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Hits 41 – 60 of 239
41
Student Achievement and ESOL Co-Teacher Content Certification in the Secondary Core Content Classrooms
DeVoss, Megan
In: Georgia Educational Research Association Conference (2019)
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42
Teachers’ view of Language(s) in (CLIL) Science education: a case study in Portugal
Piacentini, Valentina
;
Simões, Ana Raquel
;
Vieira, Rui Marques
. - 2019
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43
Managing the introduction of CLIL: a case study
Bacovsky, Tatjana
. - 2019
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44
Content interaction in online university courses: the start@unito project
Stefania Cicillini, Daniela Salusso
. - : Editorial Universitat Politècnica de València, 2019. : country:ESP, 2019. : place:Valencia, 2019
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45
Portuguese teachers’ perceptions of grammar teaching
Silva, Cristina Maria Vieira
;
Pereira, Iris Susana Pires
;
Sebastião, Isabel
. - : Uniwersytet w Białymstoku, 2019
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46
Content interaction in online university courses: the start@unito project
Cicillini, Stefania
;
Salusso, Daniela
. - : Editorial Universitat Politècnica de València, 2019
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47
The integration of language and content in English-medium instruction courses: Lecturers’ beliefs and practices
Aintzane Doiz
;
David Lasagabaster
;
Víctor Pavón
In: Ibérica, Vol 38, Pp 151-176 (2019) (2019)
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48
The integration of language and content in English-medium instruction courses: Lecturers’ beliefs and practices
Doiz Bienzobas, Aintzane
;
Lasagabaster Herrarte, David
;
Pavón Vázquez, Víctor
In: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN 1139-7241, Nº. 38, 2019, pags. 151-176 (2019)
Abstract:
This paper investigates the challenges lecturers face in English-medium instruction (EMI) programs and explores their beliefs concerning possible collaboration with language specialists through team-teaching, an option which would offer linguistic support to teachers and students. We used data gathered from discussion groups involving lecturers at two Spanish universities. Results show that the main challenges EMI lecturers have to deal with relate to the specificities of teaching in a foreign language. EMI lecturers acknowledge that the benefits of collaborating with language lecturers could prove to be a valuable asset, its value outweighing any initial misgivings ; Este trabajo investiga los retos a los que se enfrentan los profesores que imparten clases de contenido en inglés y analiza las creencias de estos profesores sobre la colaboración con especialistas de lengua para proporcionar soporte lingüístico tanto al profesorado como al alumnado. Para abordar estas cuestiones se analizan datos recogidos por medio de grupos de discusión con profesorado de dos universidades españolas. Los resultados muestran que los retos a los que se enfrentan los profesores están ligados a las particularidades de la enseñanza en una lengua extranjera. Asimismo, el profesorado de contenido reconoce los beneficios de la colaboración con profesorado de lengua, al tiempo que supera sus reticencias iniciales
Keyword:
content teachers
;
creencias de los profesores
;
EMI
;
enseñanza en equipo
;
language teachers
;
profesores de contenido
;
profesores de lengua
;
programas en inglés
;
teachers’ beliefs
;
team teaching
URL:
https://dialnet.unirioja.es/servlet/oaiart?codigo=7203028
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49
Textbook analysis as a basis for planning language-sensitive history lessons ... : Lehrmaterialanalyse als Grundlage für die Planung sprachsensiblen Geschichtsunterrichts ...
Müller, Jennifer
. - : Philipps-Universität Marburg, 2018
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50
Getrennt- und Zusammenschreibung - Ein konsistentes Konstrukt? Erste Ergebnisse einer empirischen Studie ...
Müller, Hans-Georg
;
Kepser, Matthis
;
Schallenberger, Stefan
. - : Schneider-Verlag Hohengehren, 2018
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51
Performing WeChat Recording Tasks in Mixed-Ability Study Abroad Content Courses
Zhan, Hong
;
Chen, Leeann
In: Publications (2018)
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52
Teacher Judgment Accuracy in the Domain of Spelling
Spencer, April
In: Electronic Theses and Dissertations (2018)
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53
Getrennt- und Zusammenschreibung - Ein konsistentes Konstrukt? Erste Ergebnisse einer empirischen Studie
Müller, Hans-Georg
;
Kepser, Matthis
;
Schallenberger, Stefan
In: Didaktik Deutsch : Halbjahresschrift für die Didaktik der deutschen Sprache und Literatur 23 (2018) 45, S. 74-93 (2018)
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54
A call for contributions from Content-Pedagogy Specialists
Escobar Urmeneta, Cristina
. - 2018
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55
Conceptual frameworks in didactics – learning and teaching: Trends, evolutions and comparative challenges
Ligozat, Florence
;
Almqvist, Jonas
In: ISSN: 1474-9041 ; European Educational Research Journal, Vol. 17, No 1 (2018) pp. 3-16 (2018)
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56
Análisis cualitativo del discurso oral formal de hablantes de ELE en un aula universitaria: Nuevas propuestas para el desarrollo de la argumentación oral
Guillén Solano, Patricia
. - : Universitat de Barcelona, 2018
In: TDX (Tesis Doctorals en Xarxa) (2018)
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57
Análisis cualitativo del discurso oral formal de hablantes de ELE en un aula universitaria: Nuevas propuestas para el desarrollo de la argumentación oral
Guillén Solano, Patricia
. - : Universitat de Barcelona, 2018
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58
PRINCIPLED PRAGMATISM, OR WELL-GROUNDED ECLECTICISM: A NEW PARADIGM IN TEACHING ENGLISH AS A FOREIGN LANGUAGE AT UKRAINIAN TERTIARY SCHOOLS?
Tarnopolsky, Oleg
In: Advanced Education; 2018: Issue 10; 5-11 ; Передовое образование; 2018: ; 5-11 ; Новітня освіта; 2018: ; 2410-8286 ; 2409-3351 (2018)
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59
Fundamental British values: your responsibility, to promote or not to promote?
Elton-Chalcraft, Sally
;
Revell, Lynn
;
Lander, Vini
. - : SAGE Publishing, 2018
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60
Race, culture and ethnicity teaching in post-European times
Warner, Diane
;
Elton-Chalcraft, Sally
. - : SAGE Publishing, 2018
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