Relevant bibliographies by topics / Teaching textbook

Contents

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

Academic literature on the topic 'Teaching textbook'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Teaching textbook"

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Mankiw, N. Gregory. "Reflections of a Textbook Author." Journal of Economic Literature 58, no. 1 (2020): 215–28. http://dx.doi.org/10.1257/jel.20191589.

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In this essay, I reflect on textbook writing after three decades of participating in the activity. I address the following questions: What perspective should textbooks take? What is the best approach to teaching microeconomics? What is the best approach to teaching macroeconomics? How does the content of the introductory course evolve? How much material should textbooks include? Are textbooks too expensive? How is digital technology changing the market for textbooks? Who should become a textbook author? ( JEL A22)
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Fuchs, Eckhardt. "Contextualizing School Textbook Revision." Journal of Educational Media, Memory, and Society 2, no. 2 (2010): 1–12. http://dx.doi.org/10.3167/jemms.2010.020201.

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The words “textbook revision” immediately conjure up certain images. We generally think of conflicts surrounding the contents of textbooks, conflicts which are debated in public and usually have an international dimension. Textbook revision generally refers to books on history, geography and social studies, occasionally also religion or biology. It generally relates to those activities aimed at correcting false or distorted interpretations in school textbooks. In addition, it involves two further aspects: improving the quality of teaching with revised textbooks, and conveying universal norms in addition to knowledge of the subject. History and social studies teaching can thus make an important contribution to peace and human rights education.
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Chang, Xiaoling. "An Integrated Model of Teaching Theory and Action Research in POA-based Textbook Writing." Chinese Journal of Applied Linguistics 43, no. 3 (2020): 359–72. http://dx.doi.org/10.1515/cjal-2020-0023.

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AbstractTeaching theories provide important guidance for language teaching materials development, but there is little research on how textbook writers apply teaching theories in the actual writing process. This study analyzes the process of compiling iEnglish, a series of textbooks based on the Production-Oriented Approach (POA) and proposes an Integrated Model of Teaching Theory and Action Research for textbook writing. By elaborating the roles of teaching theory and action research at different stages of textbook writing and the interaction between theory and practice during the process, the study concludes that the Integrated Model can promote both textbook improvement and theory refinement.
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TONISHI, Shoju. "The Characteristics and the Role of Science Textbooks: Teaching the Textbook or Teaching by the Textbook." Journal of Research in Science Education 62, no. 1 (2021): 289–95. http://dx.doi.org/10.11639/sjst.20081.

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Dos Santos, Luis Miguel. "Evaluation of a Foreign Language Textbook Used in the Greater Boston Region: An Evaluation of a Japanese as a Foreign Language Textbook." International Research in Education 5, no. 1 (2017): 152. http://dx.doi.org/10.5296/ire.v5i1.10191.

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Textbook materials continue to play an important role in foreign language teaching and learning classroom. Textbooks are significant because these materials are considered elements in the field of foreign language learning. Teachers are often engaged in the application of textbooks for common teaching goals. Although the significance of the application of textbooks is accepted, ideas on whether textbooks could assist or hinder the teaching–learning process seem polarizing. This study employed a Likert scale survey to collect data on the evaluation of Japanese for busy people I: Romanized version (3rd Edition), a Japanese language textbook for new learners. The survey checklist yielded a highly unusual result, that is, all the participants advocated the use of the textbook. This study was conducted in the Greater Boston region in Massachusetts, MA, USA. Upon investigation, over 30 language learning centers, nearly 20 postsecondary institutions, and above 20 secondary schools were determined to be offering Japanese language courses. A total of 49 participants responded to the survey. None of the participants provided negative comments about the textbook. In addition, over 90% of the participants believed that the textbook materials and exercises were organized, contemporary, and applicable.
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Azhari, Afifa Wijdan. "ANALISIS BUKU AJAR BAHASA ARAB KELAS VI MADRASAH IBTIDAIAH TERBITAN KARYA TOHA PUTRA." ALSUNIYAT: Jurnal Penelitian Bahasa, Sastra, dan Budaya Arab 1, no. 2 (2018): 125–36. http://dx.doi.org/10.17509/alsuniyat.v1i2.24360.

