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Artículos de revistas sobre el tema "Education, Language and Literature|Theater|Education, General"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 3 de febrero de 2022

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1

Crandall, JoAnn (Jodi). "LANGUAGE TEACHER EDUCATION." Annual Review of Applied Linguistics 20 (January 2000): 34–55. http://dx.doi.org/10.1017/s0267190500200032.

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Language teacher education programs are likely to be housed in departments of applied linguistics, education, or languages and literature: These three disciplines provide the knowledge base and opportunities for developing skills and dispositions for both prospective and experienced teachers. Until recently, applied linguistics (psycholinguistics, sociolinguistics, discourse analysis, language description, and language teaching and testing methodology) formed the core of language teacher education, not unexpected, since language teaching has historically been the primary focus of applied lingu
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Kryeziu, Sindorela Doli. "Language Development Through Drama in Preschoolers." European Journal of Language and Literature 5, no. 1 (2019): 15. http://dx.doi.org/10.26417/ejls-2019.v5i1-189.

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The child develops as a whole, in all developmental areas. The overestimation or underestimation of any field is a mistake because the child does not develop once in the physical aspect, then emotional, intellectual, and so on. Therefore, the division between the fields is also largely formal. Just as the child's development is thorough, specific areas of development must also be seen as part of a whole, the effectiveness of which depends largely on the level of integration between them. One of the most important infrastructures of today's society of information is education, the main purpose
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Kamwendo, Gregory H. "Health education through literature and language courses in Malawi." Promotion & Education 1, no. 3 (1994): 26–27. http://dx.doi.org/10.1177/102538239400100315.

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Revyakina, Nina. "Juan Luis Vives on the use of Ancient literature in education." Hypothekai 5 (September 2021): 214–35. http://dx.doi.org/10.32880/2587-7127-2021-5-5-214-235.

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The work “On Education” (De tradendis disciplinis) by the Spanish humanist Juan Luis Vives (1492/3–1540) is considered from the perspective of the use of ancient literature during the in-itial period of child school training (from 7 to 15 years). Vives’ appreciation of the Latin language, a positive attitude towards teaching Greek at school, and the influence of ancient languages on modern European languages — Italian, Spanish, and French are discussed. The article draws attention to some features in teaching the Latin language that are not characteristic of the hu-manists who preceded Vives a
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Goldsmith, Peggy W. "Second language learners in special education." Volume 3 3 (January 1, 1986): 92–107. http://dx.doi.org/10.1075/aralss.3.06gol.

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During 1984, New South Wales Department of Education conducted a survey of ethnic-specific needs of students of non-English speaking backgrounds (NESB) in schools for specific purposes (SSPs), which are special education schools. This paper indicates the results and outcomes of that survey. The percentage of students of NESBs in responding schools was 15.4%. The distribution of languages other than English spoken in homes of NESB students in SSPs is similar to that of the general population. The issues seen to be of greatest importance for schools with NESB pupils were assistance in communicat
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Silva dos Santos, Ivaneide, and Laiane Oliveira dos Santos. "INTERAÇÕES ENTRE TEATRO E GEOGRAFIA NA PRÁTICA DA EDUCAÇÃO GEOGRÁFICA." Revista Brasileira de Educação em Geografia 10, no. 20 (2020): 475–97. http://dx.doi.org/10.46789/edugeo.v10i20.762.

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O artigo discute a contribuição do teatro para a prática da educação geográfica em diversos contextos sociais, por considerar que a linguagem teatral interage com a Geografia, sendo importante para a leitura e compreensão da realidade em suas múltiplas dimensões, auxiliando-nos a percebermos nosso papel na construção e transformação do mundo. O texto resulta de uma pesquisa de graduação realizada no curso de licenciatura em Geografia da Universidade do Estado da Bahia, Campus IV, Jacobina, que objetivou analisar as contribuições do teatro para a apreensão de temas emergentes
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Riordan, Emma. "Language education for non-native speaker language teachers." TEANGA, the Journal of the Irish Association for Applied Linguistics 24 (November 15, 2018): 44–55. http://dx.doi.org/10.35903/teanga.v24i0.42.

