The culture of language education - foreign language teaching in diverse instructional contexts:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Berlin ; Bern ; Wien
Peter Lang GmbH, Internationaler Verlag der Wissenschaften
[2020]
|
| Schriftenreihe: | Gdańsk studies in language
volume 16 |
| Schlagworte: | |
| Online-Zugang: | https://www.peterlang.com/view/product/97255?format=HC Inhaltsverzeichnis Inhaltsverzeichnis |
| Beschreibung: | Literaturverzeichnis Seite 251-314 |
| Beschreibung: | 314 Seiten 21 cm, 479 g |
| ISBN: | 9783631808221 3631808224 |
Internformat
MARC
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| 100 | 1 | |a Komorowska, Hanna |d 1946- |e Verfasser |0 (DE-588)130100153 |4 aut | |
| 245 | 1 | 0 | |a The culture of language education - foreign language teaching in diverse instructional contexts |c Hanna Komorowska, Jarosław Krajka |
| 264 | 1 | |a Berlin ; Bern ; Wien |b Peter Lang GmbH, Internationaler Verlag der Wissenschaften |c [2020] | |
| 300 | |a 314 Seiten |c 21 cm, 479 g | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 490 | 1 | |a Gdańsk studies in language |v volume 16 | |
| 500 | |a Literaturverzeichnis Seite 251-314 | ||
| 650 | 0 | 7 | |a Fremdsprachenunterricht |0 (DE-588)4018428-6 |2 gnd |9 rswk-swf |
| 653 | |a Contexts | ||
| 653 | |a Culture | ||
| 653 | |a Danuta | ||
| 653 | |a Diverse | ||
| 653 | |a Education | ||
| 653 | |a Foreign | ||
| 653 | |a Hanna | ||
| 653 | |a Instructional | ||
| 653 | |a Jaroslaw | ||
| 653 | |a Komorowska | ||
| 653 | |a Krajka | ||
| 653 | |a Language | ||
| 653 | |a Stanulewicz | ||
| 653 | |a Teaching | ||
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| 776 | 0 | 8 | |i Erscheint auch als |n Online-Ausgabe |z 9783631822173 |
| 776 | 0 | 8 | |i Erscheint auch als |n Online-Ausgabe |z 9783631822180 |
| 776 | 0 | 8 | |i Erscheint auch als |n Online-Ausgabe |a Komorowska, Hanna, 1946- |t The Culture of Language Education. Foreign Language Teaching in Diverse Instructional Contexts |d Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2020 |h Online-Ressource, 316 Seiten, 10 Illustrationen |
| 830 | 0 | |a Gdańsk studies in language |v volume 16 |w (DE-604)BV042072005 |9 16 | |
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Datensatz im Suchindex
| _version_ | 1804181758142316544 |
|---|---|
| adam_text | TABLE
OF
CONTENTS
BASIC
TERMINOLOGY
..........................................................................
11
INTRODUCTION
....................................................................................
15
CHAPTER
ONE
FIRST
LANGUAGE
ACQUISITION:
A
FUNDAMENT
OF
LANGUAGE
EDUCATION
...................................................................
19
1.1
THEORIES,
STAGES
AND
PROCESSES
IN
LI
ACQUISITION
.................................
19
1.2
SUPPORTING
FIRST
LANGUAGE
DEVELOPMENT
................................................
27
1.3
LANGUAGE
AND
IDENTITY
...........................................................................
31
1.3.1
LI
AND
IDENTITY
...............................................................................
31
1.3.2
THE
DOMINANT
LANGUAGE
AND
IDENTITY
............................................
34
1.4
IMPLICATIONS
FOR
SECOND
AND
FOREIGN LANGUAGE
ACQUISITION
AND
LEARNING
..................................................................................................
35
1.4.1
LANGUAGE
ACQUISITION
AND
LEARNING:
AN
ABILITY
OR
EFFORT?
.............
35
1.4.2
LI
IN
THE
PROCESS
OF
L2
ACQUISITION
AND
LEARNING
..........................
38
CHAPTER
TWO
AIMS
AND
OBJECTIVES
OF
LANGUAGE
TEACHING
......
