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This book is based on an eleven-year observation of two children who were simultaneously exposed to three languages from birth. It tells the story of two parents from different cultural, linguistic, and ethnic-racial backgrounds who joined to raise their two children with their heritage languages outside their native countries. It also tells the children’s story and the way they negotiated three cultures and languages and developed a trilingual identity. It sheds light on how parental support contributed to the children’s simultaneous acquisition of three languages in an environment where the main input of the two heritage languages came respectively from the father and from the mother. It addresses the challenges and the unique language developmental characteristics of the two children during their trilingual acquisition process.
Language acquisition --- Multilingualism in children. --- Children --- Parent involvement in language acquisition --- Parent participation in language acquisition --- Parental involvement in language acquisition --- Parental participation in language acquisition --- Parent participation. --- Didactics --- Primary education --- Secondary education --- Interpersonal communication in children --- Psycholinguistics
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This book provides a comprehensive, research-based account of how people learn a second/foreign language and shows how classroom practice can be organised around research-based principles. In the first part, the book provides up-to-date insights into the cognitive, motivational, and emotional dimensions of learning an additional language. In the second part, ten principles of high-quality additional language teaching are introduced and illustrated by a wealth of authentic, classroom-based examples. The book also explores implications for curriculum design and the assessment of additional language competences. A separate chapter is devoted to the ways in which innovation in language education can be fostered. Throughout the book, the question is addressed whether additional language teaching should primarily focus on meaningful tasks, form-based practice, or the integration of both. This book is a must-read for all those who are interested in improving the quality of second and foreign language education.
Language and languages --- Second language acquisition --- Task analysis in education. --- Study and teaching --- Methodology. --- Psychological aspects. --- Didactic strategies --- Didactics of languages --- Psycholinguistics --- talenonderwijs --- tweede taal --- Second language acquisition. --- Langues --- Acquisition linguistique. --- Analyse des tâches en éducation. --- Étude et enseignement. --- vreemdetalenonderwijs --- Taalbeleid --- 378 --- feedback --- Task analysis in education --- Language and language --- Analysis, Task (Education) --- Education --- Second language learning --- Language acquisition --- Study and teaching&delete& --- Methodology --- Étude et enseignement --- Analyse des tâches en éducation. --- Étude et enseignement
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Een verslag van twee veldonderzoeken naar alfabetisering in het Nederlands als tweede taal. Centraal staat de wijze waarop en de mate waarin cursisten leren lezen in niet-intensieve en in intensieve cursussen
Didactics of Dutch --- Adult education. Lifelong learning --- Dutch language --- -Language and languages --- -Linguistic minorities --- -Literacy --- -Second language acquisition --- KVH-BOM --- #A9203A --- #KVHB:Analfabetisme --- #KVHB:Schrijven --- #KVHB:Lezen --- #KVHB:Nederlands voor anderstaligen --- Nederlands als tweede taal --- Second language learning --- Language acquisition --- Illiteracy --- Education --- General education --- Minority languages --- Language and languages --- Minorities --- Sociolinguistics --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Flemish language --- Netherlandic language --- Germanic languages --- Study and teaching --- -Foreign speakers --- -Education --- -NT2 --- Political aspects --- Linguistic minorities --- Literacy --- Second language acquisition. --- Foreign speakers. --- Second language acquisition --- Study and teaching&delete& --- Foreign speakers --- NT2 --- Minoritized languages
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De gelijkheid van man en vrouw en het verwerpen van discriminatie op basis van gender, zijn fundamentele waarden die in de vakoverschrijdende eindtermen staan ingeschreven. Met dit handige boek kunnen leerkrachten meteen de daad bij het woord voegen. Het is bedoeld voor leerkrachten in de derde graad van het ASO-onderwijs. Het biedt enkele kan-en-klare lessenreeksen voor de vakken geschiedenis en Nederlands. Aan alle lessen werden concrete eindtermen en lesdoelen gekoppeld. Extra is de bijbehorende cd-rom met printbaar lesmateriaal. Dit boek maakt leerkrachten vertrouwd met de voornaamste begrippen uit de genderstudies en levert ideeën om zelf met het thema 'vrouwen en mannen' aan de slag te gaan. Het boek is in de eerste plaats bedoeld voor leerkrachten geschiedenis, Nederlands en humane wetenschappen in de derde graad van het ASO-onderwijs, maar kan ook een inspiratiebron zijn voor lesgevers die in andere graden en onderwijsvormen rond het thema gendergelijkheid willen werken. Het boek bevat enkele kant-en-klare lessenreeksen om de leerlingen zelf te laten onderzoeken op welke wijze gender vorm geeft aan het dagelijkse leven, de geschiedenis en de taal. Op de cd-rom staat printbaar lesmateriaal.