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For non-native speaker language teachers (NNSLT), that is, teachers who teach a language which is not their own first language, one very important skill is competence in the target language. However, the development and maintenance of language skills are often neglected in language teacher training for language teachers. It is assumed that the trainees have already reached the requisite level of competence prior to entry into teacher training programmes, or that the general language courses available to them are sufficient in addressing these language needs. In this paper I argue for the intro
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Hong, Xie, Chen Yanling, Chen Jin, et al. "The current status of medical education literature in Chinese-language journals." Medical Teacher 32, no. 11 (2010): e460-e466. http://dx.doi.org/10.3109/0142159x.2010.507712.

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Salienė, Vilija. "The Lithuanian Language and Literature Teacher: Analysis of Student and Teacher Expectations." Pedagogika 112, no. 4 (2013): 57–64. http://dx.doi.org/10.15823/p.2013.1775.

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Recently, there has been much talk about how the humanities and social sciences are losing their importance and are not necessary for the state. There is no doubt that under current globalization conditions there are more opportunities for technological, physical and biomedical sciences to establish themselves in Europe and elsewhere than the humanities. However, one should not forget that the development of a humanitarian culture has been and will be one of the most important state objectives when it comes to education. When formulating the objectives of the education reform, one of the most
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Oliveira, Patricia Santos de, Mey de Abreu van Munster, Joslei Viana de Souza, and Lauren J. Lieberman. "Adapted Physical Education Collaborative Consulting: A Systematic Literature Review." Journal of Teaching in Physical Education 39, no. 2 (2020): 165–75. http://dx.doi.org/10.1123/jtpe.2019-0037.

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The purpose of this review was to analyze English language articles that addressed collaborative consulting in adapted physical education (APE). A systematic process was used to search the literature in six different databases. First, article quality was analyzed. Subsequently, thematic categorization of data was performed. Eleven articles published between 1995 and 2015 that satisfied the criteria for inclusion in the study were selected. The results were organized into seven thematic categories: the concept and definition of consultation, the role of the APE consultant, the planning and docu
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Dolan, Erin L. "Grappling with the Literature of Education Research and Practice." CBE—Life Sciences Education 6, no. 4 (2007): 289–96. http://dx.doi.org/10.1187/cbe.07-09-0087.

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The absence of a central database and use of specialized language hinder nonexperts in becoming familiar with the science teaching and learning literature and using it to inform their work. The challenge of locating articles related to a specific question or problem, coupled with the difficulty of comprehending findings based on a variety of different perspectives and practices, can be prohibitively difficult. As I have transitioned from bench to classroom-based research, I have become familiar with how to locate, decipher, and evaluate the education research literature. In this essay, I point
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Dickinson, Jane K., Susan J. Guzman, Melinda D. Maryniuk, et al. "The Use of Language in Diabetes Care and Education." Diabetes Educator 43, no. 6 (2017): 551–64. http://dx.doi.org/10.1177/0145721717735535.

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Language is powerful and can have a strong impact on perceptions as well as behavior. A task force, consisting of representatives from the American Association of Diabetes Educators and the American Diabetes Association, convened to discuss language in diabetes care and education. The literature supports the need for a language movement in diabetes care and education. There are effective ways of communicating about diabetes. This article provides recommendations for language used by health care professionals and others when discussing diabetes through spoken or written words, whether directed
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Salienė, Vilija. "Language as a Socio-Cultural Phenomenon in the Native Language Teaching System of Basic and Secondary Schools." Pedagogika 109, no. 1 (2013): 105–9. http://dx.doi.org/10.15823/p.2013.1839.

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The 2010–2014 strategy of schools that implement Lithuanian language general education programmes lists the key objectives and tasks of Lithuanian studies teaching and education as well as criteria for evaluating the results of implementation. It is stated in the strategy that when pupils perceive and create the Lithuanian language as their own, they strengthen their identity, self-esteem and dignity. The Lithuanian language curricula in secondary schools should therefore reflect the key provisions of the Lithuanian language education strategy.
 It is stated in the secondary education pro
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Crigan, Serafima, and Valery Chemes. "Linguistic and literary educational field in schools of general secondary education with learning languages of national minorities: changes, achievements, problems and ways to solve them." Problems of Education, no. 1(94) (July 9, 2021): 66–82. http://dx.doi.org/10.52256/2710-3986.1-94.2021.05.

