Relevant bibliographies by topics / Language experience approach i

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

Academic literature on the topic 'Language experience approach i'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Language experience approach i"

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Lewis, Peggy. "Language Experience Approach for ESL Students." Adult Learning 1, no. 5 (February 1990): 27–29. http://dx.doi.org/10.1177/104515959000100511.

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Peterson, Susan K., Jack Scott, and Karen Sroka. "Using the Language Experience Approach with Precision." TEACHING Exceptional Children 22, no. 3 (March 1990): 28–31. http://dx.doi.org/10.1177/004005999002200306.

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Uswati, Tati Sri, and Itaristanti Itaristanti. "PENERAPAN LANGUAGE EXPERIENCE APPROACH DALAM PEMBELAJARAN KETERAMPILAN BERBICARA." Indonesian Language Education and Literature 2, no. 2 (July 5, 2017): 180. http://dx.doi.org/10.24235/ileal.v2i2.1377.

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McDougall, Jill. "Basal Readers In The Language Program." Aboriginal Child at School 22, no. 3 (October 1994): 24–27. http://dx.doi.org/10.1017/s0310582200005290.

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Most educationalists now acknowledge the pedagogical power of the Whole Language or Language Experience approach to the teaching of reading and other language skills. This approach is particularly valuable in remote Aboriginal schools where teaching resources can be made culturally relevant by centering learning around local and community driven experiences. Once a theme has been selected (usually around a personal or mediated experience such an excursion or other activity or a Big Book), the children are immersed in the oral and written language that arises from this experience. Activities may include creating a negotiated text, modelled writing, co-operative cloze and formulating a personal response to the experience. A thematic approach seeks to provide sufficient repetition of language structures and vocabulary for children to increase their fluency as readers and to generally expand their skills as language users.
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Koivistoinen, Hilkka, Leena Kuure, and Elina Tapio. "Appropriating a new language learning approach." Apples - Journal of Applied Language Studies 10, no. 2 (September 6, 2016): 105–17. http://dx.doi.org/10.17011/apples/urn.201612145091.

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The study focused on university students of English and their teachers appropriating an ecological perspective into language learning and teaching during a university course. The course involved designing and putting into practice an online language project for school children in Finland and Spain. The task was expected to pose challenges as the university students had no experience of the pedagogic approach applied. Two video-recorded wrap-up discussions and the students’ final reports were selected from the data resource for closer analysis. The qualitative analysis showed how the new/ecological approach was resemiotised through multimodal (inter)actions between the participants. Experiences of complexity were collaboratively negotiated through the metaphor of ‘chaos’, first as problematic, then normalised and even a desired part of language teaching. The study bears implications for language teacher education shedding light on changing understandings for pedagogical thinking.
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Vyushkina, Elena Grigorievna. "CLIL Approach to Legal English Courses: Analysis of Practice and Experience." Sustainable Multilingualism 10, no. 1 (May 1, 2017): 136–49. http://dx.doi.org/10.1515/sm-2017-0007.

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Summary The EU consistent policy on languages promotes new language teaching methods and encourages pedagogical experiments at all levels of education, Content and Language Integrated Learning (CLIL) being one of language education innovations. Over the past twenty years CLIL proved to be an effective method in foreign language acquisition and there is considerable evidence of successful CLIL implementation in secondary schools in many European countries. Speaking about foreign languages in higher education, it is necessary to note that abbreviation EMI – English as a Medium of Instruction – is mentioned much more often than CLIL. One of the reasons for lower CLIL implementation at a tertiary level is the complexity of subject contents taught at universities. Furthermore, if a student’s major is law, the issue becomes more challenging because of the differences in common law and civil law systems. However, one of lawyer’s professional competences directly connected with language learning is a communicative competence. Such spheres of lawyer’s activity as client counseling, negotiation, and mediation rely heavily on listening, paraphrasing, reframing, summarising, and skills of question formation regardless of what legal system a lawyer belongs to. These so-called soft skills can be developed within a foreign language course but it seems more rational to master them through a professional medium. Therefore, law teachers should be engaged in designing a substantive part of course materials, while language teachers are to be in charge of communicative competence development. The present study aims at analyzing the practice and experience in designing and implementing an original optional course “Client Consultation in English”. This course can serve as an illustration of a CLIL Legal English course and its structure can be used as an example to follow while designing similar courses.
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Połowniak-Wawrzonek, Dorota. "Metaphor in Cognitive Approach." Respectus Philologicus 26, no. 31 (October 25, 2014): 166–76. http://dx.doi.org/10.15388/respectus.2014.26.31.13.

