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ЯЗЫКОВАЯ КОМПЕТЕНТНОСТЬ КАК СОСТАВЛЯЮЩАЯ ПРОФЕССИИ СОВРЕМЕННОГО ЖУРНАЛИСТА
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Беглова, Е.. - : Государственное образовательное учреждение высшего профессионального образования "Нижегородский государственный университет им. Н.И. Лобачевского", 2014
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Alltagsorientierte Sprach- und Literacyförderung und dessen Effektivität – Erste Befunde des KOMPASS-Projektes ...
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Inputspezifizierung in der Sprachförderung – eine effektive Methode zur Verbesserung der Pluralbildung bei bilingualen Kindern? ...
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Native language self-concept and reading self-concept. Same or different? ...
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Alltagsorientierte Sprach- und Literacyförderung und dessen Effektivität – Erste Befunde des KOMPASS-Projektes
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 378-389 (2014)
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Inputspezifizierung in der Sprachförderung – eine effektive Methode zur Verbesserung der Pluralbildung bei bilingualen Kindern?
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 356-360 (2014)
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487 |
English communication skills in the ready-made garments industry in Bangladesh: a case study
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488 |
Förderung von Sprach(lern)bewusstheit und Sprach(lern)kompetenz durch germanische Interkomprehensionsansätze ...
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Native language self-concept and reading self-concept. Same or different?
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In: The journal of experimental education 82 (2014) 2, S. 229-252 (2014)
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Förderung von Sprach(lern)bewusstheit und Sprach(lern)kompetenz durch germanische Interkomprehensionsansätze
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In: Morys, Nancy [Hrsg.]; Kirsch, Claudine [Hrsg.]; de Saint-Georges, Ingrid [Hrsg.]; Gretsch, Gérard [Hrsg.]: Lernen und Lehren in multilingualen Kontexten. Zum Umgang mit sprachlich-kultureller Diversität im Klassenraum. Frankfurt, M. : Lang 2014, S. 31-45. - (Sprache, Mehrsprachigkeit und sozialer Wandel. Language. Multilinguism and Social Change. Langue, multilinguisme et changement social; 22) (2014)
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Language and communication in mathematics education: an overview of research in the field
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In: ZDM , 46 (6) pp. 843-853. (2014) (2014)
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Abstract:
Within the field of mathematics education, the central role language plays in the learning, teaching, and doing of mathematics is increasingly recognised, but there is not agreement about what this role (or these roles) might be or even about what the term ‘language’ itself encompasses. In this issue of ZDM, we have compiled a collection of scholarship on language in mathematics education research, representing a range of approaches to the topic. In this survey paper, we outline a categorisation of ways of conceiving of language and its relevance to mathematics education, the theoretical resources drawn upon to systematise these conceptions, and the methodological approaches employed by researchers. We identify four broad areas of concern in mathematics education that are addressed by language-oriented research: analysis of the development of students’ mathematical knowledge; understanding the shaping of mathematical activity; understanding processes of teaching and learning in relation to other social interactions; and multilingual contexts. A further area of concern that has not yet received substantial attention within mathematics education research is the development of the linguistic competencies and knowledge required for participation in mathematical practices. We also discuss methodological issues raised by the dominance of English within the international research community and suggest some implications for researchers, editors and publishers.
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Keyword:
interaction; Language; linguistic competence; Mathematics or maths; multilingual contexts
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URL: http://discovery.ucl.ac.uk/1475942/ http://discovery.ucl.ac.uk/1475942/1/Morgan2014_Language.doc
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Perfil plurilingüe del alumnado de nuevo ingreso en el Campus de Melilla de la Universidad de Granada
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Beyond Translating French into English: Experiences of a Non-Native Translator
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In: TranscUlturAl: A Journal of Translation and Cultural Studies; Vol 5, No 1-2 (2013): Translating Peripheries; 61-79 ; ISSN 1920-0323 (2014)
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ОЦІНКА ЧИННИКІВ БАНКІВСЬКОГО КРЕДИТУВАННЯ ІНВЕСТИЦІЙНОЇ ДІЯЛЬНОСТІ В УКРАЇНІ ТА ЇХНІХ
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In: Financial and credit activity: problems of theory and practice; Том 1, № 8 (2010) ; Финансово-кредитная деятельность: проблемы теории и практики; Том 1, № 8 (2010) ; Фінансово-кредитна діяльність: проблеми теорії та практики; Том 1, № 8 (2010) ; 2310-8770 ; 2306-4994 (2014)
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МОВНІ КОМПЕТЕНЦІЇ ЯК ОСНОВА РОЗВИТКУ КОМУНІКАТИВНИХ УМІНЬ СТУДЕНТА ЕКОНОМІЧНОГО ВНЗ
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In: Financial and credit activity: problems of theory and practice; Том 1, № 8 (2010) ; Финансово-кредитная деятельность: проблемы теории и практики; Том 1, № 8 (2010) ; Фінансово-кредитна діяльність: проблеми теорії та практики; Том 1, № 8 (2010) ; 2310-8770 ; 2306-4994 (2014)
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O Cinema na aula de inglês: a utilização de filmes em contexto de sala de aula
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The Relationship of Language Proficiency to the Lexical Availability of Learners of Spanish
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In: Lexical Availability in English and Spanish as a Second Language. Educational Linguistics [ISSN 1572-0292], v. 17, p. 103-124 (2014)
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Navigating through the Australian workplace: mapping the experience of working holiday makers (WHMs) in Brisbane
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English language students’ productive and receptive knowledge of collocations
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In: ExELL (Explorations in English Language and Linguistics), Vol 2, Iss 1, Pp 46-67 (2014) (2014)
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Opinión del profesorado de Lengua extranjera en torno a la integración del componente cultural en el aula de idiomas
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 21, 2014, pags. 265-280 (2014)
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