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Becoming Urban Cyclists: From Socialization to Skills
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In: https://hal.archives-ouvertes.fr/hal-03552594 ; University of Chester Press. University of Chester Press, 2022, 978-1-910481-17-2 ; https://storefront.chester.ac.uk/index.php?main_page=product_info&cPath=12_14&products_id=1094 (2022)
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Förderung des Bildungsspracherwerbs bei heterogenen sprachlichen Voraussetzungen im Unterricht mit digitalen Medien ...
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Zum Ungleichgewicht digital vermittelten Sachunterrichts und sprachlich-kommunikativer Anforderungen ...
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Förderung des Bildungsspracherwerbs bei heterogenen sprachlichen Voraussetzungen im Unterricht mit digitalen Medien
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In: Haider, Michael [Hrsg.]; Schmeinck, Daniela [Hrsg.]: Digitalisierung in der Grundschule. Grundlagen, Gelingensbedingungen und didaktische Konzeptionen am Beispiel des Fachs Sachunterricht. Bad Heilbrunn : Verlag Julius Klinkhardt 2022, S. 124-139 (2022)
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Zum Ungleichgewicht digital vermittelten Sachunterrichts und sprachlich-kommunikativer Anforderungen
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In: Sachunterricht in der Informationsgesellschaft. Bad Heilbrunn : Verlag Julius Klinkhardt 2022, S. 114-121. - (Probleme und Perspektiven des Sachunterrichts; 32) (2022)
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VERBAL AND NONVERBAL BEHAVIOR COMMUNICATION IN SOCIOLINGUISTICS ...
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VERBAL AND NONVERBAL BEHAVIOR COMMUNICATION IN SOCIOLINGUISTICS ...
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Behavior Problems and Social Competence in Fragile X Syndrome: A Systematic Review
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In: Genes; Volume 13; Issue 2; Pages: 280 (2022)
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XORIJIY TILLARNI O’QITISHDA MADANIYATLARARO MULOQOTNI SHAKLLANTIRISH AHAMIYATI ... : THE IMPORTANCE OF FORMING INTERCULTURAL COMMUNICATION IN FOREIGN LANGUAGE TEACHING ...
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Investigating the use of literary texts in a pedagogy to teach intercultural communicative competence in an EFL Master’s course in Algeria
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Abstract:
This thesis addresses a significant question of how literary texts can be used in an EFL classroom to teach intercultural communicative competence. It investigates students’ learning of intercultural communicative competence and their experience of a pedagogy that introduces literary texts for this objective. The research is interdisciplinary in nature and adopts theories from the field of teaching literature and the field of intercultural education from a global perspective to frame the study, taking into account the local social context. Adopting an interpretive approach based on social constructionism, this study is based on qualitative data elicited during an action research project, and presents an analysis of the students’ learning and their awareness of their learning experience according to data collected from different sources and perspectives. The empirical study shows the application of theoretical models from interdisciplinary fields of study to pedagogical practices. In addition, it offers theoretical conceptualizations of key concepts specific to the context of this study taking into account the different political, social and linguistic tensions, especially that the intercultural dimension is emerging in the educational context of this study, Algeria. Overall, the study shows that, using a specific teaching approach, literary texts have great potential in teaching intercultural communicative competence as well as for intercultural citizenship education. However, the degree to which the students themselves were conscious of their learning outcomes varied. The majority of the students enjoyed their learning experience with literary texts, but some students highlighted some challenges they faced that have significant implications for future research and scholarship. The study provides valuable insights for teachers and researchers in the area of intercultural education, especially for those in Algeria, or other similar contexts, where the students have limited exposure to diversity within their society. It also has implications to be taken into consideration for syllabus designers who attempt to include the intercultural dimension in their syllabus. Finally, the implications of this study are relevant for teachers of literature or EFL teachers who attempt to introduce literary texts into their pedagogical practices.