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The article considers the stage-by-stage changes in teaching the linguistic and literature with teaching languages of different ethnic groups of Ukraine at secondary education institutions. 
 An analysis of training programs and publications for classes with Romanian language of teaching in secondary education institutions is presented.
 Article highlights the experience of cooperation of S. Krygan, who has work for many years as a methodologist of Chernivtsi Regional Institute of Postgraduate Pedagogical Education, Scientific and Methodological Center for Ethnic Minorities of the So
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15

Zakirova, Natalia Nikolaevna, Vera Nikolaevna Martyanova, Olga Yuryevna Ovchenkova, Svetlana Leonidovna Skopkareva, and Yanina Alexandrovna Chigovskaya-Nazarova. "Regional component in the main curriculum of secondary general education." SHS Web of Conferences 121 (2021): 02009. http://dx.doi.org/10.1051/shsconf/202112102009.

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The article is devoted to the development of a programme (built-in module) on literature based on the involvement of a regional component in the content of literary education of students of general education and specialized schools of the Udmurt Republic, as well as other national schools of the Volga region and the Urals. Knowledge of their national literature, literature of neighbouring peoples, and familiarization with the treasury of the spiritual culture of their people contribute to the patriotic education of the younger generation. The content of the module consists of sections devoted
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16

Botunova,, H. Ya. "Organizational-pedagogical, scientific-research and theatrical-critical activity of A. V. Pletniov through the prism of time." Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 51, no. 51 (2018): 9–40. http://dx.doi.org/10.34064/khnum1-51.01.

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The article deals with the main aspects of organizational-pedagogical, scientific- research and theatrical-critical activity of the candidate of art studies A. V. Pletniov. Little-known biographical data on the life of the theater scientist and the creative environment, in which his professional formation took place, are presented. It is noted that A. V. Pletniov was one of the first graduates of the State Institute of Theatrical Arts named after A. V. Lunacharsky (now – RUTM). He studied there in 1934–1938, surrounded by highly-qualified students, many of whom subsequently became the pride of
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17

Bhakti, Wirayudha Pramana. "Implementasi Pendidikan Akhlak Berbahasa dalam Pembelajaran Bahasa dan Sastra Indonesia di SD/MI." HIKMATUNA : Journal for Integrative Islamic Studies 4, no. 1 (2018): 25. http://dx.doi.org/10.28918/hikmatuna.v4i1.1270.

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Affective domain of language learning is not only character education which is general, but education of morality language which is based on Al Quran and Hadith. Language akhlak education needs to be implemented from an early age through language learning so that learners have akhlakul karimah. This paper discusses the implementation of moral education in accordance with Al Quran and Hadith in learning Indonesian language and literature in primary school. The goal is to show that there are moral values ​​that are in accordance with Al Quran and Hadith on learning Indonesian language and litera
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18

Savickienė, Inga, Laura Raščiauskaitė, Aušra Jankauskaitė, and Loreta Alešiūnaitė. "Teaching Spanish in Secondary School of Lithuania: Possibilities and Challenges of Spanish Teacher in 21st Century." Sustainable Multilingualism 13, no. 1 (2018): 239–60. http://dx.doi.org/10.2478/sm-2018-0020.

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Summary Integration into the European Union, increasing communication and cooperation between countries have brought an extensive interest in foreign languages and the need for foreign language teaching and learning has been recognized by the developers of Lithuanian education policy as an inseparable component of personal development. Teaching and learning of Romanic languages in Lithuania have been popular, exceptional, though varied. French language teaching has old traditions in both formal and non-formal education; while teaching of other Romanic languages (Spanish, Italian, Portuguese, e
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19

Makoelle, Tsediso Michael. "Language, Terminology, and Inclusive Education: A Case of Kazakhstani Transition to Inclusion." SAGE Open 10, no. 1 (2020): 215824402090208. http://dx.doi.org/10.1177/2158244020902089.

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Kazakhstan has adopted the idea of inclusive education. The country has embarked on transforming its education at all levels of schooling to reflect the ethos of equity and inclusion. Tremendous success has been registered so far; however, the language used in the realm of its special/inclusive education has not changed much, as it still bears the hallmarks of the past Soviet vocabulary. Therefore, this article provides an analytic perspective on exclusive terminology and vocabulary still being used, which in one way or another perpetuates misconceptions and stereotypes about diversity and dif
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20

Janzen, Joy. "Teaching English Language Learners in the Content Areas." Review of Educational Research 78, no. 4 (2008): 1010–38. http://dx.doi.org/10.3102/0034654308325580.

