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137
Hits 141 – 160 of 2.725
141
Phonological awareness and alphabet knowledge in the acquisition of literacy skills
Blaiklock, Kenneth E.
. - : The University of Waikato, 2019
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142
Language and cultural awareness of a non-native ESP teacher
Forteza Fernandez, R. F.
;
Del Batista Gonzalez, M. C.
In: Integration of Education (2019)
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143
Entre ‘weones’ y ‘boludos’
Schörghuber, Verena
. - 2019
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144
Das Potenzial sprachlicher Heterogenität im Literaturunterricht
Taschek, Lisa
. - 2019
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145
Strategies for multilingual cooperative writing in the German as a second language classroom
Mayer, Julia
. - 2019
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146
Effets d’un dispositif plurilingue d’enseignement de l’orthographe grammaticale française sur les apprentissages d’élèves du secondaire en milieu pluriethnique et plurilingue
Maynard, Catherine
. - 2019
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147
Efeitos de intervenções em letramento emergente: uma revisão bibliográfica na base SciELO ; Effects of emergent literacy interventions: a literature review in the Scielo database
Barrera, Sylvia Domingues
;
Ribeiro, Iolanda
;
Viana, Fernanda Leopoldina
. - : Universidade de Brasília. Instituto de Psicologia, 2019
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148
L'ús de la gestualitat en el desenvolupament de la consciència morfològica dels aprenents de l'anglès com a llengua estrangera
Riera Marquès, Caterina
. - : Universitat Oberta de Catalunya (UOC), 2019
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149
Reading development in children with cochlear implants who communicate via spoken language: A psycholinguistic investigation
Angwin, Anthony J.
;
Arnott, Wendy L.
;
Wilson, Wayne J.
. - : American Speech - Language - Hearing Association, 2019
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150
Kindergartners’ morphological awareness, its instruction and guidance in the Indonesian context
M. Solehuddin
;
Wawan Gunawan
;
Eri Kurniawan
In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 1, Pp 138-147 (2019) (2019)
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151
Phonology-based reading instruction to improve dyslexic students’ early reading ability
Ranti Novianti
;
S. Syihabuddin
;
Endang Rochyadi
In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 2, Pp 443-462 (2019) (2019)
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152
Intercultural awareness and its misrepresentation in textbooks
Edwin Alejandro Henao Mejía
;
José Orlando Gómez Salazar
;
Jorge Heriberto Murcia Yalí
In: Colombian Applied Linguistics Journal, Vol 21, Iss 2, Pp 179-193 (2019) (2019)
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153
REFLECTIVE THINKING STRATEGIES FOR DEVELOPING EFL LITERARY READING SKILLS AND METACOGNITIVE READING AWARENESS
Eman Mahmoud Alian
In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 3, Iss 2, Pp 162-177 (2019) (2019)
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154
Post-French Immersion Student Perceptions of Parallel Concordancing: A Mixed Methods Study
Bradley, Noah Jason Ward
. - 2019
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155
Enhancing Critical Awareness through Socratic Pedagogy
Seher Balbay
In: Eurasian Journal of Applied Linguistics, Vol 5, Iss 3, Pp 515-536 (2019) (2019)
Abstract:
Socratic pedagogy is an approach to teaching through questioning mainstream practices without being judgmental in an effort to understand, empathize and reach more objective conclusions about reality. This study explores the effects of its use on student teachers’ critical awareness skills during their participation in a Spoken English course given at a Foreign Language Education Department in Turkey. This qualitative study was conducted with freshman students and the intervention lasted one academic year. Individual and focus group interviews, and observation notes based on student performance in class were used as data collection tools. The results clearly indicate the development of students’ critical awareness of political, economic and culture-related issues regarding language teaching settings, and they generated deeper insight to multiple aspects of teaching English. Students displayed an understanding of the consequences of political decisions as well as the economic dimensions of educational commitments, and expressed a positive attitude towards cultural diversity after a yearlong Socratic pedagogy intervention.
Keyword:
cooperative learning
;
critical awareness
;
diasadvantaged groups
;
Language and Literature
;
P
;
P1-1091
;
Philology. Linguistics
;
socratic pedagogy
;
spoken english
URL:
https://doi.org/10.32601/ejal.651348
https://doaj.org/article/26122d8baf6a48949846c77e673ffa09
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156
Consciência dos constituintes fonológicos: ordem de estabilização em crianças portuguesas
Catarina Afonso
;
Maria João Freitas
In: Linguística : Revista de Estudos Linguísticos da Universidade do Porto, Vol 14, Pp 9-34 (2019) (2019)
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157
Éveil aux langues per alunni della scuola primaria: il progetto Musiche dal mondo del CLA-UniTO
Irene Bonatti
In: Linguae &. Rivista di Lingue e Culture Moderne, Vol 18, Iss 1, Pp 83-99 (2019) (2019)
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158
From grammar to reading: a study on referential dependencies
Batalha, Joana
In: Bellaterra: journal of teaching and learning language and literature; Vol. 12, Núm. 2 (2019): Juny/Juliol 2019: Monogràfic; p. 60-77 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 12, Núm. 2 (2019): Juny/Juliol 2019: Monogràfic; p. 60-77 (2019)
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159
Phonological awareness in elementary school students with low versus normal vision: a comparative study
Mayla Myrina Bianchim Monteiro
;
Maria Elisabete Rodrigues Freire Gasparetto
In: Revista CEFAC, Vol 21, Iss 4 (2019) (2019)
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160
MORPHOLOGICAL AWARENESS AND ITS CORRELATION WITH EFL READING COMPREHENSION OF SENIOR HIGH SCHOOL STUDENTS
Zulfadli A. Aziz
;
Bukhari Daud
;
Randila Tiayu Ismar
In: TEFLIN Journal, Vol 30, Iss 1, Pp 121-136 (2019) (2019)
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