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Keyword:
EFL; Intercultural citizenship; Intercultural competence; social justice
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URL: http://etheses.dur.ac.uk/14307/
http://etheses.dur.ac.uk/14307/4/000725434Nemouchi_Lamia-_complete_Thesis_corrections.pdf
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Self-segregation, sense of belonging, and social support: An inquiry into the practices and perceptions of Chinese graduate students at an American Mid-Atlantic University
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In: Journal of Global Education and Research (2022)
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Small Talk: A Big Challenge for Chinese Graduate Students in Canada
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The Acquisition of Verbal Epistemic Stance Marking during Study Abroad: The Case of je pense in L2 French
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In: EISSN: 2226-471X ; Languages ; https://hal.archives-ouvertes.fr/hal-03476036 ; Languages, MDPI, 2021, 6 (4), pp.196. ⟨10.3390/languages6040196⟩ (2021)
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Apprendre à interagir en classe de FLE : la situation d'invitation ; : Learning to interact in the French language classroom: the invitation situation
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In: ISSN: 1023-2044 ; Bulletin suisse de Linguistique appliquée ; https://hal.archives-ouvertes.fr/hal-03349826 ; Bulletin suisse de Linguistique appliquée, Neuchâtel : Institut de linguistique de l'Université, 2021, Cahier VALS-ASLA, Numéro spécial 2020, pp.107-128 ; https://www.vals-asla.ch/fr/revue/ (2021)
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A Multilingual and Contrastive Approach to Phraseological Translation: The Parallel Corpus GRAFE ; Un enfoque multilingüe y contrastivo de la traducción fraseológica: el corpus paralelo GRAFE
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In: ISSN: 2444-1961 ; CLINA: An Interdisciplinary Journal of Translation, Interpreting and Intercultural Communication ; https://hal.archives-ouvertes.fr/hal-03241488 ; CLINA: An Interdisciplinary Journal of Translation, Interpreting and Intercultural Communication, Universidad de Salamanca, 2021 (2021)
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Hybridizing space to develop international business: the ILE project ; Hybrider l'espace pour développer l'international : le projet ILE
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In: Enjeux actuels et futurs de la formation et de la profession enseignante ; https://hal.archives-ouvertes.fr/hal-03214698 ; Enjeux actuels et futurs de la formation et de la profession enseignante, CRIFPE, Apr 2021, Montreal (en ligne), Canada ; https://colloque2021.crifpe.ca/fr/? (2021)
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| 17 |
Der MOOC Discovering Greek & Roman Cities. Lebenslanges Lernen im digitalen Zeitalter
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In: Geschichtsdidaktische Perspektive auf die 'Vormoderne': Fachwissenschaft und Fachdidaktik im Dialog ; https://hal.archives-ouvertes.fr/hal-03273108 ; Sebastian Barsch. Geschichtsdidaktische Perspektive auf die 'Vormoderne': Fachwissenschaft und Fachdidaktik im Dialog, pp.35-49, 2021, 978-3-928794-72-5. ⟨10.38072/2703-0784/p6⟩ (2021)
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Qui gardera les gardiens ? Sur certaines déclinaisons sémiotiques de la transparence en vue d’une évaluation critique des nudges
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In: EISSN: 2270-4957 ; Actes Sémiotiques ; https://hal-unilim.archives-ouvertes.fr/hal-03108925 ; Actes Sémiotiques , Université de Limoges, 2021, ⟨10.25965/as.6720⟩ (2021)
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DIGITAL CONTENT CREATION AS A SERVICE LEARNING PROPOSAL IN LEARNING FOREIGN LANGUAGES AT HIGHER EDUCATION
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In: MOOCs, Language learning and mobility, design, integration, reuse ; https://hal.archives-ouvertes.fr/hal-03215273 ; MOOCs, Language learning and mobility, design, integration, reuse, Apr 2021, Online conference, Italy (2021)
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| 20 |
Recognizing language accommodation skills: dealing with language proficiency differences during Virtual Exchange
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In: Eurocall 2021 ; https://hal.archives-ouvertes.fr/hal-03334686 ; Eurocall 2021, Le Cnam, Paris, Aug 2021, Paris, France (2021)
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