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Affiche du document Hungarian Made Easy - Lower beginner - Volume 1 of 3 — Hungarian Made Easy - Lower beginner - Volume 1 of 3
Lingo Wave
5h12min00
Langues
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Livres audio
416 pages. Temps de lecture estimé 5h12min.
We broke our new series on learning Hungarian down into different learning stages. Start with the “Lower Beginner” books followed by the “Beginner” and “Upper Beginner” books. Next, progress to the “Intermediate” series, then test and reinforce your knowledge with the “Conversations” series. This audiobook is divided into units.While it provides different learning patterns and accommodates various needs, this audiobook focuses on helping you improve your ability to understand, speak, and memorise Hungarian. The sample will give you a taste of what you can look forward to. In Unit 1 you will hear Hungarian decoded with each syllable spoken very slowly and clearly with repetition. Immediately before each sentence is spoken, you will hear the translation, so you will always understand what is being said. Unit 2 focuses solely on increasing your listening ability, which will improve your abilities to engage in dialogue with a native Hungarian speaker. This chapter requires you to listen very carefully to nuances in the language. By Unit 3 you will already notice progress in your abilities to speak and understand Hungarian. The spoken translation is followed by two repetitions in Hungarian at a completely natural speed. While you are learning to process naturally spoken Hungarian, Units 3 and 4 will help you memorise new vocabulary and full sentences. In Unit 5 you can test yourself on how much you have learned. If you are having difficulties, we suggest you revisit the listening, speaking, or memorisation section of Units 1, 2 3 or 4, according to what you need more help with.Topics covered in this book:- Greeting- Asking personal information- Asking about people or things- Talking about the current time and date- Talking about the location of things- Describing things - Likes and dislikes- Talking about abilities- Talking about appearance- Talking about personality- Talking about the weather- Talking about food...

Hungarian Made Easy - Lower beginner - Volume 1 of 3
Lingo Wave
5h12min00
Langues
Youscribe plus
Livres audio
416 pages. Temps de lecture estimé 5h12min.
We broke our new series on learning Hungarian down into different learning stages. Start with the “Lower Beginner” books followed by the “Beginner” and “Upper Beginner” books. Next, progress to the “Intermediate” series, then test and reinforce your knowledge with the “Conversations” series. This audiobook is divided into units.While it provides different learning patterns and accommodates various needs, this audiobook focuses on helping you improve your ability to understand, speak, and memorise Hungarian. The sample will give you a taste of what you can look forward to. In Unit 1 you will hear Hungarian decoded with each syllable spoken very slowly and clearly with repetition. Immediately before each sentence is spoken, you will hear the translation, so you will always understand what is being said. Unit 2 focuses solely on increasing your listening ability, which will improve your abilities to engage in dialogue with a native Hungarian speaker. This chapter requires you to listen very carefully to nuances in the language. By Unit 3 you will already notice progress in your abilities to speak and understand Hungarian. The spoken translation is followed by two repetitions in Hungarian at a completely natural speed. While you are learning to process naturally spoken Hungarian, Units 3 and 4 will help you memorise new vocabulary and full sentences. In Unit 5 you can test yourself on how much you have learned. If you are having difficulties, we suggest you revisit the listening, speaking, or memorisation section of Units 1, 2 3 or 4, according to what you need more help with.Topics covered in this book:- Greeting- Asking personal information- Asking about people or things- Talking about the current time and date- Talking about the location of things- Describing things - Likes and dislikes- Talking about abilities- Talking about appearance- Talking about personality- Talking about the weather- Talking about food...

