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Books on the topic 'French language Study and teaching (Primary) Case studies'

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Published: 10 December 2022
Last updated: 28 January 2023

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1

Khan, Nishat Ali. School-related stress: Regular and early French immersion programs. [Ottawa: Dept. of Psychology, Carleton University, 1993.

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2

Lapkin, Sharon. Revitalizing core French: The Carleton case study. [Toronto]: Modern Language Centre, Ontario Institute for Studies in Education, 1995.

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3

Learners' experiences of immersion education: Case studies of French and Chinese. Clevedon, England: Multilingual Matters, 2002.

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4

Dyson, Anne Haas. Negotiating a permeable curriculum: On literacy, diversity, and the interplay of children's and teachers' worlds. Urbana, Ill. (1111 W. Kenyon Rd., Urbana 61801-1096): National Council of Teachers of English, 1993.

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5

Newbold, David, and Peter Paschke. Accents and Pronunciation Attitudes of Italian University Students of Languages. Venice: Fondazione Università Ca’ Foscari, 2022. http://dx.doi.org/10.30687/978-88-6969-628-2.

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Abstract:
In recent years, endorsed by the updated (2018) version of the Common European Framework, intelligibility has replaced native-like pronunciation as a primary objective in foreign language teaching. But accent and pronunciation continue to be central issues for university students of languages. This volume presents the results of an investigation into the attitudes of some 370 first-year students at Ca’ Foscari University of Venice, the first such study in Italy, involving students of 13 languages, the principal ones being English, Spanish, French, German and Russian. The survey investigated the importance given to pronunciation in the foreign language, the motivation students have to improve it, and the possible conflict of identity which the acquisition of a ‘foreign’ pronunciation might incur. Students were invited to reflect on the quality and variability of their pronunciation in the two foreign languages they were studying, on their ability to assess it, on affective aspects linked to pronunciation, and on their awareness of phonetic features. They were also asked for their opinions about the pronunciation of English as a Lingua Franca (ELF) and about Italian when spoken with a foreign accent. The contributions in this volume describe the linguistic background of respondents, present and analyse the attitudes which emerge, verify the role of some independent variables (gender, plurilingualism, motivation for enrolment, languages studied, level of proficiency), and (in the case of ELF) report the findings of a follow-up study of master’s level students. The result is an overall picture likely to be of interest to anyone working in the field of university language teaching and who wishes to have a better idea of what students think about foreign language pronunciation.
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6

Niklas-Salminen, Aïno. Le bilinguisme chez l'enfant: Étude d'un cas de bilinguisme précoce simultané français-finnois. Aix-en-Provence: Publications de l'Université de Provence, 2011.

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7

Karelitz, Ellen Blackburn. The author's chair and beyond: Language and literacy in a primary classroom. Portsmouth, NH: Heinemann, 1993.

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8

Motivating with love: A memoir. Provo, Utah: Brigham Young University, 1989.

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9

Gagné, Antoinette. Curriculum and pedagogical change: A case study of the implementation of process writing in a suburban French immersion elementary school. [Toronto]: University of Toronto, 1994.

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10

Renoult, Alain, and Rosine Schautz. Alphabétisation d'adults en terre étrangère. Lausanne: Éditions d'en bas, 2005.

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11

Harley, Birgit. Strategies and resources for second language retention: Final report and text of booklet. [Toronto]: Modern Language Centre, Ontario Institute for Studies in Education, 1991.

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12

Wielokulturowość : iluze czy rzeczywistość?: Socjologiczne studium przypadku na przykładzie Kongresu Polonii Kanadyjskiej. Opole: Wydawn. Uniwersytetu Opolskiego, 2000.

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13

Writing superheroes: Contemporary childhood, popular culture, and classroom literacy. New York: Teachers College Press, 1997.

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14

E, Densmore Ann, and Harman Deborah R, eds. Language intervention with school-aged children: Conversation, narrative, and text. San Diego, Calif: Singular Pub. Group, 1995.