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This review examines current research on teaching English Language Learners (ELLs) in four content area subjects: History, math, English, and science. The following topics are examined in each content area: The linguistic, cognitive, and sociocultural features of academic literacy and how this literacy can be taught; general investigations of teaching; and professional development or teacher education issues. The article summarizes key findings in the literature, examining trends and discontinuities across the different content areas, and concludes with implications for teaching and suggestion
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21

Mady, Callie, and Stefanie Muhling. "Instructional Supports for Students with Special Education Needs in French as a Second Language Education: A Review of Canadian Empirical Literature." Journal of Education and Learning 6, no. 3 (2017): 14. http://dx.doi.org/10.5539/jel.v6n3p14.

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With the view to responding to a call for information on instructional supports for students with special education needs (SSEN) in French as a second language (FSL) education, this article reviews the empirical literature from three Canadian contexts: core French, intensive French and French immersion. More specifically, we developed this literature review by conducting an electronic search for pertinent Canadian empirical studies and manually searching select Canadian journals from the last 15 years. Our findings revealed a variety of existing instructional supports to enhance the success of
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22

Salend, Spencer J., Judith A. Dorney, and Maribel Mazo. "The Roles of Bilingual Special Educators in Creating Inclusive Classrooms." Remedial and Special Education 18, no. 1 (1997): 54–64. http://dx.doi.org/10.1177/074193259701800109.

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One group of students whose unique needs present a challenge to educators seeking to create inclusive general education classrooms is learners who are learning english as a second language. The purpose of this article is twofold: (a) to distill from the literature of bilingual special education, bilingual education, and special education a description of the roles of bilingual special educators in cooperative teaching endeavors designed to educate second language learners in general education classrooms; and (b) to offer the observations of a bilingual special educator who worked as part of a
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23

Panchanatham, N. "Language Education for the Problem Solving Behaviour of Industrial Personnel." Management and Labour Studies 28, no. 1 (2003): 61–64. http://dx.doi.org/10.1177/0258042x0302800107.

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Language education is considered to be an ever-continuing business of Linguists. Even today industrial organisations do depend on English, a foreign language for their operations in various functional fields. Training is considered to be an important means for industrial development. However, trainers' dependency on a foreign language for most of the functional terminologies and components gives hardship for both the trainers and trainees. Instead of solving certain industrial problems, non-availability and/or non-familiarity of such terminologies or jargons create new problems in industrial t
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Ong'ondo, Charles Ochieng'. "The Knowledge Base for Language Teacher Education Revisited: A Review." International Journal of English Language Teaching 4, no. 2 (2017): 27. http://dx.doi.org/10.5430/ijelt.v4n2p27.

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The debate on the knowledge base for teacher education (TE) in general and language teacher education in particularhas been going on for while with no unanimity on what it should entail. In this paper, I review literature on the issueof the knowledge base, specifically on language teacher education (LTE). The key question guiding this review is:What is the conceptual foundation of the knowledge base for LTE? This suggests that the debate needs to considerpedagogical reasoning as a core pillar of the knowledge base for LTE. At the centre of the concept of pedagogicalreasoning is the need for la
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Mason, Shannon, and John Hajek. "Representing language education in Australian universities: An analysis of press reporting (2007–2016)." Language Learning in Higher Education 9, no. 1 (2019): 179–202. http://dx.doi.org/10.1515/cercles-2019-0012.

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Abstract Educational issues are a regular feature in mainstream media, and the ways in which particular issues are represented can influence public perceptions of the various discipline areas and, in turn, policy decisions that affect them. While the research literature includes media coverage analyses of a wide range of educational disciplines and sectors, missing is an understanding of the media representations of language education in the tertiary setting, despite languages being seen as a key pathway to generalised national multilingualism, social harmony, and economic prosperity. The auth
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Al-Dosakee, Karwan, and Fezile Ozdamli. "Gamification in Teaching and Learning Languages: A Systematic Literature Review." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (2021): 559–77. http://dx.doi.org/10.18662/rrem/13.2/436.

