Teaching Advanced Language Skills through Global Debate :: Theory and Practice.
Using debate to develop advanced competency in a second language is a method that is finding increased interest among instructors and students alike, whether in synchronous online teaching or the individual classroom. Through debate, students learn how to make hypotheses, support their conclusions w...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Washington :
Georgetown University Press,
2014.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Using debate to develop advanced competency in a second language is a method that is finding increased interest among instructors and students alike, whether in synchronous online teaching or the individual classroom. Through debate, students learn how to make hypotheses, support their conclusions with evidence, and deploy the rhetoric of persuasion in the target language. Though this method provides an exciting pedagogy for moving students from the advanced to the superior level, there is a paucity of materials available for instructors who wish to plan a curriculum focused on debate. Teachin. |
| Beschreibung: | C. Speaking Points Scoring Guide. |
| Beschreibung: | 1 online resource (106 pages) |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9781626161443 1626161445 |
Internformat
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| 100 | 1 | |a Brown, Tony |q (Newel Anthony), |e author. |0 http://id.loc.gov/authorities/names/no2014084337 | |
| 245 | 1 | 0 | |a Teaching Advanced Language Skills through Global Debate : |b Theory and Practice. |
| 260 | |a Washington : |b Georgetown University Press, |c 2014. | ||
| 300 | |a 1 online resource (106 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 500 | |a C. Speaking Points Scoring Guide. | ||
| 504 | |a Includes bibliographical references. | ||
| 505 | 0 | |a Cover; Contents; Introduction; Rationale; Overview of Textbook Objective and Components; 1. Overview of Proficiency Guidelines; Description of Assessment Criteria for ACTFL Advanced and Superior Levels; Defining Our Terms: What Does a Rating of Advanced or Superior on an OPI Tell Us?; What Does a Rating in the Advanced Range Mean?; What Does a Rating of Superior Mean?; Description of Assessment Criteria for the Common European Framework of Reference; 2. Task-Based Language Learning; Definition; Background; In Practice; Open versus Selective Enrollment; Proficiency Testing; Class Size. | |
| 505 | 8 | |a Cross-Cultural Dimensions of Debate3. Teaching Reading; Proficiency Guidelines for Reading; Research on Reading; Background Knowledge; Linguistic Knowledge; Strategic Knowledge; Readability (Text-Based Factors); Discourse Organization; Vocabulary; Length; Content and Interest Level of the Text; Scaffolding the Reading Process; Activate Prior Knowledge; Build Vocabulary; Concept-of-Definition Map for Introducing New Vocabulary; Word Structure Analysis; Word Walls; Spaced Repetition: Memory Boxes; Teach Comprehension; Questioning Strategies; During Reading Activities. | |
| 505 | 8 | |a Teaching Students to Ask QuestionsImprove Reading Fluency; Why Consider Fluency?; Shadow Reading; Rate Buildup Reading; Repeated Reading; Oral Paired Reading; Class-Paced Reading; Self-Paced Reading; Rereading (Different from Repeated Reading); Develop Strategic Learners; Extensive Reading; 4. Teaching Listening; Proficiency Guidelines for Listening; Research on Listening; Scaffolding the Listening Process; Selective Listening; Other Types of Listening; Intensive Listening; Responsive Listening; Extensive Listening; Types of Texts; 5. Teaching Writing; Proficiency Guidelines for Writing. | |
| 505 | 8 | |a Research on WritingGenres; Genre Analysis; Teaching Writing; Designing the Writing Task; Using Detailed Assignment Instructions and Grading Rubrics; Suggestions for Writing Assignments; Preparing Learners to Write; Listing; Freewriting; Clustering; Talking; Invention; Drafting; Sharing and Responding to Writing; Revising; Editing; Publishing; Feedback and Correction; 6. Teaching Speaking; Speaking Proficiency Guidelines; Research on Speaking; Types of Arguments; Determining Positions; Corners; Value Line; Scaffolding the Speaking Process; Responsibilities of Speakers; The Debate Process. | |
| 505 | 8 | |a Parliamentary DebateKarl Popper Debates; Lincoln-Douglas Debates; Alternative Debate Formats; Presidential Debate; Tag-Team Debate; Town Meetings; Forced Debates; Timed Pair Share; Paraphrase Passport; Affirmation Passport; Response Gambits; Talking Chips; Response Mode Chips; Socratic Discussion; Assessing Performance; Matter; Manner; Speaker Points; Suggested Speaking Assignment; Self-Assessment and Self-Reflection; Conclusion; Finding a Good Fit; Candid Input from Instructors and Students; Appendices; A. Sample Graphic Organizers; B. Rubric for Writing and Speaking. | |
