Relevant bibliographies by topics / Early foreign language instructions

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Early foreign language instructions'

Author: Grafiati
Published: 28 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Early foreign language instructions"

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Scheffler, Paweł. "Grammar and meaning in early adult foreign language instruction." International Journal of Applied Linguistics 21, no. 2 (2011): 183–201. http://dx.doi.org/10.1111/j.1473-4192.2010.00266.x.

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Asma, Houichi, and Sarnou Dallel. "Cognitive Load Theory and its Relation to Instructional Design: Perspectives of Some Algerian University Teachers of English." Arab World English Journal 11, no. 4 (2020): 110–27. http://dx.doi.org/10.24093/awej/vol11no4.8.

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Cognitive Load Theory is a theory that can be used by educators to design effective instructions. It has been applied in many areas, including teaching English as a foreign language as it contributes to positive outcomes. Before designing instructions, teachers should well understand the theory of Cognitive Load alongside human brain architecture. Sometimes students are taught more than they can learn due to their limited cognitive capacities which teachers do not consider. Students, therefore, often experience a cognitive overload which may lead to learning failure. So to what extent Algerian
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Mitchell, Rosamond, and Florence Myles. "Learning French in the UK setting." Apples - Journal of Applied Language Studies 13, no. 1 (2019): 69–93. http://dx.doi.org/10.17011/apples/urn.201903011690.

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Due to the contemporary dominance of English as global lingua franca, all other “foreign languages” face a number of challenges in formal education. This paper describes the recent evolution of policy and practice regarding foreign language education in England, with a particular focus on early language learning. Evidence from a classroom study of French as foreign language is used to illustrate primary school instructional practices and children’s engagement in this setting, and their learning outcomes. Conclusions are drawn concerning sustainable approaches to the teaching of languages other
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Nikolov, Marianne, and Veronika Timpe-Laughlin. "Assessing young learners’ foreign language abilities." Language Teaching 54, no. 1 (2020): 1–37. http://dx.doi.org/10.1017/s0261444820000294.

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AbstractGiven the exponential growth in the popularity of early foreign language programs, coupled with an emphasis of evidence-based instruction, assessing young learners’ (YLs) foreign language abilities has moved to center stage. This article canvasses how the field of assessing young learners of foreign languages has evolved over the past two decades. The review offers insights into how and why the field has developed, how constructs have been defined and operationalized, what language proficiency frameworks have been used, why children were assessed, what aspects of their foreign language
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Zein, Mochamad Subhan. "To postpone or not to postpone? Examining access policy on early foreign language learning from second language acquisition and language planning and policy perspectives." Applied Linguistics Review 8, no. 4 (2017): 419–39. http://dx.doi.org/10.1515/applirev-2016-1044.

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AbstractThis paper examines the suggestion to postpone instruction on early foreign language learning, from both second language acquisition (SLA) and language planning and policy (LPP) perspectives. Contrary to the widely held belief that SLA research on age effects can inform policymakers as to when to start instruction, this paper demonstrates that such research may not offer much to language policymaking. The paper argues that the use of a more pragmatic approach in the transdisciplinarity of SLA and LPP emphasizing research into the benefits of instruction for children should be the under
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Sadighi, Firooz, Shahrzad Chahardahcherik, Maryam Delfariyan, and Fariba Feyzbar. "The Influence of L2 English Acquisition of the Request Speech Act on Persian Preschool Children." International Journal of Education and Literacy Studies 6, no. 4 (2018): 25. http://dx.doi.org/10.7575/aiac.ijels.v.6n.4p.25.

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In Iran the age of learning English as a foreign language is decreasing yearly. It is obvious that learning English at a very early age is a most appropriate time to start. The investigation in this study is focused on the speech act of request. Instructional effects of learning request strategies are assessed in preschoolers who received instruction to find out whether the exposure to the foreign language learning enhances the development of request strategy use and brings about changes in their first language strategy use features. The data were collected from 10 preschool Iranian learners o
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Haas, Mari, Helena Curtain, and Carol Ann Bjornstad Pesola. "Languages and Children-Making the Match: Foreign Language Instruction for an Early Start Grades K-8." Modern Language Journal 78, no. 4 (1994): 543. http://dx.doi.org/10.2307/328595.

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Wellington, Marie A., Helena Curtain, and Carol Ann Bjornstad Pesola. "Languages and Children, Making the Match: Foreign Language Instruction for an Early Start, Grades K-8." Hispania 78, no. 1 (1995): 82. http://dx.doi.org/10.2307/345219.

