Titlebook: Global Citizenship, Ecomedia and English Language Education; Ricardo R?mhild Book 2023 The Editor(s) (if applicable) and The Author(s), un

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令人苦惱

Global Citizenship, Ecomedia and English Language Education978-3-031-44674-0Series ISSN 2662-6519 Series E-ISSN 2662-6527

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膽小鬼

Ricardo R?mhildOffers a unique concept for the inclusion of eco-documentaries in language education.Presents a transdisciplinary approach spanning ecomedia, global citizenship, multiliteracies and language learning.

去世

Donor Organizations: What You Need to Knowing scenario exemplifying an integration of these four processes in one lesson unit. This chapter also serves as a way of positioning this book in the discourse on (documentary) film education and global citizenship in the language classroom in Germany and beyond.

合唱隊

The Framework,ing scenario exemplifying an integration of these four processes in one lesson unit. This chapter also serves as a way of positioning this book in the discourse on (documentary) film education and global citizenship in the language classroom in Germany and beyond.

合唱隊

2662-6519 , global citizenship, multiliteracies and language learning..This book presents a unique framework for the inclusion of ecomedia in the English language classroom to help learners cultivate global citizenship. Foregrounding learner agency in a world at risk, the author proposes a framework that hing

許可

Shock Waves as Ignition Sources,dness of this project and positions this book in the contexts of German and international research on ecomedia, global citizenship, and language education. Finally, it points to further research opportunities for which this book may serve as a point of departure.

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https://doi.org/10.1007/978-3-031-37420-3hapter identifies a set of antinomies in learning objectives, with the development of ecoliteracies, on the one hand (normative, affective goals), and the development of critical media/film literacy (critical, cognitive), on the other.

廣告

Introduction: Perspectives from a Proleptical Position,hapter identifies a set of antinomies in learning objectives, with the development of ecoliteracies, on the one hand (normative, affective goals), and the development of critical media/film literacy (critical, cognitive), on the other.