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Hits 61 – 68 of 68
61
Size (mostly) doesn't matter: the role of set size in object substitution masking
Filmer, Hannah L.
;
Mattingley, Jason B.
;
Dux, Paul E.
. - : Springer New York, 2014
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62
Ideologías lingüísticas en la fraseología del español de Chile: dos momentos, una concepción del lenguaje
Rojas Gallardo, Darío
;
Avilés Vergara, Tania
In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 29, 2014, pags. 64-77 (2014)
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63
Prerrequisitos para el proceso de aprendizaje de la lectura y la escritura: conciencia fonológica y destrezas orales de la lengua
Núñez Delgado, María Pilar
;
Santamarina Sancho, María
In: Lengua y Habla, ISSN 2244-811X, Nº. 18, 2014 (Ejemplar dedicado a: ENERO-DICIEMBRE), pags. 72-92 (2014)
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64
The efficacy of the talking tables program in the development of phonological awareness in kindergarten children at risk for reading difficulties
Hodgins, Helena
. - 2014
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65
A STUDY OF THE CHALLENGES FACING ARABIC-SPEAKING ESL STUDENTS AND TEACHERS: CULTURAL AND LINGUISTIC AWARENESS
Akasha, Omran Ali Abdalla
. - 2014
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66
Un modelo de enfoque plurilingüe para la enseñanza de lenguas en la escuela
Ernesto Martín Peris
In: Linguarum Arena : Revista do Programa Doutoral em Didáctica de Línguas da Universidade do Porto, Vol 5, Pp 47-66 (2014) (2014)
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67
Exploring Language Teachers’ Evolving Conceptualizations of Language Variation
LaFond, Larry L.
;
Dogancay-Aktuna, Seran
In: Studies in Literature and Language; Vol 8, No 3 (2014): Studies in Literature and Language; 5-14 ; 1923-1563 ; 1923-1555 (2014)
Abstract:
This paper examines conceptions that pre-service teachers of English bring to the term language variation, a crucial constellation of concepts in linguistics related to understanding the socioculturally variant nature of language. We review responses given to open-ended questions about language variation, focusing on statements made regarding this term at different points of professional development, looking particularly at how initial understanding of language variation evolves as a result of having multiple exposures to this linguistic concept across differing language courses. Survey questions related both to a definition language variation and to an assessment of the importance of this concept for the careers for which these respondents were preparing. Comparative content analyses of responses reveals that many pre-service teachers start their academic careers with differing preconceptions of language variation based on general use of the term. Though these pre-service teachers are sometimes reflective about aspects of variation, their early formulations are quite narrow in scope, often reflecting an incomplete or less sophisticated understanding of the term. Results suggest that, as these pre-service teachers extend their coursework, they also expand and refine their initial understanding of language variation, thereby gaining a discipline-specific and nuanced understanding of the term. Results also show broad appreciation for language variation, and development in the ability to articulate how awareness of variation might assist their teaching.
Keyword:
Awareness
;
Language variation
;
Teacher education
;
TESOL
URL:
http://cscanada.net/index.php/sll/article/view/5060
https://doi.org/10.3968/n
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68
Une approche pédagogique d’enseignement du français langue seconde ajustée aux étudiants venant des programmes d’immersion
Peguret, Muriel
In: Canadian Journal of Applied Linguistics; Vol. 17 No. 1 (2014); 1-19 ; Revue canadienne de linguistique appliquée; Vol. 17 No. 1 (2014); 1-19 ; 1920-1818 ; 1481-868X (2014)
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