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Andersen, Katja N. "Translanguaging pedagogy in multilingual early childhood classes." Translation and Translanguaging in Multilingual Contexts 3, no. 2 (2017): 167–83. http://dx.doi.org/10.1075/ttmc.3.2.02and.

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Abstract This paper investigates translanguaging practices and pedagogy with very young children in the trilingual country of Luxembourg. Recent research has shown that in early childhood education in Luxembourg there is a focus on Luxembourgish to the exclusion of other languages and that this appears to exclude children with foreign language backgrounds from everyday institutional life. Our research asks how and in which forms can a translanguaging pedagogy offer young multilingual children opportunities to engage in literacy practices. Our empirical qualitative pilot study carried out among
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Lightbown, Patsy M., and Nina Spada. "Teaching and learning L2 in the classroom: It's about time." Language Teaching 53, no. 4 (2019): 422–32. http://dx.doi.org/10.1017/s0261444819000454.

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AbstractOne of the challenges facing second and foreign language (L2) teachers and learners in primary and secondary school settings is the limited amount of time available. There is disagreement about how to meet this challenge. In this paper we argue against two ‘common sense’ recommendations for increasing instructional time – start as early as possible and use only the L2 (avoiding the use of the first language (L1)) in the classroom. We propose two better ways to increase the instructional time: provide periods of intensive instruction later in the curriculum and integrate the teaching of
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Dissertations / Theses on the topic "Early foreign language instructions"

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Vick, Catharina. "Opening a Global Door : Methodologies in successful instruction of English as a second language for early learners." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21567.

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English is a widely used language, and its standing as a tool for communication among people who do not share a common first language is ever increasing. Young students all over the globe therefore learn English in school. This study aims to investigate what some recent research says regarding what methods to use when teaching young learners a second language. It then aims to compare the research findings to the methods English teachers of young learners in four elementary schools in the southern Norrland area of Sweden employ in their instruction. The study was conducted through observations
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Willardson, Veronique. "The Effectiveness of Computer-Enhanced Shadowing and Tracking Pronunciation Exercises for Intermediate Level Foreign Language Learners." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5751.

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This study examines the effectiveness of on-line video-assisted pronunciation exercises in beginning level classes of foreign-language learning. A review of the current literature on pronunciation is presented, followed by a description of a study used to test the effectiveness of computer-based exercises in improving pronunciation. The participants were a group of high school students that were members of a fourth year French class. As part of their regular class time, the students participated in two types of exercises, in-class group work and computer-lab self-directed exercises, in which t
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García, Maria G. "The impact of the Home Instruction for Parents of Preschool Youngsters (HIPPY) program on reading, mathematics, and language achievement of Hispanic English language learners." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5227/.

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This study sought to answer if the Home Instruction for Parents of Preschool Youngsters (HIPPY) program had a positive academic impact on Hispanic English language learners (ELL). HIPPY is a free, 2-year, home-based early intervention program for 4-and 5-year-old children. The program is intended to provide educational enrichment to at-risk children from poor and immigrant families, increase school readiness, and foster parent involvement in their children's education. A quasi-experimental design and quantitative measures were used to measure the academic success of Hispanic ELL students in re
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Bouzar, Fadhila. "L'enseignement du Français Langue de scolarisation auprès d'enfants du premier degré : cas d'une école maternelle au Caire." Thesis, Paris 4, 2015. http://www.theses.fr/2015PA040224.

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Cette étude s’intéresse aux pratiques d’enseignement destinées aux jeunes enfants non francophones scolarisés en français à l’étranger où l'école représente la seule source d'exposition à la langue française. L’objectif de ce travail est de mener une réflexion sur l’enseignement/apprentissage de notre langue dans une école maternelle, tout en se focalisant sur les pratiques des enseignants et les compétences langagières des apprenants face aux exigences des programmes du MENF . L’absence de dispositifs d’accompagnement des enseignants interroge sur l’enseignement dispensé dans ces établissemen
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Jago, Martine Ann. "Foreign languages in early schooling : policy, pupils and processes." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342149.

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This study explores the professional values which underpin choices made on behalf of young children (three to seven year olds) for learning a foreign language in English nursery, infant and primary schools. Since the Education Reform Act of 1988, young children in maintained early years settings have been excluded from the modern foreign languages curriculum in England. The aim of this inquiry is to expose the belief systems of individuals in institutions with the power to influence the quality of the early learning experience and notions of status and control with regard to the conceptualisat
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Al, Zahrani Turki Saad. "Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/99145.

