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Language Play with Formulas in an EFL Classroom
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In: Languages; Volume 7; Issue 1; Pages: 63 (2022)
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“Are there any Mexicans listening?” Stancetaking and language ideologies in a Spanish L2 Classroom ; Stancetaking and language ideologies in a Spanish L2 Classroom
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Teaching via Zoom: Emergent Discourse Practices and Complex Footings in the Online/Offline Classroom Interface
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In: Languages ; Volume 6 ; Issue 3 (2021)
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日本語教師の実践的コミュニケーション能力に関する覚書 ; An Interim Report on the Practical Communicative Skills of Japanese-Language Teachers
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Estrategias para propiciar la propincuidad digital en la adquisición de ELE en contextos de brecha digital
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La retroacció correctiva oral amb estudiants adults poc escolaritzats
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| 7 |
Discurso e identidad: características de la integración lingüística en el aula
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In: Cuadernos de Lingüística Hispánica, ISSN 0121-053X, Nº. 37, 2021 (Ejemplar dedicado a: Publicación continua), pags. 1-19 (2021)
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SPEECH ACTS IN ENGLISH LEARNING CLASSROOMS (Case Study at The Islamic College Jakarta)
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 160-169 (2021) (2021)
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Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom
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In: Seventh ERME Topic Conference on Language in the Mathematics Classroom ; https://hal.archives-ouvertes.fr/hal-02970540 ; Seventh ERME Topic Conference on Language in the Mathematics Classroom, Feb 2020, Montpellier, France. 2020, 978-82-7151-200-2 (2020)
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Group and class socialization in a time of social distancing ; Socialisation du groupe-classe au temps de la distanciation sociale
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In: ISSN: 1702-9589 ; Formation et profession : revue scientifique internationale en éducation ; https://hal.archives-ouvertes.fr/hal-03113105 ; Formation et profession : revue scientifique internationale en éducation, Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE), 2020, 28 (4 hors-série), pp.1. ⟨10.18162/fp.2020.681⟩ (2020)
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| 11 |
Using corpus methods to investigate classroom interaction and teacher discourse in special educational needs (SEN) classrooms: an investigation of methodological possibilities ...
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Analysing interaction in primary school language classes: Multilevel annotation and analysis with EXMARaLDA ...
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Analysing interaction in primary school language classes: Multilevel annotation and analysis with EXMARaLDA ...
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| 14 |
Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule
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Leßmann, Beate. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Münster ; New York : Waxmann 2020, 530 S. - (Kassel, Universität, Dissertation, 2019) (2020)
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Abstract:
Die literale Praxis im Schreibunterricht der Grundschule ist bisher kaum theoretisch reflektiert worden. Die Studie entwirft für das Unterrichtsformat der Autorenrunden kulturelle, sprachlich-strukturelle und subjektive Perspektiven zur Entwicklung einer literalen Unterrichtskultur. Im Kern geht es um die Praktiken der Kinder beim Vorstellen selbstverfasster Texte und bei der gemeinsamen Beratung mit der gesamten Klasse über Wirkung und Machart ihrer Texte. Vier Diskursfelder werden für die theoretische Erschließung von Autorenrunden gewählt. Aus praxistheoretischer Perspektive wird insbesondere die soziale Praxis des literalen Agierens in Autorenrunden reflektiert. Aus sprachlich-textueller Sicht werden die Wege der Begutachtung von Qualität in Kindertexten betrachtet. Aus hermeneutischer Sicht werden die gemeinsamen Prozesse des Verstehens und der Verständigung untersucht, und aus kindheitsforschender Sicht wird die innere Logik einer Orientierung des