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Textbooks must meet the criteria for suitable textbooks that have been set by BSNP, and the teaching material in them is quality teaching material. The purpose of this study was to determine the Arabic language textbook class VI Issued by Toha Putra. whether the textbook meets BSNP standards and meets the quality of the textbook based on aspects of selection, gradation, presentation and repetition. The method used is documentation study and literature study. Based on the results of this study the book is a book that is not in accordance with BSNP standards and meets the quality of teaching materials based on aspects of selection, gradation, presentation, and repetition.
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Chowdhuri, Meghna Nag. "Textures of Transaction: Exploring the Heterogeneity in Primary Teachers’ Engagements with Mathematics Textbooks in Delhi." Contemporary Education Dialogue 18, no. 1 (2021): 117–47. http://dx.doi.org/10.1177/0973184920984517.

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For more than a decade, government primary-school teachers in many parts of India have been using mathematics textbooks based on National Curriculum Framework 2005 (NCF 2005). While curriculum and textbook development is often debated, teachers’ use of textbooks does not receive enough attention in policy and research. This article, drawing from a multiple-case study of 10 teachers, using classroom observations and teacher interviews, explores different ways in which teachers use the Math-Magic mathematics textbook in Delhi’s government primary schools. The findings demonstrate heterogeneity in the ways in which teachers use textbooks, which are the dominant teaching resource in these schools. Teachers use different degrees of agency in textbook use—from avoiding the textbooks to designing their lessons. These are influenced by their views about the textbooks, as well as their institutional realities. Finally, this heterogeneity offers a useful approach to understanding textbooks, and their relevance to teaching beyond being viewed as teaching scripts.
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Hanifa, Rizaldy. "EFL Published Materials: An Evaluation of English Textbooks for Junior High School in Indonesia." Advances in Language and Literary Studies 9, no. 2 (2018): 166. http://dx.doi.org/10.7575/aiac.alls.v.9n.2p.166.

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The use of EFL published materials like textbooks are becoming more widespread as they can bring easiness in the classroom by providing teachers with guidelines comprised of syllabus, methodologies, as well as materials for teaching and learning. However, choosing a suitable textbook for their teaching situation is deemed to be one of the most challenging tasks that EFL teachers often face. To get a good picture of the suitability of a textbook, a careful investigation needs to be undertaken. This study focused on the analysis and evaluation of two different English textbooks addressed to junior high schools grade VII in Indonesia, KTSP and curriculum 2013 textbook. Harmer’s (2007) framework was employed to figure out the strengths and weaknesses of each textbook. The analysis revealed that both textbooks are quite satisfactory as they are very affordable, contain interesting layout, attractive designs, and clear instructions, correspond to current ELT methodology, cover all language skills, and comprise a wide range of topics which are familiar and culturally appropriate for learners. Nonetheless, the KTSP textbook does not have add-ons and extra materials; meanwhile, curriculum 2013 textbook is weak in providing authentic listening materials. Therefore, although the teachers manage to use the textbooks as their core materials, they are supposed to make adjustment and supplement them with other materials according to their learners’ needs and their teaching context.
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Kalyany Ponnusamy, Nithya, Shanti C Sandaran, Nur-al Huda Hashim, and Iswaran Gunasegaran. "Evaluation of Year 6 KSSR English (SK) Textbook: Teachers’ Perspectives." LSP International Journal 8, no. 1 (2021): 67–80. http://dx.doi.org/10.11113/lspi.v8.17232.