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Affiche du document Farsi Made Easy - Lower beginner - Volume 1 of 3 — Farsi Made Easy - Lower beginner - Volume 1 of 3
Lingo Wave
6h21min45
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Livres audio
509 pages. Temps de lecture estimé 6h22min.
We broke our new series on learning Farsi down into different learning stages. Start with the “Lower Beginner” books followed by the “Beginner” and “Upper Beginner” books. Next, progress to the “Intermediate” series, then test and reinforce your knowledge with the “Conversations” series. This audiobook is divided into units. While it provides different learning patterns and accommodates various needs, this audiobook focuses on helping you improve your ability to understand, speak, and memorise Farsi. The sample will give you a taste of what you can look forward to. In Unit 1 you will hear Farsi decoded with each syllable spoken very slowly and clearly with repetition. Immediately before each sentence is spoken, you will hear the translation, so you will always understand what is being said. Unit 2 focuses solely on increasing your listening ability, which will improve your abilities to engage in dialogue with a native Farsi speaker. This chapter requires you to listen very carefully to nuances in the language. By Unit 3 you will already notice progress in your abilities to speak and understand Farsi. The spoken translation is followed by two repetitions in Farsi at a completely natural speed. While you are learning to process naturally spoken Farsi, Units 3 and 4 will help you memorise new vocabulary and full sentences. In Unit 5 you can test yourself on how much you have learned. If you are having difficulties, we suggest you revisit the listening, speaking, or memorisation section of Units 1, 2 3 or 4, according to what you need more help with.

Farsi Made Easy - Lower beginner - Volume 1 of 3
Lingo Wave
6h21min45
Langues
Youscribe plus
Livres audio
509 pages. Temps de lecture estimé 6h22min.
We broke our new series on learning Farsi down into different learning stages. Start with the “Lower Beginner” books followed by the “Beginner” and “Upper Beginner” books. Next, progress to the “Intermediate” series, then test and reinforce your knowledge with the “Conversations” series. This audiobook is divided into units. While it provides different learning patterns and accommodates various needs, this audiobook focuses on helping you improve your ability to understand, speak, and memorise Farsi. The sample will give you a taste of what you can look forward to. In Unit 1 you will hear Farsi decoded with each syllable spoken very slowly and clearly with repetition. Immediately before each sentence is spoken, you will hear the translation, so you will always understand what is being said. Unit 2 focuses solely on increasing your listening ability, which will improve your abilities to engage in dialogue with a native Farsi speaker. This chapter requires you to listen very carefully to nuances in the language. By Unit 3 you will already notice progress in your abilities to speak and understand Farsi. The spoken translation is followed by two repetitions in Farsi at a completely natural speed. While you are learning to process naturally spoken Farsi, Units 3 and 4 will help you memorise new vocabulary and full sentences. In Unit 5 you can test yourself on how much you have learned. If you are having difficulties, we suggest you revisit the listening, speaking, or memorisation section of Units 1, 2 3 or 4, according to what you need more help with.

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Affiche du document Pouvoir et profits au Pérou colonial au XVIIIe siècle — Pouvoir et profits au Pérou colonial au XVIIIe siècle
Anne-Marie Brenot
6h48min45
Dictionnaires
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545 pages. Temps de lecture estimé 6h49min.

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Affiche du document Favoriser l'apprentissage et le bien-être : Tutorat et autres dispositifs d'accompagnement — Favoriser l'apprentissage et le bien-être : Tutorat et autres dispositifs d'accompagnement
Cathia Papi
2h27min00
Maternelle et primaire
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196 pages. Temps de lecture estimé 2h27min.
La gestion de la pandémie de COVID-19 a exacerbé les failles du système scolaire et a entraîné des répercussions importantes sur l’apprentissage des élèves ainsi que sur la santé physique et mentale des enfants, des adolescents et des adultes qui les entourent. Réalisée entre l’été 2021 et l’été 2023, la recherche présentée dans cet ouvrage s’intéresse aux mesures instaurées par le gouvernement québécois concernant le bien-être de ces derniers, le tutorat et la glissade de l’été. Elle se fonde sur une revue de la littérature à ce sujet, sur 153 entretiens menés auprès d’actrices et d’acteurs des milieux scolaires, d’instances régionales de concertation et de différentes organisations, ainsi que sur les réponses de 309 directions d’écoles à un questionnaire. Cet ouvrage vise à faire le point sur la situation actuelle pour permettre de s’y adapter et s’adresse aux professionnelles et aux professionnels de l’éducation et de la recherche dans le domaine ainsi qu’aux responsables politiques et aux familles. La première partie permet de faire le point sur l’évolution de la situation et met en évidence une augmentation des lacunes et des difficultés constatées chez certains élèves ainsi que leurs répercussions sur les personnes qui leur enseignent. Elle présente également différentes initiatives prises par les directions d’écoles pour soutenir les élèves et le personnel scolaire. La deuxième partie porte sur les dispositifs d’accompagnement scolaire et tout particulièrement le tutorat. Elle fait ressortir la diversité des dispositifs proposés pour faciliter l’apprentissage et leurs effets positifs. La troisième et dernière partie traite des oublis qui ont lieu durant les vacances estivales et des dispositifs déployés pour aider les enfants et les adolescents à maintenir leurs acquis. Elle met en lumière l’existence d’une grande variété d’activités susceptibles de soutenir le bien-être et l’apprentissage durant l’été.

