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1	"Because it's a little more my language": Metalinguistic cognition in young monolingual and bilingual children
	Iven, Isabella. - 2022
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2	Fostering teacher language awareness in a primary English-language immersion school in France: supporting teachers on the road to engaging students’ bilingual competencies
	Mary, Latisha; Lemoine Bresson, Veronique; Choffat-Dürr, Anne
	In: ISSN: 0965-8416 ; Language Awareness ; https://hal.univ-lorraine.fr/hal-03573322 ; In press (2021)
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3	Preventing technical debt with the TAP framework for Technical Debt Aware Management ...
	Wiese, Marion. - : Zenodo, 2021
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4	Preventing technical debt with the TAP framework for Technical Debt Aware Management ...
	Wiese, Marion. - : Zenodo, 2021
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5	Preventing technical debt with the TAP framework for Technical Debt Aware Management ...
	Wiese, Marion. - : Zenodo, 2021
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6	Preventing technical debt with the TAP framework for Technical Debt Aware Management ...
	Wiese, Marion. - : Zenodo, 2021
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7	Preventing technical debt with the TAP framework for Technical Debt Aware Management ...
	Wiese, Marion. - : Zenodo, 2021
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8	Quality of L2 Input and Cognitive Skills Predict L2 Grammar Comprehension in Instructed SLA Independently
	Bruhn, Ann-Christin; Ponto, Katharina; Kersten, Kristin. - 2021
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9	What the Sandpaper Letters Taught me
	Hubbard, Margaret E.. - 2021
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10	Integrating Kinesthetic Learning Activities to Phonics Learning
	Arnold, Jaclyn. - 2021
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11	The dynamic of being: awareness of the body for a liberated voice
	Mitchell, Christopher; De Koning, Marieke; Guy, Rebecca...
	In: https://hal.archives-ouvertes.fr/hal-02883936 ; 2020 (2020)
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12	PHONOLOGICAL AWARENESS TRAINING AND READING PERFORMANCE OF KINDERGARTEN LEARNERS ...
	Mercado, Mark Gill; Mercado, Fatima. - : Zenodo, 2020
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13	PHONOLOGICAL AWARENESS TRAINING AND READING PERFORMANCE OF KINDERGARTEN LEARNERS ...
	Mercado, Mark Gill; Mercado, Fatima. - : Zenodo, 2020
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14	Providing Instructions to Early Childhood Care and Education Students: Issues Found Through Childcare Training and Their Countermeasures ; 大人になれない保育科学生の指導について ─ 保育実習を通じて気づいた問題点と対応 ─
	佐藤, 達全; Sato, Tatsuzen. - : 育英大学・育英短期大学, 2020
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15	RAD : Global Accessibility Awareness Day at TransMedia Catalonia
	2020
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16	Arabic language knowledge among early elementary Saudi teachers of students with reading disabilities: a mixed method study
	Alqahtani, Rashed; NC DOCKS at The University of North Carolina at Greensboro. - 2020
	Abstract: Teachers have a strong impact on their students’ learning such that a student receiving instruction by an incompetent teacher, even for one school year, might endure long-term negative consequences. Several studies found how teacher knowledge and instructional practices are strong predictors of students’ successful learning. In the center of teacher knowledge is teacher content knowledge, which for reading includes knowledge of basic language elements. The findings from most of the studies that addressed teacher language knowledge are mounting to indicate that teachers have poor language knowledge and suggest this is problematic due to the language knowledge necessary for learning to read. This study aimed to examine Arabic language knowledge among Saudi elementary special and general education teachers who teach reading to students with reading disabilities. This study utilized an explanatory sequential mixed methods design, with two phases. A quantitative phase examined the knowledge of Arabic Morphology and Phonology (KAMP) and the self-perception of language knowledge among 263 teachers, and a qualitative phase of interviews with a selected number of special education teachers. The findings from this study indicated that special and general education teachers have poor knowledge of Arabic phonology and morphology, with a tendency to overestimate their levels of language knowledge. Also, teachers with little teaching experience scored significantly higher than teachers with average and high teaching experience, indicating that teachers’ amount of teaching does not improve their language knowledge. The interviews suggest an unfamiliarity with aspects of Arabic language knowledge may be due to limited or no attention to it in teacher preparation and in-service training programs, the main factor considered for the noticed poor language knowledge. The study concludes with the discussion of the findings, possible implications, study limitations, and suggestions for future research.
	Keyword: Elementary school teachers $z Saudi Arabia; Language awareness $z Saudi Arabia; Reading teachers $z Saudi Arabia; Teachers of children with disabilities $z Saudi Arabia
	URL: http://libres.uncg.edu/ir/uncg/f/Alqahtani_uncg_0154D_12989.pdf
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17	Unraveling the Contribution of Morphological Awareness to Reading: A Longitudinal Analysis of Word-Level Outcomes for Latent Profiles of Young Readers
	Irey, Robin. - : eScholarship, University of California, 2019
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18	What the Weatherman Said Enrichment, CTT and the Dialogical Approach to Moderate Contextualism
	Rahman, Shahid
	In: https://hal.univ-lille.fr/hal-02380627 ; 2019 (2019)
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19	Роль элементов языковой корректности и адекватности при подаче новостей ... : THE ROLE ELEMENTS OF LANGUAGE CORRECTNESS AND ADEQUACY IN NEWS PRESENTATION ...
	Гэ Цзин. - : Мир науки, культуры, образования, 2019
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20	The influence of phonological awareness on EFL pronunciation acquisition ...
	Łodzikowski, Kacper. - : Mendeley, 2019
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