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Language planning. --- Languages, Modern --- Errors of usage. --- Foreign languages --- Languages, Foreign --- Languages, Living --- Living languages --- Modern languages --- Language and languages --- Planned language change --- Sociolinguistics --- Planning
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The release of a report by the Modern Language Association, “Foreign Languages and Higher Education: New Structures for a Changed World,” focused renewed attention on college foreign language instruction at the introductory level. Frequently, the report finds, these beginning courses are taught by part-time and untenured instructors, many of whom remain on the fringes of the department, with little access to ongoing support, pedagogical training, or faculty development. When students with sensory, cognitive or physical disabilities are introduced to this environment, the results can be frustrating for both the student (who may benefit from specific instructional strategies or accommodations) and the instructor (who may be ill-equipped to provide inclusive instruction). Soon after the MLA report was published, the American Council on the Teaching of Foreign Languages issued “Diversity and Inclusion in Language Programs,” a position statement highlighting the value of inclusive classrooms that support diverse perspectives and learning needs. That statement specifies that all students, regardless of background, should have ample access to language instruction. Meanwhile, in the wake of these two publications, the number of college students with disabilities continues to increase, as has the number of world language courses taught by graduate teaching assistants and contingent faculty. Disability and World Language Learning begins at the intersection of these two growing concerns: for the diverse learner and for the world language instructor. Devoted to practical classroom strategies based on Universal Design for Instruction, it serves as a timely and valuable resource for all college instructors - adjunct faculty, long-time instructors, and graduate assistants alike - confronting a changing and diversifying world language classroom.
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Community-based Language Learning offers the first manual for world language educators interested in community-based learning (CBL). CBL includes pedagogical approaches that connect academic learning objectives with experiential learning, ranging from reciprocal partnerships with the community (e.g., community engagement, service-learning) to one-directional learning situations (e.g., community service, site visits, etc.).
Languages, Modern --- Experiential learning. --- Community education. --- Language acquisition --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Psycholinguistics --- Education, Community --- Education --- Popular education --- Experience-based learning --- Learning, Experiential --- Experience --- Learning --- Active learning --- Language and education --- Language schools --- Study and teaching. --- Social aspects. --- Acquisition
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Promotor e interveniente nas célebres "Conferências do Casino", historiador da literatura, introdutor em Portugal dos estudos linguísticos e da pedagogia, Adolfo Coelho (1847-1919) foi também - a par de Teófilo Braga, Consiglieri Pedroso, Leite de Vasconcelos e Rocha Peixoto - uma das figuras decisivas na constituido e desenvolvimento inicial da antropologia em Portugal. A cultura (...) cigana e a sua língua (...) constituem antes de mais urna curiosa possibilidade etnográfica: olhar o exótico no interior da cultura do observador. Efectivamente; embora partilhem os mesmos antepassados civilizacionais e lingüísticos que os seus hospedes europeus (...), os Ciganos apresentam uma organização social muito próxima da sua ascendêcia indiana, melhor dizendo, hindú e, nesta medida, irredutível à morfologia social predominante na Europa.
Romanies --- Romani language. --- Portuguese language --- Slang. --- Portugal --- Ethnic relations. --- Romance languages --- Gypsy language --- Romany language --- Rommany language --- Indo-Aryan languages, Modern --- Bohemians (Romanies) --- Gipsies --- Gitanos --- Gypsies --- Kalderash --- Manush --- Roma (People) --- Romani --- Sinti --- Nomads --- Languages --- al-Burtughāl --- al-Jumhūrīyah al-Burtughālīyah --- Burtughāl --- Jumhūrī-i Purtughāl --- Jumhūrīyah al-Burtughālīyah --- Lusitania (Portugal) --- Portekiz --- Portekiz Cumhuriyeti --- Portogalia --- Portogallo --- Portugál Köztársaság --- Portugali --- Portugalia --- Portugalii︠a︡ --- Portugalská republika --- Portugalʹskai︠a︡ Respublika --- Portugalsko --- Portugiesische Republik --- Portuguese Republic --- Porutogaru --- Porutogaru Kyōwakoku --- P'orŭt'ugal --- P'orŭt'ugal Konghwaguk --- Purtughāl --- Putaoya --- Putaoya Gongheguo --- Repubblica Portoghese --- Republica Portugheză --- República Portuguesa --- Republika Portugalska --- République portugaise --- Sefarad --- Португальская Республика --- Португалия --- פורטוגל --- البرتغال --- الجمهورية البرتغالية --- برتغال --- جمهوري پرتغال --- جمهورية البرتغالية --- پرتغال --- ポルトガル --- ポルトガル共和国 --- 葡萄牙 --- 葡萄牙共和国 --- 포르투갈 --- 포르투갈공화국 --- ethnographie portugaise --- gitan --- tradition populaire --- langue
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