Zeitschriftenartikel zum Thema „Language and languages Study and teaching (Primary) Australia“
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Fhonna, Rahmi, und Yunisrina Qismullah Yusuf. „Indonesian Language Learning Methods in Australian Elementary Schools“. Journal of Language and Education 6, Nr. 2 (30.06.2020): 106–19. http://dx.doi.org/10.17323/jle.2020.10080.
Devina, Devina, und Santiago Varona-Domblas. „LINGUISTIC PROFICIENCY DEVELOPMENT THROUGH SCAFFOLDING: A SPANISH TEACHER’S BELIEFS AND PRACTICES IN AUSTRALIA“. SAGA: Journal of English Language Teaching and Applied Linguistics 1, Nr. 1 (03.01.2020): 31–44. http://dx.doi.org/10.21460/saga.2020.11.29.
Torepe, Toni K., und Richard F. Manning. „Cultural Taxation: The Experiences of Māori Teachers in the Waitaha (Canterbury) Province of New Zealand and their Relevance for Similar Australian Research“. Australian Journal of Indigenous Education 47, Nr. 2 (23.08.2017): 109–19. http://dx.doi.org/10.1017/jie.2017.20.
Buxton, Lisa Maree. „Professional development for teachers meeting cross-cultural challenges“. Journal for Multicultural Education 35, Nr. 2 (09.12.2019): 19–32. http://dx.doi.org/10.1108/jme-06-2019-0050.
Stinson, Madonna. „Speaking up about oracy: the contribution of drama pedagogy to enhanced oral communication“. English Teaching: Practice & Critique 14, Nr. 3 (07.12.2015): 303–13. http://dx.doi.org/10.1108/etpc-07-2015-0055.
Poetsch, Susan. „Unrecognised language teaching: Teaching Australian Curriculum content in remote Aboriginal community schools“. TESOL in Context 29, Nr. 1 (30.12.2020): 37–58. http://dx.doi.org/10.21153/tesol2020vol29no1art1423.
Tran, Ly Thi. „Teaching and Engaging International Students“. Journal of International Students 10, Nr. 3 (15.08.2020): xii—xvii. http://dx.doi.org/10.32674/jis.v10i3.2005.
Wildsmith-Cromarty, Rosemary, und Robert J. Balfour. „Language learning and teaching in South African primary schools“. Language Teaching 52, Nr. 3 (Juli 2019): 296–317. http://dx.doi.org/10.1017/s0261444819000181.
Gassin, June. „Innovations in university language teaching“. Language Teaching and Learning in Australia 9 (01.01.1992): 19–32. http://dx.doi.org/10.1075/aralss.9.02gas.
Clyne, Michael, Sue Fernandez und Felicity Grey. „Languages taken at school and languages spoken in the community – a comparative perspective“. Australian Review of Applied Linguistics 27, Nr. 2 (01.01.2004): 1–17. http://dx.doi.org/10.1075/aral.27.2.01cly.
Vela, Jualim D. „Primary Science Teaching to Bicolano Students: In Bicol, English or Filipino?“ International Journal of Evaluation and Research in Education (IJERE) 4, Nr. 1 (01.03.2015): 8. http://dx.doi.org/10.11591/ijere.v4i1.4486.
Napier, Jemina. „Training sign language interpreters in Australia“. Babel. Revue internationale de la traduction / International Journal of Translation 51, Nr. 3 (31.12.2005): 207–23. http://dx.doi.org/10.1075/babel.51.3.01nap.
Slaughter, Yvette, und John Hajek. „Community languages and LOTE provision in Victorian primary schools“. Australian Review of Applied Linguistics 30, Nr. 1 (01.01.2007): 7.1–7.22. http://dx.doi.org/10.2104/aral0707.
Slaughter, Yvette, und John Hajek. „Community languages and Lote provision in Victorian Primary Schools“. Australian Review of Applied Linguistics 30, Nr. 1 (2007): 7.1–7.22. http://dx.doi.org/10.1075/aral.30.1.05sla.
Pritchard, Alan, Marilyn Hunt und Ann Barnes. „Case study investigation of a videoconferencing experiment in primary schools, teaching modern foreign languages“. Language Learning Journal 38, Nr. 2 (Juli 2010): 209–20. http://dx.doi.org/10.1080/09571731003790508.
Scarino, Angela. „A rationale for acknowledging the diversity of learner achievements in learning particular languages in school education in Australia“. Describing School Achievement in Asian Languages for Diverse Learner Groups 35, Nr. 3 (01.01.2012): 231–50. http://dx.doi.org/10.1075/aral.35.3.01sca.
Medwell, Jane, Katherine Richardson und Li Li. „Target language use by teachers co-teaching tomorrow's teachers of Chinese“. Chinese as a Second Language Research 2, Nr. 1 (24.06.2013): 59–85. http://dx.doi.org/10.1515/caslar-2013-0022.
