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Journal articles on the topic 'Language taught'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Votruba, Martin. "Herder and Modernity: From Lesser-Taught Languages to Lesser-Taught Cultures." East/West: Journal of Ukrainian Studies 4, no. 1 (2017): 95. http://dx.doi.org/10.21226/t2zp4f.

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The typical North American curriculum of a lesser-taught Slavic language implicitly relies on the legacy of Johann Gottfried von Herder’s interpretation that language in and of itself contains national (ethnic) culture. At the same time, enrolments are dwindling even in courses in the most commonly taught Slavic languages. Millennials’ understandable focus on the practicality of the courses they take make it unlikely for the lesser-taught languages to survive the slump. On the other hand, foreign culture courses are appearing to hold their ground more successfully. Slavic departments may recon

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Horowitz, Rosalind. "Can Language Be Taught?" Contemporary Psychology: A Journal of Reviews 38, no. 2 (1993): 143–44. http://dx.doi.org/10.1037/033023.

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Dalgish, Gerard M. "CALL for Uncommonly Taught African Languages: Computer Characterizations." CALICO Journal 4, no. 1 (2013): 27–38. http://dx.doi.org/10.1558/cj.v4i1.27-38.

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The field of African language CALL is expanding rapidly as part of the general trend toward foreign language CALL. Yet the assumptions and needs of the learner in such instruction are quite different from that of the more commonly taught languages. African language instruction may not always be classroom-oriented: texts are seldom available for most of the uncommonly taught languages, and a native speaker as consultant may or may not have training in foreign language instruction. These factors have led to the need for self-standing, computer-driven instruction for these languages. This paper w

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Brown, Alan V. "Less Commonly Taught Language and Commonly Taught Language Students: A Demographic and Academic Comparison." Foreign Language Annals 42, no. 3 (2009): 405–23. http://dx.doi.org/10.1111/j.1944-9720.2009.01036.x.

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Vela, Jualim D. "Primary Science Teaching to Bicolano Students: In Bicol, English or Filipino?" International Journal of Evaluation and Research in Education (IJERE) 4, no. 1 (2015): 8. http://dx.doi.org/10.11591/ijere.v4i1.4486.

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<p>This study aimed to determine the effects of using the local and mother languages on primary students’ academic performance in science, which is officially taught in English. Using the official language, English, and the two local languages- Filipino, the national and official language, and Bicol, the mother language of the respondents- science lessons were developed and administered to three randomly grouped students. After each science lesson, the researcher administered tests in three languages to the three groups of students to determine their comprehension of science lessons in t

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Preradović, Nives Mikelić, Kristina Posavec, and Danijela Unić. "Corpus-Supported Foreign Language Teaching of Less Commonly Taught Languages." International Journal of Instruction 12, no. 4 (2019): 335–52. http://dx.doi.org/10.29333/iji.2019.12422a.

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&NA;. "A First Language Taught and Learned." Topics in Language Disorders 12, no. 4 (1992): 88–90. http://dx.doi.org/10.1097/00011363-199208000-00010.

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Norel, Mariana. "NEW PERSPECTIVES IN LEARNING ROMANIAN LANGUAGE IN SCHOOLS AND SECTIONS TAUGHT IN HUNGARIAN LANGUAGE." Journal Plus Education 18, no. 2/2017 (2017): 280–87. http://dx.doi.org/10.24250/jpe/2/2017/mn.

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Brecht, Richard D. "REACTION:Less Commonly Taught & Commonly Taught Languages: Commonalities & Differences." Foreign Language Annals 24, no. 2 (1991): 151–53. http://dx.doi.org/10.1111/j.1944-9720.1991.tb00457.x.

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Marques, Pedro. "A Widely Spoken Lesser-Taught Language: Portuguese in British Higher Education." Revista de Estudos Anglo-Portugueses/Journal of Anglo-Portuguese Studies, no. 27 (2019): 383–401. http://dx.doi.org/10.34134/reap.1991.208.2712.

