Relevant bibliographies by topics / French language Study and teaching (Primary) Case studies

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

Academic literature on the topic 'French language Study and teaching (Primary) Case studies'

Author: Grafiati
Published: 10 December 2022
Last updated: 31 July 2025

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Journal articles on the topic "French language Study and teaching (Primary) Case studies"

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Arnott, Stephanie, and Callie Mady. "Obstacles and opportunities for literacy teaching: A case study of primary core French classrooms in Ontario." Language and Literacy 15, no. 2 (2013): 101. http://dx.doi.org/10.20360/g22g66.

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More and more, Canadian educators are being told that literacy development can occur across subject areas of the curriculum. Few studies have focused on whether this applies to core French as a second language (CF). This article reports on a study investigating the literacy teaching practices of Ontario primary core French teachers (n = 3), focusing mainly on the practices of Christine, whose activities, strategies and perspectives highlight the potential for CF instruction to echo literacy principles taught in homeroom English (L1) classrooms, and for both languages to benefit. Context-specif
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Jeon, Jieun, and Minji Koo. "Korean Language Education Research Trends in France." Korean Society of Culture and Convergence 45, no. 7 (2023): 43–56. http://dx.doi.org/10.33645/cnc.2023.07.45.07.43.

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The purpose of this paper is to understand the trend of Korean language education research for French learners by analyzing the content and research methodological characteristics of research on Korean language education conducted in France. As a result of analyzing 57 papers selected for the study, French Korean language education research deals with the current status and problems of Korean language education institutions in terms of content, and mainly focuses on pronunciation, grammar, and vocabulary. Teaching and learning research has a lot of elementary textbook analysis, and research on
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Juliana, N. Obieze, and B. Wilson-Ojukwu Chinwe. "Restoring French Language Teaching In Public Primary Schools In Nigeria For International Integration." Hofa: African Journal of Multidisciplinary Research Vol. 3,, No. 1 (2018): 200–215. https://doi.org/10.5281/zenodo.1481876.

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The issue of the teaching of French language in public primary schools has continued to generate positive criticisms channeled towards restoring the situation. Teaching of French in primary schools in Nigeria became official through the development of primary school curriculum for French in 2007, but since then, the impact is felt only in some major private schools and establishments. Our study based in Imo State for generalization, revealed that there are no public primary schools doing French but there are several French teachers in these schools teaching other subjects. Also, most of these
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Basha, Aurela, and Rudina Hoxha. "Audiovisual Tools in Teaching/Learning French Language Lexicon in Primary Education Albanian: A Case Study." Studies in Educational Management 16 (October 2024): 47–67. https://doi.org/10.32038/sem.2024.16.04.

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In the current digital era, foreign language teachers in Albanian primary schools, particularly those teaching French, face significant methodological challenges. These challenges primarily concern the effective integration of technological and audiovisual tools into the teaching and learning processes. Key issues include educators' proficiency with modern technological and audiovisual resources and their understanding of the impact these tools have on the acquisition and application of French by primary school students. This study aims to elucidate the role and significance of audiovisual too
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Basha, Aurela, and Rudina Hoxha. "Audiovisual Tools in Teaching/Learning French Language Lexicon in Primary Education Albanian: A Case Study." Studies in Educational Management 16 (October 19, 2024): 47–67. https://doi.org/10.32038/sem.2024.16.04.

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In the current digital era, foreign language teachers in Albanian primary schools, particularly those teaching French, face significant methodological challenges. These challenges primarily concern the effective integration of technological and audiovisual tools into the teaching and learning processes. Key issues include educators' proficiency with modern technological and audiovisual resources and their understanding of the impact these tools have on the acquisition and application of French by primary school students. This study aims to elucidate the role and significance of audiovisual too
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Hicham, Benmokhtari. "The Role and Place of Translation in The French Department: The Case of 3rd Year Students At University of Oran 2." Traduction et Langues 23, no. 1 (2024): 277–96. http://dx.doi.org/10.52919/translang.v23i1.983.