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Textbook evaluation is the process for ensuring that the right textbook is selected for use in the teaching and learning scenario. During educational reforms, such as the adoption of the Common European Framework of Reference for the ELT scenario, textbook evaluation should be a crucial part of the textbook selection process. In Malaysia, with the adoption of CEFR, new books such as the Super Minds and Get Smart, which are imported textbooks, have replaced locally produced books. The Year 6 KSSR (SK) English textbook is currently still in use but would be phased out in the near future as part of the CEFR reform. Since the introduction of the ‘global’ textbooks, there have been mixed concerns amongst teachers and researchers about the suitability of the imported textbooks. This study investigated the effectiveness and suitability of the currently-in-use KSSR Year 6 English (SK) textbook, which was locally produced. It looked at the perceptions of teachers on the general attributes of the textbook, such as syllabus and curriculum, the methodology, the book’s suitability to learners, as well as the learning-teaching content such as skills, grammar, vocabulary, exercises, and pronunciation, etc. Adopting a mixed method design, Nimehchisalem & Mukundan’s (2015) revised textbook evaluation checklist was used as the instrument for the quantitiative part, where twenty, Year 6 English teachers, from three primary schools in the Kulai district (in Johor) evaluated the textbook. For the qualitative part, five teachers were involved in semi-structured interviews. The findings showed that the teachers perceived the Year 6 KSSR English SK Textbook that is currently used in primary (SK) schools, as highly useful for the learners, in terms of both the general attributes as well as learning-teaching content. Our findings highlight that locally produced textbooks are better suited for our learners, and if imported ‘global’ textbooks replace the local ones, they should first be customized (custom textbooks) that would be infused with local cultures, etc, to be better suited to local learner needs.
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Choi, Ping Man Samuel, and Sze Sing Lam. "A hierarchical model for developing e-textbook to transform teaching and learning." Interactive Technology and Smart Education 15, no. 2 (2018): 92–103. http://dx.doi.org/10.1108/itse-12-2017-0063.

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Purpose The purpose of this paper is to outline a hierarchical model for developing essential e-textbook functionality and to offer important insight for e-textbook designers. Design/methodology/approach Guided by the SAMR model, five hierarchical functional layers are proposed in the development process for e-textbook to enable more effective and efficient teaching and learning. Findings Moving up from the substitution to transformation level, each layer extends the functionality of the underlying layers to unveil new features that support the learning processes and gradually transform e-textbooks from a self-directed informal learning tool to become a formal learning platform. Originality/value The hierarchical model provides e-textbook designers and developers with a guideline on how to surpass the present state of e-textbooks and offer additional value-added features for learners. The required technologies for each layer are also discussed.
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Dissertations / Theses on the topic "Teaching textbook"

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Chávez-López, Óscar. "From the textbook to the enacted curriculum : textbook use in the middle school mathematics classroom /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3099613.

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Al-Akraa, Sarab. "Teaching English in Iraq:An Analysis of an EFL textbook." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5899.

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This study evaluates the fifth- grade beginning English textbook, Iraq Opportunities 3, which was introduced in elementary schools by the Iraqi Ministry of Education in 2012. This mixed methods research aims to analyze the content of a new textbook that is considered to be the foundation of the English language program in Iraq. This is a valuable research project since its findings reveal the strengths and weaknesses of Iraq Opportunities 3 based on three critical components: grammar, vocabulary, and culture. A survey questionnaire was used in this study to elicit the perspectives of English language teachers who are using this textbook in their classrooms along with the personal evaluation by the researcher. Three research questions were addressed in this study: 1) How are grammar and vocabulary addressed in Iraq Opportunities 3? 2) How are English-speaking and Iraqi cultures represented in Iraq Opportunities 3? and 3) Is the L2 culture represented in this textbook in a way that exposes students to the English-speaking culture? The findings are generally in favor of the textbook in terms of grammar and vocabulary and their appropriateness for the age and level of students. However, the study criticizes the limited role and the poor representation of culture in this curriculum.
M.A.
Masters
Modern Languages
Arts and Humanities
Teaching English to Speakers of Others Languages
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Kim, Haedong. "The opinions, classroom interest and motivational orientation of students on a general English course at South Korean universities with regard to the materials employed to teach them." Thesis, University of Essex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340590.

