Bibliografías temáticas / ELT

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Literatura académica sobre el tema "ELT"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 1 de agosto de 2024

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Artículos de revistas sobre el tema "ELT"

1

Datsenko, O. I., V. M. Kravchenko y S. Golovynskyi. "Electron levels of defects in In(Ga)As/(In)GaAs nanostructures: A review". Semiconductor Physics, Quantum Electronics and Optoelectronics 27, n.º 02 (21 de junio de 2024): 194–207. http://dx.doi.org/10.15407/spqeo27.02.194.

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The data on electron levels induced by defects in In(Ga)As/(In)GaAs nanostructures, their localization, activation energy and identification have been systematically reviewed. Point defects inherent to GaAs and found in the (In)GaAs-based nanostructures have been listed, and their classification has been clarified, including EB3, EL2, EL3, EL4 (M4), EL5, EL6 (M3), EL7, EL8, EL9 (M2), EL10 (M1), EL11 (M0) and M00. The effect of the interfaces on the formation of different types of extended defects has been described. All the levels of electron traps found in heterostructures with quantum wells, wires and dots by deep level spectroscopies have been collected in a table with indication of the detection technique, object, location in the structure and their origin assumed. This overview can be useful as a reference material for researchers who study these nanostructures.
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Bayyurt, Yasemin y Martin Dewey. "Locating ELF in ELT". ELT Journal 74, n.º 4 (12 de septiembre de 2020): 369–76. http://dx.doi.org/10.1093/elt/ccaa048.

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Vettorel, Paola y Lucilla Lopriore. "Is there ELF in ELT coursebooks?" Studies in Second Language Learning and Teaching 3, n.º 4 (1 de octubre de 2013): 483. http://dx.doi.org/10.14746/ssllt.2013.3.4.3.

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Vettorel, Paola. "Communication Strategies, ELF and ELT materials". A Cor das Letras 18, n.º 4 Especial (29 de enero de 2018): 74. http://dx.doi.org/10.13102/cl.v18iespecial.2608.

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Barcons, Xavier, Juan Carlos González Herrera y Augustín Sánchez Lavega. "ELT". Pour la Science N° 511 - mai, n.º 5 (1 de mayo de 2020): 32–41. http://dx.doi.org/10.3917/pls.511.0032.

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Amin, Rumana. "ELT:". Crossings: A Journal of English Studies 7 (1 de diciembre de 2016): 144–51. http://dx.doi.org/10.59817/cjes.v7i.172.

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English language, the language of development, scientific advancement, information, opportunity, employment, power, and prestige in Bangladesh, has become the synonym of all progresses in recent years. English language teaching has acquired new dimensions in as much as it has crept into diverse methods of ELT at various levels of education. The Western paradigm of English teaching has occupied a prestigious position in the educational system of Bangladesh for decades. It is a well-known fact to all that language teaching and learning is affected by a host of factors ranging from the macro political and cultural environments of a country or region to the micro perceptions and practices of individual teachers or learners. Hence, the demand for different methodologies for different learners or learning situations arises gradually. The changes in the classrooms, ruled by traditional methodologies for years, regarding the adaptation of communicative language teaching, can be seen to be a direct result of the paradigm shift in the realm of English language teaching and learning. This article attempts to explain the shift in practice and reality of English language teaching by taking a close look at various features that affected the choice of the varieties of English taught and learned.
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Takahashi, Reiko. "An analysis of ELF-oriented features in ELT coursebooks". English Today 30, n.º 1 (5 de febrero de 2014): 28–34. http://dx.doi.org/10.1017/s0266078413000539.

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Due to its rise as a global means of communication, the English language has been increasingly used by and between non-native speakers (henceforth NNSs), leading to a growing interest in what has come to be known as English as a Lingua Franca (ELF) in English language teaching (ELT). As noted by Jenkins (2006: 159), ‘many of those who start out thinking they are learning English as a foreign language end up using it as a lingua franca’. This suggests that ELT materials need to be developed in ways that correspond with the emerging needs of such language learners. However, ‘the prevailing orientation in […] ELT materials still remains undoubtedly towards ENL [English as a Native Language]’ (Jenkins, 2012: 487). It is not yet clear how well ELF perspectives have been integrated into teaching materials to date.
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Modiano, Marko. "Rethinking ELT". English Today 16, n.º 2 (abril de 2000): 28–34. http://dx.doi.org/10.1017/s0266078400011603.

