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Cognitive linguistics and language teaching.
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ISBN: 9780230537392 0230537391 1349359181 9786612532979 0230233678 1282532979 Year: 2009 Publisher: Basingstoke Palgrave Macmillan

Mind, metaphor and language teaching
Author:
ISBN: 9781403915856 1403915857 Year: 2004 Publisher: Basingstoke : Palgrave MacMillan,

Het huis van Adriaan
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ISBN: 0582209773 9780582209770

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14


Book
Talking texts : innovative recipes for intensive reading
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ISBN: 0582070023 9780582070028 Year: 1992 Publisher: Essex Longman

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Book
Literacy
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ISBN: 9781474469265 Year: 2022 Publisher: Edinburgh

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Context and Culture in Language Teaching and Learning
Authors: --- --- --- --- --- et al.
ISBN: 1853596574 9786610739318 1280739312 1853596728 9781853596728 9781853596575 Year: 2003 Volume: 6 Publisher: Bristol Blue Ridge Summit

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Abstract

The now familiar forces of globalisation and internationalisation are influencing the role and significance of language teaching and learning in contemporary classrooms. This affects the ways in which English is taught and learnt in particular but is also an inevitable factor in all language teaching and learning. The authors of the chapters in this book all share a concern to explore the ways in which the contexts in which language teaching takes place impact on the aims and the methods of language teaching. Some do so by discussing the implications for what research we do and how we do it; Kramsch, for example, explains in detail how her own research evolves from issues which arise in the classroom. In other chapters the changing nature of the teaching of English is presented from empirical research; Decke-Cornill, for example, identifies different philosophies of language teaching among different kinds of English teacher in Germany. Other authors present studies of the ways in which what learners bring to the learning process from their own contexts and languages has to be taken into consideration if we are to understand language learning; Holme shows this from close analysis of the acquisition of metaphorical language, and Wendt argues for the importance of a social constructivist theory of language learning. Our common purpose is to take a fresh look at teaching and research through the perspective of the inevitable connections between contexts, cultures and classrooms.

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