1 |
Engagement as Perception-In-Action in Process Drama for Teaching and Learning Italian as a Second Language
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Australia loves language puzzles: The Australian Computational and Linguistics Olympiad (OzCLO)
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Drama: Threat or Opportunity? Managing the ‘Dual Affect’ in Process Drama
|
|
|
|
BASE
|
|
Show details
|
|
5 |
English as a medium of instruction in East and Southeast Asian universities
|
|
|
|
BASE
|
|
Show details
|
|
6 |
English in Southeast Asia: Pedagogical and policy implications
|
|
|
|
Abstract:
The roles of English within and between the many of the countries which make up Southeast Asia are increasing, and English is constantly being used and negotiated as a mutual means of communication by Asian multilinguals for whom English is an additional language. It is timely, therefore, to consider ways in which these Englishes have been developing, along with the roles English is currently playing. Areas worthy of investigation include the influence of language contact and the motivations for the presence of non-standard forms in these new varieties of English. Given the recent research reviewed in this paper, the criteria by which the use of non-standard forms are classified as characteristic of the particular variety need to be revised. The paper will conclude by considering whether the role of English as a lingua franca in the region has reached its zenith and whether regional language education policy is likely allow the languages of Asia to thrive. ; Arts, Education & Law Group, School of Languages and Linguistics ; Full Text
|
|
Keyword:
Applied Linguistics and Educational Linguistics
|
|
URL: https://doi.org/10.1111/weng.12105 http://hdl.handle.net/10072/66381
|
|
BASE
|
|
Hide details
|
|
8 |
Tribute to Richard (Dick) Birge Baldauf Jr. (1943–2014): A distinguished scholar and an inspiring mentor
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Redesigning the Linguistic Ecology of East and Southeast Asia: English and/ or Local Languages?
|
|
|
|
BASE
|
|
Show details
|
|
10 |
The language(s) of HE: EMI and/or ELF and/or Multilingualism?
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Micro-language planning for multilingual education: Agency in local contexts
|
|
|
|
BASE
|
|
Show details
|
|
12 |
One-parent-one-language (OPOL) families: is the majority language- speaking parent instrumental in the minority language development?
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Teaching English in Asia in non-Anglo-cultural contexts: principles of the lingua franca approach
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Finding space for non-dominant languages in education: language policy and medium of instruction in Timor-Leste 2000-2012
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Macro-language planning for multilingual education: Focus on programmes and provision
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Lingua francas as languages of education: implications for other languages
|
|
|
|
BASE
|
|
Show details
|
|
17 |
How much input do you need to learn the most frequent 9,000 words?
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Language teaching for European citizenship: insights for teacher education
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Scaffolding essay writing skills for accounting students: a collaboration
|
|
|
|
BASE
|
|
Show details
|
|
|
|