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Eastment, D. "ELT publishers". ELT Journal 56, n.º 3 (1 de julio de 2002): 342–43. http://dx.doi.org/10.1093/elt/56.3.342.

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Budovskaya, Yelena V., Kendall Wu, Lucinda K. Southworth, Min Jiang, Patricia Tedesco, Thomas E. Johnson y Stuart K. Kim. "An elt-3/elt-5/elt-6 GATA Transcription Circuit Guides Aging in C. elegans". Cell 134, n.º 2 (julio de 2008): 291–303. http://dx.doi.org/10.1016/j.cell.2008.05.044.

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Tesis sobre el tema "ELT"

1

Canbolat, Nilay. "Investigating Elt Instructors". Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615760/index.pdf.

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This study aims at finding out instructors&rsquo
perceived competencies in Teachers of English to Speakers of Other Languages (TESOL) and Ministry of Education (MONE) competencies, and accordingly exploring strengths and weaknesses of the ELT undergraduate program as well as providing suggestions for a more effective and fruitful program. At the first phase of the research, a questionnaire is given to seventy-five participants, working in the department of Foreign Languages at various universities. For the second phase of the study, an interview prepared in the light of the questionnaire results is conducted with thirty-four of aforementioned participants. The results of this study illustrate that the participants find themselves more competent in learning, language proficiency, planning, instructing, and content than assessing, identity and context, and commitment and professionalism since the participants believe in the need of improving themselves in latter standards. Similarly, they consider the methodology, general education and language components of the ELT undergraduate program effective because they find those components practical and focused during the program while the literature and linguistics components are thought to be ineffective in preparing them for the profession as the methodology of these components, which is not integratedwith ELT enough. Lastly, in the lights of these findings, some suggestions are made for improving the program. For further research, all ELT teachers&rsquo
perceptions in Turkey can be investigated and suggestions for a better undergraduate program can be asked.
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2

Canbolat, Nilay. "Integrating Elt Instructors&#039". Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615742/index.pdf.

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This study aims at finding out instructors&rsquo
perceived competencies in Teachers of English to Speakers of Other Languages (TESOL) and Ministry of Education (MONE) competencies, and accordingly exploring strengths and weaknesses of the ELT undergraduate program as well as providing suggestions for a more effective and fruitful program. At the first phase of the research, a questionnaire is given to seventy-five participants, working in the department of Foreign Languages at various universities. For the second phase of the study, an interview prepared in the light of the questionnaire results is conducted with thirty-four of aforementioned participants. The results of this study illustrate that the participants find themselves more competent in learning, language proficiency, planning, instructing, and content than assessing, identity and context, and commitment and professionalism since the participants believe in the need of improving themselves in latter standards. Similarly, they consider the methodology, general education and language components of the ELT undergraduate program effective because they find those components practical and focused during the program while the literature and linguistics components are thought to be ineffective in preparing them for the profession as the methodology of these components, which is not integrated with ELT enough. Lastly, in the lights of these findings, some suggestions are made for improving the program. For further research, all ELT teachers&rsquo
perceptions in Turkey can be investigated and suggestions for a better undergraduate program can be asked.
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3

BAGNI, MARCO. "Le opinioni e l’atteggiamento degli studenti verso l’inglese e l’inglese lingua franca in una università italiana". Doctoral thesis, Università degli studi di Modena e Reggio Emilia, 2022. http://hdl.handle.net/11380/1278098.