| 520 | |a Using debate to develop advanced competency in a second language is a method that is finding increased interest among instructors and students alike, whether in synchronous online teaching or the individual classroom. Through debate, students learn how to make hypotheses, support their conclusions with evidence, and deploy the rhetoric of persuasion in the target language. Though this method provides an exciting pedagogy for moving students from the advanced to the superior level, there is a paucity of materials available for instructors who wish to plan a curriculum focused on debate. Teachin. | ||
| 650 | 0 | |a Language and languages |x Ability testing. |0 http://id.loc.gov/authorities/subjects/sh85074519 | |
| 650 | 0 | |a Language and languages |x Study and teaching. |0 http://id.loc.gov/authorities/subjects/sh85074536 | |
| 650 | 0 | |a Second language acquisition. |0 http://id.loc.gov/authorities/subjects/sh86005959 | |
| 650 | 2 | |a Language Tests |0 https://id.nlm.nih.gov/mesh/D007807 | |
| 650 | 6 | |a Langage et langues |x Tests d'aptitude. | |
| 650 | 6 | |a Langage et langues |x Étude et enseignement. | |
| 650 | 6 | |a Langue seconde |x Acquisition. | |
| 650 | 7 | |a FOREIGN LANGUAGE STUDY |x Multi-Language Phrasebooks. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Alphabets & Writing Systems. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Grammar & Punctuation. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Linguistics |x General. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Readers. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Spelling. |2 bisacsh | |
| 650 | 7 | |a FOREIGN LANGUAGE STUDY |x Miscellaneous. |2 bisacsh | |
| 650 | 7 | |a Language and languages |x Ability testing |2 fast | |
| 650 | 7 | |a Language and languages |x Study and teaching |2 fast | |
| 650 | 7 | |a Second language acquisition |2 fast | |
| 700 | 1 | |a Bown, Jennifer, |e author. | |
| 758 | |i has work: |a Teaching advanced language skills through global debate (Text) |1 https://id.oclc.org/worldcat/entity/E39PCH4DKWW3Qmbty3GCPpJKv3 |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Brown, Tony. |t Teaching Advanced Language Skills through Global Debate : Theory and Practice. |d Washington : Georgetown University Press, ©2014 |
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-ocn897070191 |
|---|---|
| _version_ | 1813903669295316993 |
| adam_text | |
| any_adam_object | |
| author | Brown, Tony (Newel Anthony) Bown, Jennifer |
| author_GND | http://id.loc.gov/authorities/names/no2014084337 |
| author_facet | Brown, Tony (Newel Anthony) Bown, Jennifer |
| author_role | aut aut |
| author_sort | Brown, Tony |
| author_variant | t b tb j b jb |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | P - Language and Literature |
| callnumber-label | P53 |
| callnumber-raw | P53 |
| callnumber-search | P53 |
| callnumber-sort | P 253 |
| callnumber-subject | P - Philology and Linguistics |
| collection | ZDB-4-EBA |
| contents | Cover; Contents; Introduction; Rationale; Overview of Textbook Objective and Components; 1. Overview of Proficiency Guidelines; Description of Assessment Criteria for ACTFL Advanced and Superior Levels; Defining Our Terms: What Does a Rating of Advanced or Superior on an OPI Tell Us?; What Does a Rating in the Advanced Range Mean?; What Does a Rating of Superior Mean?; Description of Assessment Criteria for the Common European Framework of Reference; 2. Task-Based Language Learning; Definition; Background; In Practice; Open versus Selective Enrollment; Proficiency Testing; Class Size. Cross-Cultural Dimensions of Debate3. Teaching Reading; Proficiency Guidelines for Reading; Research on Reading; Background Knowledge; Linguistic Knowledge; Strategic Knowledge; Readability (Text-Based Factors); Discourse Organization; Vocabulary; Length; Content and Interest Level of the Text; Scaffolding the Reading Process; Activate Prior Knowledge; Build Vocabulary; Concept-of-Definition Map for Introducing New Vocabulary; Word Structure Analysis; Word Walls; Spaced Repetition: Memory Boxes; Teach Comprehension; Questioning Strategies; During Reading Activities. Teaching Students to Ask QuestionsImprove Reading Fluency; Why Consider Fluency?; Shadow Reading; Rate Buildup Reading; Repeated Reading; Oral Paired Reading; Class-Paced Reading; Self-Paced Reading; Rereading (Different from Repeated Reading); Develop Strategic Learners; Extensive Reading; 4. Teaching Listening; Proficiency Guidelines for Listening; Research on Listening; Scaffolding the Listening Process; Selective Listening; Other Types of Listening; Intensive Listening; Responsive