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Affiche du document Profilage (Portraits professionnels) — Profilage (Portraits professionnels)
Cassiopée M.D.
1h34min30
Divers
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126 pages. Temps de lecture estimé 1h34min.
"Reconnaissez-vous vos collègues ? Et quel est votre propre profil ?" À travers de très courts acrostiches, Cassiopée croque avec un humour parfois candide, parfois acide, les portraits de divers spécimens couramment croisés dans le milieu professionnel. Amusez-vous donc à relier à chaque profil le nom d’une personne que vous avez l’extrême chance de côtoyer dès que vous franchissez le seuil de votre lieu de travail. La découverte peut être libératrice ! Attention cependant à ne pas laisser traîner cet ouvrage n’importe où. A moins que l’oubli malencontreux ne soit en réalité qu’une manœuvre faussement fortuite... À toutes fins utiles, les numéros de pages peuvent aussi vous servir de codes discrets de communication.

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Affiche du document Le Livre des femmes de lettres oubliées — Le Livre des femmes de lettres oubliées
François Le Guennec
3h07min30
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250 pages. Temps de lecture estimé 3h07min.
Les femmes sont peu nombreuses dans l’histoire des lettres. Pourtant aucune époque n'en a manqué, certaines ont connu le succès et la gloire. D'autres furent souvent rééditées. Cependant, après quelques temps, elles disparaissent des catalogues, et l'histoire leur refuse une influence et une postérité. Les choses ont changé récemment ; l'exemple le plus brillant est sans doute celui de la duchesse de Duras. D'autres auteures se trouvent aujourd'hui plus aisément en librairie, comme Riccoboni ou Charrière. Le choix que voici est une invitation à creuser, à sortir de l'oubli d'autres écrivaines. Il aura peut-être le bonheur de faire consacrer à l'une d'elles une belle recherche universitaire. Il est néanmoins subjectif. Parmi près de six cents noms, j'ai choisi des auteures très rares et d'autres presque célèbres ; certaines fort érudites et d'autres véritablement incendiaires. Mais toutes sont des figures d'une grande sincérité, que l'on aime autant que leurs écrits.

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Affiche du document Autofiction : pratiques et théories — Autofiction : pratiques et théories
Arnaud Genon
2h49min30
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226 pages. Temps de lecture estimé 2h49min.
L’autofiction, considérée dans l’Histoire littéraire, est un genre nouveau. Mais cette classification générique, envisagée précisément, peut nous paraître déjà ancienne, tant elle a fait l’objet d’articles, de débats, de polémiques, d’attaques et de plaidoyers. Autofiction : pratiques et théories regroupe des recensions et des articles publiés depuis une dizaine d’années sur des sites littéraires, dans des revues universitaires ou associatives. On y retrouve analysées les récentes parutions d’écrivains emblématiques de l’écriture de soi tels que Christine Angot, Christophe Donner ou Camille Laurens mais aussi les dernières publications universitaires qui questionnent le genre sous différents angles – historique, génétique, politique... – ou qui en font un outil d’analyse permettant l’étude du travail d’écrivains aussi différents que Proust, Colette ou Frédéric Beigbeder. Tenter de voir plus clair dans le bouillonnement théorico-littéraire de l’autofiction, saisir les enjeux de cette nouvelle écriture de soi, telle est l’ambition du présent ouvrage.

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Affiche du document Les Résignés de la République de Guinée-Conakry — Les Résignés de la République de Guinée-Conakry
Jammes Soumah
30min00
Divers
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40 pages. Temps de lecture estimé 30min.
Depuis plus d'un demi-siècle, le peuple guinéen est assommé par les pratiques politiques inacceptables qui font le confort du parti au pouvoir au prix de sacrifices humains. Comment un peuple comme le nôtre, qui fut le socle de la fierté de toute l’Afrique de l’ouest, accepte l'inadmissible ? Les résignés de notre pays ne devraient-ils pas méditer sur ce qui se passe dans l’ensemble des pays qui entourent la Guinée en terme de luttes pour le respect des droits humains ? Le combat de notre organisation, c’est l’instauration d’une vie politique sereine avec celui de la fraternité pour tous les résignés d’aujourd’hui. Mettre fin à la résignation de notre pays, c’est le sens de la lutte que la Ligue Guinéenne des Droits de l'Homme et du Citoyen, Fédération de France, mène depuis plus de cinquante ans.

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Affiche du document La Guerre d'Algérie à travers les tracts de l'O.A.S. — La Guerre d'Algérie à travers les tracts de l'O.A.S.
Pierre Méallier
4h22min30
Divers
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350 pages. Temps de lecture estimé 4h22min.
Il y a cinquante ans prenait fin la guerre d’Algérie, deux générations ont vu le jour depuis ce 1er juillet 1962 et pourtant... la page n’est pas tournée. La coopération que promettait le Général de Gaulle et que détaillaient les Accords d’Évian n’a jamais vu le jour. À la lecture des tracts de l’O.A.S., on s’aperçoit, que certaines craintes évoquées par cette organisation se sont malheureusement révélées dramatiques. À chacun sa vérité...