43
2.1
WHICH
LANGUAGE
VARIETY
TO
TEACH:
FROM
EFL
TO
EILF
...........................
43
2.2
WHAT
DOES
IT
MEAN
TO
BE
PROFICIENT
IN
A
FOREIGN
LANGUAGE?
.................
51
2.3
COMMUNICATION IN
A
FOREIGN
LANGUAGE
AS
ONE
OF
THE
KEY
COMPETENCES
FOR
LIFELONG
LEARNING
AND
21ST
CENTURY
SKILLS
.............
58
2.4
DEVELOPING
L2
IDENTITY
..........................................................................
62
CHAPTER
THREE
THEORIES
AND
METHODS
OF
LANGUAGE
TEACHING
...
67
3.1
THEORIES
OF
LANGUAGE
ACQUISITION
...........................................................
67
3.2
DEFINING
AND
EVALUATING
APPROACHES
AND
METHODS
..............................
72
3.2.1
LANGUAGE-ORIENTED
METHODS
.......................................................
75
6
TABLE
OF
CONTENTS
3.2.2
INTERACTION-ORIENTED
METHODS
......................................................
83
3.2.3
LEARNER-ORIENTED
METHODS
..........................................................
90
3.2.4
THE
POST-METHOD
ERA
....................................................................
96
CHAPTER
FOUR
COURSE
PLANNING,
CURRICULUM
CONSTRUCTION
AND
SYLLABUS
DESIGN:
SUPPORTING
FOREIGN
LANGUAGE
ACQUISITION
ACROSS
AGE
GROUPS
IN
THE
SCHOOL
CONTEXT
.......
101
4.1
TEACHING
CHILDREN
AND
ADOLESCENTS
....................................................
101
4.1.1
CURRICULUM
DEVELOPMENT
AND
SYLLABUS
DESIGN
IN
COURSES
FOR
CHILDREN
AND
ADOLESCENTS
...........................................................
101
4.1.2
LESSON
PLANNING
IN
A
YOUNG
LEARNER
AND
ADOLESCENT
CLASSROOM
......................................................................................
109
4.2
TEACHING
ADULTS
.....................................................................................
112
4.2.1
CURRICULUM
DEVELOPMENT
AND
SYLLABUS
DESIGN
IN
COURSES
FOR
ADULTS
............................................................................................
112
4.2.2
LESSON
PLANNING
IN
AN
ADULT
CLASSROOM
.......................................
116
4.2.2.1
PRESENTATION-PRACTICE-PRODUCTION
(PPP)
.....................
117
4.2.2.2
OBSERVE-HYPOTHESISE-EXPERIMENT
(OHE)
....................
117
4.2.2.3
AUTHENTIC
USE,
RESTRICTED
USE
AND
CLARIFICATION
AND
FOCUS
(ARC)
.....................................................................
118
4.2.2.4
TASK-BASED
MODEL
(TBT)
................................................
119
4.3
EVALUATING
CURRICULA,
SYLLABUSES
AND
COURSES
.....................................
120
4.4
EVALUATING
COURSEBOOKS
.......................................................................
124
CHAPTER
FIVE
FROM
GENERAL
LANGUAGE
ACQUISITION
TO
SPECIFIC
LANGUAGE
TEACHING
.............................................
127
5.1
GENERAL
ENGLISH
COURSES
VS.
LANGUAGES
FOR
SPECIFIC
PURPOSES
INSTRUCTION
.............................................................................................
127
5.1.1
SIMILARITIES
AND
DIFFERENCES
BETWEEN
EGP
AND
ESP
COURSES
.......
127
5.1.2
VIEWS
ON
THE
RELATION
BETWEEN
GENERAL
ENGLISH
AND
SPECIALIZED
LANGUAGES
...................................................................
130
5.1.3
LANGUAGE
COMPETENCE
IN
A
BUSINESS
ENGLISH
AS
A
LINGUA
FRANCA
SETTING
...............................................................................
133
TABLE
OF
CONTENTS
7
5.1.4
BRANCHES
OF
LSP
...........................................................................
135
5.1.5
CHARACTERISTIC
FEATURES
OF
LSP
CLASSROOMS
...................................
136
5.2
NEEDS
ANALYSIS
....................................................................................