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This paper sets out to investigate the state of play of Portuguese language education in British Higher Education. Drawing on the cues provided by Portuguese studies lecturer Rhian Atkin in a 2016 talk, I bring together existing data on Portuguese language education in the UK, and promotional and academic discourses on what the Portuguese language is to argue that there is a gap between the fact that Portuguese is one of the most widely spoken languages and its relatively peripheral position in the economy of world languages. This perception gap prevents the development of policies grounded on

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Begmatov, Quvonchbek Muxtarovich. "FORMATION OF PROFESSIONAL COMPETENCIES OF TEACHERS IN A SECOND FOREIGN LANGUAGE IN PHILOLOGICAL HIGHER EDUCATIONAL INSTITUTIONS." Innovations in pedagogy and psychology 5, no. 5 (2022): 5. https://doi.org/10.5281/zenodo.7113622.

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this article will cover the demand for the study of the language taught as a second language in higher educational institutions where foreign languages are taught, the use of modern ped-technologies, innovative techniques required by teachers, and the constant work of a teacher on himself, and other similar topics

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Winke, Paula, Senta Goertler, and Grace L. Amuzie. "Commonly taught and less commonly taught language learners: are they equally prepared for CALL and online language learning?" Computer Assisted Language Learning 23, no. 3 (2010): 199–219. http://dx.doi.org/10.1080/09588221.2010.486576.

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Gale, Mary-Anne. "Rekindling warm embers." Australian Review of Applied Linguistics 34, no. 3 (2011): 280–96. http://dx.doi.org/10.1075/aral.34.3.02gal.

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This paper reviews the teaching of Aboriginal languages in the tertiary sector of Australia, looking at the stronger languages taught in the university sector versus those languages under revival that tend to be taught in the TAFE sector. The paper summarises the status of courses offered state by state, and sets the scene with some historical background. The metaphor of ‘rekindling warm embers’ is used to describe revival programs, with a focus on the Ngarrindjeri experience in South Australia. The point is made that language teaching programs require the involvement and support of Elders, wh

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Hamad, Abdullah Ashraf, and Basma Ehab Amer. "Should Medicine be Taught in Leading Medical Languages or the Mother Tongue?" Current Medical Issues 22, no. 2 (2024): 110–13. http://dx.doi.org/10.4103/cmi.cmi_123_23.

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Abstract In non-English speaking developing countries, several debates have arisen over choosing the language of instruction in medical education, whether it should be one of the leading medical languages, such as English, or the mother tongue. In this article, we discuss this debate and provide a brief review of the pedagogical evidence supporting the superiority of the mother tongue as a language of instruction. We also highlight the academic challenges associated with second-language-based medical education and emphasize the impact of language of instruction on the doctor–patient relationsh

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Turaeva, Shoira Muxtarovna. "LANGUAGE, LEARNING AND TEACHING." DEVELOPMENT AND INNOVATIONS IN SCIENCE, no. 1 (January 12, 2022): 1–4. https://doi.org/10.5281/zenodo.5840827.

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Language teaching and learning programs provide students the opportunity to discover how languages are learned and how they may be most-effectively taught. These programs allow students to consider questions including the subsequent: What theoretical troubles underline the teaching and studying of language?

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Muluh Nkwetisama, Carlous. "Rethinking and Reconfiguring English Language Education: Averting Linguistic Genocide in Cameroon." International Journal of Applied Linguistics and English Literature 6, no. 6 (2017): 106. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.6p.106.

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The over 285 indigenous languages of Cameroon may be crushed by the English language. To ensure a sustainable linguistic ecological balance whose peace is undoubtedly threatened by the global imperialistic terrors of English colonialism, an overhaul of ELT practitioners is needed. The English language is taught and learned in Cameroon against a conflictual linguistic platform of French (the other official language of questionable equal status as English), Pidgin English and over 285 indigenous languages. Of these local languages, just about 40 are currently being used (taught) in education at

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Zakirova, Zulkhumor Zairjonovna. "THE EFFECTIVENESS OF CONTENT BASED INSTRUCTION IN EFL CONTEXTS." Educational Research in Universal Sciences 2, no. 5 (2023): 112–14. https://doi.org/10.5281/zenodo.8033920.

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Content-Based Instruction (CBI) is a context where language and content are taught simultaneously. It is closely linked with the cognitive approach to teaching  foreign languages as the  language is taught through meaning or in a meaningful context. The current article investigates the definitions of CBI provided by different authors. In addition, it discusses the features of this approach as well as its benefits in EFL classroom settings.

