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Vakdidactisch overzicht van doelstellingen, methoden, leermiddelen en toetsen voor het onderwijs in de moderne vreemde talen in de onderbouw van het voortgezet onderwijs.
didactiek --- vreemdetalenonderwijs --- vreemdetalenonderwijs: didactiek --- Didactics of languages --- talenonderwijs --- Didactics of languages. --- Vakdidactiek. --- Vreemde talen. --- didactiek. --- talenonderwijs.
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This textbook boosts the confidence of persons teaching Spanish as a second language, who may lack confidence in their understanding of tricky areas of expression. Their previous training did not enable them to control (much less explain to others) the many "danger zones" which challenge graduate students serving as teaching assistants, in-service teachers, and others who use Spanish professionally. It offers original and insightful analyses, abundant examples and helpful English comparisons. It disarticulates the machinery of grammar into manageable parts. It is not intended for those beginning to learn Spanish (since it skips the basics to focus on the "rough spots"), but is directed to those who know Spanish well, yet need to overcome their nagging limitations in obtuse areas, e.g. subjunctive, reflexives, pronouns (neuter, relative, personal), adjective placement, ser/estar, preterite/imperfect, commands, gender, passive and impersonal expressions. There are special sections devoted to words easily confused with each other, use of the accent mark, irregular verbs, and sentence structure. It is useful for self-study and to supplement texts in composition, culture and linguistics courses. It benefits native-speaker teachers unfamiliar with the "why" of their language, as well as buttressing anglophone instructors of scant linguistic background. The result is a better prepared teacher and a more promising learning experience for the students.
Didactics of languages --- Linguistics --- talenonderwijs --- linguïstiek --- Education. --- Castellà (Llengua) --- Gramàtica
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oe pak ik mijn taallessen het beste aan? Heel wat leraren moderne vreemde talen en NT2 stellen zich dagelijks deze vraag. Lesgeven is dan ook een complexe opdracht met een waaier aan mogelijke benaderingen, als differentiëren, leerlingen motiveren en evalueren. Daarnaast ook feedback geven, werken met rubrics en een portfolio, leerstrategieën gebruiken, afstandsonderwijs ... Wat zet je allemaal in om leerlingen een taal adequaat te leren gebruiken in verschillende communicatieve situaties? En hoe? Deze zoektocht zal elke taalleerkracht herkennen. In dit boek gaat de auteur verder dan theoretische benaderingen en vertelt ze over good practices en haar eigen ervaringen. Ze biedt taalleraren ook inspiratie om in te spelen op de talenten van leerlingen. Hun autonomie, betrokkenheid en competentie te verhogen. In te zetten op differentiatie en variatie, en gebruik te maken van activerende werkvormen. Geregeld komen haar cursisten ook zelf aan het woord met hun kijk op deze communicatieve aanpak.
456.2 --- didactiek --- taalonderwijs --- didactiek algemeen - taal en letterkunde overige talen --- Nt2 --- Talenonderwijs --- Didactic strategies --- Didactics of languages --- NT2 (Nederlands tweede taal) --- talenonderwijs --- tweede taal --- Vreemdetalenonderwijs ; didactiek --- NT2
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This book argues that, in line with the tenets of positive psychology in SLA and the rhetorical/relational goal theory, positive teacher-student interpersonal relationships are deemed to be of great significance for empowering students to accomplish favorable academic outcomes and to successfully learn a second/foreign language (L2), whether at its affective, behavioral, or cognitive levels. Therefore, understanding the role of teacher interpersonal behaviors and their effect on students' learning gains in the domain of SLA is of utmost importance, particularly as this line of research is at its nascent stage of development, and, as a result, available empirical evidence is still inconclusive. To address this issue, drawing on the mixed methods design, this book mainly aims to, first, empirically scrutinize the role of "5Cs" positive teacher interpersonal variables (i.e., care, clarity, closeness, confirmation, and credibility) in L2 students' affective, behavioral, and cognitive learning outcomes through the mediation of student-perceived learner empowerment in the L2 context of Iran. Second, it is intended to show how L2 teacher educators, teachers, and materials developers, among other key educational stakeholders, can facilitate the provision of interpersonally rich language learning environments with the ultimate goal of enhancing students' L2 learning.
