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Affiche du document Hungarian Made Easy - Beginner - Volume 2 of 3

Hungarian Made Easy - Beginner - Volume 2 of 3

Lingo Wave

5h50min15

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467 pages. Temps de lecture estimé 5h50min.
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:-Asking about family-Asking about relationship status-Expressing frequency-Talking about spare time activities and hobbies-Using quantifiers/determiners-Talking about preference-Talking about abilities-Talking about location of places-Describing appearance-Talking about personality-Talking about the weather-Talking about...
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Affiche du document Farsi Made Easy - Beginner - Volume 2 of 3

Farsi Made Easy - Beginner - Volume 2 of 3

Lingo Wave

6h48min45

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545 pages. Temps de lecture estimé 6h49min.
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.Topics covered in this book:-Asking about family-Asking about relationship status-Expressing frequency-Talking about spare time activities and hobbies-Using quantifiers/determiners-Talking about preference-Talking about abilities-Talking about location of places-Describing appearance-Talking about personality-Talking about the weather-Talking about being ill
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Affiche du document Assessment, Testing and Evaluation in English-Medium Education from a Global Perspective

Assessment, Testing and Evaluation in English-Medium Education from a Global Perspective

2h35min15

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207 pages. Temps de lecture estimé 2h35min.
Addresses the dual challenge of assessing content knowledge and language proficiency in multilingual classroomsThis book examines assessment, testing and evaluation within English-medium education contexts globally. It explores how assessments can effectively measure learning outcomes, integrating both content mastery and language proficiency in multilingual and multicultural classrooms. It features contributions from diverse experts worldwide and offers a comprehensive analysis of assessment practices, emerging trends and their implications for teaching and learning. The authors emphasise inclusivity, equity and effectiveness in English-medium instruction (EMI) assessment. The chapters address a range of topics within assessment, including designing assessments for both content and language goals; addressing challenges in EMI assessment; and incorporating emerging practices such as formative assessments and translanguaging. The book also discusses policy influences on EMI assessment, teacher assessment literacy and the role of innovative technologies like AI in EMI assessments. It provides practical examples and strategies, aiming to enhance EMI assessment practices and bridge the gap between theory and classroom implementation.Tables and Figures Contributors Acknowledgements Jack Pun, Samantha Curle and Pramod K. Sah: Introduction Chapter 1. Samantha Curle and Pınar Koçer: Exploring the Frontier: Efficacy, Challenges and Future Directions in English Medium Instruction Assessment Practices Chapter 2. Winfred Xuan: Understanding College Students’ Translanguaging Practice in Collaborative Writing from an ESP Course: Voices from Hong Kong  Chapter 3. Karna Rana and Pramod K. Sah: University Teachers’ Experiences of Online Testing in English-Medium Instruction Programmes in Nepal Chapter 4. Jieting Jerry Xin and Yuen Yi Lo: A Multiple-Case Study of Teachers’ Assessment Practices in EMI Chapter 5. Shuang He, Weihong Wang and Yonghua (Yoka) Wang: The Washback Effects of Assessment in a Chinese University EMI Programme Chapter 6. Prithvi N. Shrestha: Students’ Academic Reading in EMI and Assessment for Social Justice: The Case of a University in Nepal Through the Lens of Honneth’s Mutual Recognition  Chapter 7. Siyan Dang and Masakazu Iino: The Use of Artificial Intelligence in Japanese EMI Assessments: Under the Framework of Activity Theory Chapter 8. Mo Li and Rui Yuan: EMI Teachers’ Perceptions and Implementation of Assessment in Chinese Higher Education Chapter 9. Barry Lee Reynolds and Melissa H. Yu: Established Conceptual Frameworks for Exploring English-as-a-Medium-of-Instruction and Classroom Assessment in Taiwan: New Perspectives for Reflecting Assessment Practices Chapter 10. Joyce Kling and Slobodanka Dimova: An Exploratory Study to Examine the Role of Assessment Literacy in the EMI Classroom Chapter 11. Ron Martinez and Larissa Giordani Schmitt: Perceptions of English Medium Instruction in Brazil: How do Students and Instructors of Varying English Proficiency Levels Experience EMI? Chapter 12. Wenyun Jia and Qiuyi Zhu: Assessing Students’ Discipline-Specific Comprehension Ability in a Secondary English Medium Instruction Economics Classroom: The Role of Teacher–Researcher Collaboration Chapter 13. Slobodanka Dimova: Assessment in English-Medium Instruction in Higher Education: Current Research and Future Considerations Index
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Affiche du document Worlding Sei Shônagon : The Pillow Book in Translation