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L’ascesa dell’inglese come lingua franca globale ha portato la linguistica applicata a mettere in discussione i fondamenti dell’insegnamento dell’inglese (ELT). Nello “expanding circle”, i modelli ‘inglese lingua straniera’ (EFL) tradizionalmente accettati appaiono oggi superati. Prima ancora che possano essere suggeriti con sicurezza cambiamenti nell’insegnamento dell’inglese, è importante comprendere le percezioni e le opinioni di chi è coinvolto in prima persona. L’importanza degli studi sull’atteggiamento linguistico in contesti di ELT è da tempo riconosciuta, e negli ultimi due decenni diversi studi di questo tipo hanno indagato vari aspetti dell’atteggiamento di insegnanti e apprendenti nei confronti dell’inglese in contesti educativi, rivelando la grande vitalità delle norme native dell’inglese. Ad oggi, la maggior parte degli studi che hanno preso in esame l’atteggiamento verso l’inglese di studenti universitari sono stati condotti in specifici contesti di ELT e sono necessari ulteriori studi che coinvolgano anche studenti che non si specializzano in inglese. Questa ricerca consiste in uno studio che indaga l’atteggiamento verso l’inglese, l’inglese come lingua franca (ELF) e l’insegnamento dell’inglese di una popolazione di studenti di tre dipartimenti dell’Università di Modena e Reggio Emilia. La ricerca ha l’obiettivo di contribuire a valutare i modelli accettati EFL di insegnamento dell’inglese e di suggerire possibili indirizzi futuri sia a ricercatori in linguistica applicata sia a professionisti di ELT. Coerentemente con questo obiettivo, sono state generate le seguenti domande di ricerca: 1. Qual è l’atteggiamento degli studenti verso l’inglese? 2. Qual è l’atteggiamento degli studenti verso ELF? 3. Quali opinioni hanno gli studenti dell’insegnamento dell’inglese? 4. Un metodo aggiornato a ELF va incontro ai bisogni percepito dagli studenti? Il metodo adottato per questa ricerca attinge alla folk linguistics e ai metodi diretti di indagine sull’atteggiamento linguistico. Un metodo misto di raccolta dei dati ha integrato un questionario semi-strutturato e delle interviste non strutturate. Sono stati raccolti un totale di 254 questionari sono state condotte e 28 interviste valide, tra dicembre 2019 e maggio 2020. L’analisi dei dati ha combinato tecnica qualitativa e quantitativa, benché con un’enfasi sull’interpretazione qualitativa. I risultati suggeriscono in generale un orientamento positivo verso l’inglese. In larga maggioranza, i partecipanti percepivano l’inglese come uno strumento necessario all’inclusione sociale e una porta d’accesso a future opportunità professionali. Sebbene l’opinione che l’inglese appartiene ai parlanti nativi dello “inner circle” sia risultata prevalente, accanto ad essa coesisteva anche una concezione dell’inglese come strumento de-territorializzato e de-nativizzato di cui si possono appropriare anche i parlanti non nativi. Le opinioni dei partecipanti sullo ELT hanno dimostrato il prevalere di un orientamento verso le norme native dell’inglese e una significativa influenza di “native-speakerism” e ideologia della lingua standard. Tuttavia, i risultati hanno anche dimostrato che lo studio di ELF e della linguistica soprattutto, influenzano l’atteggiamento degli studenti verso le varietà di inglese, portandoli a mettere in discussione l’immagine di un inglese monolitico e l’idea di una legittimità esclusiva delle norme native. Indicando uno scarto tra i modi più tradizionali di insegnamento EFL e le realtà dell’inglese fuori da scuola, molti intervistati hanno criticato lo ELT nel sistema di istruzione italiano. I risultati suggeriscono la necessità di abbandonare il metodo tradizionale grammaticale-traduttivo e supportare l’apprendimento dell’inglese con una solida formazione in teoria linguistica.
The rise of English as a ‘global’ lingua franca has brought applied linguistic scholarship to question the tenets of English language teaching (ELT). In the expanding circle, the traditionally accepted English-as-a-foreign language (EFL) pedagogical model appears today outdated and possibly even obsolete. Before any changes in English language education can be confidently suggested it is important to understand the perceptions and the opinions of the ELT stakeholders. The importance of attitude studies related to the context of ELT has long been recognized and over the last two decades several such studies have investigated, with various foci, the teachers’ and learners’ attitudes towards English in educational contexts, revealing the high vitality of the native English norm. To date, most studies that examined the attitudes towards English of university students were conducted in specific ELT contexts and there is a need for further research that also involves students who do not specialize in English. This research consists of a study that investigates the attitudes towards English, English as a lingua franca (ELF) and English teaching of a population of students of three Departments of the Università di Modena e Reggio Emilia. The research has the objective of contributing to the task of assessing the established EFL models of English language pedagogy, and of pointing to possible future directions for both research in applied linguistics and ELT practitioners. In accordance with this objective, the following research questions were generated: 1. What are the students’ attitudes towards English? 2. What are their attitudes towards ELF? 3. What are the students’ opinions on the teaching of English? 4. Is an ELF-informed approach in tune with the students’ own perceived needs? The research method adopted for this study draws on folk linguistics and the direct approaches to the study of language attitudes. A mixed-methods approach was used for the collection of the data that integrated a structured questionnaire and semi-structured individual interviews. A total number of 254 questionnaire were collected and 28 valid interviews were conducted, between December 2019 and May 2020. The analysis of the data combined a qualitative and a quantitative technique, although with an emphasis on qualitative interpretation. The findings suggest a generalized favorable orientation towards English. By vast majority, the participants viewed English as a necessary tool for social inclusion and a gateway to future professional opportunities. Although the view that English belongs to the native English speakers from the inner circle was found to prevail, it nevertheless coexisted with an instrumental view of English as a de-territorialized and de-nativized tool that can be appropriated by the non-native speakers. The participants’ views on ELT revealed a prevailing orientation towards native English and a significant influence of native-speakerism and standard language ideology. However, the findings also demonstrated that ELF-aware instruction and especially training in linguistics influenced the students’ attitudes towards varieties of English, bringing them to question the image of a monolithic English, notions of ‘standard English’, and exclusive legitimacy of native-speaker norms. Pointing to a gap between the more traditional ways of EFL pedagogy and the realities of English in the out-of classroom, several interviewees were critical of ELT in their how country’s education system. The findings strongly suggest that there is a need to shift ELT practices in the Italian education system away from the traditional grammar translation (GT) method and support English learning with a solid training in linguistic theory.
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4

