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Resilience in the context of learning English as a foreign language in Vietnam: An exploratory study using complex dynamic systems theory
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Research on learning and teaching of languages other than English in System
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Language learners’ enjoyment and emotion regulation in online collaborative learning
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The assessment of integrated functional adult education program in Oromia Regional State, Ethiopia: reflection on practice
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Classroom Technology Deployment Matrix: A Planning, Monitoring, Evaluating and Reporting Tool
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Post-editing Machine Translation in MateCat: a classroom experiment
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Herget, Katrin. - : Editorial Universitat Politècnica de València, 2021
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Socioeconomic status and university students’ perceptions of English as a professional language
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Research development in doctoral education: role of languages and cultures
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Pinto, Susana. - : Editorial Universitat Politècnica de València, 2021
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Suitability of Blackboard as Learning Management System to assess oral competence: Students’ perceptions and results
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Getting Our Act(ivism) Together: Understanding and Fostering Secondary and University Teacher Advocacy Collaborations
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In: Dissertations, Theses, and Student Research: Department of English (2021)
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¿Y si usamos los dos? Attitudes towards Translanguaging in an L2 Spanish Writing Course
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Promoting Inclusive Practice: Video CVs as a Teaching & Learning Tool in the Language Classroom
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Wood, Jennifer. - : Editorial Universitat Politècnica de València, 2021
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Abstract:
[EN] This paper considers the benefits and results of the introduction of a video CV assessment into an intermediate, mixed-ability undergraduate Spanish-language class. This task was designed both to modernize an existing written task and to provide students with dyslexia and other language-processing difficulties with the opportunity to best display their capabilities in the second language (L2). Dyslexia is a Specific Learning Difference (SpLD) whose characteristics can vary in form and severity, but which particularly affect language-processing. Dyslexic individuals often display a “paradoxical co-existence of special abilities and disabilities” (West, 1991, p.32): Abilities which include verbal acuity, visuospatial faculties, flexible problem-solving and creative skills which can all be used to advantage when designing activities to help students achieve success in learning a second language. A multisensory approach is now widely recognised as benefiting dyslexic individuals while other suggested adjustments include: oral recordings rather than written performance; multimedia presentations; and the incorporation of tasks that activate kinaesthetic-tactile components of learning, all elements mobilized within the video CV task. The video CVs produced by students were multisensory and creative while effectively mobilisiing the L2, showing the benefits of inclusive practice for all students, helping to create a diverse and engaging learning experience. ; Wood, J. (2021). Promoting Inclusive Practice: Video CVs as a Teaching & Learning Tool in the Language Classroom. En 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. 753-761. https://doi.org/10.4995/HEAd21.2021.13088 ; OCS ; 753 ; 761
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Keyword:
Assessment; Dyslexia; Educational systems; Higher Education; Inclusive practice; Kinaesthetic; Language-processing; Learning; Multisensory; Teaching
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URL: http://hdl.handle.net/10251/172883
https://doi.org/10.4995/HEAd21.2021.13088
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| 54 |
Developing a collaboration tool to give every student a voice in a classroom discussion
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In: Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom ; Seventh ERME Topic Conference on Language in the Mathematics Classroom ; https://hal.archives-ouvertes.fr/hal-02970629 ; Seventh ERME Topic Conference on Language in the Mathematics Classroom, Feb 2020, Montpellier, France (2020)
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Computational Thinking in Children: The Impact of Embodiment on Debugging Practices in Programming
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Saturate, situate, synthesize: Fostering preservice teachers’ conceptual and practical knowledge for learning to lead class discussion
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The documentational approach to didactics
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In: The Documentational Approach to Didactics Multilingual project ; https://hal.archives-ouvertes.fr/hal-02494035 ; The Documentational Approach to Didactics Multilingual project, 2020, DAD-MULTILINGUAL/, ⟨10.1007/978-3-319-77487-9_100011-1⟩ (2020)
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The documentational approach to didactics ; L'approche documentaire du didactique
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In: DAD-Multilingual ; https://hal.archives-ouvertes.fr/hal-02512596 ; DAD-Multilingual, 2020 (2020)
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The documentational approach to didactics ; Документальний підхід до дидактики
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In: DAD-Multilingual ; https://hal.archives-ouvertes.fr/hal-02905655 ; DAD-Multilingual, 2020 (2020)
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The documentational approach to didactics ; 文献纪录教学论
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In: DAD-Multilingual ; https://hal.archives-ouvertes.fr/hal-02891008 ; DAD-Multilingual, 2020, ⟨10.1007/978-3-319-77487-9_100011-1⟩ (2020)
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