322 results on '"EE LING LOW"'
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152. Teaching Chinese Heritage Children in New Zealand to Read Chinese Characters in a Community School Through a Progressive Character Reading Method
153. Novice Chinese Learners’ Character Learning Strategies and Character Skills: A Think-Aloud Study
154. Privileging Māori and Chinese: Translanguaging in Chinese Language Teaching in Aotearoa New Zealand
155. Teaching Chinese in New Zealand Secondary Schools: What Teachers Say About Grammar Teaching
156. Creating a Sustainable Mandarin Language Programme in an Aotearoa New Zealand Primary School: Complexities and Achievements
157. Chinese as a Heritage Language in New Zealand: A Historical Overview
158. Chinese Language Teachers’ Beliefs About Language Pedagogy in New Zealand Universities
159. Chinese Heritage Language Learners’ Intercultural Communicative Competence Development and Identity Exploration in the New Zealand Secondary School Context
160. Identity and Investment in Chinese Language Learning: Perspectives from Dialect-Background Heritage Learners in New Zealand
161. The Journeys of the Confucius Institutes in New Zealand: The What, The Why, The How, The Challenges
162. Language and Identity: Perspectives of Chinese Parents in Aotearoa New Zealand
163. Teaching Classical Chinese at New Zealand Universities: A Languacultural Perspective
164. The Role of Heritage Culture and Language Learning in Nurturing Gifted Chinese Students in New Zealand Schools
165. The Teaching of Mandarin Chinese in New Zealand’s Schools: Where Have We Come From? Where Are We Now? Where Are We Going?
166. Teaching Chinese in the Anglophone World: An Overview of the New Zealand Case
167. Dominant Language Constellations, Identity, and Awareness: a posse ad esse
168. ‘Speaking About My Languages Promotes My Language Awareness’: Student Teachers’ Beliefs About Language Awareness and Their Dominant Language Constellations
169. Pre-service Teachers’ Professional Identity and Representations of English as a Foreign Language: Toward a Dominant Language (Teaching) Constellation?
170. ‘We Can Do More With It’: Dominant Language Constellations of Teachers in Multilingual Frisian Primary Schools
171. The Dynamics of Dominant Language Constellations: Moments of Linguistic ‘Ecological Transition’ as Portrayed by Pre-service Language Teachers
172. Dominant Language Constellations in Luxembourg: Clusters of Identities and Networks of Representations of Plurilingualism
173. DLC of Consecutive Multilinguals Studying Languages in an Officially Monolingual Environment
174. Dominant Language Constellation and Plurilingual Awareness: The Case of Student Language Teachers in Greece
175. Are Teachers Developing Strategies to Enhance the Use of DLC in the Learning of Portuguese as a Foreign Language in English-Dominant Classrooms?
176. Dominant Language Constellations and Language Policy and Planning in Two Settings: Perspectives from Tunisia
177. Digital DLC Models as Instruments for Raising Awareness and Better Understanding of Current Multilingualism in HEI
178. Applying DLC to the Study and Discussion of Early Multicompetence in a Trilingual Minority Context in Northern Italy
179. Language Repertoires or Individual Dominant Language Constellations: The Reality of Instructed Educational Settings in a (Mostly) Monolingual Context
180. Introduction: Understanding Identity and Language(s) Awareness by Dint of DLC
181. Material Culture Inside and Beyond the Multilingual Classroom: Theoretical and Pedagogical Perspectives
182. Conclusion: Linguistic Landscapes in Education—Where Do We Go Now?
183. The Co-Construction of the Concept 'Linguistic Landscape' by Language Educators in an Online Course
184. Virtual Linguistic Landscapes from Below: A Hashtag Analysis of the European Day of Languages
185. Educational Possibilities of Linguistic Landscapes Exploration in a Context of Pre-service Teacher Education
186. Mediation of Language Attitudes Through Linguistic Landscapes in Minority Language Education
187. The Visibility of Languages–Connecting Schools to Communities
188. Sensescapes and What it Means for Language Education
189. Teacher and Student Perspectives on the Use of Linguistic Landscapes as Pedagogic Resources for Enhancing Language Awareness: A Focus on the Development of Cognitive and Affective Dimensions
190. Languages Around Us: (In)visibility Matters
191. Linguistic Landscape of Maputo: A Space for a Pedagogical Exploration of Multilingualism
192. Thinking Allowed: Linguistic Landscapes-Based Projects for Higher-Order and Critical Thinking Skills
193. Is There a Place for Global Citizenship Education in the Exploration of Linguistic Landscapes? An Analysis of Educational Practices in Five European Countries
194. The LoCALL App: A Mobile Tool to Promote Learning from and About Linguistic Landscapes
195. Walking Linguistic Landscapes as Ways to Experience Plurality: A Visual Ethnography into Plurilingualism with Elementary School Children in Japan
196. Introduction: Linguistic Landscapes in Language (Teacher) Education: Multilingual Teaching and Learning Inside and Beyond the Classroom
197. Empowering Students and Raising Critical Language Awareness Through a Collaborative Multidisciplinary Project
198. Integration, Theoretical Perspectives, Pedagogical Applications
199. Natsu’s Challenges: Text Construction and Identities
200. Developing Writer Identity: Voice Construction
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