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Kyi, Chan Nyein. "A Study on Prepositions in English and their Equivalents in Myanmar." Bago University Research Journal Vol. 8, No. 1, no. 2018 (2018): 20–32. https://doi.org/10.5281/zenodo.3918052.

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In Myanmar, English is the main foreign language used for international communication and taught in both Basic and Higher Education. So Myanmar learners must be proficient in using the English language. Having sound knowledge of English grammar is the important language skill and thus, English grammar is taught in all schools in Myanmar. In studying a foreign language, English, it is necessary to compare and contrast it with the mother tongue, Myanmar. Apparently, there are similarities as well as differences between two languages – Myanmar and English. Although English preposition is th

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Bakhromova, Gulmira Ahmadjonovna. "COMMUNICATIVE APPROACH IN TEACHING ENGLISH LANGUAGE." Journal of Academic Research and Trends in Educational Sciences 1, no. 7 (2022): 178–81. https://doi.org/10.5281/zenodo.6635955.

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The old ways of teaching language were seen to be ineffective. It was stated that their methods were ineffective in teaching students to communicate because contexts were lost. Even without acceptable social standards, gestures, or expressions, the pupils were not learning enough realistic, entire language4, because traditional practices did include such information5. In conclusion, it is strongly urged that context be included in language training. As a result, proponents of CLT argue that teaching language should focus on developing students' 'Communicative Competence.' Apart fro

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Gettys, Serafima. "Usage-Based Theory of Language and Usage-Based Instruction." International Journal of Information Communication Technologies and Human Development 8, no. 3 (2016): 1–15. http://dx.doi.org/10.4018/ijicthd.2016070101.

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The goal of this article is to describe Usage-Based Instruction (UBI), an innovative approach to teaching interpersonal communication in foreign languages. The UBI was inspired by Usage-Based view of language shared by such disciplines as Cognitive Linguistics, Cognitive Psychology, Construction Grammar, Usage-Based Grammar, and Artificial Intelligence. This approach has been used for a number of years by the Foreign Language Program at a small private Mid-Western university in teaching students to orally communicate in foreign languages in beginning foreign language courses. Students taught b

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Rothman, Rosalind W., and Jill Cohen. "The Language of Math Needs to Be Taught." Academic Therapy 25, no. 2 (1989): 133–42. http://dx.doi.org/10.1177/105345128902500202.

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Benford, Mervyn, and Stephanie Thornton. "Should a second language be taught pre-school?" Early Years Educator 7, no. 2 (2005): 6–7. http://dx.doi.org/10.12968/eyed.2005.7.2.17837.

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Kitabayashi, H. "The Geolinguistics of State Foreign Language Education Policy Regarding Rarely Taught Languages of the Global South." Linguistics & Polyglot Studies 10, no. 3 (2024): 100–110. http://dx.doi.org/10.24833/2410-2423-2024-3-40-100-110.

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This paper is based on a talk given by the author at the round table discussion on Current Trends in the Development of Language Policy in CIS, Asia, Africa and the Caribbean (MGIMO University, Moscow, October 12, 2023). Geolinguistics in the context of Russian government foreign language policy planning was discussed in terms of languages of the Global South not yet taught in the Russian Federation. Based on the principle that political multi-polarity implies linguistic multi-polarity, many languages of regional importance were identified. Although great-power status for Russia is assumed to

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Sommer-Farias, Bruna, Aleksey Novikov, Adriana Picoral, Mariana Centanin-Bertho, and Shelley Staples. "A multilingual learner corpus for less commonly taught languages." International Journal of Learner Corpus Research 8, no. 2 (2022): 261–82. http://dx.doi.org/10.1075/ijlcr.21001.som.

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Abstract This article provides a detailed account of the framework, pedagogical and research applications of the Multilingual Academic Corpus of Assignments – Writing and Speech (MACAWS).1 MACAWS is a monitor learner corpus of written and oral assignments produced by foreign language learners in the context of their language learning classrooms. Currently the corpus focuses on two less commonly taught languages rarely represented in learner corpora, Portuguese and Russian, and contains 124,054 words in Russian and 536,168 in Portuguese, being updated each semester as new texts are added to the

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Hall, Graham, and Guy Cook. "Own-language use in language teaching and learning." Language Teaching 45, no. 3 (2012): 271–308. http://dx.doi.org/10.1017/s0261444812000067.

