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The Assessment of the Key Competences for Lifelong Learning—The Fuzzy Model Approach for Sustainable Education
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In: Sustainability; Volume 14; Issue 5; Pages: 2686 (2022)
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The Digital Game for the Learning of Reading Skill
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In: PAROLE: Journal of Linguistics and Education; Vol 12, No 1 (2022): Volume 12 Number 1 April 2022; 50-59 ; 23380683 ; 2087-345X (2022)
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Formation continue d’enseignants de français langue étrangère en didactique de la prononciation : le cas du projet JEDA
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In: ISSN: 1951-6088 ; EISSN: 2260-653X ; Synergies Europe ; https://halshs.archives-ouvertes.fr/halshs-03572010 ; Synergies Europe, GERFLINT, 2021, pp.145-162 ; http://gerflint.fr/Base/Europe16/miras_vignes.pdf (2021)
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International assessment of low reading proficiency in the adult population: A question of components or lower rungs?
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In: International Review of Education ; 66 ; 2-3 ; 267-288 ; Special issue on Literacy and numeracy: Global and comparative perspectives (2021)
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LIFELONG FOREIGN LANGUAGE LEARNING FOR SPECIAL PURPOSES IN THE INFORMATION SOCIETY ; ЦІЛЬОВЕ ВИВЧЕННЯ ІНОЗЕМНИХ МОВ ВПРОДОВЖ ЖИТТЯ В УМОВАХ ІНФОРМАЦІЙНОГО СУСПІЛЬСТВА
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In: Youth & market; No. 4/190 (2021) ; Молодь і ринок; № 4/190 (2021) ; 2617-0825 ; 2308-4634 ; 10.24919/2617-0825.4/190.2021 (2021)
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L’italiano come seconda lingua nei CPIA (Centri Provinciali per l’istruzione degli Adulti): questioni e Prospettive
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Characteristics and experiences of third age foreign language learners
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Negotiating a Gendered Neo-Calvinist Pillar: Immigrant Loss, Transformation, and Lifelong Learning
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Informing language training with multimodal analysis: insights from the use of gesture in tandem interactions
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In: Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century ; https://hal.parisnanterre.fr//hal-03110760 ; Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century, Research-publishing.net, pp.199 - 228, 2020, ⟨10.14705/rpnet.2020.44.1106⟩ ; https://research-publishing.net/manuscript?10.14705/rpnet.2020.44.1106 (2020)
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Intergenerational Family Learning Programs: Stories of Latinx, Immigrant Families and Their Journeys to and through Higher Education
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In: Dissertations (2020)
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Flexibilização e customização: Um modelo formativo para PME
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Practice makes perfect: Practice engagement theory and the development of adult literacy and numeracy proficiency
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In: International Review of Education ; 66 ; 2-3 ; 267-288 ; Literacy and numeracy: global and comparative perspectives (2020)
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Using a multiliteracies approach to foster critical and creative pedagogies for adult learners
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In: Education Publications (2020)
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Seniors, French, and Conversation Groups: An Investigation Into Seniors Who Pursue French As A Leisure Activity
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In: Electronic Thesis and Dissertation Repository (2020)
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Abstract:
The dissertation investigates the motivation to learn French as an additional language later in life and maintain and/or improve one’s proficiency in it through participation in an L2 conversation group in an Anglophone setting. The research study consisted of participation in and observation of weekly French language conversation groups over the course of a 12-month period, a multiple round qualitative interview approach involving twelve participants, and document analysis. The research study investigates what experiences led these learners to pursue French as a minority language, and why they choose to maintain it though it is not necessary for their daily lives nor is it necessarily connected to their ethnic backgrounds. It also asks how participation in conversation groups contributes to the maintenance of French, and how maintaining it affects their lives. Interview transcripts were analyzed using a fusion of Dörnyei’s (2005, 2009) L2 Motivational Self System and Stebbins’ (2007) Serious Leisure Perspective. The participants were not consciously aware of why they connected to FML or why they chose to maintain it. However, themes connected to family, social interaction, and a sense of nostalgia emerged from the interviews as did simple enjoyment using the language. The hybrid Dörnyei-Stebbins framework provided guidance, focus, and clarity into why L2 learners may choose to pursue an L2 as a leisure activity and additionally explained why activities, like conversation groups, are important to the L2 learning experience. This formulation added additional layers of analysis that may have been overlooked if only using one framework. Though not generalizable to all seniors, this study adds to the body of literature pertaining to lifelong learning.
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Keyword:
and Multicultural Education; Bilingual; L2 Motivational Self System; Lifelong Learning; Minority Languages; Multilingual; Second Language Learning; Seniors; Serious Leisure Perspective
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URL: https://ir.lib.uwo.ca/etd/7446 https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=10018&context=etd
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Lifelong learning and esp vocabulary: Reflections in telecommunications and ICT ; Vseživljenjsko učenje besedišča angleščine kot jezika stroke: Refleksije na področju telekomunikacij in IKT
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In: ELOPE: English Language Overseas Perspectives and Enquiries [ISSN 1581-8918], v. 17 (2), p. 195-218, (Enero 2020) (2020)
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La ecología del aprendizaje resiliente en ambientes ubicuos ante situaciones adversas
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 62, 2020, pags. 43-52 (2020)
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Paulo Freire as Learning Theorist
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In: Adult Education Research Conference (2019)
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Adult literacy, local languages and lifelong learning in rural African contexts
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Local knowledge, global knowledge: The role of local language literacy for lifelong learning in rural African contexts
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Обучение и образование взрослых в контексте экономического развития регионов ; Adult training and education in the context of economic development of regions
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