Worlding Sei Shônagon : The Pillow Book in Translation

Valerie Henitiuk

4h08min15

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331 pages. Temps de lecture estimé 4h08min.
The Makura no Sôshi, or The Pillow Book as it is generally known in English, is a collection of personal reflections and anecdotes about life in the Japanese royal court composed around the turn of the eleventh century by a woman known as Sei Shônagon. Its opening section, which begins haru wa akebono, or “spring, dawn,” is arguably the single most famous passage in Japanese literature. Throughout its long life, The Pillow Book has been translated countless times. It has captured the European imagination with its lyrical style, compelling images and the striking personal voice of its author. Worlding Sei Shônagon guides the reader through the remarkable translation history of The Pillow Book in the West, gathering almost fifty translations of the “spring, dawn” passage, which span one-hundred-and-thirty-five years and sixteen languages. Many of the translations are made readily available for the first time in this study. The versions collected in Worlding Sei Shônagon are an enlightening example of the many ways in which translations can differ from their source text, undermining the idea of translation as the straightforward transfer of meaning from one language to another, one culture to another. Published in English.
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Affiche du document Translation and Gender : Translating in the 'Era of Feminism'

Translation and Gender : Translating in the 'Era of Feminism'

Luise von Flotow

1h33min45

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125 pages. Temps de lecture estimé 1h34min.
Translation and Gender places recent work in translation against the background of the women's movement and its critique of "patriarchal" language. It explains translation practices derived from experimental feminist writing, the development of openly interventionist translation practices, the initiative to retranslate fundamental texts such as the Bible, translating as a way of recuperating writings "lost" in patriarchy, and translation history as a means of focusing on women translators of the past.Published in English.
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Affiche du document Identité(s)

Identité(s)

1h03min45

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85 pages. Temps de lecture estimé 1h4min.
Les langues, vecteurs d’identités individuelles et collectives, jouent un rôle crucial dans la définition des appartenances et des relations de pouvoir. Elles sont souvent au cœur des conflits, instrumentalisées comme outils de domination ou mobilisées comme symboles de résistance et de résilience. Dans un monde globalisé, les questions identitaires deviennent complexes et multidimensionnelles, mêlant histoire, mémoire et aspirations futures.Ce recueil réunit les contributions de douze enseignants-chercheurs français et ukrainiens ayant participé aux Premières rencontres francophones franco-ukrainiennes en sciences du langage dont l’objectif était d’entamer une réflexion interdisciplinaire sur cette problématique à partir de terrains, méthodes et approches théoriques très diverses.
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Affiche du document Pedagogical Translanguaging