Schoolbooks - Didactic material --- Contains audio-visual material --- emancipatie --- SO (secundair onderwijs) --- rolpatronen --- gender --- didactische werkvormen --- Belgium --- Gender --- History --- Education --- Secondary education --- Language acquisition --- Book --- Teaching materials
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Er zijn nauwelijks empirische gegevens beschikbaar over de praktijk van NT2-onderwijs. Dit boek wil in die leemte voorzien via praktijkbeschrijvingen van NT2-onderwijs in Nederland en Vlaanderen. Praktijken van NT2-onderwijs in het kader van specifieke NT2-projecten in verschillende sectoren van het onderwijs worden beschreven : basisonderwijs, voortgezet onderwijs en volwassenenonderwijs. Deze beschrijvingen zijn gebaseerd op aan de hand van welbepaalde parameters opgezet onderzoek.
Didactics of Dutch --- NT2 (Nederlands tweede taal) --- Nederlands als tweede taal --- Onderwijs --- Nederland --- Vlaanderen --- Lager onderwijs --- Secundair onderwijs --- Volwasseneneducatie --- Dutch language --- -Dutch language --- -Second language acquisition --- #SBIB:309H518 --- #A9503A --- Second language learning --- Language acquisition --- Flemish language --- Netherlandic language --- Germanic languages --- Study and teaching --- -Foreign speakers --- Verbale communicatie: sociologie, antropologie, sociolinguistiek --- NT2 --- Vietnam --- Zuid-Afrika --- Kust --- Opvoeding --- Pedagogiek --- Statistische gegevens --- Sport --- Emigratie --- Literatuur
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In dit boek komen 45 experten aan het woord rond verschillende aspecten van tweedetaalverwerving. Aan bod komen onder andere: taakgerichte en inhoudsgerichte aanpak, grammatica-onderwijs in tweedetaalverwerving, individuele verschillen bij taalverwerving,... In het boek vind je een overzicht van de recentste literatuur over deze onderwerpen maar ook de inzichten van de schrijvers. En telkens opnieuw wordt de link gelegd tussen theorie en praktijk.
Second language acquisition --- Language and languages --- Language teachers --- Applied linguisitics --- Study and teaching --- Training of --- Educational sciences --- Second language acquisition - Study and teaching - Handbooks, manuals, etc. --- Language and languages - Study and teaching - Handbooks, manuals, etc. --- Language teachers - Training of - Handbooks, manuals, etc. --- Applied linguisitics - Handbooks, manuals, etc.