Ходцева, Алла Олександрівна, Алла Александровна Ходцева y Alla Oleksandrivna Khodtseva. "Insights into Formative Assessment in ELT". Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/67243.

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Overall, the study reveals that, based on the students’ and the faculty members’ responses, the impact of assessment depends whether the assessment assesses (measures) what it intends to assess. Forms, environment, and the intended objectives of classroom assessment are the three main indicators of good assessment. The impact of assessment is significantly observable on students’ performance. The way students approach learning determines the way they think about classroom assignments and tests. Recent studies advocate for including students in the process of developing assessment tools because, as Falchikov [4, 43] states, student involvement in peer assessment adds more value to the learning process.
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5

Yip, Pui Lin Christina. "A content analysis of English language teaching (ELT) textbook blurbs : implications for the ELT community in Hong Kong". HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/352.

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Yilmaz, Elvan. "Gender Representations In Elt Coursebooks:a Comparative Study". Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614681/index.pdf.

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ABSTRACT GENDER REPRESENTATIONS IN ELT COURSEBOOKS: A COMPARATIVE STUDY Yilmaz, Elvan M.A., Department of English Language Teaching Supervisor: Prof. Dr. Hü
snü
Enginarlar September 2012, 135 pages In all educational institutions ELT coursebooks are used as a guide to teach the language. However, the role of a coursebook as an agent of socialization and its effect on the development of gender roles is usually underestimated. Gender biased coursebooks might affect the learners in a negative way in the process of gender socialization. Most coursebook writers revise the first editions of the coursebooks in order to modernize them and to meet the needs of the learners in a changing world. The aim of this thesis is to investigate whether writers and publishers take the gender issue into consideration while they are revising the coursebooks. In order to address this issue, three recently revised English language coursebooks were compared with their first editions. To be able to compare the coursebooks, their contents were analyzed. Six operating areas of gender stereotypes were set as the categories of the content analysis
presence of female and male characters in the coursebooks, the number of characters represented as family members, distribution of occupational activities, division of household activities, variety of leisure activities and the adjectives used to describe each gender. Throughout the whole study it was observed that the representations of female and male characters in the first editions were closer to the stereotypical representations. By contrast, in the last editions the representations of the genders have ideally become more balanced in all investigated categories of gender stereotypes.
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Nasr, Atef Ali Mohamed. "A reading improvement programme for engineering trainees in Egypt". Thesis, University of Ulster, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274435.