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Until recently, the assumption of the language-teaching literature has been that new languages are best taught and learned monolingually, without the use of the students’ own language(s). In recent years, however, this monolingual assumption has been increasingly questioned, and a re-evaluation of teaching that relates the language being taught to the students’ own language has begun. This article surveys the developing English language literature on the role of students’ own language(s) in the language classroom. After clarifying key terms, the paper charts the continuing widespread use of st

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Álvarez Gil, Francisco José. "Possible implementation of subjects taught using English as a Medium of Instruction methodology in tourism studies." Language Value 14, no. 2 (2021): 68–86. http://dx.doi.org/10.6035/languagev.6129.

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The present study analyses which conditions would be necessary to implement subjects taught using English as a Medium of Instruction (EMI) methodology in the undergraduate degree in tourism studies at the University of Las Palmas de Gran Canaria (ULPGC). In the literature review, some of the concepts related to this methodological approach are examined to clarify diverse methodological approaches that are frequently confused, namely Content and Language Integrated Learning (CLIL), EMI, and English for Specific Purposes. With the objective of finding out the specific conditions necessary for im

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Crum, Sibel, and Öner Özçelik. "Social Networks as Technology-Enhanced Learning Environments for Second Language Teaching in Higher Education." International Journal of Emerging Technologies in Learning (iJET) 19, no. 01 (2024): 4–22. http://dx.doi.org/10.3991/ijet.v19i01.42013.

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In the post-pandemic era, the Digital 2023 Report highlights a rapid expansion in the global user base of social networking sites (SNSs). Despite the lack of formal integration of SNSs in second language (L2) education, which could enhance real-time creation, collaboration, and communication in the target language and culture, L2 learners still actively use these technologies outside of educational settings. This exploratory study utilizes a descriptive survey research design with a purposefully selected sample of 239 undergraduate and graduate students in their first and second years of langu

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Kashifa, Afsheen. "CODE-SWITCHING: AN EMERGENT LANGUAGE POLICY & ATTITUDES OF ENGLISH LANGUAGE INSTRUCTORS AND LEARNERS." Pakistan Journal of Social Research 06, no. 01 (2022): 10–20. http://dx.doi.org/10.52567/pjsr.v4i1.339.

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Code-switching is the practice flashing between two or more languages in conversation. The tenacity of the present research is to explore the opinions of English language instructors and learners about the practice of code-switching during English language classes at the university level. For this purpose, Mixed-research approach was employed, and data was collected from 200 English language instructors and students through designed questionnaire and interview schedule at English department in National University of Modern Languages, Islamabad. Speech accommodation theory by Howard Giles and M

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Agus, M., and Siti Suwadah Rimang. "Media Language Games for Junior High Indonesian Language Learning." AL-ISHLAH: Jurnal Pendidikan 15, no. 2 (2023): 2405–15. http://dx.doi.org/10.35445/alishlah.v15i2.2491.

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The purpose of this research was to characterise the impact of using language game media to teach Indonesian, hoping to improve the language skills of eighth-grade students in Jeneponto Regency. Different treatments were administered to each group of students in this quantitative research, which followed an experimental research design. The control group received no special treatment and simply traditional approaches, whereas the experimental group was given media language games. Finding differences in learning achievement between students taught using media language games and students not tau

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Hudson, Richard. "Language at school: literature or linguistics?" Journal of the British Academy 12 (July 12, 2024): 0. http://dx.doi.org/10.5871/jba/012.a25.

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This opinion piece argues that the education system in England suffers from a lack of KAL (Knowledge About Language) which is so extreme that it deserves the name KAL desert because children are taught virtually nothing about the languages that they study, whether English or a foreign language. The dominant view of language sees it merely as a skill, rather than as something interesting which is worth exploring, and the only content taught and tested in language lessons comes from literature rather than linguistics. This desert is to be found not only in our schools but also in our university

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Waterlot, Muriel. "Welke didactische aanpak voor vt-vertaalcolleges in het universitaire vreemdetalenonderwijs?" Neerlandica Wratislaviensia 28 (June 26, 2019): 91–102. http://dx.doi.org/10.19195/0860-0716.28.8.

