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From Disrupted Classrooms to Human-Machine Collaboration? The Pocket Calculator, Google Translate, and the Future of Language Education
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In: L2 Journal, vol 14, iss 1 (2022)
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It takes a village: Digitizing domestic summer programs to confront COVID-19
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Urlaub, Per. - : University of Hawaii National Foreign Language Resource Center, 2020. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2020
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Reading the German graphic novel : understanding learners’ readings of multimodal literary comics
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Beliefs about grammar instruction among post-secondary second-language learners and teachers
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Culture specific aspects of semantic frames in multilingual frame descriptions
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Exploring change : oral metadiscourse of advanced learners of Russian in extended study abroad
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A usage-based approach to verb classes in English and German
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Dramatizing/digitizing literacy: Theater education and digital scholarship in the applied linguistics curriculum
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Semantic role alignment in metaphor : a frame semantic approach to metaphoric meaning
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I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom
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Critical Literacy and Intercultural Awareness through the Reading Comprehension Strategy of Questioning in Business Language Education
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In: Global Business Languages (2013)
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Abstract:
This article is situated at the nexus between critical thinking, literacy, and intercultural awareness, and its goal is to extend the curricular and methodological repertoire of business language programs and instructors. To that end, the article introduces an instructional technique for business language classes that will elevate the learners’ level of criticality toward second language texts. The approach is based on the reading comprehension strategy of self-generating questions. Instead of responding to questions raised by the instructor or the textbook, students self-generate questions vis-à-vis the assigned texts. After providing a working definition of critical literacy and an outline of previous research that relates to strategy instruction in literacy-centered foreign language education, the article will illustrate this approach and analyze the question sets that two American students generated in response to a German newspaper article on the actions of anti-consumerist advocacy groups.
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Keyword:
critical thinking; intercultural awareness; questioning; Reading comprehension; reading strategies
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URL: https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1239&context=gbl https://docs.lib.purdue.edu/gbl/vol18/iss1/6
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Intercultural communicative competence : assessing outcomes of an undergraduate German language program
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Twist in the list : frame semantics as vocabulary teaching and learning tool
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Understanding comprehension: Hermeneutics, literature, and culture in collegiate foreign language education
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