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15

Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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16

Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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17

Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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18

Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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19

Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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20

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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21

Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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22

Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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23

Dobkin-Kurtz, Caroline Beth. Implementing a process writing unit in a grade one French immersion classroom: A case study of writing skills and attitudes toward writing. 1998.

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24

(Editor), Mary Lou McCloskey, Janet Orr (Editor), and Marlene Dolitsky (Editor), eds. Teaching English As a Foreign Language in Primary Schools. Teachers of English to, 2007.

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25

Lou, McCloskey Mary, Orr Janet, Dolitsky Marlene, and Teachers of English to Speakers of Other Languages., eds. Teaching English as a foreign language in primary school. Alexandria, Va: Teachers of English to Speakers of Other Languages, Inc., 2006.

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26

Negotiating a Permeable Curriculum: On Literacy, Diversity, and the Interplay of Children’s and Teachers’ Worlds. Garn Press, 2016.

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27

F, O'Flahavan John, Guthrie John T, and Educational Resources Information Center (U.S.), eds. The influence of embedded word-study instruction, social context, and motivation of children's independent reading and writing: A case study of 3 first-graders. [Athens, GA]: National Reading Research Center, 1996.

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28

Tesch, Bernd. Kompetenzorientierte Lernaufgaben Im Fremdsprachenunterricht: Konzeptionelle Grundlagen und eine Rekonstruktive Fallstudie Zur Unterrichtspraxis. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2010.

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29

Armstrong, Jennifer. Towards equity: Attention deficit disorder and the French immersion program : a case study. 1995.

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30

Hearn, Rosa Yeon-Kyung Park. A sociocultural perspective on second language learning in a core French classroom: A case study. $c2002, 2002.

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31

Young EFL-pupils Reading Multicultural Children's Fiction: An ethnographic case study in a Swedish language primary school in Finland. Åbo Akademi University Press, 2006.

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32

Brock, Avril. Into the Enchanted Forest: Language, Drama, and Science in Primary Schools. Trentham Books, 1999.

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33

Brock, Avril. Into the Enchanted Forest: Language, Drama and Science in Primary Schools. Trentham Books, 1999.

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34

The contexts of code switching in French immersion classrooms. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1997.

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35

Nelson, Mary D. Motivating With Love: A Memoir. Brigham Young Univ Univ Pubns, 1991.

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36

Arnett, Katy Elizabeth. Effective teaching and adaptive instruction in core French: A case study of a grade 8 classroom in Ontario. 2004.

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37

Roy, Sylvie. Valeurs et pratiques langagières dans la nouvelle èconomie: Une étude de cas. 2002.

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38

Au revoir to bonjour: Dissatisfaction amongst three core French teachers. 1994.

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39

Muhling, Stefanie. Re-visioning staff development for K--6 French immersion teachers: A case study of a professional learning community. 2004.

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40

Case study of a good reader and a poor reader at the primary level: The construction of meaning. 1994.

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41

Makropoulos, Josee. Student engagement and disengagement in French immersion programs: A case study in an Ottawa English Catholic high school. 2007.

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42

Naremore, Rita, Ann E. Densmore, and Deborah R. Harman. Language Intervention with School-Aged Children: Conversation, Narrative and Text. Singular, 1994.

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43

Flirting with French: How a language charmed me, seduced me & nearly broke my heart. 2014.

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44

Hawthorne, Nathaniel. The Scarlet Letter (Case Studies in Contemporary Criticism). 2nd ed. Palgrave Macmillan, 2006.

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45

Hawthorne, Nathaniel. The Scarlet Letter (Case Studies in Contemporary Criticism). 2nd ed. Bedford/St. Martin's, 2005.

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46

The Adventures of Huckleberry Finn (Case Studies in Critical Controversy). Bedford/St. Martin's, 2003.

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