Pedagogical Translanguaging

2h11min15

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175 pages. Temps de lecture estimé 2h11min.
Addresses the pressing need to develop evidence-based teaching practices that lead to high-quality educationWith increasing mobility of people across the world, there is a pressing need to develop evidence-based teaching practices that lead to high-quality education, which serves the needs of inclusive societies and social and epistemic justice. This book presents cutting-edge qualitative case-study research across a range of educational contexts, research-method contributions and theory-oriented chapters by distinguished multilingual education scholars. These take stock of the field of translanguaging in relation to the education of multilingual individuals in today’s globalized world. The volume breaks new ground in that all chapters share a focus on teachers as ‘knowledge generators’ and many on teacher-researcher collaboration. Together, the chapters provide comprehensive and up-to-date applications of the concept of pedagogical translanguaging and present recent research in educational contexts that have hitherto received scant attention, namely secondary-level education, education for adult immigrants and the school-wide introduction of pedagogical translanguaging in primary school. Chapters 1, 3, 4 and 8 are free to download as open access publications under a CC BY NC ND licence. You can access them here: Chapter 1: Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives. An Introduction by Päivi Juvonen and Marie Källkvist https://zenodo.org/records/5267290#.YSd2vI5Kjcs Chapter 3. Marie Källkvist and Päivi Juvonen: Engaging Teachers and Researchers in Classroom Research: Issues of Fluidity and Time in Two Multi-sited Projects https://zenodo.org/records/5269023#.YSeV9o5Kjcs Chapter 4. Pia Sundqvist, Henrik Gyllstad, Marie Källkvist and Erica Sandlund: Mapping Teacher Beliefs and Practices About Multilingualism: The Development of the MultiBAP Questionnaire https://zenodo.org/records/5269102#.YSjxl45KjIV Chapter 8. Åsa Wedin: (Trans)languaging Mathematics as a Source of Meaning in Upper-Secondary School in Sweden https://zenodo.org/records/5269113#.YSjxzI5KjIVContributors Nancy H. Hornberger: Foreword: Teaching and Researching in Linguistically and Culturally Diverse Classrooms  Chapter 1. Päivi Juvonen and Marie Källkvist: Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives – An Introduction This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/5267290#.YSd2vI5Kjcs Chapter 2. Jim Cummins: Translanguaging: A Critical Analysis of Theoretical Claims Chapter 3. Marie Källkvist and Päivi Juvonen: Engaging Teachers and Researchers in Classroom Research: Issues of Fluidity and Time in Two Multi-sited Projects This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/5269023#.YSeV9o5Kjcs Chapter 4. Pia Sundqvist, Henrik Gyllstad, Marie Källkvist and Erica Sandlund: Mapping Teacher Beliefs and Practices About Multilingualism: The Development of the MultiBAP Questionnaire This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/5269102#.YSjxl45KjIV Chapter 5. Gudrun Svensson: Developing Pedagogical Translanguaging in a Primary and Middle School Chapter 6. Valentina Carbonara and Andrea Scibetta: ‛我的…futuro?’: Multilingual Practices Shaping Classroom Interaction in Italian Mainstream Education Chapter 7. Anne Reath Warren: Semiotic Assemblages in Study Guidance in the Mother Tongue Chapter 8. Åsa Wedin: (Trans)languaging Mathematics as a Source of Meaning in Upper-Secondary School in Sweden This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/5269113#.YSjxzI5KjIV Chapter 9. Jessica Sierk: Language 'Barriers' or Barriers to Translanguaging? Language as a 'Problem' in the New Latinx Diaspora Chapter 10. Jenny Rosén and Berit Lundgren: Challenging Monolingual Norms through Pedagogical Translanguaging in Adult Education for Immigrants in Sweden? Chapter 11. Oliver St John: Doing Multilingual Language Assistance in Swedish for Immigrants Classrooms Chapter 12. Anne Pitkänen-Huhta: Multilingualism in Language Education: Examining the Outcomes in the Context of Finland Francis M. Hult: Afterword Index
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Affiche du document Langues et cultures dans les alliances d'universités européennes

Langues et cultures dans les alliances d'universités européennes

Cédric Brudermann

2h12min00

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176 pages. Temps de lecture estimé 2h12min.
Depuis 2019, l’heure en Europe est à la constitution d’alliances d’universités européennes (AUEs) : des établissements supranationaux du supérieur relevant du Programme Erasmus+ de la Commission européenne. Au sein de ces institutions cependant, langues et cultures sont appelées à jouer un rôle central car c’est par leur truchement que les établissements partenaires vont pouvoir se structurer en « alliances » et viabiliser le modèle organisationnel dont ils sont partie prenante. Cette singularité pose toutefois un certain nombre de questions sur les plans de la gouvernance linguistique, de l’innovation, de la recherche scientifi que et de la pédagogie universitaire.Dans cet ouvrage, il s’agit de fait d’engager une réflexion sur les apports, les défis et les opportunités que langues et cultures sont vouées à engendrer dans les AUEs. Ces préoccupations sont susceptibles d’intéresser tout lecteur désireux d’explorer unequestion éducative jusqu’alors peu documentée mais présentant un fort potentiel d’impact sociétal.
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Affiche du document L'humour du prochain