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The article presents issues relevant to the cognitive theory of metaphor developed by G. Lakoff and M. Johnson. The researchers suggest that metaphors are common. They are rooted in the experience, important in the perception of the world, thinking, acting, as revealed in the language. The metaphor of language is a reflection of a conceptual metaphor. Lakoff and Johnson point out that the metaphor of language occurs in the texts of various types, from the colloquial language to the specialist language. A metaphor carries out two important functions: explaining and facilitating understanding. It enables a partial understanding of some kind of experience in terms of another type of beings and experiences. Some issues such as the concept of love, metaphysical issues, become possible to understand only through metaphor. Thus, the thesis, which treats about necessity of metaphor, is significant. In the process of metaphorical cognition, there is a projection, which takes the source domain to the target domain. A thesis about invariant is important here. Metaphorical mapping is partial. At the root metaphor is structural similarity between domains or their correlations in our experience. Conceptual metaphors can create complex structural relationships. In the case of metaphor the thesis of one-way metaphorical mappings is as important as the thesis about her creative potential. Prominent semantics of conceptual metaphor cannot give full meaning in the literal paraphrase. Among the conceptual metaphors structural metaphors, orientation and ontological metaphors are characterized.
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López, Belem G., Esteffania Lezama, and Dagoberto Heredia. "Language Brokering Experience Affects Feelings Toward Bilingualism, Language Knowledge, Use, and Practices: A Qualitative Approach." Hispanic Journal of Behavioral Sciences 41, no. 4 (October 14, 2019): 481–503. http://dx.doi.org/10.1177/0739986319879641.

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Language brokering refers to the global practice whereby children in immigrant communities are called upon by family members to serve as linguistic and cultural intermediaries by translating and interpreting. Past research has examined the effects of brokering on parent-child relationships, mental health, and substance abuse and feelings toward brokering. A lesser-studied area is brokering effects on bilingualism, language maintenance, and cognition. This study examined how brokers perceive their own feelings toward their brokering, bilingualism, language, and problem-solving abilities through a series of semistructured interviews with Latinx college students. Language brokers reported both positive and negative experiences in addition to viewing language brokering as important for maintaining their first language and bilingualism. Language brokers also identified ways in which brokering experience enhanced their problem-solving abilities. These findings extend prior research by suggesting that brokering is an experience, which operates across cultural and linguistic domains. Implications for research and practice are discussed.
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Rose, David. "A Systemic Functional Approach to Language Evolution." Cambridge Archaeological Journal 16, no. 1 (January 26, 2006): 73–96. http://dx.doi.org/10.1017/s0959774306000059.

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An approach to interpreting possible steps in language evolution is offered here from systemic functional linguistic (SFL) theory. SFL models language at three levels from sounds to wordings to complex patterns of social discourse. Typological studies in this framework have shown striking commonalities at each level across languages, that are not yet adequately accounted for by existing models of language phylogenesis. Four conditions are suggested for developing explanatory models that may account for these linguistic phenomena. These include (a) a mechanism for reproducing complex cultural behaviours intergenerationally over extended time, (b) a sequence by which articulated wordings could evolve from non-linguistic primate communication, (c) extension of the functions of wording from enacting interpersonal interactions to representing speakers' experience, and (d) the emergence of complex patterns of discourse for delicately negotiating social relations, and for construing experience in genres such as narrative. These conditions are explored, and some possible steps in language evolution are suggested, that may be correlated with both linguistic research and archaeological models of cultural phases in human evolution. The aims of the article are to offer some useful tools to the field of language evolution, at the same time as indicating potential interpretations of existing work, using insights from SFL research.
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Shepherd, Terry R., and Beth Arthur. "Experience Language: an Autistic Case Example." Academic Therapy 21, no. 5 (May 1986): 605–13. http://dx.doi.org/10.1177/105345128602100516.