Schreibunterrichts an den Erfahrungen und Ressourcen der Kinder thematisiert. Die Studie entwirft gegenüber dem marktbeherrschenden Diskurs zu Schreibkompetenzen alternative Impulse für eine zukünftige praxisorientierte Schreibforschung. Zugleich finden Lehrkräfte in den zahlreichen Analysen und vorgestellten Materialien zur Praxis der Autorenrunden vielfältige Anregungen für den eigenen Schreibunterricht. (DIPF/Orig.) ; Literacy practices in primary school writing classes has so far hardly been reflected upon theoretically. The study develops cultural, linguistic-structural and subjective perspectives for the development of a literacy-based teaching culture for the teaching format of Authors' Circles (Autorenrunden). At the core of the study are the practices of the children in presenting self-written texts and in consulting with the whole class on the impact and style of their texts. Four fields of discourse are chosen for the theoretical exploration of Authors' Circles. From the perspective of practical theory, the social practice of literacy-related activity in Authors' Circles will be reflected upon. From a linguistic-textual perspective, the ways of assessing quality in children's texts will be considered. From a hermeneutic perspective, the common processes of understanding and communication are examined, and from a childhood research perspective, the inner logic of orienting writing lessons towards the experiences and resources of children is addressed. In contrast to the dominant discourse on writing skills, the study sketches alternative impulses for future practice-oriented writing research. At the same time, teachers will find a variety of suggestions for their own writing lessons in the numerous analyses and materials presented on the practice of the Authors' Circles. (DIPF/Orig.)
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Keyword:
Assessment; Authorship; Autorschaft; Bewertung; Classroom Communication; Competency; Conversational teaching; Creative writing; ddc:370; Deutschland; Deutschunterricht; Discourse; Diskurs; Education; Elementary School; Erziehung; Fachdidaktik/Sprache und Literatur; Freies Schreiben; German language teaching; Germany; Grundschule; Interdisciplinary research; Interdisziplinäre Forschung; Judgement; Judgment; Kind; Kindheitsforschung; Klassengespräch; Kompetenz; Kompetenzentwicklung; Kreatives Schreiben; Learning and teaching development; Literalität; Literarischer Text; Practice; Praxis; Primarbereich; Primary education; Primary level; Primary school; Primary school lower level; Pupil; Pupils; Qualität; Quality; Schreiben; Schreibkompetenz; Schreibunterricht; Schüler; Schüler-Schüler-Interaktion; Schülertext; Schul- und Bildungswesen; Schulpädagogik; Skill development; Social interaction; Soziale Interaktion; Student student interaction; Studie; Teaching improvement; Teaching of German; Teaching practice; Teaching theory; Text; Theorie; Theory; Theory of teaching; Unterrichtsentwicklung; Unterrichtsgespräch; Unterrichtskultur; Unterrichtspraxis; Unterrichtstheorie; Writing ability; Writing instruction; Writing Teaching
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URL: https://www.pedocs.de/volltexte/2020/18935/pdf/Lessmann_2020_Autorenrunden_Kinder_entwickeln_literale_Kompetenzen.pdf
https://www.pedocs.de/volltexte/2020/18935/
http://nbn-resolving.de/urn:nbn:de:0111-pedocs-189350
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| 16 |
Playing Japanese: Fostering semantic language play in a Japanese as a foreign language classroom
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| 17 |
EXAMINING INSTRUCTIONAL SHIFTS WITHIN DIALOGIC INTERACTION IN JAPANESE UNIVERSITY EFL EDUCATION
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In: Doctoral Dissertations (2020)
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| 18 |
Varying strategies to maximize the effectiveness of ELT: Lessons from training sessions
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In: English Language Teaching Educational Journal, Vol 3, Iss 3, Pp 263-271 (2020) (2020)
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| 19 |
Co-constructing Peer Feedback Practices in an Elementary School Mathematics Classroom: An Enactivist Perspective
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| 20 |
‘I FEEL LIKE I GO BLANK’: IDENTIFYING THE FACTORS AFFECTING CLASSROOM PARTICIPATION IN AN ORAL COMMUNICATION COURSE
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In: TEFLIN Journal, Vol 31, Iss 1, Pp 19-43 (2020) (2020)
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