139
5.2.1
THE
RATIONALE
FOR
NEEDS
ANALYSIS
AND
CHARACTERISTICS
OF
THE
PROCESS
..........................................................................................
139
5.2.2
TYPES
OF
NEEDS
DIAGNOSED
IN
THE
CLASSROOM
................................
144
5.2.3
METHODS
AND
TOOLS
OF
NEEDS
ANALYSIS
...........................................
144
5.2.4
REQUIREMENTS
FOR
A
PROPERLY
CONDUCTED
NEEDS
ANALYSIS
.............
146
CHAPTER
SIX
SUMMATIVE
AND
FORMATIVE
EVALUATION
................
149
6.1
A
HISTORICAL
PERSPECTIVE
ON
ASSESSMENT
AND
TESTING
............................
149
6.2
SUMMATIVE
EVALUATION
.........................................................................
151
6.2.1
TERMINOLOGICAL
DIFFICULTIES
...........................................................
151
6.2.2
ETHICAL
ISSUES
IN
SUMMATIVE
EVALUATION
AND
LANGUAGE
TESTING
....
152
6.2.3
CONTROVERSIES
OVER
SUMMATIVE
EVALUATION
PROCEDURES
...............
154
6.2.4
CRITICISM
OF
SUMMATIVE
EVALUATION
.............................................
157
6.3
FORMATIVE
EVALUATION
...........................................................................
158
6.3.1
THEORETICAL
FOUNDATIONS
OF
FORMATIVE
EVALUATION
.......................
158
6.3.2
FORMATIVE
EVALUATION:
PRACTICAL
ISSUES
........................................
161
6.3.3
CLASSROOM
ASSESSMENT
TECHNIQUES:
CATS
...................................
162
6.4
SUMMATIVE
OR
FORMATIVE
VS.
SUMMATIVE
AND
FORMATIVE
EVALUATION
....
167
CHAPTER
SEVEN
TOWARDS
QUALITY
IN
LANGUAGE
LEARNING
AND
TEACHING:
MOTIVATION
AND
AUTONOMY
.....................................
171
7.1
TEACHER
*
S
COMPETENCES,
STYLES
AND
STRATEGIES
....................................
171
7.1.1
LANGUAGE
TEACHER
*
S
COMPETENCES
.................................................
171
7.1.2
TEACHING
STYLES:
FROM
THE
AUTOCRATIC
TO
THE
LAISSEZ-FAIRE
CLASSROOM
.....................................................................................
184
7.1.3
A
SHIFT
IN
CONCEPT
OF
A
TEACHER
IN
THE
CLASSROOM:
THE
PAST AND
THE
PRESENT
...................................................................................
185
7.1.4
TEACHER
ROLES
IN
THE
CONTEMPORARY
LANGUAGE
CLASSROOM
...........
188
8
TABLE
OF
CONTENTS
7.2
MOTIVATION
IN
LANGUAGE
LEARNING
AND
TEACHING
...................................
191
7.2.1
BASIC
CONCEPTS
..............................................................................
191
7.2.2
LEARNER
MOTIVATION
.......................................................................
192
7.2.3
TEACHER
MOTIVATION
.......................................................................
194
7.3
AUTONOMY
IN
LEARNING AND
TEACHING
....................................................
197
7.3.1
BASIC
CONCEPTS
..............................................................................
197
7.3.2
LEARNER
AUTONOMY
........................................................................
201
7.3.3
TEACHER
AUTONOMY
........................................................................
205
7.3.4
CONTROVERSIAL
ISSUES
AND
BASIC
QUESTIONS
.......................................
209
CHAPTER
EIGHT
INNOVATION
IN
LANGUAGE
EDUCATION:
SPOTLIGHT
ON
POLAND
...........................................................................................
211
8.1
TRENDS
IN
THE
EUROPEAN
LANGUAGE
POLICY
.............................................
211
8.1.1
LANGUAGE
AWARENESS
PROGRAMMES
..............................................
214
8.1.2
WHOLE
SCHOOL
LANGUAGE
LEARNING
PROGRAMMES
........................
218
8.1.3
CONTENT
AND
LANGUAGE
INTEGRATED
LEARNING
(CLIL)
...................
