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Engagement as Perception-In-Action in Process Drama for Teaching and Learning Italian as a Second Language
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Australia loves language puzzles: The Australian Computational and Linguistics Olympiad (OzCLO)
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Estival, Dominique; Bow, Cathy; Henderson, John; Kelly, Barbara; Laughren, Mary; Mayer, Elisabeth; Mollá, Diego; Mrowa-Hopkins, Colette; Nordlinger, Rachel; Rieschild, Verna; Schalley, Andrea; W. Stanley, Alexander; Vaughan, Jill. - : Wiley-Blackwell Publishing, 2014
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Abstract:
The Australian Computational and Linguistics Olympiad (OzCLO) started in 2008 in only two locations and has since grown to a nationwide competition with almost 1500 high school students participating in 2013. An Australian team has participated in the International Linguistics Olympiad (IOL) every year since 2009. This paper describes how the competition is run (with a regional first round and a final national round) and the organisation of the competition (a National Steering Committee and Local Organising Committees for each region) and discusses the particular challenges faced by Australia (timing of the competition and distance between the major population centres). One major factor in the growth and success of OzCLO has been the introduction of the online competition, allowing participation of students from rural and remote country areas. The organisation relies on the goodwill and volunteer work of university and school staff but the strong interest amongst students and teachers shows that OzCLO is responding to a demand for linguistic challenges. ; No Full Text
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Keyword:
Applied Linguistics and Educational Linguistics; Linguistics not elsewhere classified
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URL: http://hdl.handle.net/10072/67329 https://doi.org/10.1111/lnc3.12096
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Drama: Threat or Opportunity? Managing the ‘Dual Affect’ in Process Drama
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English as a medium of instruction in East and Southeast Asian universities
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English in Southeast Asia: Pedagogical and policy implications
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Tribute to Richard (Dick) Birge Baldauf Jr. (1943–2014): A distinguished scholar and an inspiring mentor
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Redesigning the Linguistic Ecology of East and Southeast Asia: English and/ or Local Languages?
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The language(s) of HE: EMI and/or ELF and/or Multilingualism?
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Micro-language planning for multilingual education: Agency in local contexts
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One-parent-one-language (OPOL) families: is the majority language- speaking parent instrumental in the minority language development?
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Teaching English in Asia in non-Anglo-cultural contexts: principles of the lingua franca approach
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Finding space for non-dominant languages in education: language policy and medium of instruction in Timor-Leste 2000-2012
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Macro-language planning for multilingual education: Focus on programmes and provision
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Lingua francas as languages of education: implications for other languages
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How much input do you need to learn the most frequent 9,000 words?
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Language teaching for European citizenship: insights for teacher education
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Scaffolding essay writing skills for accounting students: a collaboration
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