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Metacognitive Awareness of Reading Strategies Reported by Emirati Learners Enrolled in Post-Secondary Education in the United Arab Emirates ...
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ОСОБЕННОСТИ ФОРМИРОВАНИЯ ЯЗЫКОВОЙ МОДЕЛИ МИРА ИСТОРИЧЕСКОГО ПРОШЛОГО ... : FEATURES OF THE DEVELOPMENT OF LINGUISTIC WELTBILD OF THE HISTORICAL PAST ...
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| 263 |
O conhecimento explícito da língua : a oração relativa na aula de Português e Latim
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A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions ...
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| 265 |
Putting grammar in its place: interactions and identity in a Master of TESOL course
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| 266 |
Phonics, Phonemic Awareness, and Phonological Awareness—Oh My!
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In: ETSU Faculty Works (2016)
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| 267 |
The development of knowledge about language in teacher training: what works?
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Neilsen, Roderick. - : Faculty of Humanities and Social Sciences, University of Rijeka, 2016
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| 268 |
Metacognitive Awareness of Reading Strategies Reported by Emirati Learners Enrolled in Post-Secondary Education in the United Arab Emirates
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Focus on local diversity and learn about global community: Incorporating Diversity and Social Justice into Japan’s English language education
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In: Sociology Faculty Presentations (2016)
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Abstract:
This paper investigates the impact of the global spread of English in a Japanese context, and specifically, it examines how Japanese university students learn diversity involving various cultures and languages through their English language learning and how they view the role of English learning/teaching within a multicultural and multilingual context of Japan. The rise of newcomers from both English-speaking and non-English-speaking countries increasingly create ethnic and linguistic diversity in many areas of Japan. If the promotion of English learning continues, Japan’s English learning/teaching needs to be resituated within multicultural and multilingual contexts. Due to the diversification of English uses and users, intercultural communication via English becomes critical. To effectively and appropriately engage in English-speaking intercultural communications, English learners need to pay attention to social contexts in which they use English. To raise an awareness of social aspects of language practice and cultivate a sensitivity about language use, this paper emphasizes the importance of teaching the concept of language awareness (e.g. Fairclough, 1992, 1999; Hawkins, 1984). From an analysis of the interviews with Japanese university students, this paper suggests that teaching language awareness should be integrated in Japan’s English as a Foreign Language (EFL) education curricula in order to develop EFL students’ and teachers’ positive attitudes toward intercultural relationships and interactions. Because social change (e.g. the widespread of English) affects both global and local contexts, EFL learners and teachers are required to pay attention to local diversity which is made of acknowledge varieties of English or Englishes in order to fully acknowledge those in a global context.
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Keyword:
and Multicultural Education; Anthropological Linguistics and Sociolinguistics; Bilingual; Educational Sociology; English as a Foreign Language (EFL) education; language awareness; intercultural communication; social justice; Japan; Higher Education; International and Area Studies; International and Comparative Education; Multilingual; Sociology; Teacher Education and Professional Development
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URL: http://opus.ipfw.edu/sociol_facpres/64
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| 270 |
Crossing the bridge: foreign language students’ reciprocal images in (inter)cultural mediation between Portugal and Turkey ; Language and intercultural communication
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Crossing the bridge: foreign language students’ reciprocal images in (inter)cultural mediation between Portugal and Turkey
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| 272 |
THE IMPACT OF A SUPPLEMENTAL READING INTERVENTION ON THE LITERACY SKILLS OF ENGLISH LANGUAGE LEARNERS AND NATIVE ENGLISH-SPEAKING FIRST GRADE CHILDREN
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In: Dissertations - ALL (2016)
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| 273 |
Consciência fonológica e o desenvolvimento da leitura: um estudo de caso no segundo ano de escolaridade
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| 274 |
Developing phonological awareness in English language through poems and nursery rhymes ; Desenvolvendo a consciência fonológica em língua inglesa através de poems e nursery rhymes
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In: ArReDia; v. 5, n. 9 (2016); 1-14 ; 2316-6169 (2016)
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| 275 |
Aspectos linguísticos emergentes em sessões de teletandem: uma análise a partir da conscientização da linguagem
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| 276 |
The Effects of Training in Music and Phonological Skills on Phonological Awareness in 4- to 6-Year-Old Children of Immigrant Families
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In: Frontiers in Psychology 7:1647 doi:10.3389/fpsyg.2016.01647 (2016)
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Polacy, Rosjanie i Niemcy wobec wartości. Hierarchia i sposoby rozumienia jednostek aksjologicznych
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| 278 |
Archeologia świadomości językowej Polaków i Rosjan. Analiza porównawcza na materiałach polskiego i rosyjskiego słownika asocjacyjnego
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| 279 |
The Linguistic Peculiarities of the English Substantive Constructions in Oral Monologues ; ЛІНГВІСТИЧНІ ОСОБЛИВОСТІ АНГЛІЙСЬКИХ СУБСТАНТИВНИХ КОНСТРУКЦІЙ У МОНОЛОГІЧНОМУ МОВЛЕННІ
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In: Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology"; № 21 (2012): № 21 ; ВІСНИК КИЇВСЬКОГО НАЦІОНАЛЬНОГО ЛІНГВІСТИЧНОГО УНІВЕРСИТЕТУ. Серія Педагогіка та Психологія; № 21 (2012): Випуск 21 ; 2518-1408 ; 2412-9283 (2016)
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Consciência fonológica na Língua de Sinais Brasileira (Libras) em crianças e adolescentes surdos com início da aquisição da primeira língua (Libras) precoce ou tardio
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