been under way for some time—into focus, linking them concretely with pedagogical practice. It argues that “theory” is not a reified object but rather is embodied in our teaching and learning practices, often in ways that are unassumed and even unrecognized. A step back to think and reflect on our practice and to consider patterns that are emergent in language pedagogy gives us an exciting glimpse of change and new directions, of new embodiments of thinking about teaching in practice. The authors suggest that language pedagogy needs emergent and critical conceptual tools to move beyond a heavily skills-based approach and take an active part in addressing the dire needs of a changed world, a globalized community in which conflicts are or should be worked out by people at every level of society. Deep knowledge of languages—or translingual and transcultural competence as formulated by the Modern Language Association (MLA) Ad Hoc Committee Report (MLA, 2007)—is a crucial component of this change. To this end, picking up where the ACTFL Standards (National Standards in Foreign Language Education Project, 2006) left off, the authors frame the contributions to the volume in terms of five “new Cs”: context, complexity, capacity, compassion, and conflict: We can never be “after theory” in the sense that there can be no reflective life without it. We can simply run out of particular styles of thinking as our situation changes. (Eagleton, 2003, p. 221)
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URL: http://hdl.handle.net/10125/69677
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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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