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Artykuły w czasopismach na temat "Hebrew language, textbooks for children"
Roubalová, Marie, Roman Kralik i Peter Kondrla. "Importance and method of teaching biblical Hebrew and aramaic in religious education of children and adults". Journal of Education Culture and Society 12, nr 1 (17.06.2021): 59–67. http://dx.doi.org/10.15503/jecs2021.1.59.67.
Pełny tekst źródłaChungHyeSeung. "Analysis of Question Characteristics of the Israeli National Language Textbooks: Focusing on Hebrew language textbooks of primary school". korean language education research 51, nr 4 (grudzień 2016): 215–37. http://dx.doi.org/10.20880/kler.2016.51.4.215.
Pełny tekst źródłaBloch, Gali. "Heritage Hebrew in Finland: Insights from Multilingual Families". Languages 9, nr 6 (13.06.2024): 216. http://dx.doi.org/10.3390/languages9060216.
Pełny tekst źródłaNahir, Moshe. "Micro language planning and the revival of Hebrew: A schematic framework". Language in Society 27, nr 3 (czerwiec 1998): 335–57. http://dx.doi.org/10.1017/s0047404500020005.
Pełny tekst źródłaSoesman, Aviva, Joel Walters i Sveta Fichman. "Language Control and Intra-Sentential Codeswitching among Bilingual Children with and without Developmental Language Disorder". Languages 7, nr 4 (26.09.2022): 249. http://dx.doi.org/10.3390/languages7040249.
Pełny tekst źródłaMarcinkowski, Roman. "Hebrew as a Subject of Research and Teaching in Poland from the Early 16th Century to the 20th Century. A Contribution to Further Reflections". Verbum Vitae 41, nr 2 (12.06.2023): 309–37. http://dx.doi.org/10.31743/vv.13715.
Pełny tekst źródłaMeir, Natalia, Joel Walters i Sharon Armon-Lotem. "Bi-directional cross-linguistic influence in bilingual Russian-Hebrew children". Linguistic Approaches to Bilingualism 7, nr 5 (4.05.2016): 514–53. http://dx.doi.org/10.1075/lab.15007.mei.
Pełny tekst źródłaAbdulameer NAYYEF ALHUDEEB, Faeza. "THE IMAGE OF JERUSALEM IN HEBREW CHILDREN'S LITERATURE: THE PLAY (JERUSALEM TO ME) AS A MODEL". International Journal of Education and Language Studies 03, nr 01 (1.03.2022): 58–69. http://dx.doi.org/10.47832/2791-9323.1-3.5.
Pełny tekst źródłaEVIATAR, ZOHAR, i RAPHIQ IBRAHIM. "Bilingual is as bilingual does: Metalinguistic abilities of Arabic-speaking children". Applied Psycholinguistics 21, nr 4 (grudzień 2000): 451–71. http://dx.doi.org/10.1017/s0142716400004021.
Pełny tekst źródłaARMON-LOTEM, SHARON. "Between L2 and SLI: inflections and prepositions in the Hebrew of bilingual children with TLD and monolingual children with SLI". Journal of Child Language 41, nr 1 (26.11.2012): 3–33. http://dx.doi.org/10.1017/s0305000912000487.
Pełny tekst źródłaRozprawy doktorskie na temat "Hebrew language, textbooks for children"
Parry, Justin Tyrel, i Justin Tyrel Parry. "Analyzing Hebrew Textbooks: Differing Goals and Identities in Language Classrooms". Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/623154.
Pełny tekst źródłaGoldberg, Scott J. "The relationship between English (l1) and Hebrew (l2) reading and externalizing behavior amongst Orthodox Jewish boys /". Ann Arbor, Mich. : Xerox University Microfilms, 2004. http://wwwlib.umi.com/dissertations/preview/3110997.
Pełny tekst źródłaPublication no. AAT 3110997 New York University.
Schwarzer, David. "Parallel development of writing in Hebrew, Spanish and English in a multilingual child". Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/187477.
Pełny tekst źródłaBaron, Vita. "Nutrition messages in elementary school textbooks : a study of language arts and math texts used in English schools in Montreal". Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59565.