L'humour du prochain

Claire Stolz

4h33min45

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365 pages. Temps de lecture estimé 4h34min.
Le titre de cet ouvrage, L’Humour du prochain, reprend celui d’un article d’Anne-Marie Paillet. Hommage d’une trentaine de contributeurs, il évoque le fil rouge du présent livre et des travaux de la dédicataire : les ressorts linguistiques de l’humour et de l’ironie ; la jouissance humaniste qu’apporte la langue de la poésie, du théâtre, de la littérature. Après deux parties consacrées à des études de stylistique et d’analyse du discours (y compris musical) sur l’ironie, l’humour et le comique, la troisième partie travaille plus spécifiquement sur les siècles dits « pré-classiques » et « classiques » ; la quatrième partie, intitulée dans un clin d’oeil onomastique « Paillettes poétiques », parcourt quelques marques d’éclat poétique ; enfin, la cinquième partie, « L’écriture et/est la vie », se consacre au rôle de l’écriture dans le rapport au corps et à la conscience de soi. Le livre est ponctué de pastiches de Proust et de La Fontaine ainsi que de textes inédits d’écrivaines (Lise Charles et Léonor de Récondo).
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Affiche du document Tagalog Parallel Audio - Learn Tagalog with 501 Random Phrases using Parallel Audio - Volume 1

Tagalog Parallel Audio - Learn Tagalog with 501 Random Phrases using Parallel Audio - Volume 1

Lingo Jump

12h33min45

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1005 pages. Temps de lecture estimé 12h34min.
Let’s Talk. We will have you speaking Tagalog in no time! Lingo Jump's parallel audio language learning system makes it easy to learn languages at your leisure. Whether you're relaxing or on the go, our simple, clear, and fun audio lessons help you learn through imitation of our speakers.Listen and Learn. Through repetition of clearly pronounced words and phrases at a tempo that's easy to follow, you'll not only find it easier to understand and speak Tagalog, you'll also improve your memory, boost your listening skills, and pick up the correct accent. Our speakers follow a specific speech pattern throughout the audiobook, making phrases predictable, and helping you understand words and phrases through context.Talk Like a Local. We know that not everyone speaks in the same way. Dialects, tempos, and accents can vary among a country's regions, and even among quarters within a city. So when you start, you'll hear our audiobook narrators using different intonations of repeated phrases, slowing them down, speeding them up, and placing emphasis on different parts of the phrases.Lingo Jump’s unique parallel audio language learning system combines repetition, different speeds, and predictable speech patterns. Simply listening to the repeated Tagalog phrases helps you pick up languages by instinct. Lingo Jump is ideal to get beginners speaking a Tagalog almost immediately. As you progress, the parallel audio system has you repeat phrases at their natural tempo, removing the slower versions. You can put your newly acquired listening and comprehension skills to the test in the final chapters, where you’ll listen to the phrases without any parallel audio. We’ve designed the first two chapters so that they offer easy immersion. Our speakers break down each word into their distinct syllables and speak slowly. This helps you catch every nuance of the Tagalog language, making it easier for you to improve your listening and speaking skills all by yourself.
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Affiche du document NON-IDENTIFIE AUTOPORTRAIT

NON-IDENTIFIE AUTOPORTRAIT

Alain Lacouchie

51min45

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69 pages. Temps de lecture estimé 52min.
NON-IDENTIFIÉ, AUTOPORTRAIT » réunit toutes les  contradictions que porte en lui l'auteur : révolte et douceur, l' éphé­mère si délicieusement aigu, la violence mais aussi ce difficile rap­port aux autres, la femme, la mort ou la recherche de l'oubli qui apaise ...  
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Affiche du document Television Drama in Spain and Latin America