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How to approach didactically the translation classes in the university-based teaching of foreign languages? During the last decade translation in foreign language teaching has experienced renewed interest. At present, research in this area focuses not so much on the advantages and disadvantages of translation, but on the question of how it can be optimally integrated and taught in higher education. We decided to look for an answer to that question in the didactics of translation and foreign language education. The result of our study is the teaching model that we present in this article. We al

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Rasulov, Shakhzod. "MODERN METHODS OF TEACHING A FOREIGN LANGUAGE TO REPRESENTATIVES OF DIFFERENT NATIONALITIES." EURASIAN JOURNAL OF SOCIAL SCIENCES, PHILOSOPHY AND CULTURE 2, no. 13 (2022): 174–79. https://doi.org/10.5281/zenodo.7465933.

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It may be difficult to treat all students equally at schools where foreign languages are taught if they come from different cultural backgrounds. Students' varying levels of comprehension, prior information, learning styles, cognitive abilities, difficulties with pronunciation, vocabulary, and general difficulties with language acquisition could all pose potential issues. In this paper I will examine how English is taught in schools to pupils from various cultural backgrounds.

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Carrell, Patricia L. "Can reading strategies be successfully taught?" Australian Review of Applied Linguistics 21, no. 1 (1998): 1–20. http://dx.doi.org/10.1075/aral.21.1.01car.

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The purpose of this article is to examine whether and how reading strategies can be successfully taught in second or foreign language reading instruction. A number of researchers agree that it is important for second or foreign language readers to become ‘strategic’ readers. Yet, there is disagreement among these same researchers as to how to accomplish this goal. Part of the problem is that there are no inherently ‘good’ or ‘bad’ reading strategies. What is a good strategy in one situation for one reader, may be a bad strategy in a different situation or for a different reader. Successful and

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Орифжонов, Ф.Х. "ЮҚОРИ МАЛАКАЛИ БОКСЧИЛАРНИНГ ТЕЗЛИК-КУЧ ТАЙЁРГАРЛИГИ." THEORETICAL ASPECTS IN THE FORMATION OF PEDAGOGICAL SCIENCES 2, № 10 (2023): 18–21. https://doi.org/10.5281/zenodo.7865852.

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Language teaching and learning programs provide students the opportunity to discover how languages are learned and how they may be most-effectively taught. These programs allow students to consider questions including the subsequent: What theoretical troubles underline the teaching and studying of language?

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Salimova, Nozima Sherali qizi. "MUHAMMAD YUSUF BAYONIYNING "SHAJARAI XORAZMSHOHIY" ASARIDA XIVA VA ROSSIYA MUNOSABATLARINING YORITILISHI." ACADEMIC RESEARCH IN MODERN SCIENCE 2, no. 16 (2023): 90–93. https://doi.org/10.5281/zenodo.8019539.

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Language teaching and learning programs provide students the opportunity to discover how languages are learned and how they may be most-effectively taught. These programs allow students to consider questions including the subsequent: What theoretical troubles underline the teaching and studying of language?

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Bobur, Mukumov. "LEGAL LIABILITY FOR VIOLATION OF RIGHTS IN THE FIELD OF COPYRIGHT." ACADEMIC RESEARCH IN MODERN SCIENCE 2, no. 20 (2023): 103–7. https://doi.org/10.5281/zenodo.8282663.

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Language teaching and learning programs provide students the opportunity to discover how languages are learned and how they may be most-effectively taught. These programs allow students to consider questions including the subsequent: What theoretical troubles underline the teaching and studying of language?

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Qianqian, Bing. "The Application of Chinese Songs in Teaching Chinese Language Sense as a Foreign Language." World Journal of Educational Research 10, no. 4 (2023): p61. http://dx.doi.org/10.22158/wjer.v10n4p61.

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Language sense is a skill, and cultivating students’ language sense ability has theoretical and practical significance for language teaching. However, compared with English, French, and other universally taught languages, more research needs to be done on teaching language sense in Chinese as a foreign language. Therefore, based on the advanced theories of language sense research, we discuss the role of Chinese songs in cultivating Chinese language sense to put forward some constructive suggestions for teaching language sense in Chinese as a foreign language.