Shakirova, Gulnara Rasikhovna, Firaz Fakhrazovich Kharisov und Askarbek Kabykenovish Kusainov. „Didactic Bases of Turkic Language Teaching Method as a Foreign Language“. International Journal of Higher Education 9, Nr. 8 (30.10.2020): 24. http://dx.doi.org/10.5430/ijhe.v9n8p24.
Sneddon, J. N. „Teaching informal Indonesian“. Australian Review of Applied Linguistics 24, Nr. 2 (01.01.2001): 81–95. http://dx.doi.org/10.1075/aral.24.2.06sne.
Holmes-Henderson, Arlene. „Teaching Latin and Greek in Primary Classrooms: the Classics in Communities Project“. Journal of Classics Teaching 17, Nr. 33 (2016): 50–53. http://dx.doi.org/10.1017/s2058631016000131.
Gibbons, John. „Depth or breadth? some issues in lote teaching“. Australian Review of Applied Linguistics 17, Nr. 1 (01.01.1994): 1–22. http://dx.doi.org/10.1075/aral.17.1.01gib.
TIKHONOVA, Evgeniya Vladimirovna, Danil Nikolaevich BELOV und Mikhail Aleksandrovich SHEVCHENKO. „TEACHING FOREIGN LANGUAGE PROFESSIONAL DISCOURSE TO NON-LANGUAGE FACULTIES' ACADEMIC STAFF“. Tambov University Review. Series: Humanities, Nr. 174 (2018): 56–63. http://dx.doi.org/10.20310/1810-0201-2018-23-174-56-63.
Oliver, Rhonda, und Haig Yvonne. „Teacher perceptions of student speech“. Australian Review of Applied Linguistics 28, Nr. 2 (01.01.2005): 44–59. http://dx.doi.org/10.1075/aral.28.2.04oli.
Liepa, Diāna. „Integration of Foreign Languages in Study Process“. SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (16.05.2015): 244. http://dx.doi.org/10.17770/sie2015vol1.298.
Asiyanbola, A. A., und Mohammed Ademilokun. „Literacy and Language of Instruction in Nigeria: A Case Study of Integrated Science Teaching in Selected Primary Schools“. International Journal of Literacy, Culture, and Language Education 4 (01.08.2015): 123–37. http://dx.doi.org/10.14434/ijlcle.v4i0.26921.
Po’latova Shahzoda Haydarovna. „PSYCHOLOGICAL CHARACTERISTICS OF PRIMARY AGE CHIILDREN AND THE SPECIFIC CHARACTERISTICS OF TEACHING A FOREIGN LANGUAGE“. Middle European Scientific Bulletin 6 (12.11.2020): 50–53. http://dx.doi.org/10.47494/mesb.2020.6.113.
Toppo, Neha, und Rahman Rahman. „Socio-cultural Sustainability through Study Material: English Language Teaching in India“. Problemy Ekorozwoju 16, Nr. 2 (01.07.2021): 245–49. http://dx.doi.org/10.35784/pe.2021.2.26.
Chabert, Alicia. „A Plurilingual Approach to ELT in Primary School: Towards an Ecological Perspective“. Sustainable Multilingualism 14, Nr. 1 (01.05.2019): 84–106. http://dx.doi.org/10.2478/sm-2019-0004.
Al-Dosakee, Karwan, und Fezile Ozdamli. „Gamification in Teaching and Learning Languages: A Systematic Literature Review“. Revista Romaneasca pentru Educatie Multidimensionala 13, Nr. 2 (02.07.2021): 559–77. http://dx.doi.org/10.18662/rrem/13.2/436.
Liu, Xinzhu. „A Study of English Phonetic Teaching Strategies From the Perspective of Embodied Cognition“. Theory and Practice in Language Studies 11, Nr. 5 (01.05.2021): 556–60. http://dx.doi.org/10.17507/tpls.1105.14.
Vacca, Alessia. „Australia and Catalonia: a comparative study on the protection of minority languages from a legal standpoint. Education in the mother tongue. Is the language a factor of integration or a barrier?“ Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, Nr. 1 (17.06.2011): 335–46. http://dx.doi.org/10.12697/jeful.2011.2.1.22.
Solomakha, Anzhelika. „PREPARATION OF FUTURE TEACHERS FOR DIGITALIZATION IN EARLY LEARNING OF FOREIGN LANGUAGES“. OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, Nr. 10 (2021): 203–15. http://dx.doi.org/10.28925/2414-0325.2021.1017.
Thomas, Reed, und Callie Mady. „Teaching for Transfer: Insights from theory and practices in primary-level French-second-language classrooms“. Articles 49, Nr. 2 (13.04.2015): 399–416. http://dx.doi.org/10.7202/1029426ar.
Celik, Suleyman. „Association between Influential Factors and Teaching Profession as Career Choice among Undergraduate Student Teachers: A Structural Equation Study“. Revista Amazonia Investiga 9, Nr. 31 (07.08.2020): 166–77. http://dx.doi.org/10.34069/ai/2020.31.07.15.