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Dissertations / Theses on the topic "Language experience approach i"

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Meyers, Robert H. "Moving into whole language practices." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/714.

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Pietsch, Susan. "Reaction and action: A study of progress into whole language." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/964.

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Arvin, Rosanne. "Application of the Language Experience Approach for Secondary Level Students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/297.

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This study was conducted to determine the effectiveness of the language experience approach (LEA) for teaching reading and writing skills to functionally illiterate high school students who were identified as learning disabled. Twenty-one 9th-grade students ages fifteen to sixteen participated. The students were divided into a control group and an experimental group. The control group was instructed through the use of a commercial reading kit, Reader's Workshop I (1974). The experimental group received instruction using the LEA which uses student written material to generate reading skill activities. To verify effectiveness of the LEA, pre- and posttests of the Stanford Diagnostic Reading Test (1976), or SDRT, brown level, forms A and B and the Sentence Writing Strategy Pretest (1985), or SWSP, were administered to both the control and experimental groups. The results on the subtests of the SDRT indicated no significant gains or losses of reading skill ability for either group. The SWSP though, indicated a significant gain in sentence writing ability of 29 percentage points for the experimental group while the control group lost 11 percentage points. It is therefore evident that the language experience approach can be successful for teaching reading and writing skills to functionally illiterate high school students because it integrates reading and writing rather than providing detached skill instruction.
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Miller, Frank J. (Franklin Joe) 1943. "Usage of Whole-Language Instruction in Elementary-School Classrooms: a Case Study." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278860/.

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This qualitative research study examined the usage of whole-language instruction in the classrooms of four self-professed whole-language teachers. Data were collected from the following sources: classroom observations; interviews with the teachers and their principals; and a study of lesson plans, student work, textbooks, and curriculum guides. The following conclusions were drawn from the study. The teachers' pre-existing philosophical views regarding language instruction influenced the effectiveness with which they implemented whole-language instruction more than any other single factor. These philosophical bases also determined, to a large extent, the kinds of whole-language practices and strategies the teachers used in their instruction. The skills-oriented teachers most often stated that they used whole-language instruction in order to review or reinforce skills. The more holistic teachers most often stressed language development, language appreciation, and self expression. The data collected in this study led to the conclusion that teachers must become knowledgeable of whole-language principles and make a personal commitment to the whole-language philosophy in order to develop integrated, coherent whole-language instructional programs. The data also led the researcher to conclude that assessment of whole-language instruction was an area of ambiguity and uncertainty for the teachers involved in the study. The following recommendations were made from the study. Teachers should make conscious efforts to become cognizant of their basic philosophies and beliefs regarding how children learn and develop. Teachers should then ensure that their practices are consistent with their beliefs. Increased emphasis should be placed on developing appropriate means for assessing the effectiveness of whole-language instruction. School districts should provide adequate in-service opportunities and support services and receive the commitment of the teachers before initiating district-wide whole-language programs. Further research should be conducted on how teachers are affected when they are required to teach in ways which are inconsistent with their basic philosophies and/or teaching styles.
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Fiorindo, Marcia Ann Musket. "How to transition from a traditional classroom to a whole language classroom by implementing a fourth grade social studies-language arts unit that meets the needs of all students." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/896.

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Dodd, Kathleen Muriel. "Writing workshop in a whole language classroom: Effects on reading comprehension, written language, and writing skills." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1005.

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Wright, Marilyn Joyce. "Word processing and the language experience approach in the first-grade classroom." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3088.