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Affiche du document La Littérature était une petite fille rieuse — La Littérature était une petite fille rieuse
François Le Guennec
2h13min30
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178 pages. Temps de lecture estimé 2h13min.
Peut-on faire un travail approfondi sur un auteur avec qui on ne partage rien ? Non, sans doute, et bien des critiques se sont même laissés vampiriser par le sujet de leur recherche. Jusqu'à croiser dans la rue les personnages de ses romans, voire l'auteur lui-même, pourtant mort depuis des lustres. À l'inverse, jusqu'à quel point le critique peut-il souffler à son auteur ses propres souvenirs et ses propres émotions ? François Le Guennec, spécialiste de la littérature féminine (de Marie de France à Renée Vivien), passe dans ce livre comme dans la vie de la critique littéraire à la fiction. Et vice-versa.

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Affiche du document La Grande politique, une nécessité pour l’Afrique — La Grande politique, une nécessité pour l’Afrique
Vincent Davy Kacou
1h24min00
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112 pages. Temps de lecture estimé 1h24min.
Penser la grande politique en tant que nécessité pour l’Afrique, c’est repenser non seulement la politique, mais surtout le vivre-ensemble, car le désir et l’obligation d’être homme sont désir et obligation de l’être avec l’autre, avec les autres. Il n’y a de politique que là où il y a le vouloir vivre-ensemble. Et ce désir de vivre-ensemble est rationalisé par l’État en tant que lieu du déploiement de l’humanité de l’homme. En proposant avec Nietzsche la grande politique pour Afrique, l’intention est d’inviter les Africains à renoncer à cette politique mesquine où les États s’enferment dans leur particularisme, se perdent dans les piliers de l’identité nationale, dans les crispations identitaires et dans la folie nationaliste au profit de la quête d’une identité propre, c’est-à-dire une prise de conscience des Africains de leur africanité et aussi d’une prise de conscience de la perspective d’avenir de l’Afrique qui s’impose à tous.

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Affiche du document L’Aventure singulière d’Hervé Guibert — L’Aventure singulière d’Hervé Guibert
Arnaud Genon
1h45min00
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140 pages. Temps de lecture estimé 1h45min.
L’œuvre d’Hervé Guibert, disparu il y a vingt ans, fascine toujours. Écrivain, journaliste, photographe, vidéaste, il a, en l’espace d’une quinzaine d’années, marqué le champ littéraire français de la fin du XXe siècle. Son travail, principalement centré sur le "moi", a épousé différents gestes, investi différents genres pour expérimenter les limites de chacun d’entre eux. Il les a menés au plus loin, au plus vite, dans sa quête d’une mise à nu totale de soi. "L’aventure singulière d’Hervé Guibert" retrace, à travers des articles et chroniques publiés ces dix dernières années et ici réunis, le parcours d’un artiste dont les livres, les articles, les photographies et le film touchent encore les lecteurs d’aujourd’hui. Ce recueil, rédigé par l’un des meilleurs spécialistes de l’œuvre d’Hervé Guibert, offre des clés, donne des pistes pour aborder, relire ou redécouvrir une œuvre forte qui dépasse les frontières et traverse le temps...

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Affiche du document The Pragmatics of Intercultural Communicative Competence — The Pragmatics of Intercultural Communicative Competence
J. César Félix-Brasdefer
1h57min00
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156 pages. Temps de lecture estimé 1h57min.
Adds significantly to our understanding of meaning makingThis book presents a pragmatic perspective on the development of intercultural communicative competence and intercultural understanding by language learners in the foreign language classroom and in study abroad contexts. Using data from role-play interactions, intercultural episodes and student reflections, including both US learners of Spanish and multilingual learners of other languages, the book examines how a focus on pragmatics and metapragmatic awareness aids the development of intercultural competence. It also addresses current topics such as intercultural impoliteness, the negotiation of and reflection on speech acts at the discourse level, pragmatic competence, agency and pragmatic resistance. The book concludes with a reflection on what it means to be an intercultural speaker along with suggestions for both teaching and assessment.Figures and Tables Acknowledgements Transcription Conventions Introduction Chapter 1. Intercultural Communicative Competence as Language Use: A Pragmatic Perspective Chapter 2. Pragmatic Competence and Metapragmatic Awareness in Intercultural Understanding Chapter 3. Pragmatic-Discursive Perspective on Language Use and Intercultural Understanding Chapter 4. Pragmatic Learning and Intercultural Understanding in the Foreign Language Classroom Chapter 5. Negotiating Refusals: Sociopragmatic Awareness and Insights from Study Abroad Learners Chapter 6. Intercultural Impoliteness, Reflexive Awareness, and Agency in Study Abroad Contexts Conclusion References Index