220
8.1.4
INTERCOMPREHENSION
.....................................................................
223
8.2
EUROPEAN
TRENDS
AS
REFLECTED
IN
POLISH
LANGUAGE
EDUCATION
..............
226
8.2.1
DIFFICULT
BEGINNINGS:
FOREIGN
LANGUAGE
TEACHING
IN
POLAND
IN
THE
PAST
.........................................................................................
226
8.2.2
THE
IMPACT
OF
THE
EUROPEAN
LANGUAGE
POLICY:
THE
COUNCIL
OF
EUROPE
..........................................................................................
227
8.2.3
THE
IMPACT
OF
THE
EUROPEAN
POLICY:
THE
EUROPEAN
UNION
........
228
8.2.4
LANGUAGE
EDUCATION
IN
POLAND
TODAY
..........................................
229
8.3
INNOVATION
IN
POLISH
LANGUAGE
EDUCATION
...........................................
233
8.3.1
INTEGRATING
NEW
TECHNOLOGIES:
ETWINNING
...................................
233
8.3.2
PROMOTING
SOCIAL
INCLUSION
IN
FORMAL,
INFORMAL
AND
NONFORMAL
EDUCATION:
EUROPEAN
LANGUAGE
LABEL
.......................
237
8.4
PROBLEMS
TO
BE
SOLVED
AND
STRATEGIES
FOR
THE
FUTURE
............................
239
GENERAL
CONCLUSIONS
.......................................................................
243
TABLE
OF
CONTENTS
9
LIST
OF
FIGURES
..................................................................................
247
LIST
OF
TABLES
....................................................................................
249
REFERENCES
........................................................................................
251
|
| adam_txt |
TABLE
OF
CONTENTS
BASIC
TERMINOLOGY
.
11
INTRODUCTION
.
15
CHAPTER
ONE
FIRST
LANGUAGE
ACQUISITION:
A
FUNDAMENT
OF
LANGUAGE
EDUCATION
.
19
1.1
THEORIES,
STAGES
AND
PROCESSES
IN
LI
ACQUISITION
.
19
1.2
SUPPORTING
FIRST
LANGUAGE
DEVELOPMENT
.
27
1.3
LANGUAGE
AND
IDENTITY
.
31
1.3.1
LI
AND
IDENTITY
.
31
1.3.2
THE
DOMINANT
LANGUAGE
AND
IDENTITY
.
34
1.4
IMPLICATIONS
FOR
SECOND
AND
FOREIGN LANGUAGE
ACQUISITION
AND
LEARNING
.
35
1.4.1
LANGUAGE
ACQUISITION
AND
LEARNING:
AN
ABILITY
OR
EFFORT?
.
35
1.4.2
LI
IN
THE
PROCESS
OF
L2
ACQUISITION
AND
LEARNING
.
38
CHAPTER
TWO
AIMS
AND
OBJECTIVES
OF
LANGUAGE
TEACHING
.
43
2.1
WHICH
LANGUAGE
VARIETY
TO
TEACH:
FROM
EFL
TO
EILF
.
43
2.2
WHAT
DOES
IT
MEAN
TO
BE
PROFICIENT
IN
A
FOREIGN
LANGUAGE?
.
51
2.3
COMMUNICATION IN
A
FOREIGN
LANGUAGE
AS
ONE
OF
THE
KEY
COMPETENCES
FOR
LIFELONG
LEARNING
AND
21ST
CENTURY
SKILLS
.
58
2.4
DEVELOPING
L2
IDENTITY
.
62
CHAPTER
THREE
THEORIES
AND
METHODS
OF
LANGUAGE
TEACHING
.
67
3.1
THEORIES
OF
LANGUAGE
ACQUISITION
.
67
3.2
DEFINING
AND
EVALUATING
APPROACHES
AND
METHODS
.
72
3.2.1
LANGUAGE-ORIENTED
METHODS
.
75
6
TABLE
OF
CONTENTS
3.2.2
INTERACTION-ORIENTED
METHODS
.
83
3.2.3
LEARNER-ORIENTED
METHODS
.
90
3.2.4
THE
POST-METHOD
ERA
.