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The purpose of this study was to determine the efficacy of the use of microcomputers together with the Language Experience Approach in first-grade classrooms for the teaching of writing. Sample and procedure. The research program involved 111 children from four first-grade classrooms which were chosen on the basis of equivalent socio-economic levels and academic achievement. Three methods of teaching writing were studied: a computer program for word processing, the Language Experience Recorder (LER), concurrent with the Language Experience Approach; the Language Experience Approach (LEA) without computers; and the Basal approach generally used by teachers of the basal reader. Two classrooms were taught with LER, one with LEA and one with Basal. Ten compositions were collected from each child over a period of time from March, 1987 to June, 1987. The first two were evaluated as pretest stories, the last two were evaluated as post-test stories. Four evaluative measures were used to analyze the children's progress: the standardized measure Comprehensive Tests of Basic Skills (CTBS); two computer programs, LER and PC-Style; and a checklist designed by the research. An initial statistical measure, analysis of variance (ANOVA), was used to determine comparability of the groups. An analysis of covariance (ANCOVA) was used to determine significance between scores obtained by the three groups, and independent t tests were used to determine gains within the groups. Ten hypotheses dealt with such components of writing as story length, specific vocabulary use, work length, meaning units, use of compound and complex sentences, unification, and percent of personal words, and with growth in reading and language ability. Results. While all groups gained in writing proficiency, the LEA group made the most gains, scoring high in number of words, meaning units, use of compound and complex sentences, unification, and on the language section of the CTBS. The Basal group scored high on specific vocabulary, average word length and reading on the CTBS. The LER group scored high in use of personal words. The rank order of each group for each measure was relatively stable for the duration of the project. Because length of time spent in writing in individual classrooms and consistency of editing assistance were not controlled, the results of scores between groups were not comparable. However, gains within groups provided significant data and revealed growth in all groups on a majority of the components tested. One-to-one editing sessions with the classroom teacher may have had the greatest influence on first-grade writers. The consistency of one editor with expertise in positive criticism appeared to result in longer, richer and more cohesive compositions. The computer was found to be a valid instrument for teaching writing in first grade, as well as for increasing interest in writing and enhancing children's self-esteem.
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Schwinn, Sandra Jean. "Early reading success: Parents make a difference." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1035.

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Carrigan, Anthony. "Using the language experience approach to introduce reading and writing to first and second language grade one school children." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26792.

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This study provides empirical research on the Language Experience Approach (LEA) to introducing the reading and writing process to beginner, First Language (L1) and Second Language (L2) readers. This is a worthwhile area of current research because LEA is a precursor to Whole Language. In the province of British Columbia, Whole Language is quickly becoming a very popular reading program. Whole Language incorporates a great deal of LEA in theory and in practice. Yet, while many researchers and educators have praised LEA and Whole Language in general, with particular value for L2 students, little empirical research on LEA exists. This study attempts to provide some of this necessary empirical research. An experiment was designed with an independent variable and several dependent variables. The independent variable consisted of one treatment using LEA and another treatment not using LEA. The dependent variables measured growth in reading and writing ability, growth in reading interest, and growth in ESL acquisition. Three Grade One classrooms were involved. Two used a popular, basal reader program and the other used LEA. Fifty percent or more of the students in the three classes were L2 students. Five research hypotheses were formulated. They were: (a) reading ability In the experimental group (LEA) would be greater than in the control group (basal readers), (b) creative writing ability in the experimental group would be greater than in the control group, (c) reading interest in the experimental group would be greater than in the control group, (d) Second Language acquisition would be greater with the L2 students in the experimental group than with those in the control group and, (e) L2 students in the experimental group would perform better in reading and writing ability and would have a greater increase in reading than their L2 peers in the control group. The experiment ran for seven months. During the course of the experiment, a formal checklist was used, in periodic visits to the classrooms, to ensure the experimental group was using LEA and the control group was not. Pretests were given in readiness, ESL ability, skill in independent writing, and in attitude towards reading. Posttests were given in vocabulary growth, reading comprehension, ESL ability, skill in independent writing, and attitude towards reading. The research hypotheses were designed in the experiment as five null hypotheses. Rejection of these null hypotheses occurred if p < .05. ANCOVA were used as tests of significance. Of the five null hypotheses, only the one for reading ability was rejected. There were significant differences in reading ability between the LEA and basal reader groups. The scores on the reading posttests favored the subjects using the basal readers. There were no significant differences in writing ability, reading interest, and L2 acquisition between the two groups and between the L2 subjects in the two groups. The results indicate more empirical research is urgently required. Before Whole Language, similar in philosophy and technique to LEA, is hastily adopted in British Columbia as the next, major Language Arts program, more empirical research is needed to determine whether or not Whole Language is in fact, a superior program.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Long, Emily S. Baer G. Thomas. "The effects of an integrated language arts curriculum on the writing improvement of first grade students." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101118.