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Pedagogical translation is a specific type of translation employed in language education to enhance students' literacy skills. It is recognized that didactic translation involves transferring meaning between languages with the aim of improving language proficiency. This case study was conducted to emphasis the role of translation within the French Language Department at the University of Oran 2. The researcher aimed to explore the benefits of translation in teaching French and preparing students for careers as French language educators at both primary and secondary educational levels. The stud
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Thomas, Reed, and Callie Mady. "Teaching for Transfer: Insights from theory and practices in primary-level French-second-language classrooms." Articles 49, no. 2 (2015): 399–416. http://dx.doi.org/10.7202/1029426ar.

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This paper illustrates teaching for transfer across languages by synthesizing key insights from theory and previously published research alongside our case study data from primary-level teachers in core French-second-language (CF) classrooms in Ontario, Canada. Drawing on research that redefines language transfer as a resource, this study drew on several influential theoretical notions and data collected through interviews and classroom observations. All of these sources point to a multi-leveled approach to teaching for transfer that includes considerations of learning, teaching and contextual
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Shan, Zhibin, and Hao Xu. "Teacher beliefs about teaching French as a foreign language in a Chinese university: a multilingual perspective." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. VIII (November 15, 2023): 169–82. http://dx.doi.org/10.30827/portalin.viviii.29247.

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While French is an important European language being taught in Chinese universities, not much is known about French language teachers’ beliefs about its teaching as a foreign language, particularly not from a multilingual perspective. Adopting a multiple-case design, this study examined 5 French language teachers’ beliefs about the French language and the learner. Analysing data collected via interviews, the study revealed that teachers’ beliefs reflected neither the linguistic landscape of the French language nor the learner’s existing level of multilingualism. However, the teachers’ monoling
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Liu, Shan, and Siyue Chen. "Research on TPR in English Vocabulary Teaching in Primary Schools: A Case Study of a Primary School in Hangzhou." Theory and Practice in Language Studies 11, no. 10 (2021): 1249–57. http://dx.doi.org/10.17507/tpls.1110.12.

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As the basis of English learning, English vocabulary plays an important role in both teaching and learning. Therefore, the TPR approach proposed by James Escher is highly respected. By means of questionnaires and an interview, this paper studies the application of Total Physical Response in primary school English vocabulary teaching. It has been found that both students and teachers approve of the application of TPR in primary school English vocabulary teaching and then suggestions for children's English education have been proposed.
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Jan, Anbareen, Moses Stephens Samuel, and Ali Shafiq. "PEDAGOGICAL PRACTICES OF LANGUAGES OTHER THAN ENGLISH TEACHERS: A CASE STUDY OF A MALAYSIAN PRIVATE UNIVERSITY." Malaysian Journal of Learning and Instruction (MJLI) Vol. 17, No.1 Jan. 2020 17, Number 1 (2020): 77–99. http://dx.doi.org/10.32890/mjli2020.17.1.4.

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Purpose - Internationalization of education has made it important to have not only a command of English as a global language, but also of Languages Other Than English (LOTEs), which can be a second, national or heritage language. This narrative inquiry explored LOTE teachers’ perspectives on their use of English and other pedagogical practices for teaching LOTE to international students. Methodology - Narratives of three language teachers from different linguistic and cultural backgrounds, teaching French, Korean and Mandarin at a private university in Malaysia were recorded. Their discussion
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Dissertations / Theses on the topic "French language Study and teaching (Primary) Case studies"

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Langford, Helen G. "Multiple discourses of literacy meaning-making : case studies of two English and French classrooms." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36629.

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In this thesis, I examine the influence of institutional control on three teachers' and twelve linguistically and culturally diverse childrens' perceptions and constructions of literacy meaning making in English and French in two grade six English and in two grade six French classrooms in the province of Quebec. The children in this study represent a cultural and linguistic mosaic of new arrivals, second-generation immigrant and native Montreal families that include Cambodian, East Indian, French, Italian, Lebanese and Portuguese families. Similarly, the three teachers come from diverse cultur
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Lam, Choi-ling, and 林賽玲. "An evaluation of a school based English Language Curriculum initiativeon the teaching of songs: a primary schoolcase study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44391328.

