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Phonological awareness and alphabet knowledge in the acquisition of literacy skills
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| 142 |
Language and cultural awareness of a non-native ESP teacher
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In: Integration of Education (2019)
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| 144 |
Das Potenzial sprachlicher Heterogenität im Literaturunterricht
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| 145 |
Strategies for multilingual cooperative writing in the German as a second language classroom
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| 146 |
Effets d’un dispositif plurilingue d’enseignement de l’orthographe grammaticale française sur les apprentissages d’élèves du secondaire en milieu pluriethnique et plurilingue
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| 147 |
Efeitos de intervenções em letramento emergente: uma revisão bibliográfica na base SciELO ; Effects of emergent literacy interventions: a literature review in the Scielo database
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| 148 |
L'ús de la gestualitat en el desenvolupament de la consciència morfològica dels aprenents de l'anglès com a llengua estrangera
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| 149 |
Reading development in children with cochlear implants who communicate via spoken language: A psycholinguistic investigation
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| 150 |
Kindergartners’ morphological awareness, its instruction and guidance in the Indonesian context
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 1, Pp 138-147 (2019) (2019)
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| 151 |
Phonology-based reading instruction to improve dyslexic students’ early reading ability
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 2, Pp 443-462 (2019) (2019)
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| 152 |
Intercultural awareness and its misrepresentation in textbooks
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In: Colombian Applied Linguistics Journal, Vol 21, Iss 2, Pp 179-193 (2019) (2019)
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| 153 |
REFLECTIVE THINKING STRATEGIES FOR DEVELOPING EFL LITERARY READING SKILLS AND METACOGNITIVE READING AWARENESS
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 3, Iss 2, Pp 162-177 (2019) (2019)
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| 154 |
Post-French Immersion Student Perceptions of Parallel Concordancing: A Mixed Methods Study
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| 155 |
Enhancing Critical Awareness through Socratic Pedagogy
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In: Eurasian Journal of Applied Linguistics, Vol 5, Iss 3, Pp 515-536 (2019) (2019)
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Abstract:
Socratic pedagogy is an approach to teaching through questioning mainstream practices without being judgmental in an effort to understand, empathize and reach more objective conclusions about reality. This study explores the effects of its use on student teachers’ critical awareness skills during their participation in a Spoken English course given at a Foreign Language Education Department in Turkey. This qualitative study was conducted with freshman students and the intervention lasted one academic year. Individual and focus group interviews, and observation notes based on student performance in class were used as data collection tools. The results clearly indicate the development of students’ critical awareness of political, economic and culture-related issues regarding language teaching settings, and they generated deeper insight to multiple aspects of teaching English. Students displayed an understanding of the consequences of political decisions as well as the economic dimensions of educational commitments, and expressed a positive attitude towards cultural diversity after a yearlong Socratic pedagogy intervention.
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Keyword:
cooperative learning; critical awareness; diasadvantaged groups; Language and Literature; P; P1-1091; Philology. Linguistics; socratic pedagogy; spoken english
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URL: https://doi.org/10.32601/ejal.651348
https://doaj.org/article/26122d8baf6a48949846c77e673ffa09
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| 156 |
Consciência dos constituintes fonológicos: ordem de estabilização em crianças portuguesas
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In: Linguística : Revista de Estudos Linguísticos da Universidade do Porto, Vol 14, Pp 9-34 (2019) (2019)
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| 157 |
Éveil aux langues per alunni della scuola primaria: il progetto Musiche dal mondo del CLA-UniTO
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In: Linguae &. Rivista di Lingue e Culture Moderne, Vol 18, Iss 1, Pp 83-99 (2019) (2019)
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| 158 |
From grammar to reading: a study on referential dependencies
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 12, Núm. 2 (2019): Juny/Juliol 2019: Monogràfic; p. 60-77 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 12, Núm. 2 (2019): Juny/Juliol 2019: Monogràfic; p. 60-77 (2019)
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| 159 |
Phonological awareness in elementary school students with low versus normal vision: a comparative study
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In: Revista CEFAC, Vol 21, Iss 4 (2019) (2019)
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| 160 |
MORPHOLOGICAL AWARENESS AND ITS CORRELATION WITH EFL READING COMPREHENSION OF SENIOR HIGH SCHOOL STUDENTS
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In: TEFLIN Journal, Vol 30, Iss 1, Pp 121-136 (2019) (2019)
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