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Self-segregation, sense of belonging, and social support: An inquiry into the practices and perceptions of Chinese graduate students at an American Mid-Atlantic University
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In: Journal of Global Education and Research (2022)
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| 82 |
How does children’s literature portray global perspectives?
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In: Journal of Global Education and Research (2022)
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| 83 |
Encountering American higher education: First-year academic transition of international undergraduate students in the United States
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In: Journal of Global Education and Research (2022)
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| 84 |
Copla por la muerte de su padre : Poem upon the death of his father
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In: Caribbean Quilt; Vol. 6 No. 1 (2021): Resiliency ; 113-114 ; 1929-235X ; 1925-5829 ; 10.33137/cq.v6i1 (2022)
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| 85 |
Effects of co-teaching on clil teacher trainees’ collaborative competence ; Efectos de la docencia en equipo en la competencia colaborativa de los futuros docentes de AICLE
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| 86 |
“We about to be real”… “Literacy is everywhere”… “Ya somos expertos”: Documenting and learning from families’ language and literacy practices
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| 87 |
La categorización del adjetivo. Aportes desde la disponibilidad léxica de Madrid ; The categorisation of the adjective. Contributions from the lexical availability of Madrid
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| 88 |
Formación específica en AICLE en Educación Física para mejorar el tiempo de compromiso motor ; Specific Training in Clil in Physical Education to Improve Motor Engagement Time
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Abstract:
[Resumen] La introducción de planteamientos bilingües, como AICLE, son cada vez más habituales en las sesiones de Educación Física (EF). A pesar de ello, se conoce poco acerca de las consecuencias que suponen la implantación de estos programas en las asignaturas que asumen la introducción de un nuevo idioma. El objetivo de esta investigación es conocer si una formación específica AICLE para Educación Física mejora el tiempo de compromiso motor de las sesiones. Para dicho fin, se ha realizado una formación a cuatro docentes de EF fundamentada en el cuestionario de Evaluación de Sesiones de Educación Física a través de AICLE (CESEFA) con dos evaluaciones una diagnóstica previa a la formación y una sumativa posterior. La información obtenida se comparó mediante estadísticos descriptivos y de contraste (Prueba U de Mann-Whitney). Los resultados muestran un aumento significativo tanto en el TCM, cercano al 5%, como el tiempo de organización (5.6%) y tiempo empleado en la tarea (12.9%). Por esta razón, es conveniente destacar el papel fundamental de la formación metodológica específica en el profesorado bilingüe buscando alcanzar unos criterios de excelencia en el proceso de enseñanza-aprendizaje. ; [Abstract] The introduction of bilingual approaches, such as CLIL, are becoming increasingly common in Physical Education (PE) sessions. However, little is known about the consequences of the implementation of these programs in subjects that assume the introduction of a new language. The aim of this research is to find out if a specific CLIL training for Physical Education improves the motor engagement time of the sessions. To this end, four PE teachers were trained based on the questionnaire Evaluation of Physical Education Sessions through CLIL (CESEFA) with two evaluations, a diagnostic one prior to the training and a summative one afterwards. The information obtained was compared by means of descriptive and contrast statistics (Mann-Whitney U test). The results show a significant increase in the MCT, close to 5%, as well as in the organization time (5.6%) and time spent on the task (12.9%). For this reason, it is convenient to highlight the fundamental role of specific methodological training for bilingual teachers in order to achieve excellence in the teaching-learning process.
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Keyword:
Actividad física; AICLE; Bilingual; Bilingüe; CLIL; Effective time; English; Foreign language; Inglés; Lengua extranjera; Physical activity; Tiempo efectivo
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URL: https://doi.org/10.17979/sportis.2022.8.2.8712
http://hdl.handle.net/2183/30552
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| 89 |
DCT vs. corpus orales: reflexiones metodológicas sobre el estudio de los actos de habla ; DCT vs. spoken corpora: methodologic reflections on the study of speech acts
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In: Pragmalingüística, (29), 377-395 (2022)
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| 90 |
#34 Luk Lao
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In: Journal of Southeast Asian American Education and Advancement (2022)
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| 91 |
HMong Parent Day/Hnub Txhawb Nqa Niam Txiv: Implementing Psychosociocultural Educational Programming to Honor Rau Siab
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In: Journal of Southeast Asian American Education and Advancement (2022)
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| 92 |
Searching for Mirror Books for Young Asian/Asian-American Children with Disabilities
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In: Asian American Literature: Discourses & Pedagogies (2022)
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| 93 |
El uso del espanglish en escuelas como una expresión de la identidad de la tercera cultura
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In: Global Tides (2022)
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| 94 |
Subcompetência instrumental e elaboração de material de referência ; Instrumental sub-competence and the creation of reference material
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| 95 |
English Language Learners of Chinese Immigrant Families in Canadian Schools
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In: Major Papers (2022)
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| 96 |
Minority language education: Reconciling the tensions of language revitalisation and the benefits of bilingualism
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| 97 |
学霸 Academic Hero: An Investigation of an Informal Bilingual Volunteer Peer Teaching Model in Supporting Chinese International Students’ Learning
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In: Journal of International Students (2022)
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| 98 |
Specialized writing instruction for deaf students: A randomized controlled trial
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In: Theory and Practice in Teacher Education Publications and Other Works (2022)
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| 99 |
Reading Strategy Intervention and Reading Comprehension Success in Bilingual Readers
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In: Electronic Thesis and Dissertation Repository (2022)
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| 100 |
TRANSFORMATIVE LEARNING THROUGH ORAL NARRATIVE IN A PARTICIPATORY COMMUNICATION CONTEXT: AN INQUIRY INTO RADIO DRAMA-BASED TRAINING AMONG ZAMBIAN CAREGIVERS OF ABUSED AND EXPLOITED CHILDREN
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In: Theses and Dissertations--Communication (2022)
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