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Gomez, Martha Galindo. "The development of written language among kindergartners using interactive journals: Four case studies." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1286.

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Tan, Wei Xiong, and 陳煒雄. "A case study of primary school teachers' implementation of a new Chinese language curriculum designed by the Ministry ofEducation in Singapore." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44912961.

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Leung, Yan-kit Ingrid. "Functional categories in second and third language acquisition : a cross-linguistic study of the acquisition of English and French by Chinese and Vietnamese speakers." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82915.

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This thesis investigates non-native language acquisition of the verbal and nominal functional domains in Second language (L2) English and second/third language (L2/L3) French by Chinese and Vietnamese speakers. Six experimental studies are reported. Two current competing theories in the field of theoretical second language acquisition (L2A), namely, the Failed Features Hypothesis (FFH) and the Full Transfer Full Access (FTFA) model are compared and their applicability to third language acquisition (L3A) evaluated in the light of our data.<br>A version of the Minimalist Program is assume
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Li, Sau-fun Ocean, and 李秀芬. "The implementation of ICT in teaching English in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3040325x.

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張穎 and Wing Cheung. "Teaching Chinese language in Putonghua of a primary threeclass in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37650026.

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Chiang, Oi-kit Kezia, and 蔣愛潔. "Dictation in a local primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962865.

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Lin, Ke Ying Coco. "Exploring the relationship between metacognitive awareness and Macau young learners' English listening performance." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3954305.

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Li, Kit Shan Dorothy. "Introducing cooperative learning in the Hong Kong primary English classroom." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/383.

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Books on the topic "French language Study and teaching (Primary) Case studies"

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Khan, Nishat Ali. School-related stress: Regular and early French immersion programs. Dept. of Psychology, Carleton University, 1993.

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Lapkin, Sharon. Revitalizing core French: The Carleton case study. Modern Language Centre, Ontario Institute for Studies in Education, 1995.

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Lou, McCloskey Mary, Orr Janet, Dolitsky Marlene, and Teachers of English to Speakers of Other Languages., eds. Teaching English as a foreign language in primary school. Teachers of English to Speakers of Other Languages, Inc., 2006.

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Alison, Hurrell, Satchwell Peter, Hutcheon Margaret, and Centre for Information on Language Teaching and Research., eds. Reflections on modern languages in primary education: Six UK case studies. Centre for Information on Language Teaching and Research, 1996.

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Dyson, Anne Haas. Negotiating a permeable curriculum: On literacy, diversity, and the interplay of children's and teachers' worlds. National Council of Teachers of English, 1993.

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F, O'Flahavan John, Guthrie John T, and Educational Resources Information Center (U.S.), eds. The influence of embedded word-study instruction, social context, and motivation of children's independent reading and writing: A case study of 3 first-graders. National Reading Research Center, 1996.

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Newbold, David, and Peter Paschke. Accents and Pronunciation Attitudes of Italian University Students of Languages. Fondazione Università Ca’ Foscari, 2022. http://dx.doi.org/10.30687/978-88-6969-628-2.

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In recent years, endorsed by the updated (2018) version of the Common European Framework, intelligibility has replaced native-like pronunciation as a primary objective in foreign language teaching. But accent and pronunciation continue to be central issues for university students of languages. This volume presents the results of an investigation into the attitudes of some 370 first-year students at Ca’ Foscari University of Venice, the first such study in Italy, involving students of 13 languages, the principal ones being English, Spanish, French, German and Russian. The survey investigated th
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Niklas-Salminen, Aïno. Le bilinguisme chez l'enfant: Étude d'un cas de bilinguisme précoce simultané français-finnois. Publications de l'Université de Provence, 2011.

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Karelitz, Ellen Blackburn. The author's chair and beyond: Language and literacy in a primary classroom. Heinemann, 1993.