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Yorulmaz, Songul. ""Läroboken - min trogne vän" : En studie om hur lärare använder sig av läroboken i matematikundervisning." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-15304.

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The textbook is one of the instruments that teachers and students have available in their teaching. For many years has textbook regarded as being too controlling and as a barrier to students development in mathematics. Textbooks primary mission is to promote learning. My study aims to provide an overview of how effective teachers use the textbook in mathematics education as well as the pros and cons they see with their work. The work includes interviews with five active mathematics teachers. The results of the survey showed that every teacher in the study uses the textbook as the basis for their teaching. Teachers indicate that the textbook is not the starting point when planning their teachings but the textbook is used as an aid in teaching mathematics.
Läroboken är ett av de medel som lärare och elever har till förfogande i undervisningen. I många år har läroboken ansetts vara allför styrande och som ett hinder för elevernas utveckling i ämnet matematik. Läroböckers främsta uppgift är att främja lärandet. Min undersöknings syfte är att få en överblick om hur verksamma lärare använder sig av läroboken i matematikundervisning samt vilka för och nackdelar de anser med respektive arbetssätt. Arbetet innehåller intervjuer med fem verksamma matematiklärare som jobbar på högstadiet 7-9. Resultatet av undersökningen visade att varje lärare i undersökningen använder sig av läroboken som grund för sin undervisning. Lärarna anger att läroboken inte är utgångspunkten när de planerar sina undervisningar utan läroboken används som ett stöd i matematikundervisning.
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Law, Wai-han Grace, and 羅慧嫻. "Teachers' evaluation of English textbooks: aninvestigation of teachers' ideas and current practices and theirimplications for developing textbook evaluation criteria." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957985.

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Nielsen, Kirstin. "Creationism as a social movement : the textbook controversy." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/544150.

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The purpose of this thesis was to analyze the rhetoric of the Creationist-evolutionist textbook controversy. In Chapter II, Leland Griffin's approach to the study of historical movements was used concomitantly with Thomas Kuhn's ideas concerning scientific revolution to explore the first research question: What changes have occurred in the persuasive success rate of the Creationists' textbook battle as it has moved from its stance of "the good versus the evil" toward the stance of the scientist, (including scientific methods of reasoning and observation)?Chapter III explored the second research question: Do the new persuasive tactics, the use of scientific vocabulary, grammar, and forms of argument, provide more effective persuasive persuasive methods than did the earlier approaches. This chapter examined the evolutionary content of secondary school biology textbooks, and in particular, estimated the impact of change in Creationist persuasive tactics used since 1968 upon the content and marketing of secondary biology textbooks. The textbook studies supported the contention that the bifurcated movement has been highly successful. Evolutionary coverage has decreased in biology textbooks since 1968 while biblical creation has seen a definite increase.Currently, however, the two Creationist fronts face a new challenge as their polar views have been observed together in recent legal battles. This polarity in approach has already proven detrimental to the Creationists in recent trials. Chapter IV discussed the implications of this bifurcation of the Creationist Movement. Further, the implications of the current rhetorical crisis were examined. It was recommended that research be continued examining the rhetorical strategies used by the Creationists since 1963. Also, further research in the area of textbook analysis was deemed necessary.
Department of Speech Communication
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Akindjo, Oniankpo. "Teaching English in senior high schools in Togo : a textbook analysis and pedagogical implications /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488196781733761.

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Nordensvärd, Eje. "Multimodality : An EFL textbook comparison using multimodal discourse analysis." Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-6007.

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This essay aims to compare two EFL (English as a Foreign Language) textbooks by using a multimodal discourse analysis in order to find out how EFL textbooks have changed in design and visually. In this essay the textual content is treated as one of several pillars making up design, this essay is interested in the visual changes. This analysis is done using two EFL textbooks with twenty years in between them, both are used in the same school by different teachers. A study like this is going to be published later this year but that study includes three subjects (English being one of them) and starts with textbooks from the 1930s up until now. In this essay, two chapters of each textbook will be looked at  in a closer analysis to represent each textbook; every page is analyzed without first reading the text. The conclusion of this essay is that the written communication still seem to be the most credible of the different communicative methods of making meaning, however, it is no longer the only credible way of making meaning.
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Au, Mei-yan Florence, and 歐美恩. "Gender in textbook dialogues: textual analyses and classroom practices." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30399804.