The Pragmatics of Intercultural Communicative Competence
J. César Félix-Brasdefer
1h57min00
Langues
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156 pages. Temps de lecture estimé 1h57min.
Adds significantly to our understanding of meaning makingThis book presents a pragmatic perspective on the development of intercultural communicative competence and intercultural understanding by language learners in the foreign language classroom and in study abroad contexts. Using data from role-play interactions, intercultural episodes and student reflections, including both US learners of Spanish and multilingual learners of other languages, the book examines how a focus on pragmatics and metapragmatic awareness aids the development of intercultural competence. It also addresses current topics such as intercultural impoliteness, the negotiation of and reflection on speech acts at the discourse level, pragmatic competence, agency and pragmatic resistance. The book concludes with a reflection on what it means to be an intercultural speaker along with suggestions for both teaching and assessment.Figures and Tables Acknowledgements Transcription Conventions Introduction Chapter 1. Intercultural Communicative Competence as Language Use: A Pragmatic Perspective Chapter 2. Pragmatic Competence and Metapragmatic Awareness in Intercultural Understanding Chapter 3. Pragmatic-Discursive Perspective on Language Use and Intercultural Understanding Chapter 4. Pragmatic Learning and Intercultural Understanding in the Foreign Language Classroom Chapter 5. Negotiating Refusals: Sociopragmatic Awareness and Insights from Study Abroad Learners Chapter 6. Intercultural Impoliteness, Reflexive Awareness, and Agency in Study Abroad Contexts Conclusion References Index

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Affiche du document CURRICULUM — CURRICULUM
John Dewey
11min15
Sciences de l’éducation
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15 pages. Temps de lecture estimé 11min.
CURRICULUM

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Affiche du document Children's Additional Language Learning in Instructional Settings — Children's Additional Language Learning in Instructional Settings
Yuko Goto Butler
2h10min30
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174 pages. Temps de lecture estimé 2h10min.
Provides a comprehensive overview of the current understanding of young learners’ additional language learningThis book provides the first comprehensive overview of young children’s language learning in pre-primary and primary education. It collates research to date on language development and pedagogy among children learning a language in addition to their home language(s) in instructional settings, providing readers with a thorough understanding of the topic and directions for further study. The book promotes a learner-centered approach to research and teaching and encourages critical reflection on how best to conduct research among children. It recognizes the substantial diversity of young language learning experiences and pays attention to individual differences and variability in children’s language development, embracing an ecological perspective sensitive to contextual factors. Closing the gap between research and practice, each chapter opens with pedagogical or policy-related questions, explores relevant theories and research findings from instructed second language acquisition, and offers discussion questions and recommended reading for further reflection and study. This will be invaluable reading for all those who are undertaking research and working with young language learners.Abbreviations Introduction Chapter 1. Exploring Children’s Additional Language Learning in School Why understanding their development is so challenging? Chapter 2. First Language Development and its Diversity What do children know about and do with language before attending additional language classes? Chapter 3. The Influence of Starting Age Is "the younger, the better" true for additional language learning? Chapter 4. The Roles of Cognitive Development and First Language What distinguishes children’s additional language learning from their first language learning and adults’ additional language learning? Chapter 5. Written Language Development How do children learn to read and write in an additional language? Chapter 6. Tasks and Interactions in Language Classrooms How do tasks and interactions promote children’s additional language learning? Chapter 7. Affect and Social Factors What do we know about the role of affect and social factors in children’s additional language learning? Chapter 8. Digital Technology and Children’s Language Learning How does digital technology influence children’s additional language learning? Chapter 9. Teaching and Teachers of Young Language Learners What is unique about teaching additional language to children? Chapter 10. Assessing Additional Language Learning What should teachers keep in mind when assessing children’s additional language learning? Chapter 11. Learning Additional Languages through Academic Content How do children learn both language and content? Chapter 12. Future Directions for Research What considerations are necessary when researching children’s additional language learning? References Discussion Questions and Additional Readings Index