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Skliar, Olga S. "Gender Representations And Gender Bias In Elt Textbooks Published In The Middle East: A Case Study Of Elt Textbooks Published In Turkey And Iran". Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/12608555/index.pdf.

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In addition to general knowledge on the official curriculum subjects, including the English language, schools convey multiple cultural and ideological meanings, playing a significant role in the processes of socialization and cultural reproduction. The function of school textbooks as powerful agents of socialization is realized through the texts and visuals in the content. Locally issued ELT materials, written in English by local authors, comprise a combination of local and foreign social meanings. Positive social change may be initiated by constant revision of cultural and ideological implications in educational media and subsequent exclusion of integrated biased meanings and linguistic forms reinforcing social inequities. This research study deals with gender representations and gender discriminatory meanings in ELT textbooks. It focuses on the ways gender-related social inequalities are reflected in texts and illustrations in two ELT series published by the Turkish Ministry of National Education and the Iranian Ministry of Education. Critical discourse analysis was chosen for investigation of gender issues integrated in the content of the textbooks. The study examined representations of female and male characters at code level in the pronoun and noun systems, at sentence level in reading passages and dialogues, and in visuals. The study revealed imbalance in representations of woman and man, and gender-related stereotypes in all examined categories of both ELT series. In both Turkish and Iranian textbook sets, traditional female and male roles depicting women as mothers and housewives and men as breadwinners were emphasized more than modern ones sustaining gender egalitarianism in public and family spheres. In contrast to women, men took active parts in all essential social fields, and bigger numbers of males than females were involved in texts and illustrations. Authors&rsquo
gender did not have a big influence on the results obtained by the current research. It was suggested that gender-related ideologies and stereotypes are shared, supported, and unconsciously reproduced by both women and men in a society.
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Chen, Pei. "Perceptions regarding ELT at the tertiary level in mainland, China". Thesis, University of Macau, 2003. http://umaclib3.umac.mo/record=b1636599.

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Ould, Hende El Moctar. "ELT course descriptions in tertiary education : a critical-interpretative investigation". Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/76643.

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The course description is a brief, yet comprehensive, written account of a course teachers produce and give to their students at the beginning of courses. Course descriptions (CDs) are routinely produced and used in many educational institutions. However, with the exception of few passing references to them in Elliot (1997) and Swales (1990), discourse analysis has not sought to provide good understanding. This study is an attempt to fill in such a gap in knowledge by exploring the CD in the context of higher education in the United Arab Emirates, where the researcher has been working up to the completion of the present study. Employing the technique of triangulation, the study forms a methodology that combines Foucault’s approach to discourse, action research and the critical and interpretative paradigms as a basis for analyzing data from 12 CDs, questionnaires and interviews. On the level of analysis, Foucault’s approach to discourse has been operationalized by Systemic Functional Linguistics and Bernstein’s theory of pedagogic discourse. Within the framework of the Systemic Functional Linguistics, the CD as a text is approached from three perspectives: Field, Tenor and Mode. This has revealed the overwhelming use of long clauses, the constitution of the student as’expected to study‘, not as thinking or knowing entity, the use of the Declarative Mood, ambiguity of the source and receiver, ellipsis and obligatory sections. The purpose of investigating the CD within the framework of Bernstein’s theory of pedagogic discourse was to shed light on CD perspectives that could not be accounted for by the text analysis on its own. Thus, it described the roles, production, transmission and reproduction processes of the CD and the attitudes of teachers and students towards it. Thus, it has been concluded that the CD is dominantly regulative, that it is imposed by the Accreditation Committee under the pressure of globalization and that its use needs to be improved or stopped.
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Libros sobre el tema "ELT"

1

Teaching, Malaysia International Conference on English Language. ELT matters. Serdang: Universiti Putra Malaysia Press, 2004.

