Re-thinking picturebooks for intermediate and advanced learners: perspectives for secondary English language education
"Der didaktische Wert von Picturebooks für den Englischunterricht in der Grundschule gilt als unumstritten. Jedoch gibt es in Forschung und Unterrichtspraxis derzeit kaum Ansätze, wie der Transfer dieses vermeintlich kindlichen Literaturmediums in die Sekundarstufe gelingen kann. Dieser Band le...
Gespeichert in:
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| Format: | Buch |
| Sprache: | English |
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Tübingen
Narr Francke Attempto
[2023]
|
| Schriftenreihe: | Narr Studienbücher Literatur- und Kulturwissenschaft
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "Der didaktische Wert von Picturebooks für den Englischunterricht in der Grundschule gilt als unumstritten. Jedoch gibt es in Forschung und Unterrichtspraxis derzeit kaum Ansätze, wie der Transfer dieses vermeintlich kindlichen Literaturmediums in die Sekundarstufe gelingen kann. Dieser Band legitimiert Picturebooks als komplex angelegte Textform, die sich auch mit fortgeschrittenen Lernenden zu kompetenz- und inhaltsorientierter Arbeit im Englischunterricht anbietet. Die im Band versammelten konzeptuellen und empirischen Perspektiven zeigen angehenden und praktizierenden Lehrkräften konkret auf, wie vielfältig Picturebooks den Unterricht bereichern können. Eine große Bandbreite praktischer Beispiele verdeutlicht ihr Potenzial für den Englischunterricht der Sekundarstufen – von der Förderung verschiedener literacies und literarischen Lernens bis hin zur Fokussierung von Themen wie Umwelt, sozialer Gerechtigkeit oder kultureller Diversität." |
| Beschreibung: | 262 Seiten Illustrationen, Diagramme 24 cm x 17 cm |
| ISBN: | 9783823384748 |
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| 520 | 3 | |a "Der didaktische Wert von Picturebooks für den Englischunterricht in der Grundschule gilt als unumstritten. Jedoch gibt es in Forschung und Unterrichtspraxis derzeit kaum Ansätze, wie der Transfer dieses vermeintlich kindlichen Literaturmediums in die Sekundarstufe gelingen kann. Dieser Band legitimiert Picturebooks als komplex angelegte Textform, die sich auch mit fortgeschrittenen Lernenden zu kompetenz- und inhaltsorientierter Arbeit im Englischunterricht anbietet. Die im Band versammelten konzeptuellen und empirischen Perspektiven zeigen angehenden und praktizierenden Lehrkräften konkret auf, wie vielfältig Picturebooks den Unterricht bereichern können. Eine große Bandbreite praktischer Beispiele verdeutlicht ihr Potenzial für den Englischunterricht der Sekundarstufen – von der Förderung verschiedener literacies und literarischen Lernens bis hin zur Fokussierung von Themen wie Umwelt, sozialer Gerechtigkeit oder kultureller Diversität." | |
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Datensatz im Suchindex
| _version_ | 1804184515144318976 |
|---|---|
| adam_text | Contents Foreword: Why picturebooks matter in secondary education | Bettina .. ....................................................................................................................................... Introduction: Positioning picturebooks in secondary English language teaching | Grit Alter and Thorsten Merse..................................................................................... A Picturebooks for intermediate and advanced learners.......................... В Who are picturebooks for?....................................................................... C Further conceptualizations: The scope of this volume.......................... D Exploring the complexity of picturebooks for ELT in secondary education............................................................................................................. 11 15 19 23 26 27 Part I: Conceptual Perspectives: Re-negotiating the Status of Picturebooks in Secondary ELT.............................................................................................................. 1 2 Eco-picturebooks for older learners: Features, selection criteria, and practical suggestions I Theresa Summer............................................................... 35 Introduction......................................................................................................... 1.1 The potential of eco-picturebooks.......................................................... 1.2 Categorising implicit and explicit eco-picturebooks............................ 1.3 Features of eco-picturebooks and selection
criteria for older learners 1.4 Eco-picturebooks: Suggestions for older learners ................................ 1.5 Eco-picturebook tasks............................................................................. Conclusion........................................................................................................... The centrality of conceptual metaphors to a reading of characters’ thoughts and feelings in Shaun Tan’s picturebooks | Markus Oppolzer........... 59 Introduction......................................................................................................... 2.1 Crossover picturebooks: Transgressing the boundaries of children’s literature................................................................................................... 2.2 Conceptual Metaphor Theory (CMT)..................................................... 2.3 Conceptual metaphors in The Rabbits..................................................... 2.4 Tan’s dystopian imagination................................................................... 2.5 Human alienation in Cicada and The Red Tree....................................... 2.6 Reading Cicada with advanced students................................................. Conclusion........................................................................................................... 33 36 37 39 44 48 50 53 59 60 62 64 69 69 72 77
