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Developing Multilingualism-Sensitive Teaching Competence in an Online Training Programme for In-Service Language Teachers
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| 42 |
Plurilingual and Intercultural Education in the Republic of Croatia
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| 43 |
The development of program of experimental research on the formation of intercultural competence of higher military educational institutions cadets during foreign language training
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In: EUREKA: Social and Humanities ; 4 ; 57-62 (2021)
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| 44 |
Gendergerechte Sprache im DaZ/DaF-Unterricht: Bewertung und Vermittlung durch DaZ/DaF-Lehrkräfte
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In: 103 (2021)
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| 45 |
Gendergerechte Wissenschaftssprache? Eine empirische Untersuchung des wissenschaftlichen Sprachgebrauchs im Kontext von Deutsch als Fremdsprache
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In: 179 (2021)
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| 46 |
Teacher epistemic stance as a trouble in foreign language classroom interaction
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Abstract:
In foreign language learning, students are commonly encouraged to share their experiences, opinions and beliefs. Such actions position the teacher as an interactant with no access to this knowledge unless the student makes it publicly available. At the same time, it is normatively expected that teachers have primary access to knowledge related to their responsibilities as language experts. Such contextual constraints shape classroom interaction within which moments of epistemic incongruence may arise as, for example, when an epistemic stance is not in line with the assumed epistemic status. Taking a conversation analytic approach, this study aims to investigate teacher epistemic stance as a source of trouble that emerges during episodes of meaning-and-fluency foreign language classroom interaction. The analysis reveals that incongruent teacher epistemic stance unfolds in two ways: 1) when students have initiated a word-search that must be repaired by the teacher, and 2) when the teacher inaccurately anticipates some information pertaining to the students' territory of knowledge. In both cases, the teacher displays an epistemic stance that is seen to be incongruent with the participants' epistemic statuses. Findings also indicate that these episodes require certain repair work to resolve the resulting dissonance to which the interactants orient.
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Keyword:
Communication in education; Comunicació en l'educació; Ensenyament de llengües estrangeres; Foreign language teaching; Interacció educativa; Interaction analysis in education
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URL: http://hdl.handle.net/2445/184202
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| 47 |
Normativität in praxeologischer Professionsforschung: Entwurf einer fremdsprachendidaktisch-normativen Perspektive am Beispiel von Mentoringgesprächen über Englischunterricht
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In: Zeitschrift für Qualitative Forschung ; 22 ; 1 ; 123-138 (2021)
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| 48 |
Cinema as a didactic tool in the secondary school foreign language classroom: French ; El cine como herramienta didáctica en el aula de secundaria de Lengua Extranjera: Francés
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| 49 |
Enfoque Oral y desarrollo de la competencia fónica de estudiantes universitarios brasileños de Letras-Español
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In: TDX (Tesis Doctorals en Xarxa) (2021)
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| 50 |
Estudio sobre las imágenes asociadas a la lengua portuguesa por aprendientes plurilingües de PLE en Barcelona
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In: TDX (Tesis Doctorals en Xarxa) (2021)
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| 51 |
Enfoque Oral y desarrollo de la competencia fónica de estudiantes universitarios brasileños de Letras-Español
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| 52 |
Language aptitude in L2 vocabulary learning through subtitled TV series: evidence from young learners.
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| 53 |
Learning L2 grammar constructions through audio-visual input: The role of aptitude
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| 54 |
Designing a linguistic immersion space and two teaching units for the development of the oral communicative competence in infant and primary education
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| 55 |
EXPERIENCE OF USING INFORMATION AND COMMUNICATION TECHNOLOGIES IN FOREIGN LANGUAGE TEACHING ; ДОСВІД ВИКОРИСТАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ У НАВЧАННІ ІНОЗЕМНИХ МОВ
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In: Youth & market; No. 4/190 (2021) ; Молодь і ринок; № 4/190 (2021) ; 2617-0825 ; 2308-4634 ; 10.24919/2617-0825.4/190.2021 (2021)
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| 56 |
Uncovering emerging identity performances of Turkish foreign language teaching assistants
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 45-67 (2021) (2021)
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| 57 |
The suitability of foreign language teaching in childhood according to the CLIL approach: the foreign language teachers' attitudes
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In: English Language Teaching Educational Journal, Vol 4, Iss 1, Pp 1-14 (2021) (2021)
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| 58 |
Fundamentals of Language and Language Learning: A Collaborative Initiative for the Implementation of a Common Online Language Training Component in the First-Year Language Curriculum
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In: Nouvelle Revue Synergies Canada; No. 14 (2021): From in-person to distance: Rethinking language learning in a new environment ; Nouvelle Revue Synergies Canada; No. 14 (2021): Du présentiel à la distance : repenser l’apprentissage des langues dans un nouvel environnement ; 2292-2261 (2021)
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| 59 |
From Curriculum Demands to Genre Pedagogy: Bilingual Adaptation of Reading to Learn for an L2 Lesson Planning
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In: Signo; v. 46, n. 86 (2021); 147-163 ; 1982-2014 ; 0101-1812 (2021)
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