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Gagné, Antoinette. Curriculum and pedagogical change: A case study of the implementation of process writing in a suburban French immersion elementary school. University of Toronto, 1994.

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Book chapters on the topic "French language Study and teaching (Primary) Case studies"

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Nieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo, and Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.

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AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail st
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Nieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo, and Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.

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AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail st
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Slapac, Alina, and Sujin Kim. "Creating Culturally and Linguistically Responsive Classroom Communities in Early Childhood Language Immersion Schools." In Research Anthology on Culturally Responsive Teaching and Learning. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9026-3.ch003.

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This chapter examined the development of a classroom community through a case study of a kindergarten teacher in a Spanish language immersion school. Case study data includes observational field notes, classroom artifacts, informal conversations, and interviews with an immersion kindergarten classroom teacher. Additionally, interviews with the two administrators from the Spanish and French immersion schools (networking schools) were collected and analyzed to learn about their perspectives regarding culturally and linguistically responsive teaching practices and their commitment to encouraging
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Mamase, Zikhona, and Kealeboga Aiseng. "Public Health Communication and Language Policy at Rhodes University During the COVID-19 Pandemic." In Advances in Linguistics and Communication Studies. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-0624-6.ch009.

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The COVID-19 pandemic offered unprecedented obstacles to public health communication worldwide. Pandemic revealed disparities and significant gaps in access to public health information for those not proficient in English, potentially leading to the exclusion of indigenous language speakers and minority communities from issues of national interest, including vital COVID-19 updates. This chapter examines the case study of Rhodes University in the Eastern Cape, South Africa and explores the institution's language policies and practices during the pandemic. The institution grapples with linguisti
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Slapac, Alina, and Sujin Kim. "Creating Culturally and Linguistically Responsive Classroom Communities in Early Childhood Language Immersion Schools." In International Perspectives on Modern Developments in Early Childhood Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2503-6.ch005.

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This chapter examined the development of a classroom community through a case study of a kindergarten teacher in a Spanish language immersion school. Case study data includes observational field notes, classroom artifacts, informal conversations, and interviews with an immersion kindergarten classroom teacher. Additionally, interviews with the two administrators from the Spanish and French immersion schools (networking schools) were collected and analyzed to learn about their perspectives regarding culturally and linguistically responsive teaching practices and their commitment to encouraging
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Mohammad, Bushra, Turjana Supti, Mahmood Alzubaidi, et al. "The Pros and Cons of Using ChatGPT in Medical Education: A Scoping Review." In Studies in Health Technology and Informatics. IOS Press, 2023. http://dx.doi.org/10.3233/shti230580.

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This scoping review explores the advantages and disadvantages of using ChatGPT in medical education. We searched PubMed, Google Scholar, Medline, Scopus, and Science Direct to identify relevant studies. Two reviewers independently conducted study selection and data extraction, followed by a narrative synthesis. Out of 197 references, 25 studies met the eligibility criteria. The primary applications of ChatGPT in medical education include automated scoring, teaching assistance, personalized learning, research assistance, quick access to information, generating case scenarios and exam questions,
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Obari, Hiroyuki, Steven Lambacher, and Hisayo Kikuchi. "Exploring the impact of AI on EFL teaching in Japan." In Smart CALL: Personalization, Contextualization, & Socialization. Castledown Publishers, 2022. http://dx.doi.org/10.29140/9781914291012-6.

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This chapter focuses on utilizing artificial intelligence (AI) digital personal assistants (also known as smart speakers) as a tool to improve English language skills by introducing three case studies. AI smart speakers can be experienced efficiently and smoothly, enhancing the construction of broader learning environments and viewpoints (Kepuska &amp; Bohouta, 2018) and promoting the personalization, contextualization, and socialization of language learning. AI, mobile devices, and social media are the key components of the next generation of this novel wave of educational instruction. AI and
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Utami, Athifah, and Francisco Javier Palacios Hidalgo. "Teachers' Perceptions Towards Technology Integration Into Inclusive Early Childhood Education." In Research Anthology on Early Childhood Development and School Transition in the Digital Era. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7468-6.ch013.

