| 1 |
Mehrsprachigkeit im Kontext des Kurmancî-Kurdischen und des Deutschen : eine Fallstudie aus einer kurdisch-deutschen Kindertagesstätte
|
|
|
|
BLLDB
|
|
UB Frankfurt Linguistik
|
|
Show details
|
|
|
| 2 |
Current Practices in Translation and L2 Learning in Higher Education: Lessons Learned
|
|
|
|
In: L2 Journal, vol 14, iss 2 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
OUR STORIES, OUR EXPERIENCES AND THEIR IMPACT IN OUR CLASSROOM ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
OUR STORIES, OUR EXPERIENCES AND THEIR IMPACT IN OUR CLASSROOM ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
INNOVATIVE APPROACHES AND METHODS IN TEACHING FOREIGN LANGUAGES ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
INNOVATIVE APPROACHES AND METHODS IN TEACHING FOREIGN LANGUAGES ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Early Critical Thinking in a Mandarin-Speaking Child: An Exploratory Case Study
|
|
|
|
In: Education Sciences; Volume 12; Issue 2; Pages: 126 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Problematizing Fluent Speakers’ Unintentional Exclusion of Emergent Bilinguals: A Case Study of an English-Medium Instruction Classroom in Japan
|
|
|
|
In: International Journal of Literacy, Culture, and Language Education; Vol. 2 (2022): Special Issue: Language Weaponization in Society and Education; 6-19 ; 2642-4002 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Funds of Identity and Education: The Journey of a Latina Educator from Linguistic Erasure to Linguistic Empowerment
|
|
|
|
In: Journal of Culture and Values in Education, 2020, Vol. 3, No. 2, pp. 100-119. (2022)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
An Empirical Study of Factors Affecting Language-Independent Models
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
A Case Study Exploring a Novice Kindergarten Teacher’s Perceptions and Practice of the Multiliteracies Pedagogy in his Virtual Kindergarten Classroom
|
|
|
|
In: Electronic Thesis and Dissertation Repository (2022)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Semantisch-konzeptuelle Vernetzungen im bilingualen mentalen Lexikon : eine psycholinguistische Studie mit deutsch-türkischsprachigen Jugendlichen
|
|
|
|
BLLDB
|
|
UB Frankfurt Linguistik
|
|
Show details
|
|
|
| 15 |
The construction and efficiency of prototype definitions for the EFL learner’s dictionary : an empirical study in applied cognitive linguistics
|
|
|
|
BLLDB
|
|
UB Frankfurt Linguistik
|
|
Show details
|
|
|
| 16 |
Investigating a shift in instructional approach in second language listening pedagogy at a university-based intensive English program
|
|
|
|
Abstract:
For this dissertation, I had the opportunity to investigate a well-established university-based intensive English program in the northeastern United States as it transitioned from an integrated-skills to a paired-skills approach. My goal as a researcher was to investigate in what ways listening, the second language (L2) skill researchers view as the least understood and the least practiced (Field, 2019; Graham, 2017; Graham, Santos, & Francis-Brophy, 2013; Siegel, 2018; Vandergrift & Goh, 2012), was receiving attention, programmatically as well as pedagogically, in the new paired-skills approach, and how that attention manifested in the classroom. Toward this goal, through interviews with program leaders and experienced instructors, I explored what they considered as key pedagogical challenges and opportunities in L2 listening in the earlier integrated skills program and in the new paired skills program. Through classroom observation, I documented how instructors approached L2 listening pedagogy in the new paired-skills program. Analysis of instructor interviews showed that instructors described using a wide variety of content-based approaches when teaching L2 listening in the integrated skills approach. In the new paired-skills approach, they described encountering many challenges with L2 listening pedagogy they had yet to resolve. Analysis of classroom observations in the paired skills program revealed that instructors mostly structured lessons with before-listening activities, with a preference for activating background knowledge via vocabulary preview and discussion based on textbook themes. A synthesis of case study findings across program leaders and instructors revealed that teachers structured different kinds of listening experiences for students but did not engage in explicit instruction in L2 listening focused on specific features of bi- and multi-directional spoken language nor did they offer much during listening instruction. Overall, the findings suggest the need to develop more curricular and professional development materials to assist instructors in further developing L2 listening pedagogy, curriculum and assessment in their classroom instruction.
|
|
Keyword:
Case study; L2 listening; Language; Listening pedagogy; Second language acquisition; TESOL methods
|
|
URL: https://hdl.handle.net/2144/42648
|
|
BASE
|
|
Hide details
|
|
|
| 17 |
Investigating How and When International First-Year Second Language Undergraduate Students Deal with Academic Literacies Challenges in the Early 21st Century: A Longitudinal Case Study
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Culturally Sustaining Pedagogy into Practice: Elementary School Teachers’ Implementation of CSP in Their Classrooms
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
МОДЕЛЬ КЕЙС-МЕТОДА В ПРЕПОДАВАНИИ АНГЛИЙСКОГО ЯЗЫКА В ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ ... : CASE METHOD MODEL IN TEACHING ENGLISH IN PROFESSIONAL SPHERE ...
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