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The Saudi Arabia Ministry of Education (MoE) has implemented new policies and reform programs for English as a Foreign Language (EFL) teachers to integrate technology in their classrooms. Creating a set of guidelines may provide a solution to guide EFL teachers through implementing technology to teach EFL skills in their classroom. Using a developmental study, comprised of three phases (analysis, design and development, and evaluation and revision), research-based instructional strategies were operationalized using a set of guidelines instruction to guide EFL teachers to integrate technology i
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Neveu, Anne. "Context Effects in Reading for Translation: Early Target Language Activation." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531663827262551.

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Stuehling, Amara L. ""We Speak 'Hola' In School"| A Case Study of Global Education in a Partial-Immersion Spanish Preschool." Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10605637.

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<p> Promoting global awareness is commonly cited as a main benefit of early foreign language education; however, little research backs this claim. This study explores a partial Spanish immersion preschool and how it shapes young children&rsquo;s global awareness and knowledge of foreign languages and cultures. The study used a series of games, activities, and interviews to address the following three aspects of the classroom: (1) foreign language activities and language use, (2) how global awareness was portrayed by students and teachers, and (3) the beliefs, goals, and motivations of parents
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Ramos, Susana Puerta. "The effect that an intensive literacy program, comprehension early literacy learning (CELL) has on English language learners' reading proficiency." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2607.

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This research paper investigates the effectiveness of an intensive literacy program, Comprehensive Early Literacy Learning (CELL), to teach second language learners to read and write in English. Since this program provides numerous opportunities to practice the English language through literacy activities, the researcher believes it is a good method to teach English in its oral and written forms.
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Gheitasi, Parvin. ""Say It Fast, Fluent and Flawless" : formulaicity in the oral language production of young foreign language learners." Doctoral thesis, Umeå universitet, Institutionen för språkstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-132249.

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This thesis reports on a study, which investigated the process of early foreign language learning in a classroom context and the functions of multi-word units of language known as formulaic sequences in the oral language production of young foreign language learners. A classroom with 11 students in the age range 9 to 11 years was observed and video recorded for 16 sessions (90 minutes per session). The observations were accompanied by two elicitation tasks. 10 sessions out of the 16 sessions of the collected speech samples were transcribed chronologically. In the next step, formulaic sequences
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Books on the topic "Early foreign language instructions"

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Curtain, Helena Anderson. Languages and children, making the match: Foreign language instruction for an early start grades K-8. 2nd ed. Longman Publishing Group, 1994.

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The little German notebook: A breakthrough in early speaking. Reflective Books, 1999.

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Malova, O. V., and V. A. Pogosyan. TERMINOLOGY OF EARLY FOREIGN LANGUAGE EDUCATION. Knizhnyi Dom LLC, 2019. http://dx.doi.org/10.25807/pbh.978.5.94777.424.5.

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Gilzow, Douglas F. Lessons learned: Model early foreign language programs. Center for Applied Linguistics, 2000.

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Vale, David. Early bird. Cambridge University Press, 1990.

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American hotline early-intermediate student book. Oxford University Press, 1996.

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Differentiated early literacy for English language learners: Practical strategies. Allyn & Bacon/Pearson, 2006.

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Buere, Patricia. Parachutes: An integrated language course. McGraw-Hill, 2002.

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Brieger, Nick. Early business contacts. Prentice Hall International, 1994.

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Brieger, Nick. Early business contacts. 2nd ed. Prentice-Hall, 1994.

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Book chapters on the topic "Early foreign language instructions"

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Mattheoudakis, Marina, and Thomaï Alexiou. "10. Early foreign language instruction in Greece: Socioeconomic factors and their effect on young learners’ language development." In The Age Factor and Early Language Learning. Mouton de Gruyter, 2009. http://dx.doi.org/10.1515/9783110218282.227.

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Korosidou, Eleni, and Tharrenos Bratitsis. "Gamifying Early Foreign Language Learning." In Internet of Things, Infrastructures and Mobile Applications. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49932-7_68.

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Lopriore, Lucilla. "11. Young Italian Learners’ Foreign Language Development: A Longitudinal Perspective." In Early Language Learning, edited by Janet Enever and Eva Lindgren. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098323-013.

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Driscoll, Patricia. "3. Considering the Complexities of Teaching Intercultural Understanding in Foreign Languages." In Early Language Learning, edited by Janet Enever and Eva Lindgren. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098323-005.

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Prošić-Santovac, Danijela, and Vera Savić. "English as a Foreign Language in Early Language Education." In Handbook of Early Language Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-47073-9_13-1.

