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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 7...51 Hits 41 – 60 of 1.005 41 Dynamic Generation of Spatial Referring Expressions for Social Robots Wallbridge, Christopher. - : University of Plymouth, 2021 BASE Show details 42 A conversation analysis approach to english as a first language: analysing informal interaction in close scopes Sanguino Peña, Paula. - 2021 BASE Show details 43 Understanding dialogue : language use and social interaction Pickering, Martin J.; Garrod, Simon C.. - Cambridge, United Kingdom ; New York, NY : Cambridge University Press, 2020 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 44 Questions as a tool for cross-comprehension in work meetings ; La question comme outil de construction de l’intercompréhension en réunion de travail Divoux, Anouchka. - : HAL CCSD, 2020 In: https://hal.univ-lorraine.fr/tel-03153385 ; Linguistique. Université de Lorraine, 2020. Français. ⟨NNT : 2020LORR0233⟩ (2020) BASE Show details 45 Cognitive Aspects of the Lexicon (COGALEX-VI) ; Cognitive Aspects of the Lexicon (COGALEX-VI): Proceedings of the Workshop, December 12, 2020, Barcelona, Spain (Online) Zock, Michael; Lenci, Alessandro; Chersoni, Emmanuele. - : HAL CCSD, 2020 In: https://hal.archives-ouvertes.fr/hal-03168880 ; 2020 (2020) BASE Show details 46 Neural models for the representation and matching of geotextual objects ; Modèles neuronaux pour la représentation et l'appariement d'objets géotextuels Mousset, Paul. - : HAL CCSD, 2020 In: https://tel.archives-ouvertes.fr/tel-02979573 ; Interface homme-machine [cs.HC]. Université Paul Sabatier - Toulouse III, 2020. Français. ⟨NNT : 2020TOU30042⟩ (2020) BASE Show details 47 Automata in antiquity : sources, functions and virtual restitution ; Les automates dans l'antiquité : sources, fonctions et restitution virtuelle Nicolle, Jerome. - : HAL CCSD, 2020 In: https://tel.archives-ouvertes.fr/tel-02997617 ; Linguistique. Normandie Université, 2020. Français. ⟨NNT : 2020NORMC009⟩ (2020) BASE Show details 48 Standard-based Lexical Models for Automatically Structured Dictionaries ; Modèles lexicaux standardisés pour les dictionnaires à structure automatique Khemakhem, Mohamed. - : HAL CCSD, 2020 In: https://tel.archives-ouvertes.fr/tel-03153438 ; Computation and Language [cs.CL]. Université de Paris, 2020. English (2020) BASE Show details 49 Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom Ingram, Jenni; Erath, Kirstin; Rønning, Frode. - : HAL CCSD, 2020 In: Seventh ERME Topic Conference on Language in the Mathematics Classroom ; https://hal.archives-ouvertes.fr/hal-02970540 ; Seventh ERME Topic Conference on Language in the Mathematics Classroom, Feb 2020, Montpellier, France. 2020, 978-82-7151-200-2 (2020) BASE Show details 50 Interlocution and tragic style at classical age : Théophile de Vieu, Rotrou, Corneille et Racine. ; Interlocution et style tragique à l'âge classique : Théophile de Viau, Rotrou, Corneille et Racine Mouraret, Lauriane. - : HAL CCSD, 2020 In: https://tel.archives-ouvertes.fr/tel-03186831 ; Littératures. Université Grenoble Alpes [2020-.], 2020. Français. ⟨NNT : 2020GRALL030⟩ (2020) BASE Show details 51 Allusives Sprechen in Psychotherapien ... Alder, Marie-Luise. - : Humboldt-Universität zu Berlin, 2020 BASE Show details 52 Theory and practice reflected in interaction in the Scottish Modern Languages classroom: four early career Modern Languages teachers' ideal-selves stories ... Valdera-Gil, Francisco Javier. - : University of Glasgow, 2020 BASE Show details 53 ‘I interact therefore I am’ ... : human becoming in and through social interaction ... Bolis, Dimitrios. - : Ludwig-Maximilians-Universität München, 2020 BASE Show details 54 Siblings' Impact on Caregiver-Infant Interactions and its Relationship with Language Outcomes Fern, Lauren. - : The Ohio State University, 2020 BASE Show details 55 Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule Leßmann, Beate. