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Do native speakers of North American and Singapore English differentially perceive comprehensibility in second language speech?
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Second language speech production: investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels
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Flawed self-assessment: investigating self- and other-perception of second language speech
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Differential effects of instruction on the development of second language comprehensibility, word Stress, rhythm, and intonation: the case of inexperienced Japanese EFL learners
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Multilingual couples' disagreement : Taiwanese partners and their foreign spouses
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Lexical correlates of comprehensibility versus accentedness in second language speech
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Transnational experience, aspiration and family language policy
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Foreign accentedness revisited: Canadian and Singaporean raters’ perception of Japanese-accented English
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Prosody beyond pitch and emotion in speech and music: evidence from right hemisphere brain damage and congenital amusia
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Development of Comprehensibility and its Linguistic Correlates: A Longitudinal Study of Video-Mediated Telecollaboration
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The linguistic landscape of Chinatown: a sociolinguistic ethnography
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Lexical profiles of comprehensible second language speech: the role of appropriateness, fluency, variation, sophistication, abstractness and sense relations
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The psychological and linguistic profiles of self-reported code-switchers
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Integration of language and content through languaging in CLIL classroom interaction: A conversation analysis perspective
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Abstract:
Book synopsis: Content and Language Integrated Learning (CLIL) is a form of education that combines language and content learning objectives, a shared concern with other models of bilingual education. While CLIL research has often addressed learning outcomes, this volume focuses on how integration can be conceptualised and investigated. Using different theoretical and methodological approaches, ranging from socioconstructivist learning theories to systemic functional linguistics, the book explores three intersecting perspectives on integration concerning curriculum and pedagogic planning, participant perceptions and classroom practices. The ensuing multidimensionality highlights that in the inherent connectedness of content and language, various institutional, pedagogical and personal aspects of integration also need to be considered.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/19107/ http://www.multilingual-matters.com/display.asp?isb=9781783096138
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Why do so many bi- and multilinguals feel different when switching languages?
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Conclusion: language competence, learning and pedagogy in CLIL - deepening and broadening integration
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Shop sign as monument: the discursive recontextualisation of a neon sign
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Multilayered multilingualism: the contribution of recent research to understanding code-switching
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