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Education permanente --- Permanente vorming --- C6 --- analfabetisme --- didactiek --- educatieve spellen --- spelmaterialen --- leesproblemen --- schrijfproblemen --- 493.2 --- Analfabetisme --- Opvoeding, onderwijs, wetenschap --- basiseducatie, alfabetiseringswerk, analfabetisme, vormingsinitiatieven --- Voortgezet onderwijs en vormingswerk
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In this book, Johnston and Mangat consider ways in which particular postcolonial and multicultural literary texts are able to provide a space of cultural mediation for readers from various backgrounds. The studies described in the five chapters of the book explore the spaces of convergence of identity, culture and literature with students and teachers in high school contexts and undergraduates in university settings. In each study, readers are responding to texts that are culturally distant from their own literary and experiential histories. An objective of each study was to consider the nature of the cultural locations of the reader and the text, and the interstitial spaces between these locations. The book interrogates readers’ attempts to negotiate cultural difference in literary contexts and questions how this negotiation requires reading practices traditionally ignored in North American classrooms. The book will offer educators at the secondary and post-secondary levels rich material to draw upon for a rethinking of the school curriculum and will be of interest to scholars of postcolonial and literary studies.
Teaching --- Adult education. Lifelong learning --- geletterdheid --- onderwijs --- alfabetisering --- analfabetisme --- Postcolonialism in literature. --- Reading. --- Reading --- Language arts --- Elocution --- Study and teaching
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Eén belg op drie verklaart in de loop van de voorbije zes maanden een pijn gevoeld te hebben die zo hevig was dat ze behandeld moest worden.Dit gegeven toont aan hoe sterk het lijden deel uitmaakt van os dagdagelijks leven. En daar wil dit boek, met behulp van een publieke opiniepeiling, aangevraagd door het Institut Belge de la Douleur-UPSA-Belgisch Pijninstituut, precies de aandacht op vestigen. Onnodig te vermelden dat dit in schril contract staat met de manier waarop heel wat artsen en politiek verantwoordelijken deze problematiek wel eens durven negeren.
Douleur --- Pijn --- Academic collection --- 612.884 --- 604.3 --- België --- analfabetisme --- anesthesie (anesthetica, ongevoeligheid) --- pijn --- zingeving --- (zie ook: analgesie) --- 612.8 --- anesthesie --- chronische pijn --- morfine --- palliatieve zorgen --- pijnkliniek
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Alfaschrift is een nieuwe cursus schriftbeheersing die zich richt op het leren schrijven van de letters van het Latijnse schrift. De cursisten leren stap voor stap schrijven aan de hand van een speciaal voor dit doeleinde ontworpen blokschrift. In 20 lessen bestuderen en oefenen ze de vormen en schrijfrichting van alle letters en ontwikkelen zo een lopend handschrift dat gemakkelijk te schrijven en goed leesbaar is. De methode is ontwikkeld in de praktijk van de Nt2-cursussen en kan dus zeer goed worden ingezet in alfabetiseringslessen voor zowel volledig analfabete immigranten als voor gealfabetiseerde immigranten die een ander schrift beheersen dan het Latijnse.
838.5 --- * 838.5 --- NT2 --- Nederlands --- didactiek --- analfabetisme --- leren schrijven --- Nederlands voor anderstaligen --- Didactic strategies --- Adult education. Lifelong learning --- Dutch language
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Literacy. --- Illiteracy --- Education --- General education --- Alfabetització --- Campanyes d'alfabetització --- Indicadors educatius --- Analfabetisme funcional --- Alfabetització visual --- Analfabetisme --- Teachers --- Learning, Psychology of. --- Teaching and Teacher Education. --- Instructional Psychology. --- Training of. --- Learning --- Psychology of learning --- Educational psychology --- Comprehension --- Learning ability --- Teacher education --- Teacher training --- Teachers, Training of --- Psychological aspects
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De quoi parle-t-on, quand on parle d "illettrisme" ? Réalité nouvelle de notre civilisation ? Fléau social ? Manifestation de l'inaptitude foncière de certains ? Avant de prétendre lutter contre l'illettrisme" n'avons-nous pas d'abord à le mieux connaître ? C'est bien d'une mise en questions qu'il s'agit dans cet ouvrage, avec le souci d'opêrer un nécessaire déplacement, en même temps qu'un dévoilement de nos images souvent simplificatrices qui dissimulent les effectives difficultés de ces adultes aux prises avec le "lire-écrire". Une telle situation, dans ses implications individuelles et sociales, est ici interrogée par des approches scientifiquement autonomes, mais convergentes : sociologique, au préalable, pour déconstruire et repenser cet objet social ; psycholinguistique et sociolinguistique ensuite, pour mieux comprendre la structure du phénomène ; clinique enfin, en vue d'en rechercher le sens possible pour les sujets. Les éclairages ainsi fournis par ces contributions sont confrontés à certaines des modalités adoptées pour l'action, qu'il s'agisse de l'évaluation de dispositifs existants, de l'analyse de procédures de prévention ou de l'exploration de voies nouvelles.