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Thesis (Ed. D.)--Illinois State University, 1990.
Title from title page screen, viewed November 8, 2005. Dissertation Committee: G. Thomas Baer (chair), Ronald Halinski, Jeanne Morris, David Tucker. Includes bibliographical references (leaves 66-70) and abstract. Also available in print.
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Books on the topic "Language experience approach i"

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Yeager, David Clark. The whole language companion. Glenview, IL: Scott Foresman and Company, 1991.

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Cochrane, Orin. Whole language evaluation for classrooms. Bothell, Wash: Wright Group, 1992.

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Froese, Victor. A language approach to reading. Scarborough, ON: Nelson Canada, 1991.

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Whole-language reading: A comprehensive teaching guide. Lancaster, Pa: Technomic Pub. Co., 1993.

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Polette, Nancy. Whole language in action: Teaching with children's literature. O'Fallon, MO: Book Lures, 1990.

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Rosmann, Muriel. Reading and writing: The creative whole language process. Phoenix: Rosmann Pub. House, 1988.

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Rosmann, Muriel. Reading and writing: The creative whole language process. Phoenix: Rosmann Pub. House, 1988.

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Brown, Hazel. Inside whole language: A classroom view. Rozelle, NSW, Australia: Primary English Teaching Association, 1991.

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Samalone, Everett Rebecca, ed. Activities for teaching using the whole language approach. Springfield, Ill., U.S.A: C.C. Thomas Publisher, 1990.

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Sharp, Quality Quinn. Evaluation: Whole language checklists for evaluating your children for grades K to 6. New York: Scholastic, Inc., 1989.

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Book chapters on the topic "Language experience approach i"

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Kremer, Joanna, and Kristine Horner. "Eng flott Diskriminatioun?: Language and Citizenship Policy in Luxembourg as Experience." In Discursive Approaches to Language Policy, 159–81. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-53134-6_7.

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Kulkarni, Vinay, Souvik Barat, and Uday Ramteerthkar. "Early Experience with Agile Methodology in a Model-Driven Approach." In Model Driven Engineering Languages and Systems, 578–90. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24485-8_42.

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Neuner, Gerhard. "The Role of Experience in a Content- and Comprehension-Oriented Approach to Learning a Foreign Language." In Vocabulary and Applied Linguistics, 156–66. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-12396-4_15.

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Corrêa Ferreira, Luciane, and Desirée de Almeida Oliveira. "How learners of Portuguese as an additional language talk about their experience from a cognitive perspective." In Linguistic Approaches to Portuguese as an Additional Language, 149–64. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/ihll.24.06fer.

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Doyle, Julie, Aaron Quigley, Paddy Nixon, and Brian Caulfield. "Towards a Pattern Language Approach to Sharing Experiences in Healthcare Technology Evaluations." In HCI in Work and Learning, Life and Leisure, 124–37. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16607-5_8.

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Kokko, Heikki. "Temporalization of Experiencing: First-Hand Experience of the Nation in Mid-Nineteenth Century Finland." In Palgrave Studies in the History of Experience, 109–33. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69882-9_5.

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AbstractKokko tests and develops further Benedict Anderson’s thesis about “imagined communities” through analyzing the experiential change that the emerging of first-hand experience of the nation required at the individual level. The analysis of readers’ letters published in the Finnish-language press provides a rare history-from-below approach to the emerging experience of the nation. Besides focusing on the mid-1800s’ Finnish grass roots experience of the nation, the chapter draws attention to the form of belonging which existed prior to it. ‘Temporalization of Experiencing’ presents the first-hand experience of the nation as a social phenomenon. The chapter indicates that the absorbing of the experience of the nation was based on a transformation in the structures of experiencing that was linked to the modernization process.
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Shivkumar, Bhargav, Enrique Naudon, and Lukasz Ziarek. "Putting Gradual Types to Work." In Practical Aspects of Declarative Languages, 54–70. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67438-0_4.

