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Adieu grammaire!
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ISBN: 9782130521426 2130521428 Year: 2001 Publisher: Paris: PUF,

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An introductory reader to the writings of Jim Cummins
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ISBN: 185359475X 9781853594755 Year: 2001 Publisher: Clevedon: Multilingual matters,

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Voices of authority : education and linguistic difference
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ISBN: 1567505317 1567505309 Year: 2001 Publisher: Westport (Conn.) : Ablex,

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After literacy : essays
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ISBN: 0820452424 Year: 2001 Publisher: New York : P. Lang,

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How to Teach Modern Languages - and Survive!
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ISBN: 1280827947 9786610827947 9781853595442 1853595446 9781853595448 9781853595431 1853595438 9781853595424 185359542X 9781280827945 661082794X 1853595438 185359542X Year: 2001 Publisher: Bristol Blue Ridge Summit

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This book sets out some of the practical techniques Jan Pleuger has used with children of all ages and abilities, and most of the ideas can also be applied to adult learners. These practical strategies are aimed at reducing both pupil and teacher anxiety and provides a deep understanding of the psychological dynamics of the modern language classroom. The result is an enjoyable book, entertainingly written and bursting with tips for busy Modern Language teachers.

The fate of progressive language policies and practices
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ISBN: 0814116736 Year: 2001 Publisher: Urbana (Ill.) : National council of teachers of English,

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Vantage
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ISBN: 052156705X 0511667116 9780521567053 9780511667114 Year: 2001 Publisher: Cambridge Cambridge University Press

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This series of learning objectives offers all practitioners a description of the language needed to assure a learner's ability to deal with the challenges presented by everyday communication.


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Kruispad : die toekoms van Afrikaans as openbare taal
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ISBN: 062404050X Year: 2001 Publisher: Kaapstad : Tafelberg,


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New perspectives and issues in educational language policy
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ISBN: 1556198558 9027225613 9786612162770 1282162772 9027298513 9789027298515 9781556198557 Year: 2001 Publisher: Amsterdam Philadelphia J. Benjamins Pub. Co.

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This formidable selection of papers reflects the psycholinguistic and sociolinguistic underpinnings of the interface between language and education. Following an introduction that positions the field of educational linguistics historically and conceptually, the volume presents 15 contributions by leading scholars that cover the four areas most central to the field:- Language teaching, language learning and literacy (Widdowson, Bialistok, Cohen & Allison);- Language testing (Bachman, Davies, and Shohamy);- Multilingualism, minority languages and language planning (Bratt-Paulston, Fishman, Lambert, Amara, de Bot & van Els);- Language policy (Clyne, Tucker, Donato & Murday, McNamara & Lo Bianco, and Hornberger).New Perspectives and Issues in Educational Language Policy is published in honour of Bernard Dov Spolsky and reflects his impact on applied linguistics in general and educational linguistics in particular. The breadth and coverage makes this an indispensable title for future research in the field of educational linguistics.

Research on dictionary use in the context of foreign language learning
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ISSN: 01759264 ISBN: 3484391065 3111861562 3110915014 9783110915013 9783484391062 Year: 2001 Volume: 106 Publisher: Tübingen

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The purpose of this book is to conceptualise the research on dictionary use within a more general overview of language learning. It brings together some of the findings of studies on dictionary users and uses and shows how research into dictionary use can contribute to the improvement of dictionary design and the clarification of issues in language learning. The book also provides reports on a series of empirical studies on dictionary use in decoding activities (reading comprehension and L2/L1 translation) , which will shed some light on the nature of the issues discussed throughout the book. The book falls into two parts. Part I, »Research on Dictionary Use - State of the Art« is, as its title suggests, a summary of previous studies to tease out relevant issues in each area of inquiry. Part 2, »Empirical Studies« reports on a series of studies the author has conducted in the past 15 years. The first three studies (Chapter 5, 6, and 7) investigate dictionary use in the broader context of language learning. The next four studies (Chapter 8, 9, 10 and 11) report on a series of controlled experiments on the relationship between the macro- and microstructure of the dictionary and reference skills. Finally, the last two chapters (Chapter 12 and 13) report the use of learner language data for a better lexicographical output.

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