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Freiman, Viktor, and Danis Michaud. "One mathematical formula in the science textbook: looking into innovative potential of interdisciplinary mathematics teaching." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79834.

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Our paper presents some preliminary observation from a collaborative exploratory study linking mathematics, science and reading within a technology enhanced problem-based learning scenario conducted at one French Canadian Elementary and Middle School. Presented in a form of dialogue between teacher and researcher, our findings give some meaningful insight in how an innovative mathematics teaching can be developed and implemented using a real-world problem solving. Instead of a traditional presentation of material about lighting up homes, participating mathematics, science and French teachers were working collaboratively with the ICT integration mentor and two university professors helping students investigate a problem from various perspectives using a variety of cognitive and metacognitive strategies, discussing and sharing the finding with peers and presenting them to a larger audience using media tools. Our preliminary results may prompt further investigation of how innovation in teaching and learning can help students become better critical thinkers and scientifically empowered citizens.
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Books on the topic "Teaching textbook"

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Read, P. A. GCSE law textbook. 4th ed. HLT, 1998.

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Language teaching methodology: A textbook for teachers. Prentice Hall, 1991.

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Ollerton, Mike. Learning and teaching mathematics without a textbook. Association of Teachers of Mathematics, 2002.

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Origins of India's "textbook culture". Nehru Memorial Museum and Library, 1988.

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Marsden, Frances. A junior textbook of stagecraft. Players, 1998.

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Miller, Jackie Troup. A touch of jazz: Textbook. Texas Association Teachers of Dancing, 1985.

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Claude, Bennett J., ed. Cecil textbook of medicine. 2nd ed. W. B. Saunders, 2000.

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Cartwright, Kim. Bagus sekali!: Textbook. CIS.Heinemann, 2000.

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George, Alex M. Teaching social science in schools: NCERT's new textbook initiative. SAGE Publications, 2009.

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1954-, Hirst Michael, ed. Textbook on A level law. 2nd ed. Blackstone, 1998.

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Book chapters on the topic "Teaching textbook"

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Eyzaguirre, Hugo, Tawni Hunt Ferrarini, and Brian O’Roark. "Textbook Confessions: Government Policies and Market Outcomes." In Teaching Economics. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20696-3_7.

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Kassens, Alice Louise. "Taking a Path Less Traveled: Mastering ‘Metrics Without a Textbook." In Teaching Economics. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20696-3_12.

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Beckenbach, Frank. "Undermining the microeconomic textbook approach." In Principles and Pluralist Approaches in Teaching Economics. Routledge, 2019. http://dx.doi.org/10.4324/9781315177731-14.

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Stoller, Fredricka L., and Marin S. Robinson. "An Interdisciplinary Textbook Project: Charting the Paths Taken." In English Language Teaching Textbooks. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137276285_9.

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Kyle, Yermesha, Stephen Bacon, Amber Park, et al. "Teaching Chemistry Effectively with Engineering Majors: Teaching Beyond the Textbook." In Chemistry Education and Sustainability in the Global Age. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4860-6_10.

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Lebedeva, Maria, Tatyana Veselovskaya, Olga Kupreshchenko, and Antonina Laposhina. "Corpus-Based Evaluation of Textbook Content: A Case of Russian Language Primary School Textbooks for Migrants." In Second Language Learning and Teaching. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66022-2_12.

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Bell, Max, and David Konrad. "RRSs in Teaching Hospitals." In Textbook of Rapid Response Systems. Springer New York, 2010. http://dx.doi.org/10.1007/978-0-387-92853-1_29.

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Harwood, Nigel. "Content, Consumption, and Production: Three Levels of Textbook Research." In English Language Teaching Textbooks. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137276285_1.