Pełny tekst źródłaOliveira, Luiz Carlos Gonçalves de. "Seleção de textos para coleções didáticas de Português no PNLD 2007 (1ª a 4ª séries): poemas para quê? Para que poemas?" Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-10092009-140721/.
Pełny tekst źródłaAccording to the studied authors, the genesis of contemporary Portuguese language textbooks is placed historically in the convergence in the 1950s of two genres: anthology books and grammars. The selection of textual material and the proposals of activities elaborated on the basis of chosen texts are, still today, one of the main characteristics of Portuguese language textbooks. In this research, I investigated some of the main criteria present in the selection of texts integrated to textbook Portuguese language collections approved by PNLD (National Program of Textbooks) 2007, for 1st to 4th grade schools. In a first stage, I examined data on the textual characteristics of PNLD 2007 collections gathered by researchers of Projeto Integrado de Pesquisa O livro didático de Língua Portuguesa no ensino fundamental: produção, Perfil e Circulação, CNPq/Iel-Unicamp/Ceale-Ufmg (Integrated Research Project Portuguese Language Textbooks for Elementary Education: Production, Profile and Circulation, CNPq/Iel-Unicamp/Ceale-Ufmg). At this stage, I observed that, despite the variety and diversity of genres present in the collections, poem were the most common genres in volumes for all the four grades of Elementary School. At the second stage, having as a corpus 12 volumes of different collections chosen according to criteria presented in detail in this research, I investigated the way these volumes explored four poems which are among the most used in PNLD 2007. This research was based on theoretical principles for mother language teaching of the social-interactionist perspective based in Vygotsky and Bakhtin and transposed to the educational sphere through works of the members of the so-called Geneva School, among them Joaquin Dolz, Bernard Schneuwly and Jean-Paul Bronckart. From the conclusions of this research, I emphasize, among other things, that the significant presence of poems in the collections was due, among other causes, to complying with the requirements of PNLD 2007 Announcement, to the curricular guidelines of PCNs (Brazils Curriculum Guidelines), to the adaptability of the genre to graphic-editorial characteristics of the collections, to the exploration of poems themes in the approved collections and the conception of model reader followed by the studied textbook collections.
Langhan, David Patrick. "The textbook as a major source of difficulty in the teaching and learning of geography through the medium of English in Standard 3 in black primary schools". Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1002017.
Pełny tekst źródłaLima, Ana Paula de. "Análise de propostas de avaliação de rendimento em livros didáticos de inglês para o Ensino Fundamental I". [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269802.
Pełny tekst źródłaDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-17T19:05:52Z (GMT). No. of bitstreams: 1 Lima_AnaPaulade_M.pdf: 2460778 bytes, checksum: 878af9143fa3f9ea8daa71e39f428a65 (MD5) Previous issue date: 2011
Resumo: O ensino de língua inglesa tem se iniciado cada vez mais cedo nas escolas regulares brasileiras (SCHEIFER, 2008; COSTA, 2008). A expansão desse ensino incentiva as pesquisas na área, que revelam, dentre outras coisas, a escassez de estudos sobre o livro didático de língua inglesa (RAMOS; ROSELLI, 2008) e sobre avaliação em língua estrangeira para crianças (REA-DICKINS; RIXON, 1997; SCARAMUCCI et al., 2008; COSTA, 2008). Esses dados nos chamaram a atenção, tendo em vista a forte influência dos livros didáticos no processo de ensino-aprendizagem de línguas (RICHARDS, 2002; PINTO; PESSOA, 2009; DIAS, 