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It can be seen that emerging technology has positively affected learning in several aspects. Recently gamification has been implemented noticeably in online learning and teaching. Gamification has shown its effectiveness in students' integration of the education process by increasing students' integration with the teaching material and increasing their competence. Learning and teaching a new language is a complicated and strenuous process, so learners usually need to be motivated. Gamification can play a role in further encouraging learners. This study conducted the systematic literature review
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Choi, Liza Lai Shan. "Literature Review: Issues Surrounding Education of English-as-a-Second Language (ESL) Nursing Students." Journal of Transcultural Nursing 16, no. 3 (2005): 263–68. http://dx.doi.org/10.1177/1043659605274966.

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Soyko, Inna. "IVAN STESHENKO'S CONTRIBUTION TO DEVELOPMENT OF UKRAINIAN NATIONAL SCHOOL." Scientific bulletin of KRHPA, no. 11 (2019): 95–99. http://dx.doi.org/10.37835/2410-2075-2019-11-10.

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This article deals with Steshenko's practical activity as General Secretary of Education. In developing the concept of the Ukrainian school, I. Steshenko took into account the state of education and those priority tasks that were put on the agenda by the advanced Ukrainian community, educational and student groups. The researcher notes that during the development of the concept of the Ukrainian school, I. Steşhenko took into account the state of education and those priority tasks that were put on the agenda by the advanced Ukrainian community, educational and student groups, the immediate Ukra
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29

Sarsenbayeva, A., and I. Makarikhina. "Globalisation influence on higher education in Kazakhstan and Russia (on the example of Engineering University)." E3S Web of Conferences 210 (2020): 22010. http://dx.doi.org/10.1051/e3sconf/202021022010.

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Globalisation is a controversial issue in education in terms of its positive or negative impact. The given article presents the review of the existing literature with regard to the benefits that globalization brought to Kazakhstani and Russian higher education and some concerns arose. The authors of the article analyze such educational phenomena pluses as university autonomy, academic mobility, university rankings and English language proliferation. Substantial modernization of higher education content in accordance with the requirements of society and the state to the specialists’ education l
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Majid, Siti Norzaimalina Abd, and Abdul Rahim Salam. "A Systematic Review of Augmented Reality Applications in Language Learning." International Journal of Emerging Technologies in Learning (iJET) 16, no. 10 (2021): 18. http://dx.doi.org/10.3991/ijet.v16i10.17273.

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Augmented reality (AR) is one of the emerging technologies gradually venturing into the education field. Although AR is strongly linked to subjects related to Science, Mathematics, and Technology in schools and tertiary education, there is no mention of AR in non-technical subjects, such as language. Thus, this study aims to discover the AR application trends in language learning and the language skills prevalent in AR usage. In this systematic literature review, AR-related research in language learning began in 2016 and has continued to be on the rise. Furthermore, the preferred language skil
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Kolyada, Nataliya, Larisa Shapovalova, Yuliya Guz, and Ashkhen Melkonyan. "Distance Learning of a Foreign Language – Necessity or Future." International Journal of Emerging Technologies in Learning (iJET) 16, no. 04 (2021): 167. http://dx.doi.org/10.3991/ijet.v16i04.18299.

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In order to effectively organize the educational process when teaching foreign languages remotely in the context of a pandemic, special technical, psychological, and pedagogical training is required to switch to this form of education. Thus, it is necessary to study the current state of distance learning in foreign languages, both in Russia and abroad, and analyze the prospects for the development of this form of education, taking into account factors that have a positive impact on the process of learning a foreign language. The purpose of the article is to identify the theoretical and methodo
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Sebeleva, A. V., and K. A. Chernopiskaya. "VOCATIONAL EDUCATION WITHIN THE FRAMEWORK OF STATE NATIONAL PROJECT FOR REVITALIZATION OF INDIGENOUS LANGUAGES AND LITERATURES." Bulletin of Nizhnevartovsk State University, no. 3 (December 15, 2020): 86–95. http://dx.doi.org/10.36906/2311-4444/20-3/13.

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The article describes a stage of teaching practicum taken by Master’s students majoring in 44.04.01 Pedagogical Education (Master’s Degree program) with the Khanty Philology profile, where a ‘cross-cutting’ native literature program was developed and tested for general education students. In the framework of the state national project for revitalization of native indigenous languages and literatures, it appears relevant to train educators who can teach indigenous languages and native literatures in a comprehensive school. This study addressed the teaching and philological competencies that sho
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Mazur, Elżbieta. "Poetry after 1989 and Its Contexts in Polish Language Education." Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova 6 (September 22, 2021): 303–16. http://dx.doi.org/10.17951/en.2021.6.303-316.

