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Validation of a Scale to Measure Phonological and Morphological Knowledge and Skill of Speech-Language Pathologists and Elementary Teachers
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In: Dissertations (2019)
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| 22 |
Motivation and Gesture in Foreign and Second Language Development: A Sociocultural Study of Chinese Learners of English
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2019)
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La conciencia lingüística del autor andaluz Francisco Delicado
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Мультикультуралізм і питання мовно- культурної ідентичності ; МУЛЬТИКУЛЬТУРАЛИЗМ И ВОПРОС ЯЗЫКОВО-КУЛЬТУРНОЙ ИДЕНТИЧНОСТИ ; MULTICULTURALISM: LANGUAGE AND CULTURE IDENTITY PROBLEM
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In: Культура і мистецтво у сучасному світі; № 20 (2019); 21-29 ; CULTURE AND ARTS IN THE MODERN WORLD; № 20 (2019); 21-29 ; Культура и искусство в современном мире; № 20 (2019); 21-29 ; 2616-423X ; 2410-1915 (2019)
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Análise de oportunidades de desenvolvimento de consciência de abertura de vogais orais do português brasileiro em cinco manuais de português língua estrangeira
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In: Linguagens & Cidadania; Linguagens & Cidadania, v. 20, número especial, jan./dez., 2018 ; 2674-6921 ; 1516-8492 (2019)
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| 26 |
O impacto de competências linguísticas e variáveis sociodemográficas na precisão e fluência de leitura em alunos do 1º ciclo do ensino básico
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Metalinguagem como tecnologia cognitiva em textos de divulgação científica ; Metalanguage as cognitive technology in texts of scientific diffusion
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Silva, Carlos Eduardo da. - : Universidade Tecnológica Federal do Paraná, 2019. : Curitiba, 2019. : Brasil, 2019. : Programa de Pós-Graduação em Estudos de Linguagens, 2019. : UTFPR, 2019
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| 28 |
Reading the Linguistic Landscape: Fostering Newcomer Children's Language Awareness and Identity Positioning
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| 29 |
The Direct and Indirect Effects of Syntactic Awareness on French Reading Comprehension in French Immersion Students
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| 30 |
Phonological awareness and alphabet knowledge in the acquisition of literacy skills
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| 31 |
Language and cultural awareness of a non-native ESP teacher
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In: Integration of Education (2019)
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Abstract:
Introduction. The relation between culture and language is a central issue in foreign language teaching and research where the need to give cultural content the same value as language content and language skills has been stressed. However, conceptualization of teacher language awareness, by focusing largely on formal aspects of language, largely neglects culture as a component of teacher cognition. This paper expands the category of ESP-teacher language awareness suggesting the inclusion of cultural awareness as a separate component of teacher cognition. This concept extension actualizes ESP teaching in the situation shaped by unprecedented mobility and intercultural contacts. Materials and Methods. The historic-logical method was used to determine shortcomings of pedagogical experience and the need to teach culture in ESP. Grounded theory, as an inductive methodology, was utilized to generate conceptual expansion theoretically tied with research in medical and business communication as well as with data on population movement and international scientific cooperation. Results. We defined ESP-cultural knowledge as a system comprising the permanent (know-that) and temporary (know-of) cultural manifestations in a society as well as how they are manifested through language (know-how). That system practical representation is exemplified in medicine and business English discourse. The study expands the structure of ESP-TLA, claiming the focus on cultural awareness as part of ESP discourse which fosters cultural-response education. Discussion and Conclusion. Such claim is pertinent to practitioners involved in the tourism industry, health care, economics, and academic activities such as research and development. This paper is relevant for teachers of English for Specific purposes in the fields mentioned above as well as for researchers engaged in analyzing the problems and methods of teaching a foreign language. However, because of the multiple manifestations and complexity of student motivation to get ESP course, the paper acknowledges the difficulties in addressing cultural content salient to all students in class, an aspect meriting further research. © 2019 National Research Ogarev Mordovia State University. All rights reserved. ; This research was financially supported by the Russian Foundation for Basic Research (Grant No. 17-29-09136/18 «Multilingualism in the era of post-literacy: Philosophical and cultural studies and methodological and pedagogical development of a multilingual education model»). ; Российский Фонд Фундаментальных Исследований (РФФИ): 17-29-09136/18
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Keyword:
COMMUNICATIVE LANGUAGE PRACTICES; CULTURE; ESP; KNOWLEDGE OF SUBJECT MATTER; TEACHER LANGUAGE AWARENESS
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URL: http://edumag.mrsu.ru/content/pdf/19-1.pdf
http://hdl.handle.net/10995/73998
http://www.scopus.com/inward/record.url?partnerID=8YFLogxK&scp=85065617920
https://doi.org/10.15507/1991-9468.094.023.201901.023-036
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| 33 |
Das Potenzial sprachlicher Heterogenität im Literaturunterricht
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Strategies for multilingual cooperative writing in the German as a second language classroom
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| 35 |
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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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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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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Reading development in children with cochlear implants who communicate via spoken language: A psycholinguistic investigation
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| 39 |
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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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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