Children's Additional Language Learning in Instructional Settings
Yuko Goto Butler
2h10min30
Langues
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174 pages. Temps de lecture estimé 2h10min.
Provides a comprehensive overview of the current understanding of young learners’ additional language learningThis book provides the first comprehensive overview of young children’s language learning in pre-primary and primary education. It collates research to date on language development and pedagogy among children learning a language in addition to their home language(s) in instructional settings, providing readers with a thorough understanding of the topic and directions for further study. The book promotes a learner-centered approach to research and teaching and encourages critical reflection on how best to conduct research among children. It recognizes the substantial diversity of young language learning experiences and pays attention to individual differences and variability in children’s language development, embracing an ecological perspective sensitive to contextual factors. Closing the gap between research and practice, each chapter opens with pedagogical or policy-related questions, explores relevant theories and research findings from instructed second language acquisition, and offers discussion questions and recommended reading for further reflection and study. This will be invaluable reading for all those who are undertaking research and working with young language learners.Abbreviations Introduction Chapter 1. Exploring Children’s Additional Language Learning in School Why understanding their development is so challenging? Chapter 2. First Language Development and its Diversity What do children know about and do with language before attending additional language classes? Chapter 3. The Influence of Starting Age Is "the younger, the better" true for additional language learning? Chapter 4. The Roles of Cognitive Development and First Language What distinguishes children’s additional language learning from their first language learning and adults’ additional language learning? Chapter 5. Written Language Development How do children learn to read and write in an additional language? Chapter 6. Tasks and Interactions in Language Classrooms How do tasks and interactions promote children’s additional language learning? Chapter 7. Affect and Social Factors What do we know about the role of affect and social factors in children’s additional language learning? Chapter 8. Digital Technology and Children’s Language Learning How does digital technology influence children’s additional language learning? Chapter 9. Teaching and Teachers of Young Language Learners What is unique about teaching additional language to children? Chapter 10. Assessing Additional Language Learning What should teachers keep in mind when assessing children’s additional language learning? Chapter 11. Learning Additional Languages through Academic Content How do children learn both language and content? Chapter 12. Future Directions for Research What considerations are necessary when researching children’s additional language learning? References Discussion Questions and Additional Readings Index

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Affiche du document Learn Spanish for Kids. Fun Stories, Songs & Vocabulary Words For Beginners — Learn Spanish for Kids. Fun Stories, Songs & Vocabulary Words For Beginners
Damián Carabello
2h37min30
Langues
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Livres audio
210 pages. Temps de lecture estimé 2h37min.
¡Hola, future Spanish speaker! Ready to turn learning into an exciting, laughter-filled adventure? "Learn Spanish for Kids. Fun Stories, Songs & Vocabulary Words For Beginners" is not just an audiobook—it’s your passport to a magical world of colors, animals, songs, and playful characters that make learning Spanish absolutely irresistible! Join Sol, your cheerful guide, as you explore vibrant tales like La Familia de los Colores, sing catchy songs, and build real-world vocabulary you'll remember forever. Whether you're coloring at home or riding in the car, you'll be absorbing Spanish naturally—without even realizing you're learning! By the end, you’ll be able to introduce yourself, chat about your favorite things, and sing in Spanish with confidence and joy. This isn't boring classroom stuff—it’s fun, dynamic, and made just for kids like you! So put on your listening ears, take a deep breath, and jump into this unforgettable journey. ¡Vamos! Let’s make Spanish your new superpower!

Learn Spanish for Kids. Fun Stories, Songs & Vocabulary Words For Beginners
Damián Carabello
2h37min30
Langues
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Livres audio
210 pages. Temps de lecture estimé 2h37min.
¡Hola, future Spanish speaker! Ready to turn learning into an exciting, laughter-filled adventure? "Learn Spanish for Kids. Fun Stories, Songs & Vocabulary Words For Beginners" is not just an audiobook—it’s your passport to a magical world of colors, animals, songs, and playful characters that make learning Spanish absolutely irresistible! Join Sol, your cheerful guide, as you explore vibrant tales like La Familia de los Colores, sing catchy songs, and build real-world vocabulary you'll remember forever. Whether you're coloring at home or riding in the car, you'll be absorbing Spanish naturally—without even realizing you're learning! By the end, you’ll be able to introduce yourself, chat about your favorite things, and sing in Spanish with confidence and joy. This isn't boring classroom stuff—it’s fun, dynamic, and made just for kids like you! So put on your listening ears, take a deep breath, and jump into this unforgettable journey. ¡Vamos! Let’s make Spanish your new superpower!

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Affiche du document Le Coffre a outils de la supervision de stage au collegial — Le Coffre a outils de la supervision de stage au collegial
Raymonde Gosselin
1h45min00
Sciences de l’éducation
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140 pages. Temps de lecture estimé 1h45min.
Êtes-vous prêt à optimiser vos pratiques en supervision de stage ? Et si ce livre vous permettait de transformer votre approche pédagogique et de maximiser vos supervisions de stage ? Venez découvrir nos perles et enrichir votre coffre à outils pour mieux accompagner vos stagiaires dans leur parcours. Après une année de collecte rigoureuse de données, les auteures ont rassemblé plus de 131 outils pratiques. Un total de 30 équipes départementales de programmes techniques, 13 personnes enseignantes, 2 personnes conseillères pédagogiques, 2 personnes directrices adjointes ainsi que 1 organisme public de services préhospitaliers d’urgence ont activement contribué à la conception de cet ouvrage, offrant ainsi une variété de ressources à la fois utiles et concrètes pour l’encadrement des stagiaires. Quoique ce livre s’adresse aux personnes superviseures de stage de programmes techniques, qu’il soit offert en alternance travail-études ou en stages internationaux, les outils proposés ici sont adaptables et transférables à des programmes d’études universitaires et à des programmes du secondaire professionnel qui offrent des stages dans leur cheminement.