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The use of technology in formal and informal education is anything but new. It is easy to find it being integrated into primary, secondary, and higher education, yet few studies discuss how it can enhance the teaching/learning process in early childhood education, especially in the case of students with special needs. This chapter aims to explore teachers' attitudes on technology integration into inclusive early childhood education. To do so, a case study is described using data collected through classroom observation of five English-language lessons, as well as surveys and interviews administ
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Utami, Athifah, and Francisco Javier Palacios Hidalgo. "Teachers' Perceptions Towards Technology Integration Into Inclusive Early Childhood Education." In International Perspectives on Modern Developments in Early Childhood Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2503-6.ch009.

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The use of technology in formal and informal education is anything but new. It is easy to find it being integrated into primary, secondary, and higher education, yet few studies discuss how it can enhance the teaching/learning process in early childhood education, especially in the case of students with special needs. This chapter aims to explore teachers' attitudes on technology integration into inclusive early childhood education. To do so, a case study is described using data collected through classroom observation of five English-language lessons, as well as surveys and interviews administ
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Tombolini, Annalisa. "Intercomprensione orale tra lingue romanze." In Studi e ricerche. Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-227-7/039.

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The intercomprehension (IC), a spontaneous faculty and a form of communication when each person uses his or her language and understand the language of the other, is also a didactic approach aiming to develop the comprehension competences in several languages of the same linguistic family. The European research focus has been mainly on the written intercomprehension skills and methodologies while the oral intercomprehension has been studied without being a priority objective. A shared oral IC didactic methodology doesn’t exist. Therefore our research-action aims at designing new teaching paths
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Conference papers on the topic "French language Study and teaching (Primary) Case studies"

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Hsin Lin, Pin. "A STUDY ON CROSS-CULTURAL COGNITIVE DIFFERENCES OF FRENCH MANDARIN LEARNERS FROM THE PERSPECTIVE OF CONCEPTUAL METAPHOR: A CASE STUDY OF "ANGER" AND "HAPPINESS"." In Paris International Conference on Teaching, Education & Learning, 7-8 January 2025. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.124125.

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This study examines the cross-cultural cognitive differences in metaphor comprehension among French native speakers who are learning Mandarin. Based on Conceptual Metaphor Theory by Lakoff and Johnson(1980), the research begins by collecting and organizing simile expressions with xiang structure related to "anger" and "happiness" using the SINICA Corpus (Academia Sinica Balanced Corpus of Modern Chinese). Subsequently, an analysis of the collected data is conducted, followed by the design of interview questions targeting French-speaking Chinese learners. The survey's primary objective is to as
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BENETTAYEB, Dr Assia. "TEACHING EFL TO PRIMARY SCHOOL PUPILS IN PRIVATE- SUPPLEMENTARY SESSIONS: WHAT AFTER UNIVERSITY DIDACTICS?" In I. International Century Congress for Social Sciences. Rimar Academy, 2024. http://dx.doi.org/10.47832/soci.con1-25.

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At the university level, English as a Foreign Language (EFL) students study didactics for one year as part of their ‘Licence Degree’ (equivalent to Bachelor Degree). During a two semesters of didactics studies they are supposed to deal with different approaches and methods of foreign language teaching including Grammar Translation Method (GTM), Direct Method (DM), Audio-Lingual Method (ALM), Communicative Language Learning (CLL) and Competency-Based Approach (CBA). However, no classroom practice or training in these approaches is offered to them, something that may impede them to acquaint the
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Maximova, Olga, and Tatiana Maykova. "SECOND FOREIGN LANGUAGE ACQUISITION: THE INFLUENCE OF STUDENTS’ FIRST FOREIGN LANGUAGE ON LEXICAL SKILLS DEVELOPMENT IN ENGLISH FOR SPECIAL PURPOSES." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/21.