Television Drama in Spain and Latin America

Paul Julian Smith

1h47min15

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143 pages. Temps de lecture estimé 1h47min.
Television Drama in Spain and Latin America addresses two major topics within current cultural, media, and television studies: the question of fictional genres and that of transnational circulation. While much research has been carried out on both TV formats and remakes in the English-speaking world, almost nothing has been published on the huge and dynamic Spanish-speaking sector. This book discusses and analyses series since 2000 from Spain (in both Spanish and Catalan), Mexico, Venezuela, and (to a lesser extent) the US, employing both empirical research on production and distribution and textual analysis of content. The three genres examined are horror, biographical series, and sports-themed dramas; the three examples of format remakes are of a period mystery (Spain, Mexico), a romantic comedy (Venezuela, US), and a historical epic (Catalonia, Spain).Acknowledgements Introduction: TV Nations Genres 1. Transnational Horror Light: Production, Fandom, and Scholarship 2. Biopic TV in Mexico: Juana Inés (Canal Once, 2016), Hasta que te conocí: Juan Gabriel, mi historia [Until I Met You: Juan Gabriel, My Story] (Azteca, 2016) 3. Football TV: Club de Cuervos (Netflix, 2015–) Format Translations 4. Copycat Television? Gran Hotel [Grand Hotel] (Bambú/Antena 3, 2011–13) and El hotel de los secretos [The Hotel of Secrets] (Televisa, 2015–16) 5. Second Tier Reproduction: Juana la virgen (RCTV, 2002) and Jane the Virgin (CW, 2014–present) 6. Television Without a State: Temps de silenci [Time of Silence] (TV3, 2001–02) and Amar en tiempos revueltos [Loving in Troubled Times] (Diagonal/TVE1, 2005–) Conclusion: Series Planet Interview with Patricia Arriaga Jordán, Creator of Juana Inés (23 December 2016) Bibliography Index
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Affiche du document Language Teacher Emotion Regulation

Language Teacher Emotion Regulation

Sam Morris

1h42min45

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137 pages. Temps de lecture estimé 1h43min.
Responds to the demand into more research on causes of stress and burnout among teachersThis book seeks to understand how language teachers regulate and use their emotions to best serve themselves and their students. It furthers research in the field by providing an in-depth theoretical discussion of emotion regulation alongside a comprehensive exploration in Japan. The study at the heart of the book focuses on three important features: the strategies language teachers employ to regulate their emotions, the motives that they regulate in aid of, and the various contextual factors shaping their strategy and motive decision-making. The findings reveal numerous ways that language teacher emotion regulation is empowered and constrained by identities, notions of good practice, critical experiences and external pressures. The book provides theoretical models of emotion regulation alongside recommendations for researchers, trainers and teachers who are interested in understanding more about the emotional dimension of the language classroom.Acknowledgements Copyright Notice Acknowledgement of Financial Support Figures and Tables Foreword Chapter 1. Introduction to Language Teacher Emotion Regulation              Chapter 2. Theoretical Perspectives on Emotion Regulation        Chapter 3. Emotion Regulation in Applied Linguistics       Chapter 4. The Non-Japanese Teacher in Japan     Chapter 5. A Study of Emotion Regulation Chapter 6. Environment         Chapter 7. Attention Chapter 8. Cognition Chapter 9. Response              Chapter 10. Conclusion: Language Teacher Emotion Regulation Appendices References Index
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Affiche du document English For The Corporate World

English For The Corporate World

Christophe Sékène Diouf

35min15

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47 pages. Temps de lecture estimé 35min.
Anglais pour le monde de l’entreprise vise à améliorer l’apprentissage et l’enseignement de l’anglais des affaires. L’objectif principal est d’aider les apprenants (étudiants) ainsi que les professionnels à développer une approche plus communicative en ce qui concerne l’anglais utilisé dans le monde de l’entreprise. En outre, il s’agit de mettre l’accent sur la pratique plutôt que sur la théorie, en contextualisant conformément aux situations quotidiennes rencontrées dans le domaine des affaires.English for the Corporate World aims at enhancing the learning and teaching of Business English. The key target is to help Learners (Students) as well as Professionals to develop more communicative approach as far as English used in the corporate world is concerned. In addition, this is to focus on practice rather than theory by contextualizing in accordance with daily situations faced in the business area.    
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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
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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
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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

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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 Language Diversity, Policy and Social Justice

Language Diversity, Policy and Social Justice

1h51min45

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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

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  • Livre epub
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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 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

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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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