15/12/2022 | 5Kittyk, Mandarinok eta Mixik lorategi zoragarria aurkitu dute teilatu artean eztutaturik. Landare ederrez eta apaingarri politez betetako leku liluragarria da. Mixik, guztiz kilikatuta, lorategia denei erakutsi nahi die, baina zenbat eta katu gehiago joan lorategi hartara, haren edertasuna hondatzeko arrisku handiagoa dago.
15/12/2022 | 22Maisuki erakusten du XX. mende erdi aldeko Europaren tragedia. Nobelak alderdi autobiografiko ukaezina du, eta alemaniarrak Parisen sartzeko bezperetan hasten da, kezka giro betean. Lehen bonbak lehertzen direlarik, milaka familia irteten da bideetara, autoz, bizikletaz edo oinez. Alemanek Frantzia hartu ahala behera dator ordu arte nagusi zen ordena. Gorrotoak pizten dira, baina baita maitasun historia ezkutuak eta kolaborazionismorik lotsagarriena ere.
14/12/2022 | 25Innovación y creatividad en el aula de español : nuevas formas de entender la enseñanza de una lengua
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This book brings together the current theory, research and practical perspectives from different parts of the world on language teacher identity in an attempt to better understand the nature of identities teachers in different contexts develop. By linking theory to pedagogy, the book examines how second language teacher identities are shaped and explores the various links between teacher identities and variables that affect the formation of identities. Theory and Practice in Second Language Teacher Identity includes a foreword by Jack Richards (University of Sydney and RELC), an afterword by Peter de Costa (Michigan State University) and holds 20 invited chapters by established and active scholars and teacher educators to discuss the various aspects of in-service and pre-service second language teacher identity development. It also addresses the way the COVID-19 pandemic has impacted teacher identities and examines under-researched issues, such as the intersection between gender and race in second language teacher identity development and identity construction in second languages other than English.
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Intersubjectivity is a precondition for human life – for social organization as well as for individual development and well-being. Through empirical examination of social interactions in everyday and institutional settings, the authors in this volume explore the achievement and maintenance of intersubjectivity. The contributions show how language codes and creates intersubjectivity, how interactants move towards shared understanding in interaction, how intersubjectivity is central to phenomena and experiences often considered merely individual, and how intersubjectivity evolves through learning. While the core methodology of the studies is Conversation Analysis, the volume highlights the advantages of using several methods to tackle intersubjectivity.
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There has been growing scholarly research and interest in writing for academic publication over the past decade and the field of English for Research Publication Purposes (ERPP) has established itself as an important domain within English for Academic Purposes (EAP). This introductory volume provides a comprehensive view of what ERPP encompasses as a scholarly field, including its disciplinary boundaries, competing discourses within the field, research and practice paradigms, and future prospects for research and pedagogy in this field.
The book portrays a multifaceted and nuanced picture of the discourses and discussions shaping and underlying ERPP as a scholarly field, focusing on key aspects of ERPP including:
emergence and expansion of ERPP;
key theoretical and methodological orientations framing ERPP research;
writing for scholarly publication practices of EAL, Anglophone, and early-career scholars and graduate students;
the pedagogy of ERPP and relevant international policies, practices, and initiatives;
the advancement of digital technologies and the implications for ERPP;
new directions in ERPP practice and research.
This book is essential reading for students and scholars within the areas of applied linguistics, TESOL, and English for Academic Purposes.
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This book discusses salient moments of multilingual encounters and brings together contributions focused on the interplay between language use by individuals and societies, and language-related inequalities or opportunities for speakers. The chapters demonstrate how biographical and speaker-centred approaches can contribute to an understanding of linguistic diversity, how researchers can empirically account for lived experiences of languages, and how such accounts are embedded in a larger discussion on social (in)equality. Together the chapters make a powerful case for the importance of speaker-centred methodologies in multilingual and multilingualism research. The book is a rich source of theoretical and methodological reflections and will thus be a valuable resource for both experienced researchers and students beginning to explore biographical research methods.
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Variationist work in Second Language Acquisition (SLA) began in the mid 1970s and steadily progressed during the 1980s. Much of it was reviewed along with newer approaches in Bayley and Preston 1996 (B&P), heavily devoted to VARBRUL analyses that exposed the variability in developing interlanguages and placed variationist work within the canon of SLA. This new volume features three developing trends. First, it widens the scope of L1s of learners (from 6 in B&P to 8) and L2 targets (2 in B&P to 7) and in each case has brought more careful demographic and variable considerations to bear, including heritage languages and study abroad. Second, it modernizes statistics by moving from VARBRUL to the more widely used log-odds probabilities that allow more detailed consideration of variables and their influences. Finally, it deepens consideration of variable sociolinguistic meaning in learner behaviors, a dominating feature of 3rd Wave variationist work.
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Hasta bien entrado el siglo XX no se planteó seriamente el origen foráneo de la lengua valenciana. Velis nolis comenzó entonces a diseñarse un modelo explicativo según el cual los históricos castellano y aragonés de las tierras del interior y el valenciano de la costa se deberían a una doble repoblación subsecuente a la conquista del reino moro de Valencia por Jaime I. Nacía así la hipótesis repoblacionista. Aparte del absurdo ―jamás explicado― de una anacrónica distribución lingüística de los llegados a la Valencia del siglo XIII, la hipótesis colisiona con numerosas contraevidencias que se diseccionan minuciosamente en esta obra.