Alfabetisering --- Alphabétisation --- Analfabetisme --- Analphabétisme --- Aptitude à lire et écrire --- Geletterdheid --- Illiteracy --- Lire et écrire [Aptitude à ] --- Literacy --- Congresses --- Congrès --- Literacy programs --- Functional literacy --- Alphabétisation --- Congrès --- Congresses. --- Sociology --- illettrisme --- phénomène social --- école --- construction sociale --- sociolinguistique --- psycholinguistique
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Special education. --- Teacher-student relationships. --- Inclusive education. --- Inclusion (Education) --- Inclusive learning --- Inclusive schools movement --- Least restrictive environment --- Education --- Mainstreaming in education --- Pupil-teacher relationships --- Student and teacher --- Student-teacher relationships --- Students and teachers --- Teacher and student --- Teacher-pupil relationships --- Teachers and students --- Interpersonal relations --- Exceptional children --- Educació inclusiva --- Alfabetització --- Campanyes d'alfabetització --- Indicadors educatius --- Analfabetisme funcional --- Alfabetització visual --- Analfabetisme --- Ensenyament inclusiu --- Escola inclusiva --- Inclusió (Educació) --- Pedagogia de la diferència --- Pedagogia inclusiva --- Adaptacions curriculars --- Educació especial --- Integració escolar
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This volume dedicated to Dorit Ravid, offers 29 new chapters on the multiple facets of spoken and written language learning and usage from a group of illustrious scholars and scientists, focusing on typologically different languages and anchored in a variety of communicative settings. The book encompasses five interrelated yet distinct topics. One set of studies is in the field of developmental psycholinguistics, covering the acquisition of lexical and grammatical categories from toddlerhood to adolescence. A second topic involves a section of studies on the interface of cognition and language, with chapters on processing, production, comprehension, teaching and learning language in usage and in historical perspective. A third topic involves a theoretical and applied perspectives on the acquisition and development of literacy competence, including reading, writing, spelling and text production. A fourth topic brings together an array of studies on social, environmental and clinical diversity in language, highlighting novel issues in multilingualism, immigration, language and literacy disorders. Finally, a section of the volume examines in depth questions in Modern Hebrew linguistics, as the home language and launching base of Dorit Ravid’s research work.
Language arts. --- Literacy. --- Illiteracy --- Education --- General education --- Communication arts --- Language arts --- Communication --- Study and teaching --- Alfabetització --- Arts del llenguatge --- Art de la comunicació --- Art del llenguatge --- Expressió del llenguatge --- Comunicació --- Expressió corporal --- Art d'escriure --- Lectura --- Campanyes d'alfabetització --- Indicadors educatius --- Analfabetisme funcional --- Alfabetització visual --- Analfabetisme --- Continuing education. --- Language and languages --- Inclusive education. --- Lifelong Learning. --- Language Education. --- Inclusive Education. --- Study and teaching. --- Inclusion (Education) --- Inclusive learning --- Inclusive schools movement --- Least restrictive environment --- Mainstreaming in education --- Language and languages Study and teaching --- Language and education --- Language schools --- Lifelong education --- Lifelong learning --- Permanent education --- Recurrent education --- Adult education
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"This book describes research undertaken by leading Australian researcher in Indigenous communities. While the chapters are Australian in their focus, the issues that are discussed are similar to those in other countries where there are indigenous people. In most cases, in Australia and internationally, Indigenous learners are not succeeding in school, thus making the transition into work and adulthood quite tenuous in terms of mainstream measures. The importance of being literate and numerate are critical in success in school and life in general, thus making this collection an important contribution to the international literature. The collection of works describes a wide range of projects where the focus has been on improving the literacy and numeracy outcomes for Indigenous students. The chapters take various approaches to improving these outcomes, and have very different foci. These foci include aspects of literacy, numeracy, curriculum leadership, ICTs, whole school planning, policy, linguistics and Indigenous perspectives. Most of the chapters report on large scale projects that have used some innovation in their focus. The book draws together these projects so that a more connected sense of the complexities and diversity of approaches can be gleaned."--
Teaching --- Didactics --- Adult education. Lifelong learning --- geletterdheid --- didactiek --- onderwijs --- evidence-based methodiek --- alfabetisering --- analfabetisme --- Aboriginal Australians --- Education and state --- Literacy --- Literacy programs --- Indigenous peoples --- Ethnology --- Literacy campaigns --- National literacy campaigns --- National literacy programs --- Reading programs (Literacy) --- Illiteracy --- Education --- General education --- Education. --- Government policy
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Mathematics --- Study and teaching (Early childhood) --- Aritmètica --- Ensenyament de la matemàtica --- Alfabetització --- Lectura (Educació infantil) --- Igualtat d'oportunitats educatives --- Aprenentatge de la matemàtica --- Ensenyament de les matemàtiques --- Ensenyament --- Matemàtica --- Teoria de conjunts --- Càlcul --- Comptabilitat --- Divisió (Aritmètica) --- Fraccions --- Mitjana (Estadística) --- Multiplicació --- Numeració --- Numeració decimal --- Ràtio i proporció --- Sistema mètric --- Substracció --- Suma --- Càlcul mental --- Nombres reals --- Accés a l'educació --- Democratització de l'ensenyament --- Desigualtat d'oportunitats educatives --- Educació igualitària --- Finalitats de l'educació --- Dret a l'educació --- Educació compensatòria --- Desigualtat social --- Escola única --- Aprenentatge de la lectura (Educació infantil) --- Ensenyament de la lectura (Educació infantil) --- Lectura (Ensenyament preescolar) --- Lectura-escriptura --- Lectura --- Abecedaris --- Jocs de lectura --- Campanyes d'alfabetització --- Indicadors educatius --- Analfabetisme funcional --- Alfabetització visual --- Analfabetisme
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