Shilova, Lyudmila, Svetlana Masterskikh, Elena Mensh und Maria Zemlyanova. „Learning English language in primary school“. International Journal of Educational Management 34, Nr. 9 (29.08.2019): 1475–89. http://dx.doi.org/10.1108/ijem-03-2019-0115.
Holmström, Ingela. „Teaching a Language in Another Modality: A Case Study from Swedish Sign Language L2 Instruction“. Journal of Language Teaching and Research 10, Nr. 4 (01.07.2019): 659. http://dx.doi.org/10.17507/jltr.1004.01.
van Els, Theo J. M., und Mathieu F. Knops. „The history of the teaching of foreign languages in the low countries“. Historiographia Linguistica 15, Nr. 1-2 (01.01.1988): 289–316. http://dx.doi.org/10.1075/hl.15.1-2.14els.
Driscoll, Patricia, und Adrian Holliday. „Cultural threads in three primary schools“. AILA Review 32 (31.12.2019): 64–90. http://dx.doi.org/10.1075/aila.00021.dri.
Li, Xinxin, und Hui Huang. „“No” — A Case Study in Corrective Feedback in a Secondary Chinese Language Classroom in Australia“. Journal of Language Teaching and Research 8, Nr. 6 (01.11.2017): 1032. http://dx.doi.org/10.17507/jltr.0806.02.
Arnott, Stephanie, und Callie Mady. „Obstacles and opportunities for literacy teaching: A case study of primary core French classrooms in Ontario.“ Language and Literacy 15, Nr. 2 (25.07.2013): 101. http://dx.doi.org/10.20360/g22g66.
Guzmán-Alcón, Irene. „Investigating the Application of Communicative Language Teaching Principles in Primary-Education: A Comparison of CLIL and FL Classrooms“. English Language Teaching 12, Nr. 2 (09.01.2019): 88. http://dx.doi.org/10.5539/elt.v12n2p88.
Mierzwa, Ewelina. „Foreign Language learning and teaching Enjoyment: Teachers’ Perspectives“. Journal of Education Culture and Society 10, Nr. 2 (02.09.2019): 170–88. http://dx.doi.org/10.15503/jecs20192.170.188.
Howlader, Mohammad Rasel. „Exploring Approaches to Teaching Bilingual Education in Countries where English is a First Language: A study in East London“. International Journal of Literacy, Culture, and Language Education 5 (06.08.2017): 77–98. http://dx.doi.org/10.14434/ijlcle.v5i0.26939.
Solomakha, Anzhelika. „APPLICATION OF DIGITAL TECHNOLOGIES FOR FORMATION OF FOREIGN LANGUAGE GRAMMAR COMPETENCE IN THE PROCESS OF EARLY LEARNING FOREIGN LANGUAGES (IN THE EXAMPLE OF THE GERMAN LANGUAGE)“. OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, Nr. 8 (2020): 121–35. http://dx.doi.org/10.28925/2414-0325.2020.8.11.
Macqueen, Susy, Ute Knoch, Gillian Wigglesworth, Rachel Nordlinger, Ruth Singer, Tim McNamara und Rhianna Brickle. „The impact of national standardized literacy and numeracy testing on children and teaching staff in remote Australian Indigenous communities“. Language Testing 36, Nr. 2 (27.05.2018): 265–87. http://dx.doi.org/10.1177/0265532218775758.
Pavlinova, Irina A. „Approaches to the study of the Russian as a native language in primary school“. Tambov University Review. Series: Humanities, Nr. 185 (2020): 147–52. http://dx.doi.org/10.20310/1810-0201-2020-25-185-147-152.
Mitchell, Rosamond, und Florence Myles. „Learning French in the UK setting“. Apples - Journal of Applied Language Studies 13, Nr. 1 (19.02.2019): 69–93. http://dx.doi.org/10.17011/apples/urn.201903011690.
Iwuchukwu, Matthew O. „LANGUAGE EDUCATION IN NIGERIA: CONTEMPORARY ISSUES AND WAY FORWARD“. Cognizance Journal of Multidisciplinary Studies 1, Nr. 2 (28.02.2021): 1–20. http://dx.doi.org/10.47760/cognizance.2021.v01i02.001.
Rohmani Nur Indah und Galuh Nur Rohmah. „The Communicativeness and Critical Thinking Devices of Language Supplementary Materials for Primary School“. RETORIKA: Jurnal Ilmu Bahasa 6, Nr. 2 (29.10.2020): 165–72. http://dx.doi.org/10.22225/jr.6.2.2300.165-172.
Aliyeva, Zh F., F. A. Dursunova und A. V. Shtanov. „Interlanguage interference of the Azerbaijani and Turkish languages: ways to address the problem (linguistic approach & teaching practice)“. Professional Discourse & Communication 2, Nr. 1 (23.03.2020): 72–87. http://dx.doi.org/10.24833/2687-0126-2020-2-1-72-87.