Contents 3 “It was all very mysterious indeed” - Addressing the counterpoint effect in Oliver Jeffers’ The Great Paper Caper in the upper secondary classroom | Anne Herlyn............................................................................................. 81 Introduction......................................................................................................... 82 3.1 The verbal and the visual in foreign language teaching....................... 84 3.2 The Great Paper Caper as a complex literary text................................... 87 3.3 The classroom project............................................................................. 92 Conclusion............................................................................................................. 102 4 “The book really got me” - Individualized reading of picturebooks in a secondary EFL classroom | Annika Kolb and Heiko Kist....................... 107 Introduction........................................................................................................... 107 4.1 Picturebooks in the secondary EFL classroom.........................................108 4.2 Individualized, extensive and task-based reading.................................. 112 4.3 The reading project.................................................................................. 115 4.4 Results ......................................................................................................... 118 Summary and discussion................................................................................... 125
Part II: Themes, Competences, Literacies................................................................. 131 5 (Re-)Envisioning picturebooks for social justice education in advanced audiences: A critical literacy perspective from Canada | Eleni Louloudi.... 133 Introduction................................................................................................ 134 5.1 Picturebooks for advanced learner(s).................................................... 135 5.2 Critical literacy as SJE in the classroom................................................ 136 5.3 Picturebooks and critical literacy: Connections and implications .... 137 5.4 Methodological design of the study......................................................... 140 5.5 Considerations on The Composition by Antonio Skârmeta and Alfonso Ruano (2003)............................................................................................. 140 5.6 Using The Composition (2003) with advanced learners in a critical literacy milieu - Making space for thought and reflection..... 143 Concluding thoughts......................................................................................... 150 6 I Dissent - Discussing Ruth Bader Ginsburg s egalitarian version of the American Dream at higher secondary level | Katja Heim................... 155 Introduction........................................................................................................... 155 6.1 I Dissent in a nutshell................................................................................. 157 6.2 Education for democracy via
RBG’s version of the American Dream 159 6.3 Exploring crucial elements of education for democracy with I Dissent 160 6.4 I Dissent: Multimodal analysis of sample openings................................ 167
Contents 6.5 I Dissent in ELT........................................................................................... 170 Conclusion............................................................................................................. 174 Picturebooks matter: Developing citizenship education in the EFL classroom with teenage learners | Helena Lopes.......................................................177 Introduction........................................................................................................... 177 7.1 Citizenship education in the Portuguese school curriculum............... 178 ^ 7.2 Citizenship education in the EFL classroom............................................ 180 7.3 Reading picturebooks for citizenship education in EFL....................... 183 7.4 Picturebook matters: An example from classroom research with teenage EFL learners..................................................................... 187 7.5 The Hueys in The New Jumper................................................................ 189 7.6 Discussion................................................................................................... 196 Conclusion............................................................................................................. 197 7 8 “Who’s that man?” - Stirring teenagers’ curiosity through Peter Sis’s The Wall I Sissil Lea Heggernes.................................................................... 203
Introduction........................................................................................................... 204 8.1 Fostering curiosity and developing visual literacy in teenage learners: Theoretical considerations ....................................................................... 205 8.2 Stimulating learners’ curiosity through picturebooks: Previous literature......................................................................................... 206 8.3 A visual analysis of The Wall. Negotiating symbols of freedom and repression...................................................................................... 208 8.4 Teenage EL learners’ visual explorations of The Wall......................... 214 Concluding remarks............................................................................................. 219 9 Crack in the classroom: A picturebook about the social problem of drug abuse and retrospective reflections from the classroom | Sandie Mourâo.............. 225 9.1 Picturebooks, older learners and social challenges............................... 225 9.2 Picturebooks about substance abuse......................................................... 227 9.3 The House that Crack Built in the classroom............................................. 233 9.4 Methodology................................................................................................ 233 9.5 Planning for The House that Crack Built................................................. 235 9.6 The activities and retrospective descriptions.......................................
