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Books on the topic 'Curriculum Teaching of mother tongue'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Central Institute of Indian Languages., ed. Mother tongue education: Theory and practice. Mysore: Central Institute of Indian Languages, 2000.

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2

Griffin, Gail B. Calling: Essays on teaching in the mother tongue. Pasadena, Calif: Trilogy Books, 1992.

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3

Kapfo, Kedutso. A neurocognitive approach to mother tongue education. Mysore: Central Institute of Indian Languages, 2009.

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4

Kapfo, Kedutso. A neurocognitive approach to mother tongue education. Mysore: Central Institute of Indian Languages, 2009.

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5

Shoja, Ayem. A new approach to mother tongue education in Nigeria. [Nigeria]: Sogar Printers & Publishers, 2005.

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6

Opoola, B. T. Linguistics and mother tongue teaching and learning in Nigerian primary schools. Oyo, Nigeria: Immaculate-City, 2002.

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7

Prah, K. K. Mother tongue for scientific and technological development in Africa. 3rd ed. Cape Town: Centre for Advanced Studies of African Society, 2000.

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8

Prah, K. K. Mother tongue for scientific and technological development in Africa. Bonn: Deutsche Stiftung für Internationale Entwicklung, Zentralstelle für Erziehung, Wissenschaft und Dokumentation, 1993.

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9

Simona, Argentieri, and Canestri Jorge, eds. The Babel of the unconscious: Mother tongue and foreign tongues in the analytic dimension. Madison, Conn: International Universities Press, 1993.

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10

Bubanja, Pavle B. MAJKE MIRA: Kruševačka škola mišljenja mira na maternjem jeziku = QVADRIIVIUM PACIS = Krusevac school of thinking peace in the mother tongue. Kruševac: Odeljenje za kultura mira, 2008.

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11

Nanjaiah, R. A linguistic study of errors: In the written English of the PUC students with Kannada mother tongue. Manasagangotri, Mysore: Central Institute of Indian Languages, 1994.

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12

Ekem, John David Kwamena. Priesthood in context: A study of priesthood in some Christian and primal communities of Ghana, and its relevance for mother-tongue biblical interpretation. 3rd ed. Accra, Ghana: SonLife Press, 2009.

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13

Ekem, John David Kwamena. Priesthood in context: A study of priesthood in some Christian and primal communities of Ghana, and its relevance for mother-tongue biblical interpretation. 3rd ed. Accra, Ghana: SonLife Press, 2009.

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14

Ekem, John David Kwamena. Priesthood in context: A study of priesthood in some Christian and primal communities of Ghana, and its relevance for mother-tongue biblical interpretation. 3rd ed. Accra, Ghana: SonLife Press, 2009.

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15

Ekem, John David Kwamena. Priesthood in context: A study of priesthood in some Christian and primal communities of Ghana, and its relevance for mother-tongue biblical interpretation. 3rd ed. Accra, Ghana: SonLife Press, 2009.

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16

Brunell, Viking. Kring språktillägnandets ekologi: Sammanfattning av sex studier kring skolprestation i modersmålet och finska i den finlandssvenska grundskolan = Kielen omaksumisen ekologiasta : yhteenveto äidinkielen ja suomen koulusaavutuksia Suomen ruotsinkielisessä peruskoulussa käsittelevästä kuudesta tutkimuksesta = On the ecology of language acquisition : a review of six studies on school achievements in mother tongue and Finnish in the Swedish-speaking school in Finland. Jyväskylä [Finland]: Pedagogiska forskningsinstitutet, 1988.

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17

Castagna, Vanessa, and Sandra Quarezemin. Travessias em língua portuguesa Pesquisa linguística, ensino e tradução. Venice: Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-461-5.

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The series is the expression of the Center for Research on Teaching of Languages, which in Edizioni Ca’ Foscari also has a magazine, Linguistics Education - Language Education, EL.LE, and a necklace, Intercultural Communication, COMINT, dedicated to this important but overlooked aspect of language mastery. In the series, the volumes of which are approved by three blind referees before publication, are three types of search space: a. studies on the epistemologic nature of the science that studies language education, in the wider meaning that includes Italian mother tongue, second and foreign, modern languages and classical ones; b. operational studies on methods, strategies, language teaching methodologies; c. quantitative and qualitative surveys on particular aspects of language teaching in the various training areas. The collection hosts studies of scholars working both at Ca’ Foscari University and in other institutions.
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18

Curriculum framework for mother tongue teaching in Bengali for pupils ages 5-11 years. London: CILT, 1998.