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Affiche du document Dictionnaire arabe-français — Dictionnaire arabe-français
Premare a.l. de
4h24min45
Dictionnaires
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353 pages. Temps de lecture estimé 4h25min.
Dernier tome de cette longue série consacrée à la langue arabe marocaine basé sur des fonds lexicographiques anciens inédits ou publiés.

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Affiche du document RYTHME ET ACCENTUATION EN FRANÇAIS — RYTHME ET ACCENTUATION EN FRANÇAIS
Corine Astesano
4h12min45
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337 pages. Temps de lecture estimé 4h13min.
Quelles sont les caractéristiques accentuelles du français ? Le français est-il réellement prototypique de langues dites à rythmicité syllabique ? Le système accentuel du français est-il une variable dépendante de la situation de communication ? Autrement dit, existe-t-il autant de systèmes prosodiques qu'il y a de " styles " de parole ? L'auteur propose de réponde à ces questions à travers l'analyse de divers types de discours.

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Affiche du document Cree narrative : Expressing the personal meanings of events — Cree narrative : Expressing the personal meanings of events
Richard J. Preston
3h58min30
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318 pages. Temps de lecture estimé 3h58min.
Narrative obtained from the Eastern Cree of James Bay, Quebec, are considered in their various functions within the Cree culture. The author provides an inductive approach for this study.Published in English

Cree narrative : Expressing the personal meanings of events
Richard J. Preston
3h58min30
Langues
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318 pages. Temps de lecture estimé 3h58min.
Narrative obtained from the Eastern Cree of James Bay, Quebec, are considered in their various functions within the Cree culture. The author provides an inductive approach for this study.Published in English

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Affiche du document A bibliography of the Athapaskan languages — A bibliography of the Athapaskan languages
Richard T. Parr
4h21min45
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349 pages. Temps de lecture estimé 4h22min.
This bibliography brings together the relevant materials in linguistics, anthropology, archaeology, folklore, and ethnomusicology for the Athapaskan languages. It consists of approximately 5,000 entries, of which one-fourth have been annotated, as well as maps and census illustrations. Published in English.

A bibliography of the Athapaskan languages
Richard T. Parr
4h21min45
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349 pages. Temps de lecture estimé 4h22min.
This bibliography brings together the relevant materials in linguistics, anthropology, archaeology, folklore, and ethnomusicology for the Athapaskan languages. It consists of approximately 5,000 entries, of which one-fourth have been annotated, as well as maps and census illustrations. Published in English.

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Affiche du document Thousand words of Mohawk — Thousand words of Mohawk
Gunther Michelson
2h28min30
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198 pages. Temps de lecture estimé 2h28min.
This is a brief, relatively non-technical introduction to Mohawk grammar followed by a root list from Mohawk to English and English to Mohawk. Published in English.

Thousand words of Mohawk
Gunther Michelson
2h28min30
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198 pages. Temps de lecture estimé 2h28min.
This is a brief, relatively non-technical introduction to Mohawk grammar followed by a root list from Mohawk to English and English to Mohawk. Published in English.

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Affiche du document A grammar of Akwesasne Mohawk — A grammar of Akwesasne Mohawk
Nancy Bonvillain
3h13min30
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258 pages. Temps de lecture estimé 3h13min.
Presentation of the general characteristics of Mohawk; definition of the word and word formation, completed by a discussion of the phonemics and morphonemics. The major part of the grammar is concerned with the structure and use of the words.Published in English.

A grammar of Akwesasne Mohawk
Nancy Bonvillain
3h13min30
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258 pages. Temps de lecture estimé 3h13min.
Presentation of the general characteristics of Mohawk; definition of the word and word formation, completed by a discussion of the phonemics and morphonemics. The major part of the grammar is concerned with the structure and use of the words.Published in English.

