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Ilona Tandzegolskienė and Asta Balčiūnaitienė

. (2010). Narrative Kompetenz. Lexikon Fremdsprachendidaktik, 229–230. Stuttgart: Metzler. Otto, D. &Becker, S. (2016). Digital Storytelling als Methode für vernetztes Lernenininterkulturellen und interdisziplinären Lehrformaten. In N. Apostolopoulos, W. Coy, K. von Köckritz, U. Mußmann, H. Schaumburg, A. Schwill (Eds.), Grundfragen Multimedialen Lehrens und Lernens: die offene Hochschule: Vernetztes Lehren und Lernen . Tagungsband ( pp. 51–62). Münster: Waxmann. Prieiga per internetą: http://nbn-resolving.de/urn:nbn:de:0168-ssoar-49136-7 . Rupšienė

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Amin Karimnia and Mahmood Khosravani

classroom: Language policy, learner autonomy and innovative practice. Language Awareness , 20(1), 31–43. Spada, N. (2006). Communicative language teaching: Current status and future prospects. In J. Cummins & C. Davis (Eds.), The international handbook of English language teaching . Norwell, MA: Springer. Spahiu, I. (2013). Using native language in ESL classroom. IJ-ELTS: International Journal of English Language & Translation Studies , 1(2), 243–248. Retrieved from www.eltsjournal.org . Tang, J. (2002). Using L1 in the English classroom. English

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Alicia Chabert

). Programa de educación bilingüe en España. Informe de evaluación . Madrid: Ministerio de educación y British Council. EF English Proficiency Index, (2018). Retrieved from https://www.ef.com/ca/epi/ . Ferre-Pavia, C., Zabaleta, I., Gutierrez, A., Fernandez-Astobiza, I., & Xamardo, N. (2018). Internet and Social Media in European Minority Languages: Analysis of the Digitalization Process. International Journal of Communication, 12 , 1065–1086. Retrieved from https://ijoc.org/index.php/ijoc/article/view/7464 . Friedrich, P., & Matsuda, A. (2010). When

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Amin Karimnia and Fatemeh Mohammad Jafari

. (2014). Evaluating the position of ESP for art students in university of Tehran Art School. Journal of Novel Applied Sciences, 3(10), 1151-1162. Faraday H. 1995. Research methods in applied linguistics. Iran: Payam-Noor University Press. Ghaderi Dust, E. (2016). A comparative study on objectives and components of reading skill in national curriculum of Iran and America at high school. International Journal of Language Education and Teaching, 4(3), 48-60. Gholami, J. Samudi, N. Mohammadnia, Zh. (2017). Critical analysis

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Jurgita Vaičenonienė and Jolanta Kovalevskaitė

, & V. Matoušek, the Proceedings of the TSD 2017: Text, Speech, and Dialogue: 20th International Conference. Springer, 47–56. Kunilovskaya M., Morgoun N., Pariy A. (2018). Learner vs. professional translations into Russian: Lexical profiles. The International Journal for Translation & Interpreting Research, 10 (1), 33–52. Laviosa, S. (1998). Core patterns of lexical use in a comparable corpus of English narrative prose. Meta, 43(4), 557–570. Marcinkevičienė, R., Kovalevskaitė, J., Utka, A., & Vaičenonienė, J. (2012). An overview of multilingual

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Elvira Küün

). (2004). Trilingualism in Family, School, and Community. Language Arts & Disciplines . Multilingual Matters, England. Iskanius, S. (2005). Venäjänkielisten maahanmuuttajaopiskelijoiden kieliidentiteetti . Jyväskylä: Jyväskylän Yliopisto. Kidd, W. (2002). Culture and Identity . New York: Palgrave. Küün, E. (2014). The Impact of the Change on the Extent of the Language Shift in the Language Environment in the Context of Linguistics. International Journal of Global Ideas, 3 , 5–43. Liebkind, K. (1995). Dispersial Xenophobia and Acculturative

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Lisa Griggio

://Key-Data-on-Teaching-Languages-2017-Full-report_EN.pdf European Council (2002). Presidency conclusions . Barcelona European Council 15 and 16 March 2002, Retrieved from http://ec.europa.eu/invest-in-research/pdf/download_en/barcelona_european_council.pdf . Formentin R., Griggio D., Whigham C. (2004). Face-To-Face Tandem Learning. In C. Taylor Torsello, A. Pasinato & N. Whitteridge (Eds.), L’apprendimento Linguistico al CLA: Experience Innovative e Riflessioni per il Futuro , (pp. 43—56), Padova: CLEUP. Friesenhahn, G. J., Schild, H., Wicke, H. G., Balogh, J., & Plantz, C

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Vaida Misevičiūtė

Does It Take English Learners to Attain Proficiency ? The University of California Linguistic Minority Research Institute. Policy Report 2000–2001. Retrieved from https://web.stanford.edu/~hakuta/Publications/%282000%29%20-%20HOW%20LONG%20DOES%20IT%20TAKE%20ENGLISH%20LEARNERS%20TO%20ATTAIN%20PR.pdf . Hinkel, E. (2004). Teaching academic ESL writing: practical techniques in vocabulary and grammar. Mahwah, N.J.: L. Erlbaum Associates. Hirokawa, K., &Swales, J. (1986). The Effects of Modifying the Formality Level of ESL Composition Questions. TESOL

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Rima Sabaliauskienė, Gintarė Gelūnaitė-Malinauskienė and Jūratė Andriuškevičienė

, p. 75–91. http://digitalcommons.unl.edu/teachlearnfacpub/181 Di Lucca, S. (2013). El comportamiento actual de la Generación Z en tanto futura generación que ingresará al mundo académico , p. 1–33. Universidad de Palermo, Italia. Prieiga per internetą: http://fido.palermo.edu/servicios_dyc/proyectograduacion/archivos/2255_pg.pdf Dohrn, A., Katsaounis, N. (2007). Interkulturelle Werbung im fremdsprachigen Deutschunterricht. Kommunikationspsychologie - Medienpsychologie . Beltz PVU. Domínguez, C., Suárez, C. (2001). Uso de materiales