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Non-Māori-speaking New Zealanders have a Māori proto-lexicon
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| 42 |
Contrastive analysis of the prepositions 'para/por' in Spanish, English and German and its learning through Digital Platforms
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| 43 |
A Review of Indigenous Second Language Acquisition: Factors leading to proficiency in te reo Māori (the Māori language)
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| 44 |
Supporting FL students' writing through metacognitive writing strategies
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| 45 |
Clasificación y explicación de errores relativos al sistema verbal cometidos por estudiantes lusófonos de ELE. Propuesta a partir de un corpus de aprendices de nivel A2
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| 46 |
Pandemic Pandemonium Project
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In: All Assignment Prompts (2021)
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| 47 |
Criteri di valutazione della difficoltà dei testi per gli esami di interpretazione
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| 49 |
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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| 50 |
The Poetry Café: An On-line Writing Workshop for Refugee and Newcomer Youth
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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| 51 |
Decolonizing Teaching in Online English for Academic Purpose Environments
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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| 52 |
Exploring Intercultural Understanding and Awareness Among French as a Second Language Students Through Web Pals
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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| 53 |
Emergency Remote Teaching (ERT) in multilingual contexts: A Mixed Methods Case Study
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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| 54 |
One step at a time: Aligning theory and practice in a tertiary embedding initiative
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In: Journal of University Teaching & Learning Practice (2021)
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| 55 |
Acting with Inscriptions: Expanding Perspectives of Writing, Learning, and Becoming
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In: The Journal of the Assembly for Expanded Perspectives on Learning (2021)
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Abstract:
This article argues for increased attention to people’s engagements with inscriptions and inscriptional practices and the long-term implications they have for the ongoing production of persons, practices, and social worlds across heterogeneous times, places, and activities. Based on a multi-year case study, this analysis examines one microbiology major’s production and use of inscriptions at the intersections of his participation in both disciplinary science and religious worship and traces the long-term consequences those uses have for his becoming as a scientist of faith. If, as Paul Prior asserts, “ literate activity is not located in acts of reading and writing but as cultural forms of life saturated with textuality, that is strongly motivated and mediated by texts,” then we need to take seriously the full range of semiotic textualities and texts implicated in people’s lives and their roles in people’s meaning-making and becoming.
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Keyword:
Becoming; Creative Writing; Curriculum and Instruction; Curriculum and Social Inquiry; Disability and Equity in Education; Educational Methods; Educational Psychology; English Language and Literature; Inscriptions; Instructional Media Design; Learning; Liberal Studies; Other Education; Special Education and Teaching; Teacher Education and Professional Development; Writing
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URL: https://trace.tennessee.edu/jaepl/vol26/iss1/5
https://trace.tennessee.edu/cgi/viewcontent.cgi?article=1378&context=jaepl
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| 56 |
La cuestión terminológica en torno a los fenómenos de adquisición y aprendizaje de lenguas extranjeras (LE). Los ‘lingüismos’
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In: Lingue e Linguaggi; Volume 44(2021); 7-25 (2021)
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| 57 |
Problemas associados ao conhecimento e uso do infinitivo pessoal e do conjuntivo futuro por estudantes de português como língua estrangeira
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| 58 |
Multidimensional networks for functional diversity in higher education: the case of second language education
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| 59 |
How to make the most of the english language assistant in a secondary school. The case of IES Botànic Cavanilles
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| 60 |
El procés d’aprenentatge de la lectura i l’escriptura a una zona rural guatemalenca dintre del “Programa d’Intercanvi d’Experiències Educatives” d’Escoles Solidàries. Un estudi de cas
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