Titlebook: Language Learning in Anglophone Countries; Challenges, Practice Ursula Lanvers,Amy S. Thompson,Martin East Book 2021 The Editor(s) (if appl

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書目名稱Language Learning in Anglophone Countries影響因子(影響力)




書目名稱Language Learning in Anglophone Countries影響因子(影響力)學科排名




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書目名稱Language Learning in Anglophone Countries網(wǎng)絡公開度學科排名




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書目名稱Language Learning in Anglophone Countries被引頻次學科排名




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書目名稱Language Learning in Anglophone Countries年度引用學科排名




書目名稱Language Learning in Anglophone Countries讀者反饋




書目名稱Language Learning in Anglophone Countries讀者反饋學科排名

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entail

Book 2021ic challenges, real-world practices,?and broader cultural trends that have an impact on the uptake of modern foreign languages in different Anglophone?settings. This book will be of interest to scholars working in applied linguistics and language education, particularly those with a focus on educational policy and Global English.?.

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SNEER

Learn from the Experts: Collaborative Language Learning and Language Ideology Awareness to English and the fostering of collaboration between experts in different languages. The chapter contributes to the development of models promoting collaboration between language learners and more experienced speakers, while also fostering critical thinking about long-held harmful language ideologies.

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暫時別動

Book 2021ucational settings.? Taking a contextual perspective on the language learning crisis currently facing Anglophone countries, the authors examine systemic challenges, real-world practices,?and broader cultural trends that have an impact on the uptake of modern foreign languages in different Anglophone

Muscularis

Shifting Ideologies: The Seal of Biliteracy in the United Statesrnia, Arizona, and Massachusetts, each of which had explicit bans on bilingual education in place as the policy gained momentum. This chapter illuminates how policies and awards that recognize and encourage students’ multilingualism, such as the Seal of Biliteracy, might serve to shift monolingual ideologies.

不合

A Review from Northern Ireland of the Linguistic Devolution of Primary School Languagesn Ireland is presented. As well as examining policy and practice in relation to primary school languages in the UK nations, the chapter concludes that any move to include languages on the primary curriculum will need proper resourcing and careful navigation of the sensitivities between languages in this part of the world.

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