237 9.7 Possible ways forward for Filoména........... ........................................... 247 9.8 Reflections around a retrospective approach to sharing practice .... 248 Appendix: Handout...............................................................................................253 As so often, this started with a cup of coffee... A personal reflection on this publishing process | Grit Alter and Thorsten Merse.................................................... 255
Contents About the editors............................................................................................................. 259 About the authors......................................................................................................... 261
|
| adam_txt |
Contents Foreword: Why picturebooks matter in secondary education | Bettina . . Introduction: Positioning picturebooks in secondary English language teaching | Grit Alter and Thorsten Merse. A Picturebooks for intermediate and advanced learners. В Who are picturebooks for?. C Further conceptualizations: The scope of this volume. D Exploring the complexity of picturebooks for ELT in secondary education. 11 15 19 23 26 27 Part I: Conceptual Perspectives: Re-negotiating the Status of Picturebooks in Secondary ELT. 1 2 Eco-picturebooks for older learners: Features, selection criteria, and practical suggestions I Theresa Summer. 35 Introduction. 1.1 The potential of eco-picturebooks. 1.2 Categorising implicit and explicit eco-picturebooks. 1.3 Features of eco-picturebooks and selection
criteria for older learners 1.4 Eco-picturebooks: Suggestions for older learners . 1.5 Eco-picturebook tasks. Conclusion. The centrality of conceptual metaphors to a reading of characters’ thoughts and feelings in Shaun Tan’s picturebooks | Markus Oppolzer. 59 Introduction. 2.1 Crossover picturebooks: Transgressing the boundaries of children’s literature. 2.2 Conceptual Metaphor Theory (CMT). 2.3 Conceptual metaphors in The Rabbits. 2.4 Tan’s dystopian imagination. 2.5 Human alienation in Cicada and The Red Tree. 2.6 Reading Cicada with advanced students. Conclusion. 33 36 37 39 44 48 50 53 59 60 62 64 69 69 72 77
Contents 3 “It was all very mysterious indeed” - Addressing the counterpoint effect in Oliver Jeffers’ The Great Paper Caper in the upper secondary classroom | Anne Herlyn. 81 Introduction. 82 3.1 The verbal and the visual in foreign language teaching. 84 3.2 The Great Paper Caper as a complex literary text. 87 3.3 The classroom project. 92 Conclusion. 102 4 “The book really got me” - Individualized reading of picturebooks in a secondary EFL classroom | Annika Kolb and Heiko Kist. 107 Introduction. 107 4.1 Picturebooks in the secondary EFL classroom.108 4.2 Individualized, extensive and task-based reading. 112 4.3 The reading project. 115 4.4 Results . 118 Summary and discussion. 125
Part II: Themes, Competences, Literacies. 131 5 (Re-)Envisioning picturebooks for social justice education in advanced audiences: A critical literacy perspective from Canada | Eleni Louloudi. 133 Introduction. 134 5.1 Picturebooks for advanced learner(s). 135 5.2 Critical literacy as SJE in the classroom. 136 5.3 Picturebooks and critical literacy: Connections and implications . 137 5.4 Methodological design of the study. 140 5.5 Considerations on The Composition by Antonio Skârmeta and Alfonso Ruano (2003). 140 5.6 Using The Composition (2003) with advanced learners in a critical literacy milieu - Making space for thought and reflection. 143 Concluding thoughts. 150 6 I Dissent - Discussing Ruth Bader Ginsburg's egalitarian version of the American Dream at higher secondary level | Katja Heim. 155 Introduction. 155 6.1 I Dissent in a nutshell. 157 6.2 Education for democracy via
