Relevant bibliographies by topics / Teachers – France – Fiction

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Academic literature on the topic 'Teachers – France – Fiction'

Author: Grafiati
Published: 28 July 2024
Last updated: 31 July 2025

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Journal articles on the topic "Teachers – France – Fiction"

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Nguyen, Van Thi Ngoc, and Nam Thi Phuong Nguyen. "Effects perceived by Vietnamese B1 EFL students of extensive reading on intercultural competence." HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES 14, no. 2 (2024): 65–73. http://dx.doi.org/10.46223/hcmcoujs.soci.en.14.2.2746.2024.

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Investigation of effective approaches for supporting students’ linguistic and intercultural competence in the process of learning English as an international lingua franca has generally been an issue of great concern for teachers and researchers in language education. The study considered how fiction reading and non-fiction reading supported students’ reading comprehension and fostered their self-perception of intercultural competence. The scaffolds were tested in a pretest-posttest design on 58 participants, and in a classroom-based setting. Two measurement instruments included a reading comp
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Notícias, Transfer. "Notícias." Transfer 9, no. 1-2 (2021): 191–98. http://dx.doi.org/10.1344/transfer.2014.9.191-198.

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1) Congreso/Congress: University of Rome "Roma Tre" (Department of Foreign Languages, Literatures and Cultures). International Conference: Terms and Terminology in the European Context, 23-24 October 2014 (Department of Foreign Languages, Literatures and Cultures, Via del Valco San Paolo, 19, Rome – ITALY). For queries regarding the congress please contact: ttec.roma3@gmail.com 2) Congreso/Congress: “XI Congreso Traducción, Texto e Interferencias” (UNIA, Baeza) Call for papers until 30 June 2014: http://www.uco.es/congresotraduccion/index.php?sec=home 3) Taller/Workshop: 4th International Work
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"Language teaching." Language Teaching 36, no. 3 (2003): 190–202. http://dx.doi.org/10.1017/s0261444803211952.

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03–386 Anquetil, Mathilde (U. of Macerata, Italy). Apprendre à être un médiateur culturel en situation d'échange scolaire. [Learning to be a cultural mediator on a school exchange.] Le français dans le monde (Recherches et applications), Special issue Jan 2003, 121–135.03–387 Arbiol, Serge (UFR de Langues – Université Toulouse III, France; Email: arbiol@cict.fr). Multimodalité et enseignement multimédia. [Multimodality and multimedia teaching.] Stratégies d'apprentissage (Toulouse, France), 12 (2003), 51–66.03–388 Aronin, Larissa and Toubkin, Lynne (U. of Haifa Israel; Email: larisa@research.h
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"Language learning." Language Teaching 38, no. 4 (2005): 194–209. http://dx.doi.org/10.1017/s0261444805223145.

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05–396Altenberg, Evelyn P. (Hofstra U, USA; sphepa@hofstra.edu), The perception of word boundaries in a second language. Second Language Research (London, UK) 21.4 (2005), 325–358.05–397Baker, Wendy (Brigham Young U, USA) & Pavel Trofimovich, Interaction of native- and second-language vowel system(s) in early and late bilinguals. Language and Speech (Twickenham, UK) 48.1 (2005), 1–27.05–398Bardovi-Harlig, Kathleen (Indiana U, USA; bardovi@indiana.edu) & Robert Griffin, L2 pragmatic awareness: evidence from the ESL classroom. System (Amsterdam, the Netherlands) 33.3 (2005), 401–415.05–3
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Nairn, Angelique, and Deepti Bhargava. "Demon in a Dress?" M/C Journal 24, no. 5 (2021). http://dx.doi.org/10.5204/mcj.2846.

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Introduction The term monster might have its roots in the Latin word monere (to warn), but it has since evolved to have various symbolic meanings, from a terrifying mythical creature to a person of extreme cruelty. No matter the flexibility in use, the term is mostly meant to be derogatory (Asma). As Gilmore puts it, monsters “embody all that is dangerous and horrible in the human imagination” (1). However, it may be argued that monsters sometimes perform the much-needed work of defining and policing our norms (Mittman and Hensel). Since their archetype is predisposed to transgressing boundari
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Books on the topic "Teachers – France – Fiction"

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NDiaye, Marie. Mon coeur à l'étroit: Roman. Gallimard, 2007.

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NDiaye, Marie. My heart hemmed in. Two Lines Press, 2017.

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Malone, Michael. Foolscap: A novel. Washington Square Press, 1993.

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Moore, Madeline. As you desire. Spinsters Ink, 1993.

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Cardetti, Raphael. Death in the Latin quarter. Abacus, 2011.

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Saul, Bellow. Ravelstein. Viking, 2000.

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Saul, Bellow. Ravelstein. Compass Press, 2001.

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Saul, Bellow. Ravelstein. Viking, 2000.

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Bussy, Dorothy. Olivia. Penguin Books--Virago Press, 1990.

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Strachey, Dorothy. Olivia. Baldini & Castoldi, 2001.

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Book chapters on the topic "Teachers – France – Fiction"

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Wieacker, Franz, Tony Weir, and Reinhard Zimmermann. "The Development of Medieval Legal Science: The Commentators." In A History Of Private Law In Europe. Oxford University PressOxford, 1996. http://dx.doi.org/10.1093/oso/9780198258612.003.0005.

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Abstract We return to the iuscivile. While the Glossators cannot be said to have been mere theorists remote from the world, since as teachers, givers of opinions, and draftsmen of deeds they were persons of standing in the constitutional and legal affairs of their time, and their teaching was recognized as excellent practical training for public life (p. 29), nevertheless they did not have as much impact on the daily life of the law as we would expect of lawyers today. Unlike the canonists, whose very sources involved them in current affairs, the Glossators spent most of their time expounding
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Rody, Caroline. "Caribbean Women’s Literature and the Mother of History." In The Daughter’s Return. Oxford University PressNew York, NY, 2001. http://dx.doi.org/10.1093/oso/9780195138887.003.0005.

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Abstract In a recurrent scene of education in Caribbean fiction, children of the islands solemnly offer obeisance to a European nation they have never seen, reciting the absurd formulae of genealogy by which colonial authority teaches them to know themselves. African-Caribbean children of the French-speaking islands learn “to respect the flag of France our mother, to revere her greatness and majesty and the glory that went back to the beginning of time, when we were still monkeys with their tails cut off” (Schwarz-Bart 52), while in British Jamaica, a “class of multicolored boys” chants: “mula
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De Vittori, Thomas. "Playing “As If” as a way to learn mathematics: the concept of equality in first grade in 1969." In “Dig Where You Stand” 7. Proceedings of the Seventh International Conference on the History of Mathematics Education. September 19-23, 2022, Mainz, Germany. WTM Verlag, 2023. http://dx.doi.org/10.37626/ga9783959872560.0.05.

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Playing “As If” is perhaps one of the most commonly known game structures among children. In what Piaget has called symbolic play, or imitative play, children act as doctors, mechanics, merchants, and so on. In these moments, they put all their imagination into action, a creative imagination that Vygotsky considers to be one of the superior functions of the mind. Based on a film made in 1969 in France in a first-grade class, this question of playing “As If” for mathematical learning is explored. In this session, during a fictional game based on the merchant’s game with a doll to be dressed, th
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