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Automatic Translation, Context, and Supervised Learning in Comparative Politics
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In: Courtney, Michael, Breen, Michael orcid:0000-0002-5857-9938 , McMenamin, Iain orcid:0000-0002-1704-390X and McNulty, Gemma orcid:0000-0002-6909-6958 (2020) Automatic Translation, Context, and Supervised Learning in Comparative Politics. Journal of Information Technology and Politics . ISSN 1933-1681 (2020)
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| 2 |
At the hands of the Brothers: a corpus-based lexico-grammatical analysis of stance in newspaper reporting of child sexual abuse (Pre-published version)
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| 8 |
Making sense of language teaching: teacher's principles and classroom practices
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In: Research outputs pre 2011 (2001)
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| 9 |
The essentials of a communicative curriculum in language teaching
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| 10 |
Teaching language in the postmodern clasroom
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In: Bells: Barcelona English language and literature studies; 1999: Vol.: 10; 47-64 (1999)
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| 11 |
Principles and practices of ESL teachers: A study of adults and children
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In: Research outputs pre 2011 (1998)
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Abstract:
The study reported here aimed to identify the particular practices and uncover the particular principles of a group of ESL teachers. Some of the teachers were working with adult learners and some were working with young children. The research aimed to answer three main questions: 1. What are the classroom practices of this group of language teachers? 2. What principles do they identify as underlying their work in the classroom? 3. What is the relationship between the principles they held and the practices they adopted? The study also aimed to find out if there were similarities or differences between teachers of adults and teachers of children in both the practices they adopted and the principles which motivated their work. In other words, we wanted to know whether teachers' thinking and behaviour in the classroom were influenced by the age of the learners whom they taught. The study further aimed to consider if variation among the teachers in their practices and principles was due to the teachers' professional experiences, their own language backgrounds, and the different institutional contexts in which they were teaching.
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Keyword:
[ECUPub]; and Multicultural Education; Bilingual; English as a second language; ESL; Multilingual; student assessment; teaching language
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URL: https://ro.ecu.edu.au/ecuworks/6752
https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=7752&context=ecuworks
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| 12 |
Profiling ESL children: How teachers interpret and use national and state assessment frameworks: Volume 1: Key issues & findings
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In: Research outputs pre 2011 (1997)
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| 13 |
Profiling ESL children: How teachers interpret and use national and state assessment frameworks: Volume 2: The Western Australia case studies
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In: Research outputs pre 2011 (1997)
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| 14 |
Profiling ESL children: How teachers interpret and use national and state assessment frameworks: Volume 3: The Eastern States case studies
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In: Research outputs pre 2011 (1997)
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| 16 |
Learning in two languages: Models of bilingual education
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In: Research outputs pre 2011 (1996)
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