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Affiche du document Éthique et culture religieuse à l’école — Éthique et culture religieuse à l’école
Nancy Bouchard
Méthodologie
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L'éducation en matière d'éthique et de religion connaît à l'heure actuelle un virage historique au Québec par la mise en place d'un cours spécifique en la matière à partir de l'automne 2008. Dans cette optique, ce livre traite de la formation dans les domaines de l'éthique et de la culture religieuse dans l'espace socioscolaire. Il propose une visée éthique et une démarche empruntant à la philosophie morale contemporaine de même qu'à des approches issues des sciences des religions, de l'éducation morale et de la philosophie de l'éducation.

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Affiche du document What Universities Can Be — What Universities Can Be
J. Sternberg Robert
3h48min00
Etudes supérieures
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304 pages. Temps de lecture estimé 3h48min.
In What Universities Can Be, the high-profile educator Robert J. Sternberg writes thoughtfully about the direction of higher education in this country and its potential to achieve future excellence. Sternberg presents, for the first time, his concept of the ACCEL model, in which institutions of higher education are places where students learn to become Active Concerned Citizens and Ethical Leaders. One of the greatest problems in our society is a lack of leaders who understand the importance of behaving in ethical ways for the common good of all. At a time when new models of education are sorely needed, universities have the opportunity to claim the education of future leaders as their mission. In the course of laying out the ACCEL concept and how such a model might be achieved, Sternberg offers many insights into the realities of higher education as it is practiced today and suggests ways that we could move in a better direction, one that would produce graduates who make the world a better place in which to live. Sternberg''s compelling narrative and convincing argument address all aspects of universities, such as admissions, financial aid, instruction and assessment, retention and graduation, student life, diversity, finances, athletics, governance, and marketing. This book is essential reading for educators and laypeople who are interested in learning how our universities work and how they could work better.

What Universities Can Be
J. Sternberg Robert
3h48min00
Etudes supérieures
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304 pages. Temps de lecture estimé 3h48min.
In What Universities Can Be, the high-profile educator Robert J. Sternberg writes thoughtfully about the direction of higher education in this country and its potential to achieve future excellence. Sternberg presents, for the first time, his concept of the ACCEL model, in which institutions of higher education are places where students learn to become Active Concerned Citizens and Ethical Leaders. One of the greatest problems in our society is a lack of leaders who understand the importance of behaving in ethical ways for the common good of all. At a time when new models of education are sorely needed, universities have the opportunity to claim the education of future leaders as their mission. In the course of laying out the ACCEL concept and how such a model might be achieved, Sternberg offers many insights into the realities of higher education as it is practiced today and suggests ways that we could move in a better direction, one that would produce graduates who make the world a better place in which to live. Sternberg''s compelling narrative and convincing argument address all aspects of universities, such as admissions, financial aid, instruction and assessment, retention and graduation, student life, diversity, finances, athletics, governance, and marketing. This book is essential reading for educators and laypeople who are interested in learning how our universities work and how they could work better.

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Affiche du document What Universities Can Be — What Universities Can Be
J. Sternberg Robert
1h47min15
Etudes supérieures
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143 pages. Temps de lecture estimé 1h47min.
In What Universities Can Be, the high-profile educator Robert J. Sternberg writes thoughtfully about the direction of higher education in this country and its potential to achieve future excellence. Sternberg presents, for the first time, his concept of the ACCEL model, in which institutions of higher education are places where students learn to become Active Concerned Citizens and Ethical Leaders. One of the greatest problems in our society is a lack of leaders who understand the importance of behaving in ethical ways for the common good of all. At a time when new models of education are sorely needed, universities have the opportunity to claim the education of future leaders as their mission. In the course of laying out the ACCEL concept and how such a model might be achieved, Sternberg offers many insights into the realities of higher education as it is practiced today and suggests ways that we could move in a better direction, one that would produce graduates who make the world a better place in which to live. Sternberg''s compelling narrative and convincing argument address all aspects of universities, such as admissions, financial aid, instruction and assessment, retention and graduation, student life, diversity, finances, athletics, governance, and marketing. This book is essential reading for educators and laypeople who are interested in learning how our universities work and how they could work better.

What Universities Can Be
J. Sternberg Robert
1h47min15
Etudes supérieures
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143 pages. Temps de lecture estimé 1h47min.
In What Universities Can Be, the high-profile educator Robert J. Sternberg writes thoughtfully about the direction of higher education in this country and its potential to achieve future excellence. Sternberg presents, for the first time, his concept of the ACCEL model, in which institutions of higher education are places where students learn to become Active Concerned Citizens and Ethical Leaders. One of the greatest problems in our society is a lack of leaders who understand the importance of behaving in ethical ways for the common good of all. At a time when new models of education are sorely needed, universities have the opportunity to claim the education of future leaders as their mission. In the course of laying out the ACCEL concept and how such a model might be achieved, Sternberg offers many insights into the realities of higher education as it is practiced today and suggests ways that we could move in a better direction, one that would produce graduates who make the world a better place in which to live. Sternberg''s compelling narrative and convincing argument address all aspects of universities, such as admissions, financial aid, instruction and assessment, retention and graduation, student life, diversity, finances, athletics, governance, and marketing. This book is essential reading for educators and laypeople who are interested in learning how our universities work and how they could work better.