2009, dentre outros), bem como das avaliações na vida dos alunos, no ambiente escolar e na sociedade como um todo (SCARAMUCCI, 1998/1999; 2000/2001; 2004; 2006; HUGHES, 2003; SHOHAMY, 2004; MCNAMARA, 2000), podendo causar tanto impactos positivos quanto negativos. Propomo-nos, então, neste trabalho qualitativo e de cunho interpretativista, a analisar as avaliações de rendimento sugeridas por alguns livros didáticos de inglês voltados para alunos do Ensino Fundamental I. Como as avaliações de rendimento visam a observar se os objetivos de ensino foram alcançados, nosso objetivo é analisar se as concepções de linguagem, ensino e aprendizagem que as fundamentam são as mesmas que embasam o ensino, bem como se os objetivos de ensino são contemplados na avaliação. Analisamos, ainda, se as avaliações propostas por esses materiais estão em consonância com o que as pesquisas na área de avaliação consideram adequadas para a condução do processo de ensino-aprendizagem-avaliação nesse segmento. A análise revelou desencontros entre o que se ensina e o que se avalia, tendo em vista que nem todos os conteúdos ensinados são avaliados e que as habilidades orais, apesar de enfatizadas pelos materiais, são pouco recorrentes nas avaliações. Observamos também que, apesar da maioria das avaliações refletir as visões de linguagem, ensino e aprendizagem que embasam o ensino, essas concepções estão muito distantes das visões mais contemporâneas, segundo as quais a aprendizagem ocorre por meio da interação significativa e a língua é entendida como um sistema holístico de comunicação e de reflexão que permite ao indivíduo "agir no mundo" (SCARAMUCCI, 2006, p. 59)
Abstract: Even though the teaching of foreign languages is not mandatory in Elementary School in Brazil, English has been taught since early schooling (ROCHA, 2006; SCHEIFER, 2008; COSTA, 2008). The interest in this area has increased and research has shown the scarcity of studies about English textbooks (RAMOS; ROSELLI, 2008) and assessment (REA-DICKINS; RIXON, 1997; SCARAMUCCI et al. 2008; COSTA, 2008) for children. Considering the influence of textbooks (RICHARDS, 2002; PINTO; PESSOA, 2009; DIAS, 2009) and assessments (SCARAMUCCI, 1998/1999; 2000/2001; 2004; 2006; HUGHES, 2003; SHOHAMY, 2004; MCNAMARA, 2000) in the teaching-learning process, we conducted this qualitative and interpretive study to analyze the tests proposed by some English textbooks for elementary level students in order to observe the concepts of language teaching and learning that underlie them; in addition, we investigated whether the learning objectives are included in the assessment. We also analyzed whether the tests proposed by these materials are in line with what the research in the language assessment area consider appropriate to conduct the teaching-learning-assessment process in this segment. This study shows that there is a mismatch between teaching and assessment: the content taught is not totally assessed and the oral skills, although emphasized in the material, are not usually evaluated in the tests. Most of the tests reflect the views of language, teaching and learning that underlie the teaching process. However these concepts are not on a par with contemporary views, in which learning occurs through interaction and meaningful language is understood as a holistic system of communication and reflection that allows the individual to "act in the world" (SCARAMUCCI, 2006, p. 59)
Mestrado
Lingua Estrangeira
Mestre em Linguística Aplicada
Koike, Yuko. "Communicative competence through music in EFL for Japanese middle school students". CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/2564.
Pełny tekst źródłachih-che, Chen, i 陳志哲. "The application of Lin Liang''s children literature to elementary school language textbooks". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/24166991264084296120.