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Saiful, Saiful, Eny Syatriana, and Firman Firman. "PREVENTIVE EFFORTS AGAINST KONJO LANGUAGE EXTINCTION THROUGH MULTILINGUAL LEARNING." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 9, no. 2 (2020): 383–90. http://dx.doi.org/10.26618/exposure.v9i2.4268.

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The objectives of this study are: 1) to explore strategies for teaching Indonesian and English to integrate local languages, 2) to identify the factors that support the revitalization of local languages in multilingual learning, 3) to determine the perceptions of teachers and students towards the use of local languages in language learning.The results showed that Indonesian language learning at SMP Satap Kajang was carried out in accordance with the applicable curriculum, namely the K-13 curriculum. Meanwhile, learning English has been taught to students since grade I. Local languages have nev

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Cook, Manuela. "Pitfalls in the teaching of a lesser taught language." Language Learning Journal 9, no. 1 (1994): 66–67. http://dx.doi.org/10.1080/09571739485200211.

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Tucker, Susan A. "Evaluating less commonly taught language programs: A semiotic case." International Journal of Educational Research 23, no. 7 (1995): 633–48. http://dx.doi.org/10.1016/0883-0355(96)80442-3.

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Schuele, C. Melanie. "The Many Things Language Sample Analysis Has Taught Me." Perspectives on Language Learning and Education 17, no. 1 (2010): 32–37. http://dx.doi.org/10.1044/lle17.1.32.

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Abstract Although language sample analysis (LSA) has long been advocated as an important clinical tool, it is a time-consuming task. The time-consuming nature of LSA can reduce the likelihood of routine and extensive use of LSA in clinical practice. The purpose of this article is to advocate for routine and extensive use of LSA through consideration of lessons learned by one speech-language pathologist in her experience with LSA in clinical and research activities.

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Manurung, Imelda Darmayanti, Yusriati, and Selamat Husni Hasibuan. "PELATIHAN MENGGUNAKAN MEDIA PEMBELAJARAN BAHASA BAGI GURU MADRASAH IBTIDAIYAH DI DESA SIDODADI RAMUNIA, KECAMATAN BERINGIN." Journal of Science and Social Development 2, no. 1 (2019): 33–42. http://dx.doi.org/10.55732/jossd.v2i1.175.

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The Community Partnership Program aims to improve the skills of using language learning media for Madrasah ibtidaiyah teachers in MIS Al-Ikhlas Sidodadi Ramunia and MIS TPI Al-Fajar. This is based on the madrasah ibtidaiyah teaching curriculum, where students are taught in addition to Indonesian subjects, also taught Arabic as the main subject, and English as an additional subject. Thus, a class teacher at the Islamic school must be able to master and teach the three languages to students properly and correctly in accordance with the specified competencies. However, the lack of knowledge, abil

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Sugiyanta. "PARENTS’ LANGUAGE ATTITUDES TOWARDS LANGUAGES AND MAINTENANCE OF HERITAGE LANGUAGE." Dialectical Literature and Educational Journal 5, no. 1 (2020): 43–52. http://dx.doi.org/10.51714/dlejpancasakti.v5i1.13.pp.43-52.

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This current research is to explore parents’ language attitudes towards languages and maintenance of heritage language and to find out the efforts of maintaining heritage language and its supporting and inhibiting factors. In this research, a questionnaire and semi-structured interview were employed to collect data. There were 62 respondents, consisting of 37 males and 25 females coming from eleven provinces in Indonesia. Questionnaires were distributed to the respondents by both electronic and direct systems. Respondents were asked to fill in the questionnaires. Interviews were conducted to s

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Dr., Gulnaz Fatma, and Al Ajam Shama. "Using Literature in Teaching English as a Second Language A Case Study of Arda College." International Journal of Trend in Scientific Research and Development 4, no. 2 (2020): 1030–34. https://doi.org/10.5281/zenodo.3854951.