96
CHAPTER
FOUR
COURSE
PLANNING,
CURRICULUM
CONSTRUCTION
AND
SYLLABUS
DESIGN:
SUPPORTING
FOREIGN
LANGUAGE
ACQUISITION
ACROSS
AGE
GROUPS
IN
THE
SCHOOL
CONTEXT
.
101
4.1
TEACHING
CHILDREN
AND
ADOLESCENTS
.
101
4.1.1
CURRICULUM
DEVELOPMENT
AND
SYLLABUS
DESIGN
IN
COURSES
FOR
CHILDREN
AND
ADOLESCENTS
.
101
4.1.2
LESSON
PLANNING
IN
A
YOUNG
LEARNER
AND
ADOLESCENT
CLASSROOM
.
109
4.2
TEACHING
ADULTS
.
112
4.2.1
CURRICULUM
DEVELOPMENT
AND
SYLLABUS
DESIGN
IN
COURSES
FOR
ADULTS
.
112
4.2.2
LESSON
PLANNING
IN
AN
ADULT
CLASSROOM
.
116
4.2.2.1
PRESENTATION-PRACTICE-PRODUCTION
(PPP)
.
117
4.2.2.2
OBSERVE-HYPOTHESISE-EXPERIMENT
(OHE)
.
117
4.2.2.3
AUTHENTIC
USE,
RESTRICTED
USE
AND
CLARIFICATION
AND
FOCUS
(ARC)
.
118
4.2.2.4
TASK-BASED
MODEL
(TBT)
.
119
4.3
EVALUATING
CURRICULA,
SYLLABUSES
AND
COURSES
.
120
4.4
EVALUATING
COURSEBOOKS
.
124
CHAPTER
FIVE
FROM
GENERAL
LANGUAGE
ACQUISITION
TO
SPECIFIC
LANGUAGE
TEACHING
.
127
5.1
GENERAL
ENGLISH
COURSES
VS.
LANGUAGES
FOR
SPECIFIC
PURPOSES
INSTRUCTION
.
127
5.1.1
SIMILARITIES
AND
DIFFERENCES
BETWEEN
EGP
AND
ESP
COURSES
.
127
5.1.2
VIEWS
ON
THE
RELATION
BETWEEN
GENERAL
ENGLISH
AND
SPECIALIZED
LANGUAGES
.
130
5.1.3
LANGUAGE
COMPETENCE
IN
A
BUSINESS
ENGLISH
AS
A
LINGUA
FRANCA
SETTING
.
133
TABLE
OF
CONTENTS
7
5.1.4
BRANCHES
OF
LSP
.
135
5.1.5
CHARACTERISTIC
FEATURES
OF
LSP
CLASSROOMS
.
136
5.2
NEEDS
ANALYSIS
.
139
5.2.1
THE
RATIONALE
FOR
NEEDS
ANALYSIS
AND
CHARACTERISTICS
OF
THE
PROCESS
.
139
5.2.2
TYPES
OF
NEEDS
DIAGNOSED
IN
THE
CLASSROOM
.
144
5.2.3
METHODS
AND
TOOLS
OF
NEEDS
ANALYSIS
.
144
5.2.4
REQUIREMENTS
FOR
A
PROPERLY
CONDUCTED
NEEDS
ANALYSIS
.
146
CHAPTER
SIX
SUMMATIVE
AND
FORMATIVE
EVALUATION
.
149
6.1
A
HISTORICAL
PERSPECTIVE
ON
ASSESSMENT
AND
TESTING
.
149
6.2
SUMMATIVE
EVALUATION
.
151
6.2.1
TERMINOLOGICAL
DIFFICULTIES
.
151
6.2.2
ETHICAL
ISSUES
IN
SUMMATIVE
EVALUATION
AND
LANGUAGE
TESTING
.
152
6.2.3
CONTROVERSIES
OVER
SUMMATIVE
EVALUATION
PROCEDURES
.
154
6.2.4
CRITICISM
OF
SUMMATIVE
EVALUATION
.
157
6.3
FORMATIVE
EVALUATION
.
158
6.3.1
THEORETICAL
FOUNDATIONS
OF
FORMATIVE
EVALUATION
.
158
6.3.2
FORMATIVE
EVALUATION:
PRACTICAL
ISSUES
.