Pełny tekst źródła國立花蓮師範學院
語文科教學碩士班
91
Mr. Ling Liang has been devoting to children literatures for a long time. The high quality of his lots of works appeals to children. In addition to writing, he has contributed to editing elementary school textbooks for twenty-four years. Therefore, his extensive experiences of editing are kinds of valuable resources for elementary school teachers and language teachers in creative teaching skills. With a view to discussing Mr. Lin’s theories of children literatures and its relation to textbooks, the research is based on the methods of analyzing references and compositions content as well as conducting interviews. According to the researchers of Lin Liang, the characteristics of Lin’s children literature are: benevolent perspective, detailed observation, and sources adopted from daily life. The features of form contain: accessible language use, delicate modifiers, and graceful rhythm. From the questionnaires filled out by 108 textbook users, when comparing Mr. Lin’s texts with the previous one (version of year 57’), 55.5% of users think Mr. Lin’s texts have more benevolent perspective, 49.7% think the content has more detailed observations, 54.2% think the texts are closer to daily life, 66.4% think his texts are more accessible in selecting words, 58.3 % agree that the modifiers are more delicate, and 58.5% consider the rhythm is more graceful. Therefore, that Mr. Lin applies the theories of children literature to elementary language textbooks is highly admired by educators who use Chinese textbooks. While composing language-teaching materials, Mr. Lin always puts consideration into the bright side of human nature with hopes that enrich children’s mind and body either in topics constructing or in contents’ describing. The delicate techniques in the story depicting stimulate children to arousing their senses of curiosity and cultivating their logical thinking abilities. Through the guidance in various words, children not only learn how to observe the environment around them, but also are encouraged to explore their imagination which will be more helpful to develop their own potentials individually. Besides, materials based on life experience could lead children to arouse their learning motivation and associate with their own previous experiences; therefore, they may help children be ready to acquire new knowledge and prepare themselves for the future. Similarly, through his works children will have more understanding about life. It is a good way to experience and adapt themselves to the world they live. In the aspect of word choosing and modifying, Mr. Lin prefers to use the “plain, simple words”, which are fluent and accessible for children to read and understand about the story. Hence his works are widely accepted by the public. In terms of literature appreciation, Mr. Lin’s various, skillful modifiers provide good learning context as well. Again, in views of literature skills, his modification in his works offers the best model for children to imitate and learn the language naturally. Mr. Lin enriches texts by dealing with different word rhythms, which make children feel interested in the process of recitation. It is more meaningful for guiding the children to experience and appreciate the harmony of sounds of word rhythm and enhance their own abilities when they would like to express what they really feel through their own observation. According to the analyses and conclusion of this research, it generalizes that the characteristics and skills of Mr. Lin’s theory of children literature that apply in language textbooks could be the reference for the elementary school teachers in language textbooks’ selecting, editing, or teaching.
Książki na temat "Hebrew language, textbooks for children"
Sloviḳ, Shemuʼel Mosheh. "ha-Melamed" adam daʻat "Ṿe-tinoḳ le-lamdo sefer" ha-shalem: Le-ḥanekh et yalde Yiśraʼel li-ḳeriʼah be-ofen hadragati. Yerushalayim: Sh. M. Sloviḳ, 1993.
Znajdź pełny tekst źródłaKrengel, Moshe. Sefer ha-Sulam: Le-tashbar : li-lemod otiyot, neḳudot u-ḳeriʼah be-derekh ḳal uve-harbeh ḥazarah. Brooklyn, N.Y: M.Y. Ḳrengil, 1995.
Znajdź pełny tekst źródłaGanin-Epstein, Naomi. [Apples and zebras]. T.A. [z.o. Tel Aviv]: Shemaʻ, 1993.
Znajdź pełny tekst źródłaScharfstein, Sol. Let's learn prayer. [New York?]: Ktav Pub. House, 1985.
Znajdź pełny tekst źródłaBlau, M. V. Amirah neʻimah: Seder ḳeriah yomit le-tashbar ... Bruḳlin, N.Y: Mekhon Ḳeriʼah Neʻimah, 2011.
Znajdź pełny tekst źródłaḤarash, Yeḥiʼel. Em la-Miḳra: Sefer limud haḳnayat ha-ḳeriʼah le-t. sh. b.r ʻal ṭohorat ha-ḳodeh ka-muva u-mevoʼar be-sef. ha-ḳ peri nisayon shel ʻaśrot shanim be-haḳnayat ha-ḳeriʼah la-tashbar. Ashdod: [Yeḥiʼel Ḥarash], 2007.
Znajdź pełny tekst źródłaAlex, Kaminetsky, Winter Magda i Zeldich Arieh 1949 ill, red. [Derekh ḥokhmah] =: Prayer reading skills. West Orange, N.J: Behrman House, 1988.
Znajdź pełny tekst źródłaKaye, Terry. Managing the New Siddur program: The educational directors guide. West Orange, NJ: Behrman House, 1994.
Znajdź pełny tekst źródłaKipper, Lenore C. A teacher's guide to the Alef-bet of blessing. New York, N.Y: UAHC Press, 1991.