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Evangelista, Laura, Lucia Setti, Anna Rita Cervino, et al. "Teaching Cases in Nuclear Medicine: Oncological Applications." In Nuclear Medicine Textbook. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-95564-3_48.

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Valenza, Venanzio, Isabella Bruno, Daniela Di Giuda, et al. "Teaching Cases in Nuclear Medicine: Non-oncological Applications." In Nuclear Medicine Textbook. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-95564-3_47.

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Conference papers on the topic "Teaching textbook"

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Sekač, Vuk. "THE ANALYSIS OF QUALITY STANDARDS OF ELECTRONIC SERBIAN LANGUAGE TEXTBOOK FOR THE SECOND GRADE OF PRIMARY SCHOOL." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.311s.

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Electronic textbooks have a potential to combine the teaching values ​​of digital technology with didactic-methodological requirements that a textbook should meet and thus become a means of teaching capable of meeting the needs of today’s students and achieving modern educational goals. In order for an electronic textbook to have its ex­pected effect, it is necessary that its concept takes into account certain theoretical and practical knowledge synthesized in the so-called quality standards. Although the theoretical and empirical research of electronic textbooks is at its very beginning and there is not even closely a rich body of knowledge as in the case of printed textbooks, certain postulates do exist and they need to be taken into account when creating and evaluating electronic textbooks. This paper uses the content analysis technique to examine the extent to which the electronic textbook On Language, published by Klett, meets the specific requirements of electronic textbooks. The results show that the analysed electronic textbook is between low and medium level of interactivity, contains a small number of multimedia elements and does not use the possibility of hyper textual links, but relies exclusively on a linear structure in the content presentation.
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Strišková, Michaela, Dáša Oremusová, and Magdaléna Němčíková. "Didactic Aspect of Teaching Environmental Geography (The Draft of Environmental Geography Textbook for Primary Schools)." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-15.

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Nowadays, we can observe that there is still not sufficient amount of textbooks in various areas of Education. One of these areas is also Environmental geography which is an important part of geography lessons at primary school. Therefore, our main intention in this contribution is to introduce design of the textbook for Environmental geography. Textbook that we have created introduces and solves environmental problems on global, regional and local level in a very detailed way. The aim of the textbook is to applicate all of the dimensions of environmental geography into each class at the second grade of primary schools in Slovakia. We have created didactic material which helps teachers during their teaching, as well as material interesting and engaging for students. The proposed textbook could be motivating because of many additional illustrations, various games and tasks using not only classical, but also modern didactic methods.
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Kochagina, Maria. "Math textbook in teaching a modern schoolchild." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0485.

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Swamy, L. N., M. V. Ramakrishna, and N. Parameswaran. "Intended mental effect in textbook based teaching." In 2017 4th International Conference on Innovations in Information, Embedded and Communication Systems (ICIIECS). IEEE, 2017. http://dx.doi.org/10.1109/iciiecs.2017.8276051.

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Eisenstein, Jacob. "On Writing a Textbook on Natural Language Processing." In Proceedings of the Fifth Workshop on Teaching NLP. Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.teachingnlp-1.22.

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Frolikova, Elena, and Tatyana Simonyan. "Results of Experimental Teaching Self-Reflection while Speaking." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0298.

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Freidkin, Ilia, and Svetlana Ksenofontova. "Foreign Language Teaching Methods of Nowadays: Telegram-bot “Pardes”." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0279.

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Stepanova, Nadezhda, Irina Amelina, Mariya Gromenko, and Tatyana Kovaleva. "Personality Development Potential of a Literary Text in Digitalized Teaching of RFL." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0920.

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Razumova, Lina, and Irina Merzlyakova. "Didactic Materials used in teaching French in Quebec in the 19th century." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0736.

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Vikulova, Larisa, Svetlana Gerasimova, Irina Makarova, and Ekaterina Vishnevskaya. "Multimedia Study Aids in Teaching Creative Foreign Language Reading: Personal-Activity Approach." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e1082.

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