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The article focuses on the position of contemporary poetry in Polish language teaching at secondary schools. It highlights cultural contexts in lyric poetry created after 1989 from the standpoint of integrational education, by reviewing Polish language textbooks, and taking into account new tendencies in Polish poetry. The noticeable change in the poetic language is discussed in selected examples along with the filiations, and disputes with tradition, as well as problems of aesthetics. It was emphasised that contexts of literature play an important role in interpretation of poems by Marcin Świ
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SECADA, WALTER G. "Research, Politics, and Bilingual Education." ANNALS of the American Academy of Political and Social Science 508, no. 1 (1990): 81–106. http://dx.doi.org/10.1177/0002716290508001008.

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Bilingual-education research has helped to inform and to shape federal policy and funding as articulated in the Bilingual Education Act, first passed in 1968 as Title VII of the Elementary and Secondary Education Act. During the Act's most recent reauthorization, the U.S. Department of Education and others proposed changing the law to fund more all-English language programs. They argued that the federal government was mandating a single approach, that there was no research evidence to support such a mandate, and that schools should be granted flexibility in designing programs to meet local nee
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Paesani, Kate. "Research in Language-Literature Instruction: Meeting the Call for Change?" Annual Review of Applied Linguistics 31 (March 2011): 161–81. http://dx.doi.org/10.1017/s0267190511000043.

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The purpose of this review is to assess whether recent scholarship on language-literature instruction—the deliberate integration of language development and literary study at all levels of the foreign language curriculum—within the context of U.S. institutions of higher education reflects shifts in thinking regarding the role of literature in foreign language curricula. These shifts have come in response to the 2007 Report of the Modern Language Association Ad Hoc Committee on Foreign Languages, which recommended replacing the traditional two-tiered program structure with more coherent curricu
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Khodatska, O. "THE PROBLEM OF PROFESSIONALISM DEVELOPMENT OF TEACHERS OF THE UKRAINIAN LANGUAGE AND LITERATURE IN THE THEORY OF PEDAGOGICAL SCIENCE." Aesthetics and Ethics of Pedagogical Action, no. 22 (December 27, 2020): 32–42. http://dx.doi.org/10.33989/2226-4051.2020.22.221984.

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The review article highlights the state of research on the problem of the development of professionalism of teachers of Ukrainian language and literature in modern pedagogical theory. It was found out that in pedagogical theory, there are no holistic studies of the problem of developing the professionalism of teachers of the Ukrainian language and literature in formal and non-formal education. However, there is a range of thorough scientific works, which define the essential professional competencies of the teacher-vocabulary, substantiate their essential characteristics, determine the compone
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Muller, Antonio, and Cesar Conceição Rodrigues Júnior. "The three pillars of bilingual physical education." Revista Tempos e Espaços em Educação 14, no. 33 (2021): e16230. http://dx.doi.org/10.20952/revtee.v14i33.16230.

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This article is a literature review with the objective of characterizing bilingual physical education, to then present and discuss the biggest challenge of the discipline, which is to keep the balance between the objectives and demands of physical education along with the process of acquiring a new language, and then create concepts for how to achieve this balance. This balance proposed for the discipline is something complex and at the same time subtle, we analyzed a specific article that seeks to concentrate all the difficulties of bilingual physical education in two dilemmas, and based on t
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Yachmenyk, Maryna. "Media Education of Future Native Language Teachers: Experience of Germany and Ukraine." Comparative Professional Pedagogy 4, no. 2 (2014): 110–15. http://dx.doi.org/10.2478/rpp-2014-0028.

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Abstract The achievements of media education in higher education of Germany have been highlighted. The notions of media education that exist in scientific literature have been outlined. Media education has been defined as a direction in pedagogy (media pedagogy) aimed at an individual’s media-culture formation in society, as well as a process of development and self-development by means of media materials and mass media. The main goal of media education is to enhance general, professional, communicative and creative competences. The main national programs of media education implementation into
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Clegg, Cyndia Susan. "Pacific Ancient and Modern Language Association." PMLA/Publications of the Modern Language Association of America 114, no. 4 (1999): 911. http://dx.doi.org/10.1632/s0030812900154057.

