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Studying in a 'multilingual university' at home or abroad: perspectives of home and international students in the Basque Country, Catalonia and Wales
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International universities and implications for minority languages: views from university students in Catalonia and Wales
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Language policies and practices in the internationalisation of higher education on the European margins: an introduction
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Internacionalización y multilingüismo en universidades en contextos bilingües: algunos resultados de un proyecto de investigación
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Multilingual policies and practices of universities in three bilingual regions in Europe
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Internationalisation and the place of minority languages in universities in three European bilingual contexts: a comparison of student perspectives in the Basque Country, Catalonia and Wales
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Teenagers' perceptions of communication and "good communication" with peers, young adults, and older adults
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Linguistic Landscapes, Discursive Frames and Metacultural Performance: The Case of Welsh Patagonia
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Age-category boundaries and social identity strategies: Moving the goalposts
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Diasporic ethnolinguistic subjectivities: Patagonia, North America, and Wales
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Attitudes in Japan and China towards Australian, Canadian, New Zealand, UK and US Englishes
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Looking forward and looking back: Young adults’ and teenagers’ reports of their communication experiences with peers and age ‘outgroups’
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What does the word 'globalisation' mean to you? Comparative perceptions and evaluations in Australia, New Zealand, the USA and the UK
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Imagining Wales and the Welsh language: Ethnolinguistic subjectivities and demographic flow
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Language Education: Language Awareness
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Abstract:
Originating in the 1970s with concerns about poor standards of literacy and L2 learning in U.K. schools, Language Awareness (LA) has since aroused interest among practitioners worldwide in various areas of language education, extending to issues such as the role of explicit learning and knowledge in language learning. It has established a substantial body of theory and research, and is particularly associated with inductive, discovery-based pedagogy. Goals and benefits of LA are generally considered across five overlapping dimensions: performance, cognitive, affective, social, and power. The broader social context, including language ideology, attitudes, and the implications of globalization, also is addressed.
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Keyword:
L Education (General); P Philology. Linguistics; PB Modern European Languages
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URL: http://orca.cf.ac.uk/96697/ https://doi.org/10.1016/B0-08-044854-2/00680-5
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Conceptual accent evaluation: thirty years of accent prejudice in the UK
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