161
6.3.3
CLASSROOM
ASSESSMENT
TECHNIQUES:
CATS
.
162
6.4
SUMMATIVE
OR
FORMATIVE
VS.
SUMMATIVE
AND
FORMATIVE
EVALUATION
.
167
CHAPTER
SEVEN
TOWARDS
QUALITY
IN
LANGUAGE
LEARNING
AND
TEACHING:
MOTIVATION
AND
AUTONOMY
.
171
7.1
TEACHER
*
S
COMPETENCES,
STYLES
AND
STRATEGIES
.
171
7.1.1
LANGUAGE
TEACHER
*
S
COMPETENCES
.
171
7.1.2
TEACHING
STYLES:
FROM
THE
AUTOCRATIC
TO
THE
LAISSEZ-FAIRE
CLASSROOM
.
184
7.1.3
A
SHIFT
IN
CONCEPT
OF
A
TEACHER
IN
THE
CLASSROOM:
THE
PAST AND
THE
PRESENT
.
185
7.1.4
TEACHER
ROLES
IN
THE
CONTEMPORARY
LANGUAGE
CLASSROOM
.
188
8
TABLE
OF
CONTENTS
7.2
MOTIVATION
IN
LANGUAGE
LEARNING
AND
TEACHING
.
191
7.2.1
BASIC
CONCEPTS
.
191
7.2.2
LEARNER
MOTIVATION
.
192
7.2.3
TEACHER
MOTIVATION
.
194
7.3
AUTONOMY
IN
LEARNING AND
TEACHING
.
197
7.3.1
BASIC
CONCEPTS
.
197
7.3.2
LEARNER
AUTONOMY
.
201
7.3.3
TEACHER
AUTONOMY
.
205
7.3.4
CONTROVERSIAL
ISSUES
AND
BASIC
QUESTIONS
.
209
CHAPTER
EIGHT
INNOVATION
IN
LANGUAGE
EDUCATION:
SPOTLIGHT
ON
POLAND
.
211
8.1
TRENDS
IN
THE
EUROPEAN
LANGUAGE
POLICY
.
211
8.1.1
LANGUAGE
AWARENESS
PROGRAMMES
.
214
8.1.2
WHOLE
SCHOOL
LANGUAGE
LEARNING
PROGRAMMES
.
218
8.1.3
CONTENT
AND
LANGUAGE
INTEGRATED
LEARNING
(CLIL)
.
220
8.1.4
INTERCOMPREHENSION
.
223
8.2
EUROPEAN
TRENDS
AS
REFLECTED
IN
POLISH
LANGUAGE
EDUCATION
.
226
8.2.1
DIFFICULT
BEGINNINGS:
FOREIGN
LANGUAGE
TEACHING
IN
POLAND
IN
THE
PAST
.
226
8.2.2
THE
IMPACT
OF
THE
EUROPEAN
LANGUAGE
POLICY:
THE
COUNCIL
OF
EUROPE
.
227
8.2.3
THE
IMPACT
OF
THE
EUROPEAN
POLICY:
THE
EUROPEAN
UNION
.
228
8.2.4
LANGUAGE
EDUCATION
IN
POLAND
TODAY
.
229
8.3
INNOVATION
IN
POLISH
LANGUAGE
EDUCATION
.
233
8.3.1
INTEGRATING
NEW
TECHNOLOGIES:
ETWINNING
.
233
8.3.2
PROMOTING
SOCIAL
INCLUSION
IN
FORMAL,
INFORMAL
AND
NONFORMAL
EDUCATION:
EUROPEAN
LANGUAGE
LABEL
.
237
8.4
PROBLEMS
TO
BE
SOLVED
AND
STRATEGIES
FOR
THE
FUTURE
.
239
GENERAL
CONCLUSIONS
.
243
TABLE
OF
CONTENTS
9
LIST
OF
FIGURES
.
247
LIST
OF
TABLES
.
249
REFERENCES
.