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Daniel, Ward, ed. ELT guide. 6a ed. Douglas: EFL, 1995.

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Paul, Lakin, ed. ELT guide. 7a ed. Douglas, Isle of Man: EFL, 1996.

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Graeme, Ginsberg, ed. ELT guide. 8a ed. Douglas, I.O.M: EFL, 1997.

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1945-, Roberts Jon, ed. Evaluation in ELT. Oxford, UK: Blackwell, 1994.

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Amos, Paran, Watts Eleanor y International Association of Teachers of English as a Foreign Language., eds. Storytelling in ELT. Whitstable: IATEFL, 2003.

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Letterland Elt. Letterland International, 2004.

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Zekiye Müge Tavil, Turan Paker, Özkan Kirmizi, Gülin Dagdeviren Kirmizi. ELT Methodology. Ani Yayincilik, 2017.

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Francis, David. Elt Guide. 9a ed. Teachers of English to, 1999.

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Popst, Hans, Hilmar Schmuck, Willi Gorzny y Rainer Schöller. Elt - Epi. de Gruyter GmbH, Walter, 2019.

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Capítulos de libros sobre el tema "ELT"

1

Pinter, Annamaria. "Secondary ELT". En The Routledge Handbook of English Language Teaching, 367–79. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-31.

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Gray, John. "ELT materials". En The Routledge Handbook of English Language Teaching, 95–108. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-10.

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Enever, Janet. "Primary ELT". En The Routledge Handbook of English Language Teaching, 353–66. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-30.

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Din, Kamal Ud. "The ELT". En Understanding English Language Teaching in EFL Context, 100–106. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003368878-7.

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Richards, Jack C. "The ELT Textbook". En International Perspectives on Materials in ELT, 19–36. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137023315_2.

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Babaii, Esmat. "ELT Textbook Ideology". En Research Questions in Language Education and Applied Linguistics, 689–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_120.

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Frankenberg-Garcia, Ana. "Corpora in ELT". En The Routledge Handbook of English Language Teaching, 383–98. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-33.

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Duboc, Ana Paula Martinez. "Thinking ELT otherwise". En Social Justice, Decoloniality, and Southern Epistemologies within Language Education, 129–44. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003332336-12.

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Din, Kamal Ud. "The ELT Approaches". En Understanding English Language Teaching in EFL Context, 43–61. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003368878-4.

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Illés, Éva. "Towards an ELF-Informed Approach to ELT". En Understanding Context in Language Use and Teaching, 111–28. 1. | New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429274589-7.

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Actas de conferencias sobre el tema "ELT"

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Tokovinin, A. "Requirements for AO-ELT operation and ELT site monitor". En 1st AO4ELT conference - Adaptive Optics for Extremely Large Telescopes. Les Ulis, France: EDP Sciences, 2010. http://dx.doi.org/10.1051/ao4elt/201002005.

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Pangaribuan, Tagor y Kammer Tuahman Sipayung. "ELT Descriptive Hypothesis". En Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.171.

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Munoz, Ivan. "The ELT Sequencer". En Software and Cyberinfrastructure for Astronomy VII, editado por Gianluca Chiozzi y Jorge Ibsen. SPIE, 2022. http://dx.doi.org/10.1117/12.2629596.

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Marconi, A., P. Di Marcantonio, V. D'Odorico, S. Cristiani, R. Maiolino, E. Oliva, L. Origlia et al. "EELT-HIRES the high-resolution spectrograph for the E-ELT". En SPIE Astronomical Telescopes + Instrumentation, editado por Christopher J. Evans, Luc Simard y Hideki Takami. SPIE, 2016. http://dx.doi.org/10.1117/12.2231653.

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Fragoso Lopez, Ana Belen, José Luis Rasilla, Graham J. Murray, Ernesto Oliva, Robert J. Harris, Marco Riva, Alessandro Marconi y Roger Haynes. "ELT-HIRES the high resolution spectrograph for the ELT: fiber link". En Ground-based and Airborne Instrumentation for Astronomy VII, editado por Hideki Takami, Christopher J. Evans y Luc Simard. SPIE, 2018. http://dx.doi.org/10.1117/12.2311639.