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Affiche du document Papers in linguistics from the 1972 Conference on Iroquoian Research — Papers in linguistics from the 1972 Conference on Iroquoian Research
Michel K. Foster
1h36min00
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128 pages. Temps de lecture estimé 1h36min.
Papers by various authors dealing with noun incorporation in Mohawk and Onondaga (N. Bonvillain, H. Woodbury), word order in Tuscarora (M. Mithun), and ethnohistorical questions based on linguistic analysis of Mohawk (G. Michelson) and Erie (R. Wright) are included. Published in English.

Papers in linguistics from the 1972 Conference on Iroquoian Research
Michel K. Foster
1h36min00
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128 pages. Temps de lecture estimé 1h36min.
Papers by various authors dealing with noun incorporation in Mohawk and Onondaga (N. Bonvillain, H. Woodbury), word order in Tuscarora (M. Mithun), and ethnohistorical questions based on linguistic analysis of Mohawk (G. Michelson) and Erie (R. Wright) are included. Published in English.

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Affiche du document North-West River (Sheshatshit) Montagnais :a grammatical sketch — North-West River (Sheshatshit) Montagnais :a grammatical sketch
Sandra Clarke
2h26min15
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195 pages. Temps de lecture estimé 2h26min.
This work outlines the grammatical categories and inflections, both nominal and verbal, of the Montagnais dialect of North-West River, Labrador. The phonological system of the dialect is briefly sketched and, although the present work does not treat the derivational aspects of Montagnais morphology, certain very common derivational forms are included. A survey of the chief sentence types of the North-West River Montagnais is provided. Published in English.

North-West River (Sheshatshit) Montagnais :a grammatical sketch
Sandra Clarke
2h26min15
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195 pages. Temps de lecture estimé 2h26min.
This work outlines the grammatical categories and inflections, both nominal and verbal, of the Montagnais dialect of North-West River, Labrador. The phonological system of the dialect is briefly sketched and, although the present work does not treat the derivational aspects of Montagnais morphology, certain very common derivational forms are included. A survey of the chief sentence types of the North-West River Montagnais is provided. Published in English.

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Affiche du document Ojibwa lexicon — Ojibwa lexicon
G.L. PIGGOTT AND A. GRAFSTEIN
4h54min00
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392 pages. Temps de lecture estimé 4h54min.
This Ojibwa lexicon provides data on the geographical distribution and historical development of a variety of Ojibwa dialects. As many features of Ojibwa words are indicated by their endings, a reverse version, sorted right-to-left, is included.Published in English.

Ojibwa lexicon
G.L. PIGGOTT AND A. GRAFSTEIN
4h54min00
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392 pages. Temps de lecture estimé 4h54min.
This Ojibwa lexicon provides data on the geographical distribution and historical development of a variety of Ojibwa dialects. As many features of Ojibwa words are indicated by their endings, a reverse version, sorted right-to-left, is included.Published in English.

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Affiche du document Bella Coola language — Bella Coola language
H. F. Nater
2h24min00
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192 pages. Temps de lecture estimé 2h24min.
A description of the phonology, morphonology, morphology, syntax, historical, areal, and typological features of the Salish language of Bella Coola, British Columbia. Published in English.

Bella Coola language
H. F. Nater
2h24min00
Langues
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192 pages. Temps de lecture estimé 2h24min.
A description of the phonology, morphonology, morphology, syntax, historical, areal, and typological features of the Salish language of Bella Coola, British Columbia. Published in English.

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Affiche du document Maliseet-Passamaquoddy verb morphology — Maliseet-Passamaquoddy verb morphology
David Fairchild Sherwood
4h20min15
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347 pages. Temps de lecture estimé 4h20min.
This is a study of the verb morphology of Maliseet, a dialect of the Eastern Algonquian language Maliseet-Passamaquoddy. Published in English.

Maliseet-Passamaquoddy verb morphology
David Fairchild Sherwood
4h20min15
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347 pages. Temps de lecture estimé 4h20min.
This is a study of the verb morphology of Maliseet, a dialect of the Eastern Algonquian language Maliseet-Passamaquoddy. Published in English.