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"Globalization and intercultural communication are stepping up the demands for modern specialists’ linguistic competencies. To provide successful professional communication, competitiveness and mobility, the graduates of higher education are to master two or more foreign languages. In this regard, it seems important to study the features of multilingual education, identify the difficulties that arise in multilingual teaching and outline the ways to overcome them. Although, there is a number of studies devoted to the impact of the native language on foreign language acquisition, the issue of le
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O'Toole, Jane, Monica Ward, Jacqueline Żammit, and Oneil Nathaniel Madden. "Designing, optimising and reflecting on CALL-informed technologies, pedagogies and practices: Case studies in Less Commonly Taught Languages (LCTL) and Endangered Languages (EL) contexts." In EuroCALL 2024: CALL for humanity. Universitat Politècnica de València, 2024. https://doi.org/10.4995/eurocall2024.2024.19075.

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This paper outlines the design, optimization and implementation of CALL-informed technologies, pedagogies, and practices in the context of Less Commonly Taught Languages (LCTL) and Endangered Languages (EL) by exploring four specific cases globally. CALL practice in LCTL and EL contexts is initially discussed concerning the theme of CALL for humanity. An overview of the role of technology more broadly in the LCTL context in supporting the multimodal teaching of LCTLs is subsequently outlined. The case studies are then introduced. The first case study investigates a participatory approach that
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Felea, Cristina, and Liana Stanca. "WIKI TOOLS IN TEACHING ENGLISH FOR ACADEMIC PURPOSES - IT AND LANGUAGE PROFICIENCY AS PREDICTORS OF ONLINE PARTICIPATION." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-265.

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The major societal changes brought about by the Internet, particularly in the past decade, have played an important role in the rethinking of the teaching/learning process and of students' and teachers' roles in higher education. The authors have been studying various aspects of a blended learning programme for studying English for Academic Purposes they have implemented at Babes-Bolyai University, the Faculty of Sociology and Social Work (2009-present). As a result of technology advance in all areas of life and its increasing presence in teenagers' life (by means of formal and informal educat
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Seile, Elza. "The Impact of Students’ Morphological Awareness: Systematic Literature Review." In 82nd International Scientific Conference of the University of Latvia. University of Latvia Press, 2024. http://dx.doi.org/10.22364/htqe.2024.26.

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In the Latvian education system and society, concerns are growing about students’ language competencies, including grammar. The relevance of these problems is also reflected in societal concerns about insufficient grammar skills and a lack of systematicity in the teaching content. Grammar is a system that includes word formation, morphology and syntax. Mastery of the grammatical systems of native languages is one of the most critical conditions for fully developing a child’s/scholar’s speech and mental abilities; however, it is essential to understand how precisely the comprehension of some re
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CARAMAN, Vlad. "Teaching the elements of Bildungsroman. "La Medeleni" by Ionel Teodoreanu (preadolescents)." In "Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v3.21-22-03-2024.p30-33.

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The article proposes an analysis of the Bildungsroman elements from the novel La Medeleni by Ionel Teodoreanu, at the stage of preadolescence. This work valorizes, as I have already stated, in a didactic plan, the theme of ages (childhood, preadolescence, adolescence, maturity, old age), of the human condition (life, death, happiness, failure, suffering), of the struggle (for justice, truth, good, freedom) etc. In the present case, we do not propose a detailed analysis of the novel, but we select crucial moments from the lives of the characters that constitute bridges between various stages of
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Cretu, Ioana, and Anca cristina Colibaba. "EQUAL CHANCES THROUGH UNEQUAL OPPORTUNITIES: FACILITATING LANGUAGE LEARNING AMONG STUDENTS IN MEDICINE, NURSING AND NUTRITION THROUGH ELEARNING." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-076.

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The paper explores the potential benefits of using Blended Learning (face-to-face and online) to teach languages to students at university level by analyzing the experience gained at “Gr. T. Popa” University of Medicine and Pharmacy Iasi in partnership with EuroEd Foundation Iasi, within the wider context summarized below. While many Romanian students today begin their bachelor studies with a relatively high level of competence in at least one foreign language (most commonly English), it is important to acknowledge that this is not always the case. In fact, students may feel at a disadvantage
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