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21	Sprachbetrachtung im Literaturunterricht? Integration von sprachlichem und literarischem Lernen in der Sekundarstufe II. Eine kritisch-systematische Untersuchung ...
	Landgraf, Thomas. - : Waxmann, 2020
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22	"Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie
	Edelstein, Benjamin Hrsg.; Fickermann, Detlef Hrsg.. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
	In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020)
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23	Sprachbetrachtung im Literaturunterricht? Integration von sprachlichem und literarischem Lernen in der Sekundarstufe II. Eine kritisch-systematische Untersuchung
	Landgraf, Thomas. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
	In: Münster ; New York : Waxmann 2020, 282 S. - (Didaktik der deutschen Sprache und Literatur; 3) - (Bern, Universität, Dissertation, 2019) (2020)
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24	音韻遷移現象之研究：以高屏地區國小學童為例 ; Cross-language Transfer of Phonological Awareness in Taiwan’s Elementary School Children
	戴郁芳; TAI, YU-FANG. - 2020
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25	Over taalbewustzijn en taalvariatie ... : Taalideologie bij docenten Nederlands aan Europese universiteiten ...
	De Wilde, Truus. - : Freie Universität Berlin, 2020
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26	Perfiles de estudiantes universitarios con dificultades lectoras en el aprendizaje del español como lengua extranjera
	Foncubierta Muriel, José Manuel. - : Universidad de Huelva, 2020
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27	Language Teaching Methodologies. Boosting Translator Training by Comparing Linguistic Aspects
	Díaz Garrido, Raquel. - 2020
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28	We speak 17 languages in 2B
	Pertiller, Victoria. - 2020
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29	Berücksichtigung und Förderung von Mehrsprachigkeit im inklusiven Kontext - eine Interviewstudie mit Lehrkräften in Wiener Integrationsklassen
	Zietlow, Anne Katharina. - 2020
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30	Lautliche Interferenzen im Zweitspracherwerb des Deutschen
	Babic, Kristina. - 2020
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31	Requesting in Ukrainian: Native Speakers’ Pragmatic Behaviour and Acquisition by Language Learners
	Sivachenko, Olena. - : University of Alberta. Department of Modern Languages and Cultural Studies., 2020
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32	La Llingua Asturiana y su inclusión dentro del Proyecto Lingüístico de Centro
	Remis-García, José Luis. - 2020
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33	Focus on Form: A CLIL Didactic Unit Promoting ESO Students’ Form Awareness
	Vilaseca Nogueras, Anna. - 2020
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34	Le rôle des facteurs phonologiques dans le développement des connaissances orthographiques chez l’élève dysphasique francophone du primaire
	Leonti, Oxana. - 2020
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35	Work Integrated Learning: A Case Study of Chinese Students in an Australian University
	Nguyen, Tien Cuong. - 2020
	Abstract: International students make a major contribution to Australia, financially and through adding to human capital for a skilled workforce. Given the significant role that international students play in Australia's education, their employment and an understanding of their related issues requires further examination. In response to the demand for greater employability and graduate attributes, Australian institutions have increasingly embedded Work Integrated Learning (WIL) into their curricula. In order to conduct successful WIL programmes, it is of great importance to gain an insight into the experience and perceptions of key stakeholders, especially international students who are a valuable student cohort in Australian Universities. In designing WIL models, Australian institutions largely assume that students, regardless of their background and context, desire the same certain outcomes which are often common to most, a "one size fits all‟ solution. To date, the effectiveness of a uniform application of WIL models has attracted little attention, especially from the perspectives of international students who, on completion, return to their country where they encounter different working environments, and business protocols. This study employs a qualitative approach to data collection and analysis and uses two instruments for collecting data, namely an online survey and semi-structured interviews. The two groups of stakeholders who participated in the study were Chinese graduates from Victoria University (VU) who undertook some form of WIL or work placement in Australia as part of their coursework, and VU staff who were engaged in the management, supervision, development or delivery of WIL programmes. Chinese students represent the largest international student cohort at VU; therefore, this particular student cohort was identified as a key focus of the study. This study explores and interprets the experiences and perceptions of international students and staff from VU regarding the value of WIL programmes in terms of graduate attributes, graduate employability, challenges and institutional support. It reveals several main themes regarding the experience and perceptions of WIL by VU international students and staff. These themes revolve around the contribution of WIL to the development of international students‟ language, interpersonal skills, technical knowledge, cultural awareness, and personal attributes. For each theme, the study analyses the expectations of international students, the development of relevant skills through WIL, and the extent to which these skills are transferrable to the work settings in their home country. The study also examines the challenges that international students face as a result of their international student status, the lack of prior work experience, the lack of an understanding of the Australian labour market, and their financial constraints. It also explores the extent to which the University provides support for WIL and provides suggestions to improve the development and implementation of WIL programmes. These themes are discussed with specific reference to VU's Chinese student cohort. Graduate employability for international students is the running concept that informs and connects emerging themes for the key findings of the study. It is found that VU's placement models have, to a large extent, been implemented in alignment with the University's core values and missions for graduate employability. However, mostly the same approach has been used to facilitate the delivery of WIL to students while the practical needs and circumstances of international students are not always attended to. The findings of the research reinforce those of previous studies, which acknowledge the positive benefits of WIL to the outcomes of international graduate students. On the other hand, it also raises concerns over the multiple challenges that international students face during their WIL participation. These include language and communication barriers, inadequate knowledge of the workplace, cultural differences, and international student status. The study shows that there are some differences between the employment culture in Australia and China that suggest the WIL models for international students in general, and Chinese students in particular, by VU should be developed and implemented with more attention to the particular needs of students and take into account their possible context of employment following their graduation. The findings indicate that more support needs to be allocated to international students since the challenges they face are specific in nature, differing from those needs of domestic students.
	Keyword: 1301 Education Systems; 1303 Specialist Studies in Education; Australia; Chinese students; College of Arts and Education; cultural awareness; graduate attributes; graduate employability; Institute for Sustainable Industries and Liveable Cities; international students; interpersonal communication; language development; university support; Victoria University; work integrated learning; work placement
	URL: https://vuir.vu.edu.au/41794/1/NGUYEN_Tien_Cuong-thesis_nosignature.pdf https://vuir.vu.edu.au/41794/
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36	Visual-gestural communication : a workbook in nonverbal expression and reception
	Conley, Willy. - London : Routledge, 2019
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	UB Frankfurt Linguistik
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37	An exploratory study of foreign accent and phonological awareness in Korean learners of English
	Park, Mi Sun. - 2019
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38	A articulação entre professor e terapeuta da fala na intervenção com criança com perturbação do desenvolvimento de linguagem
	Ribeiro, Daniela Alexandra Rosa. - 2019
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39	An exploratory study of foreign accent and phonological awareness in Korean learners of English ...
	Park, Mi Sun. - : Columbia University, 2019
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40	The Additive Effects of Bilingualism on Third or Additional Language Acquisition: the Role of Metalinguistic Awareness ...
	D’Angelo, Francesca. - : Universita degli studi di Salerno, 2019
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