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19

Curriculum Framework for Mother Tongue Teaching for Pupils Aged 5-11 Years in Bengali. CILT Publications, 1998.

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20

1932-, Nūpūra Indirā, and National Council of Educational Research and Training (India), eds. Image of women and curriculum in mother tongue. New Delhi: Dept. of Women's Studies, National Council of Educational Research and Training, 1991.

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21

Short, Simine. The Formative Years. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252036316.003.0001.

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This chapter details the early years of Octave Chanute. In 1838, six-year-old Octave arrived in America with his father Joseph Chanut, who had accepted an offer to teach in one of the three major colleges in antebellum Louisiana. The eldest of three, Octave left the security of his life in Paris, where he lived with his mother, grandmother, and two younger brothers, to move to America with a father he barely knew. A new life, so different and not Parisian at all, began for Joseph and Octave. Joseph home-schooled his son, and his French-speaking colleagues supplied a teaching curriculum according to their expertise, usually communicating in their mother tongue. They not only taught the youngster to read and write, but also to tell the truth and observe the general rules of etiquette. In September 1846, Octave entered the Coudert Lyceum in New York for an education different than what he had received from his father and other professors in Louisiana. After graduating in August 1848 with a degree similar to a high school diploma, Octave selected the Hudson River Railroad as his path into the future.
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22

Griffin, Gail B. Calling: Essays on Teaching in the Mother Tongue. Trilogy Publications, 1992.

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23

Witold, Tulasiewicz, and Adams Anthony 1933-, eds. Teaching the mother tongue in a multilingual Europe. London: Cassell, 1998.

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24

Schools Council. Mother Tongue Project. Teaching Greek as a mother tongue in Britain. Schools Council, 1985.

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25

(Editor), Witold Tulasiewicz, and Anthony Adams (Editor), eds. Teaching the Mother Tongue in a Multilingual Europe (Continuum Collection). Continuum International Publishing Group, 2005.

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26

1923-, Fafunwa A. Babs, Macauley Juliet Iyabode, and Sokoya J. A. Funnso, eds. Education in mother tongue: The Ife Primary Education Research Project. Ibadan: University Press, 1989.

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27

Implementation of mother-tongue teaching in Hong Kong secondary schools: Some recent reports. [Washington, DC: National Clearinghouse for Bilingual Education], 1998.

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28

Implementation of mother-tongue teaching in Hong Kong secondary schools: Some recent reports. [Washington, DC: National Clearinghouse for Bilingual Education], 1998.

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29

The genius of language: Fifteen writers reflect on their mother tongue. New York, NY: Pantheon Books, 2004.

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30

Resy, Delnoy, Herrlitz Wolfgang, Kroon Sjaak, and International Mother Tongue Education Network., eds. European education in mother tongue: A second survey of standard language teaching in eight European countries. Nijmegen, the Netherlands: International Mother Tongue Education Network, 1995.

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31

Mother tongue: My family's globe-trotting quest to dream in Mandarin, laugh in Arabic, and sing in Spanish. 2016.

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32

Milena, Ivšek, ed. Poučevanje materinščine-načrtovanje pouka ter preverjanje in ocenjevanje znanja: 3. mednarodni sinpozij = Mother tongue acquisition -from planning to assessing : 3rd international symposium : zbornik prispevkov. Ljubljana: Zavod Epike Slovenije za šolstvo, 2003.

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33

In-between People: Language and Culture Maintenance and Mother-Tongue Education in the Highlands of Papua New Guinea (SIL International Publications in Language Use and Education). SIL International, 2005.

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34

Singh, Gurbachan. Mother tongues of linguistic minorities in multicultural Britain: A study of the development and implementation of mother-tongue/community language teaching and related educational policies with special reference to ethnic minority groups in Britain. Bradford, 1985.

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35

Patterson, W. B. Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198793700.003.0002.

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Thomas Fuller, born in 1608 in Aldwincle, Northamptonshire, was the son of Thomas Fuller, the minister of St. Peter’s Church in Aldwincle. His mother Margaret’s brother was John Davenant, the president of Queens’ College, Cambridge, who became bishop of Salisbury shortly after Fuller entered Cambridge. The curriculum there emphasized Latin and Greek literature, partly as a result of the residence and teaching of Erasmus, the eminent Renaissance scholar, in the early sixteenth century. Fuller contended, in an essay published in 1642, that the “general Artist,” or university graduate in the arts, completed his academic endeavors with the study of history, enabling him to understand a broad range of human experience. Fuller studied theology under Samuel Ward, the master of Sidney Sussex College, a close friend of Bishop Davenant. His education prepared him well for his calling as a church historian.
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