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Developing Multilingualism-Sensitive Teaching Competence in an Online Training Programme for In-Service Language Teachers
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Plurilingual and Intercultural Education in the Republic of Croatia
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The development of program of experimental research on the formation of intercultural competence of higher military educational institutions cadets during foreign language training
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In: EUREKA: Social and Humanities ; 4 ; 57-62 (2021)
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Gendergerechte Sprache im DaZ/DaF-Unterricht: Bewertung und Vermittlung durch DaZ/DaF-Lehrkräfte
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In: 103 (2021)
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Gendergerechte Wissenschaftssprache? Eine empirische Untersuchung des wissenschaftlichen Sprachgebrauchs im Kontext von Deutsch als Fremdsprache
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In: 179 (2021)
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Teacher epistemic stance as a trouble in foreign language classroom interaction
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Normativität in praxeologischer Professionsforschung: Entwurf einer fremdsprachendidaktisch-normativen Perspektive am Beispiel von Mentoringgesprächen über Englischunterricht
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In: Zeitschrift für Qualitative Forschung ; 22 ; 1 ; 123-138 (2021)
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Cinema as a didactic tool in the secondary school foreign language classroom: French ; El cine como herramienta didáctica en el aula de secundaria de Lengua Extranjera: Francés
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Enfoque Oral y desarrollo de la competencia fónica de estudiantes universitarios brasileños de Letras-Español
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In: TDX (Tesis Doctorals en Xarxa) (2021)
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Estudio sobre las imágenes asociadas a la lengua portuguesa por aprendientes plurilingües de PLE en Barcelona
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In: TDX (Tesis Doctorals en Xarxa) (2021)
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Enfoque Oral y desarrollo de la competencia fónica de estudiantes universitarios brasileños de Letras-Español
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Language aptitude in L2 vocabulary learning through subtitled TV series: evidence from young learners.
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Learning L2 grammar constructions through audio-visual input: The role of aptitude
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Designing a linguistic immersion space and two teaching units for the development of the oral communicative competence in infant and primary education
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EXPERIENCE OF USING INFORMATION AND COMMUNICATION TECHNOLOGIES IN FOREIGN LANGUAGE TEACHING ; ДОСВІД ВИКОРИСТАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ У НАВЧАННІ ІНОЗЕМНИХ МОВ
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In: Youth & market; No. 4/190 (2021) ; Молодь і ринок; № 4/190 (2021) ; 2617-0825 ; 2308-4634 ; 10.24919/2617-0825.4/190.2021 (2021)
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Uncovering emerging identity performances of Turkish foreign language teaching assistants
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 45-67 (2021) (2021)
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The suitability of foreign language teaching in childhood according to the CLIL approach: the foreign language teachers' attitudes
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In: English Language Teaching Educational Journal, Vol 4, Iss 1, Pp 1-14 (2021) (2021)
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Fundamentals of Language and Language Learning: A Collaborative Initiative for the Implementation of a Common Online Language Training Component in the First-Year Language Curriculum
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In: Nouvelle Revue Synergies Canada; No. 14 (2021): From in-person to distance: Rethinking language learning in a new environment ; Nouvelle Revue Synergies Canada; No. 14 (2021): Du présentiel à la distance : repenser l’apprentissage des langues dans un nouvel environnement ; 2292-2261 (2021)
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From Curriculum Demands to Genre Pedagogy: Bilingual Adaptation of Reading to Learn for an L2 Lesson Planning
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In: Signo; v. 46, n. 86 (2021); 147-163 ; 1982-2014 ; 0101-1812 (2021)
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Abstract:
Reading to Learn (R2L) is a literacy methodology and teacher development program inspired by Systemic Functional Linguistics. Recently, it has been adapted for second/foreign language courses with bilingual teaching (KARTIKA-NINGSIH; ROSE, 2021; RAMÍREZ, 2020; KARTIKA-NINGSIH, 2016). Although R2L has successfully expanded worldwide, its impact on textbooks, school programs, and educators has also been uneven. To describe how these conceptual inconsistencies play out, this article contrasts a textbook methodology partially informed by genre theory when applied in an L2 English class in Colombia with a recent bilingual adaptation of R2L in an L2 Spanish class in the United States. This latter case is based on genre theory and R2L pedagogy (ROSE, 2018a) and bilingualism approaches (RAMÍREZ, 2020; LESSOW-HURLEY, 2005; LABERGE; SAMUELS, 1974). Findings reveal a prominent pedagogical gap between the reading and the writing sections of the partially informed genre-based methodology but a robust linguistic scaffold in the bilingual R2L experience. The resulting recount exemplifies detailed and annotated lesson planning for teachers interested in thoroughly applying the latter methodology, especially for L2 settings. Preceded by some similar interventions, this experience confirms that the integration of both native and foreign languages within the R2L methodology makes it a promising approach.
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Keyword:
bilingualism; curriculum; foreign language teaching; genre; Reading to Learn
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URL: https://doi.org/10.17058/signo.v46i86.16522 https://online.unisc.br/seer/index.php/signo/article/view/16522
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