標(biāo)題: Titlebook: Conceptual Shifts and Contextualized Practices in Education for Glocal Interaction; Issues and Implicati Ali Fuad Selvi,Nathanael Rudolph B [打印本頁] 作者: 螺絲刀 時間: 2025-3-21 16:50
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作者: Magnitude 時間: 2025-3-21 20:14
A Glocalized or Globalized Edition? Contextualizing Gender Representation in EFL Textbooks in Saudi s in the series indicated laboriousness in the work environment, while females’ body language communicated a combination of relaxed and dreamy gestures. At the end, we suggest the need for a glocalized edition where images of females are empowered with greater equality and equity.作者: Morose 時間: 2025-3-22 03:53
ELF-Aware Pre-service Teacher Education to Promote Glocal Interactions: A Case Study in Turkeyged to conceptualize, potentially problematize and attend to essentialized, native speaker-centric constructions of language learning, use, and instruction, in approaching their practice. Thus, these teachers are moving away from the abstract, idealized native speaker NS (Caucasian, Western, and lar作者: 青少年 時間: 2025-3-22 07:59
Glocal Experiences in Your Own Backyard: Teacher Candidates Developing Understanding of Equity, Dive explored preservice teachers’ growing understanding of ELLs and their language and academic needs. Preservice teachers’ perceptions of ELLs appeared to transform a result of the field experience. A majority of the preservice teachers initially conceptualized ELLs as having limited English proficien作者: 仔細(xì)檢查 時間: 2025-3-22 10:35
Co-producing Glocal Knowledge: Possibilities of International Education Courses in Japanscultural, and borderland educator and scholar, I attempted to be critical about the knowledge, language, and pedagogy I used in the diverse classroom environment. I continuously observed, adjusted, and modified the course to enhance interaction and encourage the students to challenge traditional fo作者: 斷斷續(xù)續(xù) 時間: 2025-3-22 15:35 作者: 斷斷續(xù)續(xù) 時間: 2025-3-22 18:50 作者: CUMB 時間: 2025-3-22 21:26 作者: 領(lǐng)巾 時間: 2025-3-23 03:17
Hugh F. Williamson,Sabina Leonellis in the series indicated laboriousness in the work environment, while females’ body language communicated a combination of relaxed and dreamy gestures. At the end, we suggest the need for a glocalized edition where images of females are empowered with greater equality and equity.作者: 秘傳 時間: 2025-3-23 08:16 作者: REIGN 時間: 2025-3-23 11:58
https://doi.org/10.1007/978-3-030-12410-6 explored preservice teachers’ growing understanding of ELLs and their language and academic needs. Preservice teachers’ perceptions of ELLs appeared to transform a result of the field experience. A majority of the preservice teachers initially conceptualized ELLs as having limited English proficien作者: 媽媽不開心 時間: 2025-3-23 15:22 作者: ARENA 時間: 2025-3-23 20:28
Reactive Pre-collision Strategies,ized by both global and local discourses and their dynamic interplay and mutual interpenetration. This reconceptualization can afford us the lens through which we can valorize the emergent glocal conditions in ELT practices and debunk the restrictive boundaries of dichotomous approaches. More specif作者: 沙漠 時間: 2025-3-24 02:03 作者: 遺產(chǎn) 時間: 2025-3-24 02:27 作者: Abbreviate 時間: 2025-3-24 07:09
Computed tomography of the heartn edited volume. Finally, the chapter outlines a view of English(es) by the contributors, where the language is seen as a flexible-shared glocal resource, which can be effectively managed by multilingual users to overcome cultural and ethnic stereotypes to bring about mutual respect and understanding.作者: 低能兒 時間: 2025-3-24 14:31
Towards Revealing the Origin of Lifeexperiences, the students and their instructor conceptualize, construct, problematize, challenge, affirm, cross, and deconstruct essentialized borders of Self-Other in Japanese society, and Japaneseness-Otherness in terms of “beyond Japan.”作者: Abbreviate 時間: 2025-3-24 15:34 作者: 令人作嘔 時間: 2025-3-24 20:46
2520-1735 become, in and beyond the classroom.Explores divergent criti.This book employs the realm of English Language Teaching (ELT) as a discursive point of departure to explore how individuals, groups, entities and institutions apprehend, embrace, deal with, manipulate, problematize and resist glocal flows作者: grandiose 時間: 2025-3-25 00:58
https://doi.org/10.1007/978-3-031-14689-3ealized boundaries of language, culture, place, and identity, with movement, border crossing, and hybridity (Kramsch .; Pennycook .). The editors then unpack the framework for the edited volume and provide the overview of the chapters therein.作者: Lyme-disease 時間: 2025-3-25 03:39
Book 2018stitutions apprehend, embrace, deal with, manipulate, problematize and resist glocal flows of people, ideas, information, goods, and technology. It apprehends and attends to tensions arising from the fluidly local-global construction and negotiation of borders of identity and interaction within a di作者: 沉思的魚 時間: 2025-3-25 11:29 作者: HOWL 時間: 2025-3-25 13:37
Book 2018stitutional policymaking, teacher training, or curriculum and materials development, and in the learning experience both within and beyond the classroom, as teachers and students engage with course content and each other..作者: LUT 時間: 2025-3-25 19:31 作者: 毛細(xì)血管 時間: 2025-3-25 20:22 作者: ANTI 時間: 2025-3-26 04:12 作者: 抱狗不敢前 時間: 2025-3-26 07:26