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The association's ninety-seventh convention will he held 5–7 November 1999 at Portland State University in Portland, Oregon, under the sponsorship of the dean of Letters and Sciences and the Departments of English and Languages and Literatures. Inger Olsen is serving as local chair. The program will represent the association members' diverse interests in all matters of language and literature in classical, Western, and non-Western languages. The thirty-one general sessions will include papers on classical, Romance, Germanic, Scandinavian, English, American, and Asian literatures, as well as on
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Dunstan, Stephany Brett, Amanda Eads, Audrey J. Jaeger, and Walt Wolfram. "The Importance of Graduate Student Engagement in a Campus Language Diversity Initiative." Journal of English Linguistics 46, no. 3 (2018): 215–28. http://dx.doi.org/10.1177/0075424218783446.

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In 2012, North Carolina State University launched a campus-wide linguistic diversity program, “Educating the Educated,” with a goal of engaging the campus community about language as a key element of diversity and increasing general knowledge of language and dialect differences. The program has successfully grown over the past several years since its launch, in large part due to the leadership efforts of the program’s student ambassadors. Student ambassadors are involved in peer education on campus, seek out opportunities to engage the campus and local communities, and develop partnerships on
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Обернихина and Galina Obyernikhina. "Nikolay Michaylovich Karamzin in the History of the Russian Culture." Profession-Oriented School 4, no. 4 (2016): 44–51. http://dx.doi.org/10.12737/21510.

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The program of elective course “Nikolay Michaylovich Karamzin in the history of Russian Culture” is recommended for the general educational
 institutions and system of vocational secondary education. The program is aimed to help Russian language and literature teachers, history teachers of
 general educational institutional and lecturer of vocational secondary education to bring students home to social heritage of N.M. Karamzin.
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Rhodes, Anthony, Maurice Danaher, and Ashley Ater Kranov. "Concurrent direct assessment of foundation skills for general education." On the Horizon 26, no. 2 (2018): 79–90. http://dx.doi.org/10.1108/oth-08-2017-0072.

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Purpose There is considerable agreement around the foundation skills required by employers that will enable graduates to integrate and devise promising solutions for the challenges faced by knowledge and globalized societies. These are life skills (communication skills, teamwork and leadership skills, language skills in reading and writing and information literacy), transferable skills (such as problem-solving, including critical thinking, creativity and quantitative reasoning) and technology skills (search for knowledge and build upon it). Foundation skills, however, are recognized to be diff
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Keller, Jonathan M., Dru Claar, Juliana Carvalho Ferreira, et al. "Mechanical Ventilation Training During Graduate Medical Education: Perspectives and Review of the Literature." Journal of Graduate Medical Education 11, no. 4 (2019): 389–401. http://dx.doi.org/10.4300/jgme-d-18-00828.1.

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ABSTRACT Background Management of mechanical ventilation (MV) is an important and complex aspect of caring for critically ill patients. Management strategies and technical operation of the ventilator are key skills for physicians in training, as lack of expertise can lead to substantial patient harm. Objective We performed a narrative review of the literature describing MV education in graduate medical education (GME) and identified best practices for training and assessment methods. Methods We searched MEDLINE, PubMed, and Google Scholar for English-language, peer-reviewed articles describing
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Hu, Hengzhi. "In China, What We Need is More Than Mathematics: A Literature Review of Numeracy." Journal of Education, Teaching and Social Studies 2, no. 3 (2020): p24. http://dx.doi.org/10.22158/jetss.v2n3p24.

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In China, the importance of quality mathematics education has never been called into a question, whereas numeracy as a general capability that is more than the mastery of mathematical knowledge and skills is seldom discussed in the literature about Chinese schools and education systems or considered in teaching practices, presenting an overall picture that numeracy development seems to be missing from Chinese education or considered as a tacit outcome automatically produced by the acquisition of mathematical knowledge. This issue may stem from the linguistic differences between English languag
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Dalia, Yoseph, Emily C. Milam, and Evan A. Rieder. "Art in Medical Education: A Review." Journal of Graduate Medical Education 12, no. 6 (2020): 686–95. http://dx.doi.org/10.4300/jgme-d-20-00093.1.