Psychology --- Didactics of languages --- Linguistics --- psychologie --- talenonderwijs --- linguïstiek --- Positive psychology. --- Professors de llengua --- Psicologia positiva
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This book is for university students, with at least a mid-intermediate level of English. It is designed both for self-study and also as a support for a course on academic communication. It can thus be used alongside the companion volumes: Writing an Academic Paper in English and Giving an Academic Presentation in English. The book focuses only on those areas that are either the most commonly found in academic communication and/or cause the most problems. It is thus considerably more accessible than a traditional grammar or style guide. Grammar coverage includes: articles (a/an, the), countable vs uncountable nouns, modal verbs (can, may, could, might), comparisons, present and past tenses, link words, prepositions, and verbs that cause grammatical difficulties. There is a strong focus on those elements that make a paper more readable, and a presentation more accessible and memorable: clarity and empathy, sentence length, word order, and punctuation. There are chapters on two key areas of communication in academia: writing emails to editors, drafting a CV/resume. The book is laid out simply, with short explanations, and lots of example sentences (plus typical mistakes). Other books in the series: Writing an Academic Paper in English Giving an Academic Presentation in English Adrian Wallwork is the author of more than 40 ELT and EAP textbooks. He has trained several thousand PhD students and researchers from around 50 countries to write research papers and give presentations. He is also the co-founder of e4ac.com, an editing agency for non-native English-speaking researchers.
Didactics of languages --- Linguistics --- talenonderwijs --- linguïstiek --- English language --- Anglès --- Ensenyament de la llengua --- Gramàtica --- Grammar.
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This book is an attempt to pay deliberate attention to some silences on issues of social, cultural, and political importance that have remained unattended in the field of Computer Assisted Language Learning (CALL). Using an analytical framework developed by the French philosopher and cultural theorist Michel de Certeau, the author demonstrates how silences can actively shape the boundaries of a scholarly field. He argues that a "geography of the forgotten" in the field of CALL undermines the transformative and social justice potential of language teaching by using digital technologies. The book will appeal to graduate students, teacher educators, and academic researchers who are looking for fresh perspectives and innovative ideas for integrating technologies into the curriculum and pedagogy of language education. Anwar Ahmed is an Assistant Professor in the Department of Languages, Literatures and Linguistics at York University in Toronto, Canada.
Teaching --- Didactics of languages --- Linguistics --- onderwijs --- talenonderwijs --- linguïstiek --- opvoeding --- Language and languages --- Computer-assisted instruction.
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The aim of this edited volume is to demystify corpus linguistics for use in English language teaching (ELT). It advocates the inclusion of corpus linguistics in the classroom as part of an approach to ELT in which students engage with naturally occurring language. The first chapter provides a basic but essential introduction to corpus linguistics, including sections on corpora and corpus methods, and this is followed by a review of the use of corpus linguistics in ELT. Chapters on the traditional ELT strands of skills, vocabulary and grammar as well as chapters on pluricentric approaches (on language and culture, World Englishes and English as a Lingua Franca) flow naturally from the second chapter, which reports on a survey of the attitudes of trainee teacher to the use of corpus linguistics in the ELT classroom. The final two chapters show how the work of corpus linguists can benefit classroom teacher preparation, materials development and textbook writing. This book will be of interest not only to academics in fields such as English Language Teaching, Applied Linguistics and Corpus Linguistics, but also to educators of teacher-trainees and teacher-trainees themselves, as well as teachers who are looking for new interactive approaches to ELT. --
Science --- Didactics of languages --- Mass communications --- Comparative linguistics --- Linguistics --- onderzoeksmethoden --- talenonderwijs --- linguïstiek --- interculturele communicatie --- Computational linguistics. --- Corpora (Linguistics)
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Docenten die lesgeven in een vreemde taal, vertalen abstracte lesdoelen naar de lespraktijk. In Didactiek van het vreemdetalenonderwijs worden theorie en praktijk bij elkaar gebracht door analyse en verdieping te verbinden met praktijkervaringen. Daarmee draagt het boek bij aan de professionalisering van vreemdetaaldocenten. De auteur geeft een inleiding in de achtergronden van het vreemdetalenonderwijs, met onder meer een praktijkgerichte behandeling van de toetsproblematiek. Daarna volgt de didactiek van de vier taalvaardigheden (lezen, luisteren, schrijven en spreken) en van de deelvaardigheden (uitspraak/spelling, woordenschat en grammatica). Ten slotte komen kennis van land en volk en literatuur aan bod. Bij het boek hoort een website met extra voorbeelden van oefeningen uit leergangen Duits, Engels, Frans en Spaans, opdrachten voor verwerking, toepassing en eigen theorieontwikkeling, en een lijst met aanbevolen titels voor verder lezen en links. Didactiek van het vreemdetalenonderwijs is een handboek voor (aankomende) docenten in moderne vreemde talen in het voortgezet onderwijs voor zowel de onder- als bovenbouw. Inhoudsopgave : Deel I Achtergronden 1 Belangrijke begrippen 2 Vreemdetalenonderwijs en natuurlijke vreemdetaalverwerving 3 Luisteren en lezen: hoe dat werkt, en oefenparameters 4 Spreken en schrijven: hoe dat werkt, en oefenparameters 5 Toetsen 6 Curriculum en leergang 7 Het vto in maatschappelijk perspectief Deel II Vaardigheden 8 Leesvaardigheid 9 Luistervaardigheid 10 Schrijfvaardigheid 11 Gespreks- en spreekvaardigheid Deel III Deelvaardigheden 12 Uitspraak en spelling 13 Woordenschat 14 Grammatica Deel IV Kennis van land en volk, literatuur 15 Kennis van land en volk 16 Literatuur Didactische handleiding voor docenten in het voortgezet onderwijs.