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020 In: Münster ; New York : Waxmann 2020, 530 S. - (Kassel, Universität, Dissertation, 2019) (2020) BASE Show details 56 Gesten - gestern, heute, übermorgen. Vom Forschungsprojekt zur Ausstellung Bressem, Jana; Fricke, Ellen. - : Universitätsverlag Chemnitz, 2020 BASE Show details 57 Factions: acts of worldbuilding on social media platforms ... Little, Dana L.. - : University of Glasgow, 2020 BASE Show details 58 Tactile Multi-Media Guide ... Stoll, Daniela. - : TU Wien, 2020 BASE Show details 59 Implementação de um programa de escrita inventada numa sala de jardim de infância Chagas, Daniela Correia. - : Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa, 2020 BASE Show details 60 Educação intercultural e inclusiva em educação pré-escolar : da diversidade de línguas e culturas à interação entre pares Costa, Patrícia Isabel Monteiro. - 2020 Abstract: Relatório da Prática de Ensino Supervisionada apresentada no ISPA – Instituto Universitário/ ESEI Maria Ulrich para obtenção de grau de Mestre em Educação Pré-Escolar. ; O presente relatório apresenta análise crítica e reflexiva desenvolvida num jardim de infância, com um grupo de vinte crianças com idades entre os quatro e os seis anos e a equipa educativa. A partir de observação de duas crianças que não falavam e não compreendiam português, emergiu interesse pela educação intercultural e inclusiva e pelas interações verbais e não verbais entre pares com línguas maternas diferentes. Assim, realizou-se uma investigação qualitativa, recorrendo a observação, entrevista e a um questionário, com o objetivo de compreender as relações entre pares com línguas maternas diversas, compreender o papel do educador no processo de inclusão de crianças cuja língua materna não é o português, bem como, analisar as possibilidades de comunicação e envolvimento dos pais. As informações recolhidas revelaram que as crianças que não falavam e não compreendiam o português aprenderam a comunicar oralmente por via da interação com os seus pares; também o ambiente educativo contribuiu para as crianças conhecerem e compreenderem a língua portuguesa e realizarem interações e aprendizagem interculturais; assim como, que quando as crianças compreenderam que podiam apoiar os seus pares na aprendizagem da língua portuguesa e que, simultaneamente, nessa interação, também aprendiam outra língua, evidenciaram sinais de motivação, felicidade e maior envolvimento com as duas crianças cuja língua materna não é o português. Considerando-se assim, que a valorização de diversas formas de comunicar – verbal e não verbal – que foram usadas pelas crianças e valorizadas pela equipa educativa, promoveu-se a diversidade linguística e a inclusão das duas crianças. ; This report presents a critical and reflective analysis carried out in a kindergarten, with a group of twenty children between the ages of four and six and the educational team. From the observation of two children who did not speak and did not understand Portuguese emerged the interest in intercultural and inclusive education and in verbal and non-verbal interactions between peers with different mother tongues. Thus, a qualitative investigation was carried out, using observation, interview and a questionnaire, with the objective of understanding the relationships between peers with different mother tongues, understanding the role of the educator in the process of including children whose mother tongue is not the Portuguese, as well as to analyze the possibilities of communication and parental involvement. The information collected revealed that children who did not speak and did not understand Portuguese learned to communicate orally through interaction with their peers; also the educational environment contributed to the children to know and understand the Portuguese language and to carry out intercultural interactions and learning; as well as when children understood that they could support their peers in learning the Portuguese language and that, simultaneously, in this interaction, they also learned another language, they showed signs of motivation, happiness and greater involvement with the two children whose mother tongue is not the Portuguese. Therefore, the importance given to the different ways of communicating - verbal and non-verbal - that were used by the children and valued by the educational team, promoted the linguistic diversity and inclusion of the two children. Keyword: Domínio/Área Científica::Ciências Sociais::Ciências da Educação; Educação inclusiva; Educação intercultural; Inclusive education; Interação entre pares; Intercultural education; Peer interaction; Português língua não materna; Portuguese non-native language URL: http://hdl.handle.net/10400.12/7846 BASE Hide details Page: 1 2 3 4 5 6 7...51

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