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Łowczanin, Agnieszka. "Multiculturalism, the Foreign and Early Gothic Novels." In Second Language Learning and Teaching. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61049-8_4.

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Porter, Alison. "5. Verbal Working Memory and Foreign Language Learning in English Primary Schools: Implications for Teaching and Learning." In Early Language Learning, edited by Janet Enever and Eva Lindgren. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098323-007.

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Moskovljević Popović, Jasmina. "Word Awareness and Early Foreign Language Acquisition". У Рано и почетно учење страних језика у формалном образовању. Универзитет у Београду, Филолошки факултет, 2019. http://dx.doi.org/10.18485/fid.2019.9.ch8.

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Guz, Ewa, and Małgorzata Tetiurka. "12. Power Relationships in an Early Foreign Language Classroom." In Early Instructed Second Language Acquisition, edited by Joanna Rokita-Jaśkow and Melanie Ellis. Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788922517-017.

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Jelaska, Zrinka, and Lidija Cvikić. "3. Young Learners of Croatian as a Second Language: Minority Language Speakers and Their Croatian Competence." In Early Learning of Modern Foreign Languages, edited by Marianne Nikolov. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691477-005.

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Conference papers on the topic "Early foreign language instructions"

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Wirman, Asdi. "Introducing Foreign Language in Early Childhood." In International Conference of Early Childhood Education (ICECE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.29.

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Stoyanova Ilieva, Zhivka. "Picture Books IN Early Childhood Foreign Language Education." In World Conference on Social Sciences and Humanities. Acavent, 2019. http://dx.doi.org/10.33422/shconf.2019.12.912.

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Chanifa, Arini Milla, Endang Sri Redjeki, and Umi Dayati. "Benefits of Teaching Foreign Language for Early Childhood." In 6th International Conference on Education and Technology (ICET 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201204.018.

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Galván, Carmen. "The Role Of Parents In Early Foreign Language Education In Spain." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.115.

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Bijeljac-Babic, Ranka, Christelle Dodane, Sabine Metta, and Claire Gérard. "Productions in bilinguism, early foreign language learning and monolinguism: a prosodic comparison." In Interspeech 2006. ISCA, 2006. http://dx.doi.org/10.21437/interspeech.2006-412.

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Kopylova, Elena. "Methodology Of The Nature-Activity Approach In Foreign Language Teaching Of Preschoolers." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.90.

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Charles Manon, Boutin. "Second Language Education in the Early Years:Implications on Literacy Learning." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.796.

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Learning a foreign language is not merely about learning its words and its grammar but is also learning about concepts, intellectual skills and such (Cummins, 2000: 18-19) that l that are usable skills in the first language. Many authors seem to think that this is mostly related to metalinguistic abilities (Bialystok, 2001; Garfinkel et Tabor, 1991; and others, see Gaonac’h: 2006). These skills, during early childhood, seem to be closely linked to later literacy competences, including reading and writing. Indeed, Cummins explains through his CUP theory that these skills are “linked and interde
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Schlueter, Adhmi Landri. "Learning English for Young Learners “The Aspect of Intercultural Dimension, Diversity Arts and Media in the Early Foreign Language Education”." In Proceedings of the Sixth of International Conference on English Language and Teaching (ICOELT 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icoelt-18.2019.33.

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Jacobus, Frank, and Marc Manack. "Remote Control: The Natural Language of Architecture." In 2018 ACSA International Conference. ACSA Press, 2018. http://dx.doi.org/10.35483/acsa.intl.2018.30.

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The architectural design process is a means of translating information into form, and has long relied on indirect (“remote”) control mechanisms for communicating and translating the architect’s authorial intent into a built work. These methods have generally evolved from a more direct, physical basis, as both technology and the discipline have evolved. To communicate design ideas, architects have relied on methodologies that range from an extreme desire for control, to models that attempt to relinquish many controls entirely. Early communication models, in part due to lack of material, form, a
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Ruutmets, Kristel, Evi Saluveer, and Mari Niitra. "STUDENT TEACHERS’ OPINIONS ABOUT USING AUTHENTIC MATERIALS AND TASKS FOR ACQUIRING ESTONIAN CULTURAL HISTORY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end120.

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According to the Estonian National Curriculum for Basic Schools (2011), students should value their cultural heritage. Therefore, schools should do everything to develop students’ cultural awareness and knowledge. Despite the importance of the topic the curriculum does not specify how and where it should be taught and does not say which material to use. One possibility to address the problem is to use authentic materials and tasks. The latter offer numerous ways to learn about one’s cultural history, and help to create a bridge between the classroom and real life. Authentic materials are not s
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