Znajdź pełny tekst źródłaBiblical Hebrew: A living language. Lexington, KY]: Hélène M. Dallaire, 2016.
Znajdź pełny tekst źródłaCzęści książek na temat "Hebrew language, textbooks for children"
Schwartz, Mila, Victor Moin i Manal Klayle. "Parents’ Choice of a Bilingual Hebrew-Arabic Kindergarten for the Children". W Successful Family Language Policy, 23–51. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7753-8_2.
Pełny tekst źródłaSingh, Kundan, i Krishna Maheshwari. "Mill’s Colonial-Racist Discourse in School Textbooks". W Colonial Discourse and the Suffering of Indian American Children, 179–214. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-57627-0_5.
Pełny tekst źródłaDunajeva, Jekatyerina. "From “Unsettled Fortune-Tellers” to Socialist Workers: Education Policies and Roma in Early Soviet Union". W Social and Economic Vulnerability of Roma People, 65–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_5.
Pełny tekst źródłaArmon-Lotem, Sharon, Susan Joffe, Hadar Abutbul-Oz, Carmit Altman i Joel Walters. "Language exposure, ethnolinguistic identity and attitudes in the acquisition of Hebrew as a second language among bilingual preschool children from Russian- and English-speaking backgrounds". W Input and Experience in Bilingual Development, 77–98. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tilar.13.05arm.
Pełny tekst źródłaShandler, Jeffrey. "Education". W Yiddish, 108–19. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190651961.003.0010.
Pełny tekst źródłaRavid, Dorit Diskin. "Principles and Strategies in Language Acquisition and Language Processing". W Language Change in Child and Adult Hebrew, 90–129. Oxford University PressNew York, NY, 1995. http://dx.doi.org/10.1093/oso/9780195088939.003.0005.
Pełny tekst źródłaSchleicher, Regina. "World Knowledge in Textbooks for French-Language Teaching in the Nineteenth Century in Germany". W The World of Children, 81–92. Berghahn Books, 2019. http://dx.doi.org/10.2307/j.ctv1dwq1fh.8.
Pełny tekst źródła"Contrasting Arabic and Hebrew textbooks in Israel: A focus on culture IAIR G. OR AND ELANA SHOHAMY". W Language, Ideology and Education, 123–40. Routledge, 2015. http://dx.doi.org/10.4324/9781315814223-15.
Pełny tekst źródłaSchleicher, Regina. "Chapter 3 World Knowledge in Textbooks for French-Language Teaching in the Nineteenth Century in Germany". W The World of Children, 81–92. Berghahn Books, 2022. http://dx.doi.org/10.1515/9781789202793-006.
Pełny tekst źródłaLevie, Ronit, Dorit Ravid, Tal Freud i Tova Most. "Spelling Abilities in Hebrew-Speaking Children with Hearing Loss". W Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems, 70–84. Oxford University Press, 2014. http://dx.doi.org/10.1093/acprof:oso/9780199827282.003.0006.
Pełny tekst źródłaStreszczenia konferencji na temat "Hebrew language, textbooks for children"
Lebedeva, M. Y., T. S. Veselovskaya, L. Y. Zhiltsova, O. F. Kupreshchenko i A. N. Laposhina. "LEXICAL PROFILES OF RUSSIAN TEXTBOOKS FOR L1 AND L2 LEARNERS: COMPARATIVE CORPUS STUDY". W International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-1036-1048.
Pełny tekst źródłaNebera, M. V. "VERBALIZATION SPECIFICS OF VALUE CATEGORIES «ATTITUDE TO CHILDREN» AND «ATTITUDE TO ADULTS» (BASED ON RUSSIAN AS A FOREIGN LANGUAGE TEXTBOOKS)". W Proceedings of the IX (XXIII) International Scientific and Practical Conference of Young Scientists. TSU Press, 2022. http://dx.doi.org/10.17223/978-5-907572-04-1-2022-67.
Pełny tekst źródłaIonita, Mirela, i Veronica Pastae. "OBSOLESCENCE AND THE E-LEARNING ELEMENT IN THE CONTEXT OF TEACHING AND ACQUIRING FOREIGN LANGUAGES". W eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-081.
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