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Affiche du document Saanich, North Straits Salish classified word list — Saanich, North Straits Salish classified word list
Timothy Montler
2h18min45
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185 pages. Temps de lecture estimé 2h19min.
This semantically classified list includes over 2,800 words in the Saanich dialect of North Straits Salish, an Amerindian language spoken on Vancouver Island, British Columbia. Published in English.

Saanich, North Straits Salish classified word list
Timothy Montler
2h18min45
Langues
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185 pages. Temps de lecture estimé 2h19min.
This semantically classified list includes over 2,800 words in the Saanich dialect of North Straits Salish, an Amerindian language spoken on Vancouver Island, British Columbia. Published in English.

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Affiche du document Discourses, Identities and Investment in Foreign Language Learning — Discourses, Identities and Investment in Foreign Language Learning
Jennifer Martyn
1h25min30
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114 pages. Temps de lecture estimé 1h25min.
The first significant study to explore the foreign language learning experiences of secondary school students in IrelandThis book explores discourses of foreign language education in Ireland through an ethnographic lens. Taking a critical approach to SLA, it locates students’ language ideologies within wider discourses of language learning, such as discourses of gender and language learning and discourses of elite multilingualism. It also examines the role of the imagined identity in language learning investment in a world where English and a limited number of other ‘global’ languages dominate the foreign language learning experience. The ethnographic approach provides a unique insight into the way in which dominant discourses of identity, gender, and foreign language learning are both constructed and resisted in the institutional context, shaping our understanding of what it means to be a gendered being and what it means to be a language learner in a globalised world. This book will be of interest to postgraduate students and researchers in the fields of SLA and sociolinguistics, as well as language teachers and language policymakers.Acknowledgements Transcription Conventions Introduction Chapter 1: Language Education in Ireland: Sociolinguistic and Scholarly Contexts Chapter 2: Language Learning and Identity, Ideology and Elite Multilingualism Chapter 3: Gender and Language Education: Theoretical Approaches and Current Trends Chapter 4: Fieldwork in SMSS: Community, Space and Identity Chapter 5: Language Choice, Discourse and Investment Chapter 6: Addressing the Issues and Moving Forward References Index

Discourses, Identities and Investment in Foreign Language Learning
Jennifer Martyn
1h25min30
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114 pages. Temps de lecture estimé 1h25min.
The first significant study to explore the foreign language learning experiences of secondary school students in IrelandThis book explores discourses of foreign language education in Ireland through an ethnographic lens. Taking a critical approach to SLA, it locates students’ language ideologies within wider discourses of language learning, such as discourses of gender and language learning and discourses of elite multilingualism. It also examines the role of the imagined identity in language learning investment in a world where English and a limited number of other ‘global’ languages dominate the foreign language learning experience. The ethnographic approach provides a unique insight into the way in which dominant discourses of identity, gender, and foreign language learning are both constructed and resisted in the institutional context, shaping our understanding of what it means to be a gendered being and what it means to be a language learner in a globalised world. This book will be of interest to postgraduate students and researchers in the fields of SLA and sociolinguistics, as well as language teachers and language policymakers.Acknowledgements Transcription Conventions Introduction Chapter 1: Language Education in Ireland: Sociolinguistic and Scholarly Contexts Chapter 2: Language Learning and Identity, Ideology and Elite Multilingualism Chapter 3: Gender and Language Education: Theoretical Approaches and Current Trends Chapter 4: Fieldwork in SMSS: Community, Space and Identity Chapter 5: Language Choice, Discourse and Investment Chapter 6: Addressing the Issues and Moving Forward References Index