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Affiche du document Language Diversity, Policy and Social Justice — Language Diversity, Policy and Social Justice
1h51min45
Langues
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149 pages. Temps de lecture estimé 1h52min.
Advocates for social justice for language minoritized populations around the worldThis book honors the impactful work of Terrence G. Wiley on advancing social justice in the areas of language diversity and language policy. It brings together a group of experienced scholars to provide an overview of research and progress in three areas: heritage and community language education, ideologies of language and literacies, and language policy. The chapters cover a wide range of formal and informal learning spaces and address language policies and practices from the national to the local levels. The international appeal of Wiley’s work is represented through the rich diversity of the contributing scholars and research contexts. With an emphasis on advancing scholarship and advocacy for language minoritized populations in the United States and around the world, this book will be of interest to graduate students and researchers in the fields of language education, language policy and sociolinguistics.Contributors Kellie Rolstad, Wayne Wright, Na Liu and Jeff MacSwan: Preface 1. Kellie Rolstad: The Multipurpose Professor: The Life and Legacy of Terrence G. Wiley Part 1: Heritage and Community Language Education 2. Jin Sook Lee and Samantha Harris: Hallyu’s Role in Changing the Landscape of Korean Heritage Language Education 3. Teresa L. McCarty: Local Knowledge, Border Thinking and Activism: Keystones in Terrence Wiley’s Interdisciplinary Scholarship for Indigenous Language Education 4. Wayne E. Wright and Virak Chan: Khmer Heritage Language in Linguistic and Broadcast Media Landscape of Cambodia Town USA 5. Na Liu and Byeong-Keun You: From Researchers to Parent Stakeholders: Case Studies of Chinese and Korean Heritage Language-Community Language (HL-CL) Education Part 2: Ideologies of Language and Literacies 6. Kellie Rolstad, Jeff MacSwan, Christian J. Faltis and Carole Edelsky: The Legacy of the Great Divide in Multilingual Education: Historical Methods in the Study of Language Ideology 7. Peter Sayer: Language Policy and Ideological Tensions in TESOL and Bilingual Education 8. Jennifer Renn and Annie Laurie Duguay: Dismantling English-Only and Standard Language Ideologies in Education through Researcher-Practitioner Collaboration Part 3: Language Policy 9. Jeff Bale: History, (Dis-)Continuity and Language Policy 10. Sarah C.K. Moore: Historical and Contemporary Language Policymaking: The Politics of English-Only and Persistence of Bilingual Education 11. Karen E. Lillie and M. Beatriz Arias: Language Policy, Social Justice and the Law 12. Jingning Zhang and Huifeng Zeng: Chinese EFL Students’ Attitudes Towards China English Accents and the ‘Critical Moments’ of Attitudinal Change Terrence G. Wiley: Afterword: In Appreciation Appendix Publications by Terrence G. Wiley Index

Language Diversity, Policy and Social Justice
1h51min45
Langues
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149 pages. Temps de lecture estimé 1h52min.
Advocates for social justice for language minoritized populations around the worldThis book honors the impactful work of Terrence G. Wiley on advancing social justice in the areas of language diversity and language policy. It brings together a group of experienced scholars to provide an overview of research and progress in three areas: heritage and community language education, ideologies of language and literacies, and language policy. The chapters cover a wide range of formal and informal learning spaces and address language policies and practices from the national to the local levels. The international appeal of Wiley’s work is represented through the rich diversity of the contributing scholars and research contexts. With an emphasis on advancing scholarship and advocacy for language minoritized populations in the United States and around the world, this book will be of interest to graduate students and researchers in the fields of language education, language policy and sociolinguistics.Contributors Kellie Rolstad, Wayne Wright, Na Liu and Jeff MacSwan: Preface 1. Kellie Rolstad: The Multipurpose Professor: The Life and Legacy of Terrence G. Wiley Part 1: Heritage and Community Language Education 2. Jin Sook Lee and Samantha Harris: Hallyu’s Role in Changing the Landscape of Korean Heritage Language Education 3. Teresa L. McCarty: Local Knowledge, Border Thinking and Activism: Keystones in Terrence Wiley’s Interdisciplinary Scholarship for Indigenous Language Education 4. Wayne E. Wright and Virak Chan: Khmer Heritage Language in Linguistic and Broadcast Media Landscape of Cambodia Town USA 5. Na Liu and Byeong-Keun You: From Researchers to Parent Stakeholders: Case Studies of Chinese and Korean Heritage Language-Community Language (HL-CL) Education Part 2: Ideologies of Language and Literacies 6. Kellie Rolstad, Jeff MacSwan, Christian J. Faltis and Carole Edelsky: The Legacy of the Great Divide in Multilingual Education: Historical Methods in the Study of Language Ideology 7. Peter Sayer: Language Policy and Ideological Tensions in TESOL and Bilingual Education 8. Jennifer Renn and Annie Laurie Duguay: Dismantling English-Only and Standard Language Ideologies in Education through Researcher-Practitioner Collaboration Part 3: Language Policy 9. Jeff Bale: History, (Dis-)Continuity and Language Policy 10. Sarah C.K. Moore: Historical and Contemporary Language Policymaking: The Politics of English-Only and Persistence of Bilingual Education 11. Karen E. Lillie and M. Beatriz Arias: Language Policy, Social Justice and the Law 12. Jingning Zhang and Huifeng Zeng: Chinese EFL Students’ Attitudes Towards China English Accents and the ‘Critical Moments’ of Attitudinal Change Terrence G. Wiley: Afterword: In Appreciation Appendix Publications by Terrence G. Wiley Index