Listening; Extensive Listening; Types of Texts; 5. Teaching Writing; Proficiency Guidelines for Writing. Research on WritingGenres; Genre Analysis; Teaching Writing; Designing the Writing Task; Using Detailed Assignment Instructions and Grading Rubrics; Suggestions for Writing Assignments; Preparing Learners to Write; Listing; Freewriting; Clustering; Talking; Invention; Drafting; Sharing and Responding to Writing; Revising; Editing; Publishing; Feedback and Correction; 6. Teaching Speaking; Speaking Proficiency Guidelines; Research on Speaking; Types of Arguments; Determining Positions; Corners; Value Line; Scaffolding the Speaking Process; Responsibilities of Speakers; The Debate Process. Parliamentary DebateKarl Popper Debates; Lincoln-Douglas Debates; Alternative Debate Formats; Presidential Debate; Tag-Team Debate; Town Meetings; Forced Debates; Timed Pair Share; Paraphrase Passport; Affirmation Passport; Response Gambits; Talking Chips; Response Mode Chips; Socratic Discussion; Assessing Performance; Matter; Manner; Speaker Points; Suggested Speaking Assignment; Self-Assessment and Self-Reflection; Conclusion; Finding a Good Fit; Candid Input from Instructors and Students; Appendices; A. Sample Graphic Organizers; B. Rubric for Writing and Speaking. |
| ctrlnum | (OCoLC)897070191 |
| 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 | Sprachwissenschaft |
| format | Electronic eBook |
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Speaking Points Scoring Guide.</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Cover; Contents; Introduction; Rationale; Overview of Textbook Objective and Components; 1. Overview of Proficiency Guidelines; Description of Assessment Criteria for ACTFL Advanced and Superior Levels; Defining Our Terms: What Does a Rating of Advanced or Superior on an OPI Tell Us?; What Does a Rating in the Advanced Range Mean?; What Does a Rating of Superior Mean?; Description of Assessment Criteria for the Common European Framework of Reference; 2. Task-Based Language Learning; Definition; Background; In Practice; Open versus Selective Enrollment; Proficiency Testing; Class Size.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Cross-Cultural Dimensions of Debate3. 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Rubric for Writing and Speaking.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Using debate to develop advanced competency in a second language is a method that is finding increased interest among instructors and students alike, whether in synchronous online teaching or the individual classroom. Through debate, students learn how to make hypotheses, support their conclusions with evidence, and deploy the rhetoric of persuasion in the target language. Though this method provides an exciting pedagogy for moving students from the advanced to the superior level, there is a paucity of materials available for instructors who wish to plan a curriculum focused on debate. 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| id | ZDB-4-EBA-ocn897070191 |
| illustrated | Not Illustrated |
| indexdate | 2024-10-25T16:22:21Z |
| institution | BVB |
| isbn | 9781626161443 1626161445 |
| language | English |
| oclc_num | 897070191 |
| open_access_boolean | |
| owner | MAIN |
| owner_facet | MAIN |
| physical | 1 online resource (106 pages) |
| psigel | ZDB-4-EBA |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | Georgetown University Press, |
| record_format | marc |
| spelling | Brown, Tony (Newel Anthony), author. http://id.loc.gov/authorities/names/no2014084337 Teaching Advanced Language Skills through Global Debate : Theory and Practice. Washington : Georgetown University Press, 2014. 1 online resource (106 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Print version record. C. Speaking Points Scoring Guide. Includes bibliographical references. Cover; Contents; Introduction; Rationale; Overview of Textbook Objective and Components; 1. Overview of Proficiency Guidelines; Description of Assessment Criteria for ACTFL Advanced and Superior Levels; Defining Our Terms: What Does a Rating of Advanced or Superior on an OPI Tell Us?; What Does a Rating in the Advanced Range Mean?; What Does a Rating of Superior Mean?; Description of Assessment Criteria for the Common European Framework of Reference; 2. Task-Based Language Learning; Definition; Background; In Practice; Open versus Selective Enrollment; Proficiency Testing; Class Size. Cross-Cultural Dimensions of Debate3. Teaching Reading; Proficiency Guidelines for Reading; Research on Reading; Background Knowledge; Linguistic Knowledge; Strategic Knowledge; Readability (Text-Based Factors); Discourse Organization; Vocabulary; Length; Content and Interest Level of the Text; Scaffolding the Reading