RBG’s version of the American Dream 159 6.3 Exploring crucial elements of education for democracy with I Dissent 160 6.4 I Dissent: Multimodal analysis of sample openings. 167
Contents 6.5 I Dissent in ELT. 170 Conclusion. 174 Picturebooks matter: Developing citizenship education in the EFL classroom with teenage learners | Helena Lopes.177 Introduction. 177 7.1 Citizenship education in the Portuguese school curriculum. 178 ^ 7.2 Citizenship education in the EFL classroom. 180 7.3 Reading picturebooks for citizenship education in EFL. 183 7.4 Picturebook matters: An example from classroom research with teenage EFL learners. 187 7.5 The Hueys in The New Jumper. 189 7.6 Discussion. 196 Conclusion. 197 7 8 “Who’s that man?” - Stirring teenagers’ curiosity through Peter Sis’s The Wall I Sissil Lea Heggernes. 203
Introduction. 204 8.1 Fostering curiosity and developing visual literacy in teenage learners: Theoretical considerations . 205 8.2 Stimulating learners’ curiosity through picturebooks: Previous literature. 206 8.3 A visual analysis of The Wall. Negotiating symbols of freedom and repression. 208 8.4 Teenage EL learners’ visual explorations of The Wall. 214 Concluding remarks. 219 9 Crack in the classroom: A picturebook about the social problem of drug abuse and retrospective reflections from the classroom | Sandie Mourâo. 225 9.1 Picturebooks, older learners and social challenges. 225 9.2 Picturebooks about substance abuse. 227 9.3 The House that Crack Built in the classroom. 233 9.4 Methodology. 233 9.5 Planning for The House that Crack Built. 235 9.6 The activities and retrospective descriptions.
237 9.7 Possible ways forward for Filoména. . 247 9.8 Reflections around a retrospective approach to sharing practice . 248 Appendix: Handout.253 As so often, this started with a cup of coffee. A personal reflection on this publishing process | Grit Alter and Thorsten Merse. 255
Contents About the editors. 259 About the authors. 261 |
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Jedoch gibt es in Forschung und Unterrichtspraxis derzeit kaum Ansätze, wie der Transfer dieses vermeintlich kindlichen Literaturmediums in die Sekundarstufe gelingen kann. Dieser Band legitimiert Picturebooks als komplex angelegte Textform, die sich auch mit fortgeschrittenen Lernenden zu kompetenz- und inhaltsorientierter Arbeit im Englischunterricht anbietet. Die im Band versammelten konzeptuellen und empirischen Perspektiven zeigen angehenden und praktizierenden Lehrkräften konkret auf, wie vielfältig Picturebooks den Unterricht bereichern können. Eine große Bandbreite praktischer Beispiele verdeutlicht ihr Potenzial für den Englischunterricht der Sekundarstufen – von der Förderung verschiedener literacies und literarischen Lernens bis hin zur Fokussierung von Themen wie Umwelt, sozialer Gerechtigkeit oder kultureller Diversität."</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Bilderbuch</subfield><subfield code="0">(DE-588)4006604-6</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Englischunterricht</subfield><subfield code="0">(DE-588)4014801-4</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Sekundarstufe</subfield><subfield code="0">(DE-588)4077347-4</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">Bilderbücher / Picturebooks</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">Literaturdidaktik / Literaturunterricht</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">Englischdidaktik / Englischunterricht</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">Englischunterricht in der Sekundarstufe</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">Literarische und multimodale Kompetenze</subfield></datafield><datafield tag="655" ind1=" " ind2="7"><subfield code="0">(DE-588)4143413-4</subfield><subfield code="a">Aufsatzsammlung</subfield><subfield code="2">gnd-content</subfield></datafield><datafield