21 |
Japanese Language Learners' 2019; Out-Of-Class Study: Form-Focus and Meaning-Focus in a Program that Uses the Performed Culture Approach
|
|
|
|
In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1388397080 (2014)
|
|
BASE
|
|
Show details
|
|
22 |
Sociocultural Aspects of Learning English as a Third Language: Perspectives of Female Minority Students
|
|
|
|
In: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404333853 (2014)
|
|
BASE
|
|
Show details
|
|
23 |
Testtheoretische Absicherung der ESGRAF 4-9 ; The Psychometric Quality of the ESGRAF 4-9
|
|
|
|
In: Empirische Sonderpädagogik 6 (2014) 4, S. 300-312 (2014)
|
|
BASE
|
|
Show details
|
|
24 |
Bilinguale pädagogische Fachkräfte als vorteilhafte Ressource in der Arbeit mit mehrsprachigen Kindern?
|
|
|
|
In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 311-317 (2014)
|
|
BASE
|
|
Show details
|
|
25 |
Früher Zweitspracherwerb und Herkunftssprachenunterricht in Bayern: Fluch oder Segen?
|
|
|
|
In: Trautmann, Caroline [Hrsg.]; Noel Aziz Hanna, Patrizia [Hrsg.]; Sonnenhauser, Barbara [Hrsg.]: Interaktionen. München u.a. : Ludwig-Maximilians-Universität München 2014, S. 135-152. - (Diskussionsforum Linguistik in Bayern; 3) (2014)
|
|
BASE
|
|
Show details
|
|
26 |
Förderung mathematischen Lernens mit Kindern mit Spracherwerbsstörungen
|
|
|
|
In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 91-97 (2014)
|
|
BASE
|
|
Show details
|
|
27 |
SAuS - Sprache in Alltag und Spiel kompetent fördern
|
|
|
|
In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 54-60 (2014)
|
|
BASE
|
|
Show details
|
|
30 |
Prosody in the Production and Processing of L2 Spoken Language and Implications for Assessment ...
|
|
|
|
BASE
|
|
Show details
|
|
32 |
Exploring Language Assessment and Testing: Language in Action ...
|
|
|
|
BASE
|
|
Show details
|
|
33 |
The Conceptualization and Operationalization of Diagnostic Testing in Second and Foreign Language Assessment ...
|
|
|
|
BASE
|
|
Show details
|
|
36 |
The Interactional Dimension of LOA: Within and Beyond the Classroom ...
|
|
|
|
BASE
|
|
Show details
|
|
37 |
Deconstructing the Concept of ‘Incidental’ L2 Vocabulary Learning ...
|
|
|
|
BASE
|
|
Show details
|
|
38 |
An Interview with APPLE Lecture Speaker Professor Alister Cumming ...
|
|
|
|
Abstract:
On April 11, 2014, the TESOL/AL Web Journal (represented by Rongchan Lin, Yuna Seong, and Catherine Box) had the opportunity to sit down with Professor Alister Cumming, guest speaker for the 2014 Applied Linguistics & Language Education (APPLE) Lecture Series, hosted annually by the TESOL/Applied Linguistics Programs at Teachers College, Columbia University. Professor Cumming was kind enough to take the time, during a very busy day, to speak about his research, his work on assessing writing, his thoughts on dynamic assessment, and his advice for new scholars working in the TESOL/AL fields. Professor Cumming is professor in the Centre for Educational Research on Languages and Literacies (CERLL) at the Ontario Institute for Studies in Education, University of Toronto. His research and teaching focus on writing in second languages, language assessment, language program evaluation and policies, and research methods. His most recent books include Adolescent Literacies in a Multicultural Context (2012, ...
|
|
Keyword:
Applied linguistics; Education; English language--Study and teaching--Foreign speakers; Pragmatics; Second language acquisition--Ability testing
|
|
URL: https://dx.doi.org/10.7916/d8tq6146 https://academiccommons.columbia.edu/doi/10.7916/D8TQ6146
|
|
BASE
|
|
Hide details
|
|
40 |
Learning-Oriented Assessment: The Proficiency Dimension ...
|
|
|
|
BASE
|
|
Show details
|
|
|
|