Didactiek. --- Didaktik. --- Eindtermen --- Fremdsprachenunterricht. --- Taalonderwijs. --- Voortgezet onderwijs --- Voortgezet onderwijs. --- Vreemde talen. --- Vreemde-talenonderwijs. --- Vreemdetalenonderwijs --- Secundair onderwijs. --- Nederland. --- Niederlande. --- talenonderwijs --- didactiek --- Didactics of languages --- 485.2 --- vreemdetalenonderwijs --- Duits --- didactiek : vreemde talen (ler) --- vreemdetalenonderwijs (ler) --- 475.3 --- Didactiek --- Taal --- 37.02 --- Lerarenopleiding : CVO --- 093354.jpg --- Vreemdetalenonderwijs ; secundair onderwijs ; didactiek --- didactiek secundair onderwijs - taal en letterkunde overige talen --- 485.2 Taal en letterkunde; overige talen --- Vreemde-talenonderwijs --- Onderwijs, Vreemde taal --- Onderwijs --- Vreemde taal --- 456.2 --- didactiek algemeen - taal en letterkunde overige talen
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Onze samenleving was nog nooit zo divers. In een wereld vol verschillende talen, culturen en tradities, hebben meertalig opgevoede kinderen een fantastische troef in handen: ze hebben een grotere taalvaardigheid, begrijpen makkelijker verschillende perspectieven en hebben later meer kansen op de internationale arbeidsmarkt. Maar niet alle kinderen groeien op in een meertalig nest. Dan krijgen scholen de belangrijke taak om hen te laten kennismaken met nieuwe talen en culturen.Dat kan door lessen aan te bieden in een andere taal. Als je dat goed aanpakt, sla je twee vliegen in één klap: de leerlingen leren tegelijkertijd de lesinhoud en de vreemde taal. Die aanpak wordt ook wel CLIL genoemd (Content and Language Integrated Learning).https://www.borgerhoff-lamberigts.be/owl-press/shop/boeken/lesgeven-in-een-andere-taal?variant=90413
CLIL --- Vreemdetalenonderwijs ; basisonderwijs --- Didactics of languages --- Didactics of primary education --- didactiek --- talenonderwijs --- taalverwerving --- onderwijspraktijk --- Content and Language Integrated Learning --- Meertaligheid --- Frans --- Engels --- Duits --- Taalonderwijs --- Leerresultaat --- Taalverwerving
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"The volume provides a welcome addition to the literature. It contributes through the reframing of support for English as an Additional language (EAL) international students through the lens of 'academic literacies'. This approach, and the vignettes throughout, show how institutions can develop in learners the practices required to 'communicate with confidence, clarity and care'. The result will be thought-provoking reading for practitioners in the field, as well as university policy developers, management and leadership." - Thomas Roche, Pro Vice-Chancellor (Academic Quality) and Dean of SCU College at Southern Cross University at the Gold Coast, Coffs Harbour & Lismore campuses, Australia "A major strength of this book is the holistic and highly reflective approach it takes in addressing a persistent concern in higher education globally - the quality and impact of academic literacies provision. Its presentation of data-informed insights on this issue from the interlinked perspectives of institution, academic practitioner and student gives it an edge over similarly themed books, making it a must read for students, academics and policy makers alike." - Bongi Bangeni, Associate Professor, University of Cape Town, South Africa This book reinterprets the relevance, quality and impact of academic literacies provision at university in light of recent higher education developments in a pandemic-transformed world. Drawing on the author's own experience of researching, implementing and assessing academic literacies provision, and on insights from broader scholarship and professional debates, the book helps set a new direction of travel for academic literacies professionals working in a variety of roles to enable and resource students' academic and professional growth. It makes recommendations for policy, strategy and scholarship-informed practice that place value on communicating with confidence, clarity and care at university and beyond. Lia Blaj-Ward is Associate Professor of Teaching and Scholarship at Nottingham Trent University, UK. She is the author of two previous Palgrave Macmillan volumes: Researching Contexts, Practices and Pedagogies in English for Academic Purposes (2014) and Language Learning and Use in English-Medium Higher Education (2017).
Teaching --- Didactics of languages --- Linguistics --- Literature --- geletterdheid --- talenonderwijs --- linguïstiek --- literatuurwetenschap --- lesgeven --- Academic language. --- English language --- Second language acquisition. --- Study and teaching (Higher) --- Foreign speakers.
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