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Affiche du document Intercultural Service Learning — Intercultural Service Learning
Petra Rauschert
2h27min00
Langues
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196 pages. Temps de lecture estimé 2h27min.
First book dedicated to ISL that examines service learning in foreign language classroomsThis book provides a much-needed overview of the theory and practice of intercultural service learning (ISL), an approach that combines curricular learning, intercultural encounters and community service. It includes a model that outlines the essential components of this pedagogy and which is intended to serve as a foundation for practitioners developing their projects. Practical examples offer templates and inspiration, while the scholarly examination of the projects demonstrates the approach's potential. The book concludes with considerations on how to assess intercultural and democratic competences in ISL projects and practical implementation guidelines. Suitable for both in-service foreign language educators at all levels and for use in teacher training, the book provides a practical guide to a holistic pedagogy that is increasingly being used by educators keen to engage their students in an ever more interconnected world.Tables and Figures Contributors Acknowledgements Abbreviations Student Voices Michael Byram: Foreword Petra Rauschert: Introduction Part 1: Intercultural Service Learning (ISL) – Concepts and Standards 1.1 Petra Rauschert and Jacqueline Alexander: Interculturality in the Foreign Language Classroom 1.2 Jacqueline Alexander: Defining Intercultural Service Learning 1.3 Jacqueline Alexander: Quality Standards 1.4 Jacqueline Alexander: Effects and Potential of ISL 1.5 Petra Rauschert: Critical Perspectives 1.6 Petra Rauschert: Pedagogies Related to ISL Part 2: Theoretical Frameworks 2.1 Petra Rauschert: Integrating ISL and Intercultural Citizenship Education 2.2 Petra Rauschert: A Comprehensive Model of Intercultural Service Learning in Foreign Language Education 2.3 Petra Rauschert: Structuring ISL Projects Part 3: ISL in Practice: Ideas, Examples and Evaluation 3.1 ISL Type I (Within One Country) 3.1.1 Petra Rauschert and Claudia Mustroph: Global Peace Path 3.1.2 Jacqueline Alexander, Petra Rauschert and Michelle Stannard: Around the World in 30 Recipes 3.1.3 Ilianna Mitskopoulou: Museum Project 3.2 ISL Type II (Between Countries) 3.2.1 Petra Rauschert: Happiness – Perspectives from India and Germany 3.2.2 Petra Rauschert: Students Training Managers 3.2.3 Xinrui Chang, Petra Rauschert and Aman Verma: Wiser Decisions – An Ecopedagogical Approach Based on Literature Part 4. Assessing ISL Projects 4.1 Jacqueline Alexander: Assessing Learning in ISL Projects – General Considerations 4.2 Jacqueline Alexander: Assessing Intercultural Citizenship Competence 4.3 Petra Rauschert: Assessing Democratic Competences in ISL Projects Jacqueline Alexander: Concluding Remarks Glossary Index