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Chiozzi, Gianluca, Mario J. Kiekebusch, Nick Kornweibel, Ulrich Lampater, Marcus Schilling, Babak Sedghi y Heiko Sommer. "The ELT control system". En Software and Cyberinfrastructure for Astronomy V, editado por Juan C. Guzman y Jorge Ibsen. SPIE, 2018. http://dx.doi.org/10.1117/12.2312164.

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O'Brien, Kieran, John Capone, Fraser Clarke, Andrew Earle, Tom Foster, Jim Lynn, Matthias Tecza et al. "The HARMONI/ELT spectrographs". En Ground-based and Airborne Instrumentation for Astronomy VII, editado por Hideki Takami, Christopher J. Evans y Luc Simard. SPIE, 2018. http://dx.doi.org/10.1117/12.2313396.

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Schneller, D. "E-ELT requirements management". En SPIE Astronomical Telescopes + Instrumentation, editado por George Z. Angeli y Philippe Dierickx. SPIE, 2014. http://dx.doi.org/10.1117/12.2055830.

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Cayrel, M. "E-ELT optomechanics: overview". En SPIE Astronomical Telescopes + Instrumentation, editado por Larry M. Stepp, Roberto Gilmozzi y Helen J. Hall. SPIE, 2012. http://dx.doi.org/10.1117/12.925175.

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Wang, Yang-Yu. "Bringing ELF into Chinese ELT Classrooms: A Focus on English Pedagogies". En 7th International Conference on Social Science and Higher Education (ICSSHE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211122.058.

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Informes sobre el tema "ELT"

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Gründel, Lena Felicitas. Queer picturebooks for primary ELT : Suggestions for teaching practice. Otto-Friedrich-Universität Bamberg, 2023. http://dx.doi.org/10.20378/irb-59896.

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This contribution offers a list of queer picturebooks considered potentially suitable for primary ELT (English Language Teaching). The list emerged from six qualitative interviews with primary school teachers conducted in the context of a small-scale research project. During the interviews, the teachers provided insights into their practices and perspectives on the usage of queer picturebooks in the German primary EFL (English as a Foreign Language) classroom.
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Mejía Torres, Lina María y Mauricio Jaramillo-Jassir. El abecé de la beligerancia y su aplicabilidad con el ELN. Génesis y desafíos inmediatos. Universidad del Rosario, 2021. http://dx.doi.org/10.12804/issne.2745-2085_10336.31360_sddtf.

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Gustin, Santiago. Differences in Syntactic Complexity in the Writing of EL1 and ELL Civil Engineering Students. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.7008.

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Haberland, Nicole y Deborah Rogow. Éducation sexuelle et VIH : il est temps de changer de méthodologie. Population Council, 2007. http://dx.doi.org/10.31899/pgy12.1081.

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Santacana Mestre, Joan y Nayra Llonch Molina. Els Vilars d’Arbeca i el seu model de socialització del coneixement. Edicions de la Universitat de Lleida, 2018. http://dx.doi.org/10.21001/rap.2018.28.13.

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Gilbert, R. Guide d'excursions dans le paysage glaciaire et postglaciaire du sud-est de l'Ontario et d'une partie du Québec. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1994. http://dx.doi.org/10.4095/194484.

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Avery, M. P. Vitrinite Reflectance (Ro) of Dispersed Organics From Elf et al. Emerillon C-56. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1988. http://dx.doi.org/10.4095/130522.

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Ruiz Rodríguez, Arturo. Historias paralelas: la fortaleza de Els Vilars y el oppidum de Puente Tablas. Edicions de la Universitat de Lleida, 2018. http://dx.doi.org/10.21001/rap.2018.28.12.

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Sabina, A. P. Roches et minéraux du collectionneur, nord-est de la Nouvelle-Écosse, Ile du Cap-Breton et Ile-du-Prince-Édouard. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1994. http://dx.doi.org/10.4095/194756.

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Paradis, S. J. y M. Parent. Géologie des formations en surface, Rivière Koroc (moitié est), Québec-Terre-Neuve-et-Labrador. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2002. http://dx.doi.org/10.4095/213439.

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