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ABSTRACT Background The use of fine art in medical education has a long history. Numerous studies have investigated the potential benefits of incorporating art in medical education; however, there are gaps in knowledge regarding the efficacy, methodology, and clinical significance of these studies. Objective This scoping review of the literature aims to describe the available literature on the incorporation of art education in medical school and residency. Methods PubMed, Google Scholar, and MedEDPortal were queried from their inception dates through December 2019. English-language studies pro
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Adhikari, Bal Ram. "Literature in the Language Classroom: Roles and Pedagogy." Journal of NELTA Gandaki 1 (June 14, 2019): 1–10. http://dx.doi.org/10.3126/jong.v1i0.24453.

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The present article is theoretical in nature with its prime focus on the pedagogical dimension of literature in the language classroom in general and the ESL/EFL classroom in particular. It draws on some of the key publications in the field and my experience in English language education as a teacher and material developer. Moreover, I have drawn some evidence from B. Ed. and M. Ed. English courses offered to prospective teachers, and their class observation. Divided into three sections, the article begins with a checkered history of literature in mainstream language teaching methods while the
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Anspoka, Zenta. "COMPREHENSIVE TEACHER’S PROFESSIONALISM FOR CONTENT AND LANGUAGE INTEGRATED PROVISION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 17. http://dx.doi.org/10.17770/sie2019vol2.3805.

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Topicality of the problem is determined by several factors as well as the amendments on the Education Law and the General Education Law, which provide for a gradual transition to the acquisition of general secondary education in Latvian only, educational content reform and teachers experience to work in an ethnically and linguistically heterogeneous environment. The aim of the study is to analyse comprehensive school teachers theoretical background and practice experience to work in the content and language integrated teaching and learning approach. Because language not a subject only but a me
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Lowrey, K. Alisa, Aleksandra Hollingshead, and Kathy Howery. "A Closer Look: Examining Teachers' Language Around UDL, Inclusive Classrooms, and Intellectual Disability." Intellectual and Developmental Disabilities 55, no. 1 (2017): 15–24. http://dx.doi.org/10.1352/1934-9556-55.1.15.

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Abstract The purpose of this study was to examine the language teachers used to discuss inclusion, Universal Design for Learning (UDL), and learners with intellectual disability (ID) in an effort to better understand how teachers describe the relationship between those three. Utilizing a secondary analysis procedure, interview transcripts from seven general education teachers were reanalyzed to identify language used by teachers to refer to inclusive educational settings, the implementation of UDL, and learners with intellectual disability. The identified themes were then juxtaposed against th
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Simarmata, Mai Yuliastri, and Rini Agustina. "PENGEMBANGAN BAHAN AJAR BERBASIS PENDIDIKAN KARAKTER UNTUK MENINGKATKAN KESANTUNAN TINDAK TUTUR IMPERATIF BAHASA MELAYU PONTIANAK." Dialektika: Jurnal Bahasa, Sastra, dan Pendidikan Bahasa dan Sastra Indonesia 6, no. 2 (2020): 173–83. http://dx.doi.org/10.15408/dialektika.v6i2.8504.

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Abstract: This study is the development of teaching materials based on language character education to improve the politeness of speech acts in students of the Indonesian Language and Literature Education Study Program IKIP PGRI Pontianak. Development of integrated language teaching material in pragmatic subjects. In general, this study aims to develop teaching materials related to character education speaking in the Malay speech politeness in the Indonesian Language and Literature Education Study Program IKIP PGRI Pontianak students. The results obtained in this study that teaching materials
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Soraya, Artifa. "EFEKTIVITAS MODEL PENGINTEGRASIAN STRATEGI AFEKTIF DALAM PEMBELAJARAN MATAKULIAH WICARA INDIVIDU PRODI PENDIDIKAN BAHASA DAN SASTRA IKIP BUDI UTOMO MALANG." Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya 24, no. 1 (2018): 63–68. http://dx.doi.org/10.33503/paradigma.v24i1.344.

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Learning strategies are steps taken by students to improve their own learning. Learning strategy is desired learners to achieve certain goals and manifest in various types. The use of this learning strategy appears in the specific actions or behaviors that the learners do to improve their language skills, for example by imitating, repeating, transferring into other languages, improving speech, asking for clarification, and so on. This research is more emphasis on affective strategy. This strategy refers to feelings, attitudes, motivations and values. There are three main sets of affective stra
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