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Affiche du document Professional Development through Teacher Research — Professional Development through Teacher Research
2h18min45
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185 pages. Temps de lecture estimé 2h19min.
Seeks to reduce the gap between educational research and educational practice in language teachingLittle is known about how language teacher educators become, and also develop professionally as, teachers of teachers. One avenue for teacher education professional development is that of teacher research, whereby teacher educators can not only improve their practices in their immediate context but also help develop transformative pedagogies in wider contexts by sharing their research. This volume aims to understand how language teacher educators around the world continue developing professionally by examining their own teaching practices. It seeks to understand the professional gains teacher educators see in conducting research with their own students/future teachers; to promote knowledge democratisation by including teacher educators from under-represented contexts such as Latin America and Africa; to examine language teacher educators’ motivations to write for publication; and to reduce the gap between educational research and educational practice in BA and MA programmes in language teaching.Tables and Figures Abbreviations Contributors Chapter 1. Darío Luis Banegas, Emily Edwards and Luis S. Villacañas de Castro: Introduction Chapter 2. Anh Tran: Promoting Pre-service Teachers’ Collaborative Reflective Practice: Voices from a TESOL Teacher Education Programme in Vietnam Chapter 3. Neil Johnson and Michael Hepworth: Ghosts in the Machine? Exploratory Teaching on a Distance Learning Development Project Chapter 4. Hongzhi Yang: Developing Languages Pre-service Teachers’ Epistemic Agency in Using Technology in Languages Teaching Chapter 5. María Gimena San Martín: Student-Teachers’ Beliefs and Emotions about an EFL Teaching Practicum: A Proposal to Support their Development Processes Chapter 6. Alan Huang: Exploring the Ways in which Modern Languages Student-Teachers Conceptualise Practitioner Enquiry in Scotland Chapter 7. Bushra Ahmed Khurram: Engaging Students in Learning through Teacher Research Chapter 8. María Cristina Sarasa: Narrative Pedagogies in Argentinean University English Language Teacher Education Chapter 9. Paula A. Echeverri Sucerquia: Scaffolding Conscientisation and Praxis in Critical Language Teacher Education Chapter 10. Tammy Fajardo-Dack, Mónica Abad Célleri and Juanita Argudo Serrano: Supervising Student-Teachers’ Research: Between Reinforcing our Supervisor-Researcher Identities and Enabling Novice Teacher-Researchers Chapter 11. Liliana Cuesta Medina and Jermaine S. McDougald: Mapping Transformations in Teacher Education: Colombian Teachers’ Enactments through Mentoring Chapter 12. Nancy N. Kamweru and Alice Kiai: Teaching Oral Skills to Student-Teachers: A Visually Impaired Teacher Educator’s Experiences Chapter 13. Darío Luis Banegas, Emily Edwards and Luis S. Villacañas de Castro: Conclusion Index

Professional Development through Teacher Research
2h18min45
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185 pages. Temps de lecture estimé 2h19min.
Seeks to reduce the gap between educational research and educational practice in language teachingLittle is known about how language teacher educators become, and also develop professionally as, teachers of teachers. One avenue for teacher education professional development is that of teacher research, whereby teacher educators can not only improve their practices in their immediate context but also help develop transformative pedagogies in wider contexts by sharing their research. This volume aims to understand how language teacher educators around the world continue developing professionally by examining their own teaching practices. It seeks to understand the professional gains teacher educators see in conducting research with their own students/future teachers; to promote knowledge democratisation by including teacher educators from under-represented contexts such as Latin America and Africa; to examine language teacher educators’ motivations to write for publication; and to reduce the gap between educational research and educational practice in BA and MA programmes in language teaching.Tables and Figures Abbreviations Contributors Chapter 1. Darío Luis Banegas, Emily Edwards and Luis S. Villacañas de Castro: Introduction Chapter 2. Anh Tran: Promoting Pre-service Teachers’ Collaborative Reflective Practice: Voices from a TESOL Teacher Education Programme in Vietnam Chapter 3. Neil Johnson and Michael Hepworth: Ghosts in the Machine? Exploratory Teaching on a Distance Learning Development Project Chapter 4. Hongzhi Yang: Developing Languages Pre-service Teachers’ Epistemic Agency in Using Technology in Languages Teaching Chapter 5. María Gimena San Martín: Student-Teachers’ Beliefs and Emotions about an EFL Teaching Practicum: A Proposal to Support their Development Processes Chapter 6. Alan Huang: Exploring the Ways in which Modern Languages Student-Teachers Conceptualise Practitioner Enquiry in Scotland Chapter 7. Bushra Ahmed Khurram: Engaging Students in Learning through Teacher Research Chapter 8. María Cristina Sarasa: Narrative Pedagogies in Argentinean University English Language Teacher Education Chapter 9. Paula A. Echeverri Sucerquia: Scaffolding Conscientisation and Praxis in Critical Language Teacher Education Chapter 10. Tammy Fajardo-Dack, Mónica Abad Célleri and Juanita Argudo Serrano: Supervising Student-Teachers’ Research: Between Reinforcing our Supervisor-Researcher Identities and Enabling Novice Teacher-Researchers Chapter 11. Liliana Cuesta Medina and Jermaine S. McDougald: Mapping Transformations in Teacher Education: Colombian Teachers’ Enactments through Mentoring Chapter 12. Nancy N. Kamweru and Alice Kiai: Teaching Oral Skills to Student-Teachers: A Visually Impaired Teacher Educator’s Experiences Chapter 13. Darío Luis Banegas, Emily Edwards and Luis S. Villacañas de Castro: Conclusion Index