251 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Komorowska, Hanna 1946- Krajka, Jarosław ca. 20./21. Jh |
| author_GND | (DE-588)130100153 (DE-588)1246990318 |
| author_facet | Komorowska, Hanna 1946- Krajka, Jarosław ca. 20./21. Jh |
| author_role | aut aut |
| author_sort | Komorowska, Hanna 1946- |
| author_variant | h k hk j k jk |
| building | Verbundindex |
| bvnumber | BV046891839 |
| classification_rvk | ES 750 |
| ctrlnum | (OCoLC)1154158465 (DE-599)DNB1209764032 |
| dewey-full | 418.0071 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 418 - Applied linguistics |
| dewey-raw | 418.0071 |
| dewey-search | 418.0071 |
| dewey-sort | 3418.0071 |
| dewey-tens | 410 - Linguistics |
| discipline | Pädagogik Sprachwissenschaft Literaturwissenschaft |
| discipline_str_mv | Pädagogik Sprachwissenschaft Literaturwissenschaft |
| format | Book |
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| id | DE-604.BV046891839 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T15:21:30Z |
| indexdate | 2024-07-10T08:56:44Z |
| institution | BVB |
| institution_GND | (DE-588)1065711506 |
| isbn | 9783631808221 3631808224 |
| language | English |
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| physical | 314 Seiten 21 cm, 479 g |
| publishDate | 2020 |
| publishDateSearch | 2020 |
| publishDateSort | 2020 |
| publisher | Peter Lang GmbH, Internationaler Verlag der Wissenschaften |
| record_format | marc |
| series | Gdańsk studies in language |
| series2 | Gdańsk studies in language |
| spelling | Komorowska, Hanna 1946- Verfasser (DE-588)130100153 aut The culture of language education - foreign language teaching in diverse instructional contexts Hanna Komorowska, Jarosław Krajka Berlin ; Bern ; Wien Peter Lang GmbH, Internationaler Verlag der Wissenschaften [2020] 314 Seiten 21 cm, 479 g txt rdacontent n rdamedia nc rdacarrier Gdańsk studies in language volume 16 Literaturverzeichnis Seite 251-314 Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf Contexts Culture Danuta Diverse Education Foreign Hanna Instructional Jaroslaw Komorowska Krajka Language Stanulewicz Teaching Fremdsprachenunterricht (DE-588)4018428-6 s DE-604 Krajka, Jarosław ca. 20./21. Jh. Verfasser (DE-588)1246990318 aut Peter Lang GmbH (DE-588)1065711506 pbl Erscheint auch als Online-Ausgabe 9783631822173 Erscheint auch als Online-Ausgabe 9783631822180 Erscheint auch als Online-Ausgabe Komorowska, Hanna, 1946- The Culture of Language Education. Foreign Language Teaching in Diverse Instructional Contexts Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2020 Online-Ressource, 316 Seiten, 10 Illustrationen Gdańsk studies in language volume 16 (DE-604)BV042072005 16 X:MVB https://www.peterlang.com/view/product/97255?format=HC B:DE-101 application/pdf https://d-nb.info/1209764032/04 Inhaltsverzeichnis DNB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032301645&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Komorowska, Hanna 1946- Krajka, Jarosław ca. 20./21. Jh The culture of language education - foreign language teaching in diverse instructional contexts Gdańsk studies in language Fremdsprachenunterricht (DE-588)4018428-6 gnd |
| subject_GND | (DE-588)4018428-6 |
| title | The culture of language education - foreign language teaching in diverse instructional contexts |
| title_auth | The culture of language education - foreign language teaching in diverse instructional contexts |
| title_exact_search | The culture of language education - foreign language teaching in diverse instructional contexts |
| title_exact_search_txtP | The culture of language education - foreign language teaching in diverse instructional contexts |
| title_full | The culture of language education - foreign language teaching in diverse instructional contexts Hanna Komorowska, Jarosław Krajka |
| title_fullStr | The culture of language education - foreign language teaching in diverse instructional contexts Hanna Komorowska, Jarosław Krajka |
| title_full_unstemmed | The culture of language education - foreign language teaching in diverse instructional contexts Hanna Komorowska, Jarosław Krajka |
| title_short | The culture of language education - foreign language teaching in diverse instructional contexts |
| title_sort | the culture of language education foreign language teaching in diverse instructional contexts |
| topic | Fremdsprachenunterricht (DE-588)4018428-6 gnd |
| topic_facet | Fremdsprachenunterricht |
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