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AbstractIn this paper, we describe our experience incorporating gradual types in a statically typed functional language with Hindley-Milner style type inference. Where most gradually typed systems aim to improve static checking in a dynamically typed language, we approach it from the opposite perspective and promote dynamic checking in a statically typed language. Our approach provides a glimpse into how languages like SML and OCaml might handle gradual typing. We discuss our implementation and challenges faced—specifically how gradual typing rules apply to our representation of composite and recursive types. We review the various implementations that add dynamic typing to a statically typed language in order to highlight the different ways of mixing static and dynamic typing and examine possible inspirations while maintaining the gradual nature of our type system. This paper also discusses our motivation for adding gradual types to our language, and the practical benefits of doing so in our industrial setting.
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Björnsson, Julius K. "Teaching Culturally Diverse Student Groups in the Nordic Countries—What Can the TALIS 2018 Data Tell Us?" In Equity, Equality and Diversity in the Nordic Model of Education, 75–97. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_4.

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AbstractAlmost all Nordic classrooms have some or a considerable number of students with a native language different from the language of instruction. Therefore, most Nordic teachers have to address the issues this setting imposes on them. The chapter is concerned with teachers’ attitudes and experiences of teaching in a multicultural setting—that is, variations in their perceived self-efficacy in multicultural classrooms. The TALIS study is used to explore these effects and relate teacher experiences with the issues of equity and diversity. Our analysis includes all five Nordic countries. A linear regression approach was used, taking into account the multi-stage sampling in TALIS. The results indicate that general self-efficacy in teaching and not specific multicultural knowledge or experience has the most significant influence on the experienced ability to handle a multicultural setting. This is a somewhat surprising, albeit reassuring, result, as it indicates that a good and trustworthy teacher education and functional general teacher competencies are the most essential ingredients in adequately handling a multicultural classroom.
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"Language Experience Approach (LEA)." In The ELL Teacher's Toolbox, 87–90. San Francisco: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119428701.ch8.

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Inkpin, Andrew. "Introduction: A Phenomenological Approach to Language." In Disclosing the World. The MIT Press, 2016. http://dx.doi.org/10.7551/mitpress/9780262033916.003.0001.

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A brief sketch of certain kinds of experience in which language is used in practical contexts and in forming thoughts is used to motivate the question of what role language plays in revealing or ‘disclosing’ the world to us in an articulate manner. Having suggested that answering this question requires an approach that is minimally phenomenological, defined by the aim of accurately describing speakers’ experience of language, the chapter considers what this commitment implies for a conception of language and how minimalist phenomenology relates to historical precedents in the phenomenological tradition inaugurated by Husserl. The chapter concludes by outlining the book’s overall argument, showing how three principal authors (Heidegger, Merleau-Ponty and Wittgenstein (are brought together in the following chapters to yield a phenomenological view of language’s role in world disclosure.
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Conference papers on the topic "Language experience approach i"

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Zulkifli, Nian Masna Evawati, and Koryati. "Language Experience Approach in Teaching Reading Comprehension to the Engineering Students." In 3rd Forum in Research, Science, and Technology (FIRST 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200407.025.

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Naderi, Babak, Salar Mohtaj, Karan Karan, and Sebastian Moller. "Automated Text Readability Assessment for German Language: A Quality of Experience Approach." In 2019 Eleventh International Conference on Quality of Multimedia Experience (QoMEX). IEEE, 2019. http://dx.doi.org/10.1109/qomex.2019.8743194.

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Sonina, Snejina, and Sylvia Mittler. "Business French and Translation in the Era of Google Translate: Variations on the Action-based Approach in Language Courses." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8009.

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In this article we outline our practices for the inclusion of electronic translation devices in specialized French language courses and reflect upon the changing landscape of language teaching. We describe how the use of Google Translate can increase students' awareness of linguistic, stylistic, and cultural differences in our culturally and linguistically diverse clasrooms. Although we characterize our didactic approach as action based, we differenciate our use of this approach from its common use in general language courses and point out the usefulness of intellectualizing it based on our use of Google Translate in work-place-oriented courses. Furthermore, we use our experience with action based approaches and translation devices to answer the following questions: why are students still learning languages; what are the language skills that they are interested in; and what is the role of a teacher in this new world of quasi-magic linguistic tools.
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Diaz Redondo, Rebeca P., Manuel Caeiro Rodriguez, Soledad Torres-Guijarro, Iria Vazquez Silva, and Mario Manso Vazquez. "A Micro Learning Approach Based on a Telegram Bot: a Gender-Inclusive Language Experience." In 2021 10th Mediterranean Conference on Embedded Computing (MECO). IEEE, 2021. http://dx.doi.org/10.1109/meco52532.2021.9460187.