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Affiche du document Reflecting on the Common European Framework of Reference for Languages and its Companion Volume — Reflecting on the Common European Framework of Reference for Languages and its Companion Volume
1h22min30
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110 pages. Temps de lecture estimé 1h22min.
The first book to focus on the Companion Volume from the broader perspective of the CEFRThe Common European Framework of Reference for Languages (CEFR) and its Companion Volume have established themselves as an indispensable reference point for all aspects of second and foreign language education. This book discusses the impact of the CEFR on curricula, teaching/learning and assessment in a wide range of educational contexts, identifies challenges posed by the Companion Volume and sheds light on areas that require further research and development. Particular attention is paid to three features of the two documents: their action-oriented approach, their focus on plurilingualism, and the potential of their scales and descriptors to support the alignment of curricula, teaching/learning and assessment. The book suggests a way forward for future engagement with the CEFR, taking account of new developments in applied linguistics and related disciplines.Acknowledgements Contributors David Little and Neus Figueras: Introduction Part 1: The Common European Framework of Reference for Languages: Past, Present and Future David Little: Introduction Chapter 1. Masashi Negishi: The Impact of The CEFR in Japan Chapter 2. Margaret E. Malone: ACTFL and CEFR: Relationships, Influences and Looking Forward Chapter 3. Brian North: The CEFR Companion Volume Project: What Has Been Achieved Part 2: The Action-oriented Approach: A Change of Paradigm? David Little: Introduction Chapter 4. John H.A.L. de Jong: The Action-oriented Approach and Language Testing: A Critical View Chapter 5. Mark Levy and Neus Figueras: The Action-Oriented Approach in The CEFR and The CEFR Companion Volume: A Change of Paradigm(s)? A Case Study from Spain Chapter 6. Constant Leung: Action-oriented Plurilingual Mediation: A Search for Fluid Foundations Part 3: Plurilingualism, Plurilingual Education and Mediation David Little: Introduction Chapter 7. Bessie Dendrinos: A Data-driven Curriculum with Mediation Descriptors for Plurilingual Education Chapter 8. Peter Lenz: Some Thoughts about the Testing of Mediation Chapter 9. Déirdre Kirwan and David Little: Implementing Plurilingual Education: The Experience of an Irish Primary School Part 4: Descriptors, Scales and Constructive Alignment David Little: Introduction Chapter 10. Armin Berger: Refining the Vertical Axis of the CEFR for Classroom Purposes: Local Reference Points Chapter 11. Elaine Boyd: Commonality versus Localization in Curricula Chapter 12. Elif Kantarcıoğlu: The CEFR Companion Volume and Mediation: An Assessment Perspective Part 5: Afterword Chapter 13. Barry O’Sullivan: Making the CEFR Work: Considerations for a Future Roadmap Index