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The publication in 1816 of Bopp's Über das Conjugations system can be considered the beginning of a systematic comparison of Indo-European languages, and thus as having led too the development of the study of language as a science, distinct from philology. The Analytical Comparison (1820) represents not merely a translation into English, as has been claimed in the literature, but a significant advance in theoretical clarity and methodological soundness. This reprint is accompanied by a bio-bibliographical account of Bopp by J. D. Guigniaut, an introduction to Analytical C
Psycholinguistics --- Didactics of languages --- Language and languages --- Second language acquisition --- Task analysis in education --- Study and teaching --- Methodology --- 800.7 --- Taalonderwijs. Taalverwerving --- Task analysis in education. --- Methodology. --- Methology. --- 800.7 Taalonderwijs. Taalverwerving --- #KVHA: Taalonderwijs --- Analysis, Task (Education) --- Education --- Second language learning --- Language acquisition --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Study and teaching&delete& --- Indo-European languages --- Verb. --- Grammar, Comparative. --- Bopp, Franz, --- Bopp, Franciscus, --- Bopp, Francisco, --- Langues indo-européennes --- Verb --- Grammar, Comparative --- Verbe --- Grammaire comparée --- Bopp, Franz --- Language and languages - Study and teaching - Methodology --- Second language acquisition - Methodology
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Routledge Introductions to Applied Linguistics is a series of introductory level textbooks covering the core topics in Applied Linguistics, primarily designed for those beginning postgraduate studies, or taking an introductory MA course as well as advanced undergraduates. Titles in the series are also ideal for language professionals returning to academic study. The books take an innovative 'practice to theory' approach, with a 'back-to-front' structure. This leads the reader from real-world problems and issues, through a discussion of intervention and how to engage with these concerns, before finally relating these practical issues to theoretical foundations. Additional features include a glossary of key terms, and discussion questions. Following the back-to-front approach of the series, the book takes problematic issues in language pedagogy as its starting points. These are then examined in terms of second language acquisition. Each chapter begins with a look at the pedagogical proposals found in teacher guides and then asks 'Do these proposals accord with what we know about how languages are acquired?' Pedagogical topics covered include teaching methods, syllabus design, explicit instruction, comprehension versus production-based instruction, task-based instruction, authentic materials, the role of the learners' first language in the classroom, error correction and catering for individual differences. Including a glossary of key terms and questions for discussion at the end of each chapter, and assuming no prior knowledge of second language acquisition, this is the ideal text for all students studying language teaching methods, language teacher education, English teaching methodology and second language acquisition modules in advanced undergraduate and postgraduate/graduate TESOL and Applied Linguistics courses.
Language and languages --- Second language acquisition --- Language teachers --- Study and teaching --- Research --- Training of --- Second language acquisition. --- Study and teaching. --- Research. --- Training of. --- #KVHA:Taalkunde --- #KVHA:Taalonderwijs --- #KVHA: Tweede taalverwerving --- Second language learning --- Language acquisition --- Foreign language study --- Language and education --- Language schools --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Langues vivantes --- Interlangue (enseignement des langues) --- Langues --- Langue maternelle et langue seconde (enseignement des langues) --- Acquisition --- Étude et enseignement --- Étude et enseignement. --- Acquisition. --- Didactics of Dutch --- Language and languages Study and teaching --- Language and languages - Study and teaching --- Language and languages - Research --- Language teachers - Training of --- Acquisition linguistique
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Dictoglos is een werkvorm voor taalonderwijs, waarbij interactie tussen taalleerders centraal staat en verschillende taalvaardigheden tegelijkertijd worden geoefend. De werkvorm is te gebruiken voor alle soorten taalonderwijs, ongeacht de doeltaal en de moedertaal, en is zowel geschikt voor hoger- als voor lageropgeleiden. In dit boek worden de gebruiksmogelijkheden en didactische voordelen van dictoglos aan de hand van praktische voorbeelden belicht.
taalvaardigheid --- Didactic strategies --- interactief onderwijs --- talenonderwijs --- Didactics of languages --- Second language acquisition --- NT2 --- actieve werkvormen --- Tweede-taalverwerving --- Vreemdetalenonderwijs --- didactiek --- samenwerkend leren --- samenwerkend leren. --- LANGUES VIVANTES --- LANGAGE ET LANGUES --- ETUDE ET ENSEIGNEMENT --- DIDACTIQUE --- Langues --- Étude et enseignement
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Dit boek gaat in op de mogelijkheden om de spraakontwikkeling van een baby vanaf de geboorte te beschrijven en te onderzoeken. De nadruk ligt daarbij op de methode waarmee deze spraak-in-ontwikkeling vastgelegd en voor onderzoek toegankelijk gemaakt kan worden. Het boek is bedoeld voor allen die zich bezighouden met de ontwikkeling van de spraak en communicatie van baby's vanaf de geboorte.
taalverwerving --- Developmental psychology --- spraakvermogen --- baby's --- Speech disorders in children --- Children --- Language acquisition --- Taalverwerving --- Baby's --- Spraakontwikkelingsstoornissen --- Spraakontwikkeling --- Communicatie --- Taalontwikkeling --- 112085.jpg --- Taalverwerving ; kinderen --- spraakontwikkeling --- 613.2 --- #KVHB:Taalontwikkeling --- Baby --- Spraakontwikkelingsstoornis
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