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Siegel, Melanie, Dorothee Beermann, and Lars Hellan. "Aspects of Linguistic Complexity: A German – Norwegian Approach to the Creation of Resources for Easy-To-Understand Language." In 2019 Eleventh International Conference on Quality of Multimedia Experience (QoMEX). IEEE, 2019. http://dx.doi.org/10.1109/qomex.2019.8743173.

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Saifeeva, K. "Multisensory approach in teaching Russian as a foreign language. Application experience with Serbian and Chinese students." In Russian cultural space: language – mentality – understanding. XX International scientific and practical conference. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1468.rcs_xx-2019/271-276.

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Yagubova, A. S. "Linguocultural Approach As Modern Experience In Learning Foreign Languages." In SCTCGM 2018 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.03.02.214.

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Haynes, Christopher T. "Experience with an analytic approach to teaching programming languages." In the twenty-ninth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/273133.274328.

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Levy, Ray. "VISIAGORA BY CLL LANGUAGE CENTRES: AN INNOVATIVE DISTANCE LEARNING EXPERIENCE AND PEDAGOGICAL APPROACH IN A VIRTUAL CLASSROOM." In 15th International Conference on Mobile Learning 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/ml2019_201903s001.

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Rakhimbirdieva, Ilmira, Gouzel Khaimova, and Irina Kurmaeva. "COMPETENCE APPROACH IN TEACHING OF A FOREIGN LANGUAGE IN RUSSIAN UNIVERSITIES IN COMPARISON WITH THE EUROPEAN EXPERIENCE." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0824.

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Reports on the topic "Language experience approach i"

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Lu, Catherine. Teaching language to hearing impaired children who have had no previous language experience. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1329.

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Hacioglu, Kadri, and Wayne Ward. On Combining Language Models: Oracle Approach. Fort Belvoir, VA: Defense Technical Information Center, January 2001. http://dx.doi.org/10.21236/ada460991.

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Seybold, Patricia. How to Approach Customer Experience Management. Boston, MA: Patricia Seybold Group, November 2005. http://dx.doi.org/10.1571/me11-23-05cc.

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Newcomer, Joseph M. IDL (Interface Description Language): Past Experience and New Ideas. Fort Belvoir, VA: Defense Technical Information Center, July 1986. http://dx.doi.org/10.21236/ada182022.

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Shen, Wade, Jennifer Williams, Tamas Marius, and Elizabeth Salesky. A Language-Independent Approach to Automatic Text Difficulty Assessment for Second-Language Learners. Fort Belvoir, VA: Defense Technical Information Center, August 2013. http://dx.doi.org/10.21236/ada595522.

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Rosenfeld, Ronald. A Hybrid Approach to Adaptive Statistical Language Modeling. Fort Belvoir, VA: Defense Technical Information Center, January 1994. http://dx.doi.org/10.21236/ada458711.

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Brock, Derek P. A Language Use Approach to Human-Computer Interaction. Fort Belvoir, VA: Defense Technical Information Center, January 2001. http://dx.doi.org/10.21236/ada389099.

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Skalka, Christian. A Language-Based Approach To Wireless Sensor Network Security. Fort Belvoir, VA: Defense Technical Information Center, March 2014. http://dx.doi.org/10.21236/ada597308.

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Fontanari, Jose F. From Cognition To Language: The Modeling Field Theory Approach. Fort Belvoir, VA: Defense Technical Information Center, October 2006. http://dx.doi.org/10.21236/ada464277.

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Bierhoff, Kevin, Matthew Kehrt, Sangjin Han, Darpan Saini, Majid Al-Meshari, and Jonathan Aldrich. A Language-based Approach to Specification and Enforcement of Architectural Protocols. Fort Belvoir, VA: Defense Technical Information Center, March 2010. http://dx.doi.org/10.21236/ada522557.

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