Reflecting on the Common European Framework of Reference for Languages and its Companion Volume
1h22min30
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110 pages. Temps de lecture estimé 1h22min.
The first book to focus on the Companion Volume from the broader perspective of the CEFRThe Common European Framework of Reference for Languages (CEFR) and its Companion Volume have established themselves as an indispensable reference point for all aspects of second and foreign language education. This book discusses the impact of the CEFR on curricula, teaching/learning and assessment in a wide range of educational contexts, identifies challenges posed by the Companion Volume and sheds light on areas that require further research and development. Particular attention is paid to three features of the two documents: their action-oriented approach, their focus on plurilingualism, and the potential of their scales and descriptors to support the alignment of curricula, teaching/learning and assessment. The book suggests a way forward for future engagement with the CEFR, taking account of new developments in applied linguistics and related disciplines.Acknowledgements Contributors David Little and Neus Figueras: Introduction Part 1: The Common European Framework of Reference for Languages: Past, Present and Future David Little: Introduction Chapter 1. Masashi Negishi: The Impact of The CEFR in Japan Chapter 2. Margaret E. Malone: ACTFL and CEFR: Relationships, Influences and Looking Forward Chapter 3. Brian North: The CEFR Companion Volume Project: What Has Been Achieved Part 2: The Action-oriented Approach: A Change of Paradigm? David Little: Introduction Chapter 4. John H.A.L. de Jong: The Action-oriented Approach and Language Testing: A Critical View Chapter 5. Mark Levy and Neus Figueras: The Action-Oriented Approach in The CEFR and The CEFR Companion Volume: A Change of Paradigm(s)? A Case Study from Spain Chapter 6. Constant Leung: Action-oriented Plurilingual Mediation: A Search for Fluid Foundations Part 3: Plurilingualism, Plurilingual Education and Mediation David Little: Introduction Chapter 7. Bessie Dendrinos: A Data-driven Curriculum with Mediation Descriptors for Plurilingual Education Chapter 8. Peter Lenz: Some Thoughts about the Testing of Mediation Chapter 9. Déirdre Kirwan and David Little: Implementing Plurilingual Education: The Experience of an Irish Primary School Part 4: Descriptors, Scales and Constructive Alignment David Little: Introduction Chapter 10. Armin Berger: Refining the Vertical Axis of the CEFR for Classroom Purposes: Local Reference Points Chapter 11. Elaine Boyd: Commonality versus Localization in Curricula Chapter 12. Elif Kantarcıoğlu: The CEFR Companion Volume and Mediation: An Assessment Perspective Part 5: Afterword Chapter 13. Barry O’Sullivan: Making the CEFR Work: Considerations for a Future Roadmap Index

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Affiche du document Translanguaging in Translation — Translanguaging in Translation
Eriko Sato
2h15min45
Langues
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181 pages. Temps de lecture estimé 2h16min.
Takes a unique approach of explicitly linking translanguaging with translationThis book brings applied linguistics and translation studies together through an analysis of literary texts in Chinese, Hindi, Japanese and Korean and their translations. It examines the traces of translanguaging in translated texts with special focus on the strategic use of scripts, morphemes, words, names, onomatopoeias, metaphors, puns and other contextualized linguistic elements. As a result, the author draws attention to the long-term, often invisible contributions of translanguaging performed by translators to the development of languages and society. The analysis sheds light on the problems caused by monolingualizing forces in translation, teaching and communicative contexts in modern societies, as well as bringing a new dimension to the burgeoning field of translanguaging studies. Figures and Tables Preface and Acknowledgments Chapter 1. Introduction Chapter 2. Scripts Chapter 3. Names Chapter 4. Words Chapter 5. Contexts Chapter 6. Roles of Translanguaging and Translation Chapter 7. Conclusion References Primary Sources Appendices Index

Translanguaging in Translation
Eriko Sato
2h15min45
Langues
Youscribe plus
181 pages. Temps de lecture estimé 2h16min.
Takes a unique approach of explicitly linking translanguaging with translationThis book brings applied linguistics and translation studies together through an analysis of literary texts in Chinese, Hindi, Japanese and Korean and their translations. It examines the traces of translanguaging in translated texts with special focus on the strategic use of scripts, morphemes, words, names, onomatopoeias, metaphors, puns and other contextualized linguistic elements. As a result, the author draws attention to the long-term, often invisible contributions of translanguaging performed by translators to the development of languages and society. The analysis sheds light on the problems caused by monolingualizing forces in translation, teaching and communicative contexts in modern societies, as well as bringing a new dimension to the burgeoning field of translanguaging studies. Figures and Tables Preface and Acknowledgments Chapter 1. Introduction Chapter 2. Scripts Chapter 3. Names Chapter 4. Words Chapter 5. Contexts Chapter 6. Roles of Translanguaging and Translation Chapter 7. Conclusion References Primary Sources Appendices Index

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