Haiti’s Language-in-Education Policy: Conflicting Discourses at the Local Levelt drive language learning in Haiti’s classrooms. This chapter focuses on issues related to Haiti’s language instruction around those realities, and critically examines relevant literature on, as well as the actual text of the country’s language policy for educational purposes.作者: 讓你明白 時間: 2025-3-26 09:03
Complementary and Contradictory Visions of Epistemic Justice in World Englishes Graduate Seminars: Atemporary depictions of language variation. The authors conclude by considering the relationship between “critical” and “sensory” practices in the classroom in light of larger epistemological, disciplinary, and institutional realities in twenty-first century academia.作者: 知識 時間: 2025-3-26 13:05
Local Languages as a Resource in (Language) Educationol genre theory, critical applied linguistics, and language variation and adapts and extends it to describe how, when and why teachers can and should use local languages effectively in their classrooms. As such, this chapter will be a resource for researchers, teacher educators and teachers.作者: 使混合 時間: 2025-3-26 18:57 作者: inveigh 時間: 2025-3-27 00:03
Teaching Foreign Languages in the Glocal Contact Zone: The Case of France and Chinaract with native speakers whose national language, history, geography, culture, and literature are different from their own. On the other hand, teachers have to prepare their students to enter a global economy in which national boundaries have lost the importance they once had; standard languages ar作者: PAC 時間: 2025-3-27 04:12 作者: 留戀 時間: 2025-3-27 06:31 作者: 熱情贊揚(yáng) 時間: 2025-3-27 12:09
ELF-Aware Pre-service Teacher Education to Promote Glocal Interactions: A Case Study in Turkeytate university construct their professional identities in reference to English as a lingua franca aware (ELF-aware) teaching practice they are involved in during their practicum. The study was conducted as a part of a larger ELF-aware teacher education project based on a transformative teacher educ作者: 拱形大橋 時間: 2025-3-27 16:03
Glocal Experiences in Your Own Backyard: Teacher Candidates Developing Understanding of Equity, Divesh-language learners (ELLs) at a middle school in Texas, U.S.A. All the preservice teachers were female, White, in their early 20s, and monolingual, native English speakers which is similar to the demographics of public school teachers in the U.S. The middle school is located in a high poverty area 作者: maculated 時間: 2025-3-27 20:13 作者: 群居男女 時間: 2025-3-28 01:23 作者: 生命 時間: 2025-3-28 02:52
Complementary and Contradictory Visions of Epistemic Justice in World Englishes Graduate Seminars: Agram. The dialog examines complementary and conflicting visions for how concepts in World Englishes can promote epistemic justice and social equity. The authors consider how their identities as a female “non-native” English speaker of color and a White, male, “native” English speaker impacted their 作者: 儲備 時間: 2025-3-28 06:43 作者: 蜿蜒而流 時間: 2025-3-28 10:48 作者: 可觸知 時間: 2025-3-28 15:52
Afterword: Meta-Language for New Ways of Interacting: Towards Just and Glocal Forms of Educationse of the field of education in a critical manner which calls into question dominant patterns of mainstream entrenched discourse. The Afterword also finds that the chapters in this book are highly consistent, and mutually supportive in their worldview, something which is rare and admirable in such a作者: 障礙物 時間: 2025-3-28 22:30 作者: cortisol 時間: 2025-3-29 00:20
Ali Fuad Selvi,Nathanael RudolphApprehends the discursive field of ELT as a site of local-global tension relating to who individuals “are,” and “can” and/or “should” be or become, in and beyond the classroom.Explores divergent criti作者: 受辱 時間: 2025-3-29 05:09
Intercultural Communication and Language Educationhttp://image.papertrans.cn/c/image/235035.jpg作者: MIR 時間: 2025-3-29 10:06 作者: gratify 時間: 2025-3-29 11:27
Mrinalini Kochupillai,Julia K?ningerract with native speakers whose national language, history, geography, culture, and literature are different from their own. On the other hand, teachers have to prepare their students to enter a global economy in which national boundaries have lost the importance they once had; standard languages ar作者: Infirm 時間: 2025-3-29 19:05 作者: 剛毅 時間: 2025-3-29 19:55
Hugh F. Williamson,Sabina Leonelli Saudi Arabia. The series is used for female/male adult language learners from beginner to intermediate levels in King Abdulaziz University at the foundation year program, Jeddah, Saudi Arabia. In effect, the research analysed the images in the series in terms of gender positioning in images from a 作者: antipsychotic 時間: 2025-3-30 00:05
Richard J. Harrison,Mario Caccamotate university construct their professional identities in reference to English as a lingua franca aware (ELF-aware) teaching practice they are involved in during their practicum. The study was conducted as a part of a larger ELF-aware teacher education project based on a transformative teacher educ