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English language teaching is becoming more popular throughout the world since English language got the place of a global language. Teaching English as a second language would be more interesting and easy if it is taught through the local colors of understanding. Literature is the best source to make language learning easy and fascinating. For the beginners of English language learner, there are large numbers of stories which can be taught in classrooms. Short stories, specifically children stories, short poems and novellas can be good source to arise interest among learners. Literary texts pro

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Isnaniah, Siti, Tiya Agustina, Islahuddin, and Faqih Annisa. "The Use of Sign Language in Deaf Indonesian Classrooms in Surakarta." KEMBARA Journal of Scientific Language Literature and Teaching 9, no. 2 (2023): 468–81. http://dx.doi.org/10.22219/kembara.v9i2.25990.

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Sign language is the language used by the deaf to communicate. In general, there are two types of sign languages used in Indonesia, namely SIBI (Indonesian sign language system) and BISINDO (Indonesian sign language). Of the two, the sign language most often used by the deaf is BISINDO, because BISINDO is considered easier to understand. This study aims to explain the use of BISINDO in Deaf Indonesian language classes in the Surakarta Gerkatin organization. The method used in this study is descriptive qualitative with data in the form of image documentation. The data source is in the form of s

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Bulang, Tobias. "Experiencing the World as a Self-Taught Man (Die Welterfahrung des Autodidakten)." Daphnis 45, no. 3-4 (2017): 510–37. http://dx.doi.org/10.1163/18796583-04503009.

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Leonhard Thurneysser zum Thurn (1531–1596), personal physician of Brandenburg’s elector, was an alchemist, astrologist, pharmacist, entrepreneur, and printer of a large number of books, which he himself wrote. In these publications, he repeatedly refers to experiences he gained by traveling the world. His books also included many foreign alphabets and languages (via remarkable typography), thus insinuating an overall language proficiency. This study examines how Thurneysser used travel and languages for self-fashioning.

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Connell, Phil J. "Teaching Subjecthood to Language-Disordered Children." Journal of Speech, Language, and Hearing Research 29, no. 4 (1986): 481–92. http://dx.doi.org/10.1044/jshr.2904.481.

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Four language-disordered children who had not learned subject properties such as agreement morphemes, nominative case,and question inversion were taught the function of subjects in sentences. After learning subject function, the children learned the subject properties without assistance. The findings suggest that subject properties can be taught as a unit and their acquisition follows the two-step pattern that is predicted by the functional theory of language. The findings suggest that the functional theory has diagnostic and treatment implications for clinical work with language-disordered ch

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Bacolod-Iglesia, Aina Bael, Hangeline Habibulla Dundain, Manilyn Vegare-Miñoza, and Arvin Barretto Casimiro. "Teaching mathematics in ‘different tongues’." Linguistics and Culture Review 5, S2 (2021): 860–91. http://dx.doi.org/10.21744/lingcure.v5ns2.1523.

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Language choice in teaching mathematics is a legitimate area of concern. It is noted that tension exists in classrooms where mathematics is taught in a language different from the first language spoken by the learners (Martínez & Dominguez, 2018). It is then a logical supposition to make that if students in mathematics classes are taught and tested in a language that is not their native their scores and proficiency levels may not be a true measure of their abilities, but a reflection of their mastery of the language used as medium of instruction (Haag, Heppt, Stanat, Kuhl & Pant, 2013)

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Whiteford, Tim. "Is Mathematics a Universal Language?" Teaching Children Mathematics 16, no. 5 (2009): 276–83. http://dx.doi.org/10.5951/tcm.16.5.0276.

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Ihda Filzafatin Habibah, Titi Fitri, and Renni Hasibuan. "Unlocking Arabic Mastery: Exploring Self-Taught Language Learning with Mondly Application." El-Syaker : Samarinda International Journal of Language Studies 1, no. 2 (2024): 79–92. https://doi.org/10.64093/esijls.v1i2.27.

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This research reveals a new and revolutionary way to learn Arabic autodidactically using the Mondly application. Despite its reputation as one of the most challenging languages in the world, this app promises to be a fun and effective way to learn. The main goal of this research is to evaluate how effective Mondly is in facilitating independent learning of Arabic and identify key factors that support user success. By analyzing real-life experiences from users, this research provides deep insight into the role of technology in changing the way we learn languages in the digital age. This researc

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