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Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
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In: Languages; Volume 7; Issue 2; Pages: 109 (2022)
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Fostering teacher language awareness in a primary English-language immersion school in France: supporting teachers on the road to engaging students’ bilingual competencies
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In: ISSN: 0965-8416 ; Language Awareness ; https://hal.univ-lorraine.fr/hal-03573322 ; In press (2021)
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Phonological processing skills and their longitudinal relation to first and additional language literacy in isiXhosa and isiZulu speaking children ...
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La conscience translinguistique des futurs enseignants de français de la Saskatchewan : le cas des déterminants possessifs
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Cross-linguistic Sharing of Morphological Awareness in Biliteracy Development: A Systematic Review and Meta-analysis of Correlation Coefficients
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Koda, K; Zhang, D; Ke, S. - : Wiley for University of Michigan, Language Learning Research Club, 2020
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Cooking verbs and metaphor Contrastive study of Greek and French ...
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К вопросу о роли и содержании контрастивно-интегрирующей компетенции переводчика
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ЕМЕЛЬЯНОВА ЯНА БОРИСОВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Южно-Уральский государственный гуманитарно-педагогический университет», 2015
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Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies
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Defior, Sylvia; Francisca, Serrano; Sucena, Ana; Sigurðsson, Baldur; D. Porpodas, Costas; G. Duncan, Lynne; Sarris, Menelaos; Mousty, Philippe; Genard, Nathalie; Leybaert, Jacqueline; Baillie, Sheila; Lund, Rannveig; S. Þráinsdóttir, Anna; Castro, São Luís; H.K. Seymour, Philip. - : Elsevier, 2013
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Abstract:
Phonological development was assessed in six alphabetic orthographies (English, French, Greek, Icelandic, Portuguese and Spanish) at the beginning and end of the first year of reading instruction. The aim was to explore contrasting theoretical views regarding: the question of the availability of phonology at the outset of learning to read (Study 1); the influence of orthographic depth on the pace of phonological development during the transition to literacy (Study 2); and the impact of literacy instruction (Study 3). Results from 242 children did not reveal a consistent sequence of development as performance varied according to task demands and language. Phonics instruction appeared more influential than orthographic depth in the emergence of an early meta-phonological capacity to manipulate phonemes, and preliminary indications were that cross-linguistic variation was associated with speech rhythm more than factors such as syllable complexity. The implications of the outcome for current models of phonological development are discussed.
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Keyword:
Cross-linguistic; Orthographic depth; Phonics instruction; Phonological awareness; Reading development; Speech rhythm
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URL: https://doi.org/10.1016/j.cognition.2013.02.009 http://hdl.handle.net/10400.22/5488
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The Relationship between Language and Reading in Bilingual English-Arabic Children
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In: Early Childhood and Elementary Education Dissertations (2010)
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‘Dearest beloved one, I need your assistance’: The rhetoric of spam mail
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‘Dearest beloved one, I need your assistance’: The rhetoric of spam mail
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Reading Development and Dyslexia
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) (2010)
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The effects of learning to spell on children's awareness of morphology
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2006)
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