tag="689" ind1="0" ind2="0"><subfield code="a">Englischunterricht</subfield><subfield code="0">(DE-588)4014801-4</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2="1"><subfield code="a">Sekundarstufe</subfield><subfield code="0">(DE-588)4077347-4</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2="2"><subfield code="a">Bilderbuch</subfield><subfield code="0">(DE-588)4006604-6</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2=" "><subfield code="5">DE-604</subfield></datafield><datafield tag="689" ind1="1" ind2="0"><subfield code="a">Bilderbuch</subfield><subfield code="0">(DE-588)4006604-6</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="1" ind2="1"><subfield code="a">Englischunterricht</subfield><subfield code="0">(DE-588)4014801-4</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="1" ind2="2"><subfield code="a">Sekundarstufe</subfield><subfield code="0">(DE-588)4077347-4</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="1" ind2=" "><subfield code="5">DE-604</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Alter, Grit</subfield><subfield code="d">1982-</subfield><subfield code="0">(DE-588)1077607520</subfield><subfield code="4">edt</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Merse, Thorsten</subfield><subfield code="0">(DE-588)1129609456</subfield><subfield code="4">edt</subfield></datafield><datafield tag="710" ind1="2" ind2=" "><subfield code="a">Narr Francke Attempto Verlag</subfield><subfield code="0">(DE-588)1065142838</subfield><subfield code="4">pbl</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Online-Ausgabe, ePDF</subfield><subfield code="z">978-3-8233-9474-7</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Online-Ausgabe, ePub</subfield><subfield code="z">978-3-8233-0382-4</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="m">Digitalisierung UB Passau - ADAM Catalogue Enrichment</subfield><subfield code="q">application/pdf</subfield><subfield code="u">http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033902475&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA</subfield><subfield code="3">Inhaltsverzeichnis</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-033902475</subfield></datafield><datafield tag="883" ind1="1" ind2=" "><subfield code="8">1\p</subfield><subfield code="a">vlb</subfield><subfield code="d">20220703</subfield><subfield code="q">DE-101</subfield><subfield code="u">https://d-nb.info/provenance/plan#vlb</subfield></datafield></record></collection> |
| genre | (DE-588)4143413-4 Aufsatzsammlung gnd-content |
| genre_facet | Aufsatzsammlung |
| id | DE-604.BV048525645 |
| illustrated | Illustrated |
| index_date | 2024-07-03T20:50:49Z |
| indexdate | 2024-07-10T09:40:34Z |
| institution | BVB |
| institution_GND | (DE-588)1065142838 |
| isbn | 9783823384748 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-033902475 |
| oclc_num | 1416490874 |
| open_access_boolean | |
| owner | DE-824 DE-20 DE-11 DE-355 DE-BY-UBR DE-19 DE-BY-UBM DE-739 DE-N32 |
| owner_facet | DE-824 DE-20 DE-11 DE-355 DE-BY-UBR DE-19 DE-BY-UBM DE-739 DE-N32 |
| physical | 262 Seiten Illustrationen, Diagramme 24 cm x 17 cm |
| publishDate | 2023 |
| publishDateSearch | 2023 |
| publishDateSort | 2023 |
| publisher | Narr Francke Attempto |
| record_format | marc |
| series2 | Narr Studienbücher Literatur- und Kulturwissenschaft |