Intercultural Service Learning
Petra Rauschert
2h27min00
Langues
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196 pages. Temps de lecture estimé 2h27min.
First book dedicated to ISL that examines service learning in foreign language classroomsThis book provides a much-needed overview of the theory and practice of intercultural service learning (ISL), an approach that combines curricular learning, intercultural encounters and community service. It includes a model that outlines the essential components of this pedagogy and which is intended to serve as a foundation for practitioners developing their projects. Practical examples offer templates and inspiration, while the scholarly examination of the projects demonstrates the approach's potential. The book concludes with considerations on how to assess intercultural and democratic competences in ISL projects and practical implementation guidelines. Suitable for both in-service foreign language educators at all levels and for use in teacher training, the book provides a practical guide to a holistic pedagogy that is increasingly being used by educators keen to engage their students in an ever more interconnected world.Tables and Figures Contributors Acknowledgements Abbreviations Student Voices Michael Byram: Foreword Petra Rauschert: Introduction Part 1: Intercultural Service Learning (ISL) – Concepts and Standards 1.1 Petra Rauschert and Jacqueline Alexander: Interculturality in the Foreign Language Classroom 1.2 Jacqueline Alexander: Defining Intercultural Service Learning 1.3 Jacqueline Alexander: Quality Standards 1.4 Jacqueline Alexander: Effects and Potential of ISL 1.5 Petra Rauschert: Critical Perspectives 1.6 Petra Rauschert: Pedagogies Related to ISL Part 2: Theoretical Frameworks 2.1 Petra Rauschert: Integrating ISL and Intercultural Citizenship Education 2.2 Petra Rauschert: A Comprehensive Model of Intercultural Service Learning in Foreign Language Education 2.3 Petra Rauschert: Structuring ISL Projects Part 3: ISL in Practice: Ideas, Examples and Evaluation 3.1 ISL Type I (Within One Country) 3.1.1 Petra Rauschert and Claudia Mustroph: Global Peace Path 3.1.2 Jacqueline Alexander, Petra Rauschert and Michelle Stannard: Around the World in 30 Recipes 3.1.3 Ilianna Mitskopoulou: Museum Project 3.2 ISL Type II (Between Countries) 3.2.1 Petra Rauschert: Happiness – Perspectives from India and Germany 3.2.2 Petra Rauschert: Students Training Managers 3.2.3 Xinrui Chang, Petra Rauschert and Aman Verma: Wiser Decisions – An Ecopedagogical Approach Based on Literature Part 4. Assessing ISL Projects 4.1 Jacqueline Alexander: Assessing Learning in ISL Projects – General Considerations 4.2 Jacqueline Alexander: Assessing Intercultural Citizenship Competence 4.3 Petra Rauschert: Assessing Democratic Competences in ISL Projects Jacqueline Alexander: Concluding Remarks Glossary Index

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Affiche du document La démarche qualité dans la recherche publique et l'enseignement supérieur — La démarche qualité dans la recherche publique et l'enseignement supérieur
Claude GRANIER
4h44min15
Divers
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379 pages. Temps de lecture estimé 4h44min.
Cet ouvrage dresse un premier état sur la mise en place des démarches qualité dans la recherche et l'enseignement supérieur en France. Il regroupe les déclarations de directions générales d'établissements publics, des expériences de laboratoires de recherche et d'enseignement supérieur ainsi que de plates-formes scientifiques certifiées ou accréditées, en relatant les difficultés rencontrées mais aussi les premiers succès remportés. Les entités françaises engagées dans une démarche qualité sont recensées, ce qui préfigure un futur annuaire à enrichir et à mettre à jour régulièrement.Ce premier recueil de « pratiques qualité » dans l'enseignement supérieur et la recherche publique montre la diversité des situations et la pluralité des approches. Le lecteur pourra ainsi enrichir sa réflexion et adapter ces expériences au contexte particulier de son environnement de travail.

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Affiche du document Le roumain en toute simplicité - Grand Débutant - Partie 1 sur 3 — Le roumain en toute simplicité - Grand Débutant - Partie 1 sur 3
Lingo Wave
4h45min00
Langues
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Livres audio
380 pages. Temps de lecture estimé 4h45min.
Nous avons divisé notre nouveau programme de cours pour apprendre le roumain en différentes étapes. Commencez par les livres pour « grand débutant » suivis des livres pour « débutant » puis « débutant avancé ». Ensuite, passez aux cours du niveau « intermédiaire », puis testez et renforcez vos connaissances avec le niveau « conversations ».Cet audiobook est divisé en plusieurs parties. Bien qu'il permette différentes façons d'apprendre et réponde à divers besoins, cet audiobook a été conçu pour vous aider à améliorer votre capacité à comprendre, parler et mémoriser le roumain.Dans la partie 1, vous entendrez des phrases en roumain décodées pour chaque syllabe grâce à une diction très lente et très clairement prononcée avec des répétitions. Juste avant que chaque phrase soit prononcée, vous entendrez la traduction, afin que vous puissiez toujours comprendre ce qui est dit. La partie 2 se concentre uniquement sur l'amélioration de votre capacité d'écoute, ce qui améliorera votre compétence à dialoguer avec un interlocuteur roumain. Ce chapitre vous obligera à écouter très attentivement les nuances de la langue.Dès la partie 3, vous pourrez constater vos progrès concernant votre capacité à parler et à comprendre le roumain. La traduction orale sera suivie de deux répétitions en roumain à une vitesse naturelle. Tout en apprenant à comprendre le roumain lorsqu'il est parlé naturellement, les parties 3 et 4 vous aideront à mémoriser un nouveau vocabulaire et des phrases complètes. Dans la partie 5, vous pourrez vérifier par vous-même tout ce que vous avez appris. Dans le cas où vous éprouveriez des difficultés, nous vous suggérerons de revoir l'écoute, le parler ou la mémorisation des parties 1, 2, 3 ou 4, en fonction des éléments sur lesquels vous avez le plus besoin d'aide.Les sujets abordés dans ce livre sont les suivants :-Dire bonjour et se présenter-Demander des renseignements personnels-Poser des questions sur des personnes ou des choses...

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