| spelling | Re-thinking picturebooks for intermediate and advanced learners perspectives for secondary English language education Grit Alter, Thorsten Merse (Eds.) Tübingen Narr Francke Attempto [2023] © 2023 262 Seiten Illustrationen, Diagramme 24 cm x 17 cm txt rdacontent n rdamedia nc rdacarrier Narr Studienbücher Literatur- und Kulturwissenschaft "Der didaktische Wert von Picturebooks für den Englischunterricht in der Grundschule gilt als unumstritten. Jedoch gibt es in Forschung und Unterrichtspraxis derzeit kaum Ansätze, wie der Transfer dieses vermeintlich kindlichen Literaturmediums in die Sekundarstufe gelingen kann. Dieser Band legitimiert Picturebooks als komplex angelegte Textform, die sich auch mit fortgeschrittenen Lernenden zu kompetenz- und inhaltsorientierter Arbeit im Englischunterricht anbietet. Die im Band versammelten konzeptuellen und empirischen Perspektiven zeigen angehenden und praktizierenden Lehrkräften konkret auf, wie vielfältig Picturebooks den Unterricht bereichern können. Eine große Bandbreite praktischer Beispiele verdeutlicht ihr Potenzial für den Englischunterricht der Sekundarstufen – von der Förderung verschiedener literacies und literarischen Lernens bis hin zur Fokussierung von Themen wie Umwelt, sozialer Gerechtigkeit oder kultureller Diversität." Bilderbuch (DE-588)4006604-6 gnd rswk-swf Englischunterricht (DE-588)4014801-4 gnd rswk-swf Sekundarstufe (DE-588)4077347-4 gnd rswk-swf Bilderbücher / Picturebooks Literaturdidaktik / Literaturunterricht Englischdidaktik / Englischunterricht Englischunterricht in der Sekundarstufe Literarische und multimodale Kompetenze (DE-588)4143413-4 Aufsatzsammlung gnd-content Englischunterricht (DE-588)4014801-4 s Sekundarstufe (DE-588)4077347-4 s Bilderbuch (DE-588)4006604-6 s DE-604 Alter, Grit 1982- (DE-588)1077607520 edt Merse, Thorsten (DE-588)1129609456 edt Narr Francke Attempto Verlag (DE-588)1065142838 pbl Erscheint auch als Online-Ausgabe, ePDF 978-3-8233-9474-7 Erscheint auch als Online-Ausgabe, ePub 978-3-8233-0382-4 Digitalisierung UB Passau - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033902475&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p vlb 20220703 DE-101 https://d-nb.info/provenance/plan#vlb |
| spellingShingle | Re-thinking picturebooks for intermediate and advanced learners perspectives for secondary English language education Bilderbuch (DE-588)4006604-6 gnd Englischunterricht (DE-588)4014801-4 gnd Sekundarstufe (DE-588)4077347-4 gnd |
| subject_GND | (DE-588)4006604-6 (DE-588)4014801-4 (DE-588)4077347-4 (DE-588)4143413-4 |
| title | Re-thinking picturebooks for intermediate and advanced learners perspectives for secondary English language education |
| title_auth | Re-thinking picturebooks for intermediate and advanced learners perspectives for secondary English language education |
| title_exact_search | Re-thinking picturebooks for intermediate and advanced learners perspectives for secondary English language education |
| title_exact_search_txtP | Re-thinking picturebooks for intermediate and advanced learners perspectives for secondary English language education |
| title_full | Re-thinking picturebooks for intermediate and advanced learners perspectives for secondary English language education Grit Alter, Thorsten Merse (Eds.) |
| title_fullStr | Re-thinking picturebooks for intermediate and advanced learners perspectives for secondary English language education Grit Alter, Thorsten Merse (Eds.) |
| title_full_unstemmed | Re-thinking picturebooks for intermediate and advanced learners perspectives for secondary English language education Grit Alter, Thorsten Merse (Eds.) |
| title_short | Re-thinking picturebooks for intermediate and advanced learners |
| title_sort | re thinking picturebooks for intermediate and advanced learners perspectives for secondary english language education |
| title_sub | perspectives for secondary English language education |
| topic | Bilderbuch (DE-588)4006604-6 gnd Englischunterricht (DE-588)4014801-4 gnd Sekundarstufe (DE-588)4077347-4 gnd |
| topic_facet | Bilderbuch Englischunterricht Sekundarstufe Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033902475&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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