Process; Activate Prior Knowledge; Build Vocabulary; Concept-of-Definition Map for Introducing New Vocabulary; Word Structure Analysis; Word Walls; Spaced Repetition: Memory Boxes; Teach Comprehension; Questioning Strategies; During Reading Activities. Teaching Students to Ask QuestionsImprove Reading Fluency; Why Consider Fluency?; Shadow Reading; Rate Buildup Reading; Repeated Reading; Oral Paired Reading; Class-Paced Reading; Self-Paced Reading; Rereading (Different from Repeated Reading); Develop Strategic Learners; Extensive Reading; 4. Teaching Listening; Proficiency Guidelines for Listening; Research on Listening; Scaffolding the Listening Process; Selective Listening; Other Types of Listening; Intensive Listening; Responsive Listening; Extensive Listening; Types of Texts; 5. Teaching Writing; Proficiency Guidelines for Writing. Research on WritingGenres; Genre Analysis; Teaching Writing; Designing the Writing Task; Using Detailed Assignment Instructions and Grading Rubrics; Suggestions for Writing Assignments; Preparing Learners to Write; Listing; Freewriting; Clustering; Talking; Invention; Drafting; Sharing and Responding to Writing; Revising; Editing; Publishing; Feedback and Correction; 6. Teaching Speaking; Speaking Proficiency Guidelines; Research on Speaking; Types of Arguments; Determining Positions; Corners; Value Line; Scaffolding the Speaking Process; Responsibilities of Speakers; The Debate Process. Parliamentary DebateKarl Popper Debates; Lincoln-Douglas Debates; Alternative Debate Formats; Presidential Debate; Tag-Team Debate; Town Meetings; Forced Debates; Timed Pair Share; Paraphrase Passport; Affirmation Passport; Response Gambits; Talking Chips; Response Mode Chips; Socratic Discussion; Assessing Performance; Matter; Manner; Speaker Points; Suggested Speaking Assignment; Self-Assessment and Self-Reflection; Conclusion; Finding a Good Fit; Candid Input from Instructors and Students; Appendices; A. Sample Graphic Organizers; B. Rubric for Writing and Speaking. Using debate to develop advanced competency in a second language is a method that is finding increased interest among instructors and students alike, whether in synchronous online teaching or the individual classroom. Through debate, students learn how to make hypotheses, support their conclusions with evidence, and deploy the rhetoric of persuasion in the target language. Though this method provides an exciting pedagogy for moving students from the advanced to the superior level, there is a paucity of materials available for instructors who wish to plan a curriculum focused on debate. Teachin. Language and languages Ability testing. http://id.loc.gov/authorities/subjects/sh85074519 Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Second language acquisition. http://id.loc.gov/authorities/subjects/sh86005959 Language Tests https://id.nlm.nih.gov/mesh/D007807 Langage et langues Tests d'aptitude. Langage et langues Étude et enseignement. Langue seconde Acquisition. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh FOREIGN LANGUAGE STUDY Miscellaneous. bisacsh Language and languages Ability testing fast Language and languages Study and teaching fast Second language acquisition fast Bown, Jennifer, author. has work: Teaching advanced language skills through global debate (Text) https://id.oclc.org/worldcat/entity/E39PCH4DKWW3Qmbty3GCPpJKv3 https://id.oclc.org/worldcat/ontology/hasWork Print version: Brown, Tony. Teaching Advanced Language Skills through Global Debate : Theory and Practice. Washington : Georgetown University Press, ©2014 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=909397 Volltext CBO01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=909397 Volltext |
| spellingShingle | Brown, Tony (Newel Anthony) Bown, Jennifer Teaching Advanced Language Skills through Global Debate : Theory and Practice. Cover; Contents; Introduction; Rationale; Overview of Textbook Objective and Components; 1. Overview of Proficiency Guidelines; Description of Assessment Criteria for ACTFL Advanced and Superior Levels; Defining Our Terms: What Does a Rating of Advanced or Superior on an OPI Tell Us?; What Does a Rating in the Advanced Range Mean?; What Does a Rating of Superior Mean?; Description of Assessment Criteria for the Common European Framework of Reference; 2. Task-Based Language Learning; Definition; Background; In Practice; Open versus Selective Enrollment; Proficiency Testing; Class Size. Cross-Cultural Dimensions of Debate3. Teaching Reading; Proficiency Guidelines for Reading; Research on Reading; Background Knowledge; Linguistic Knowledge; Strategic Knowledge; Readability (Text-Based Factors); Discourse Organization; Vocabulary; Length; Content and Interest Level of the Text; Scaffolding the Reading Process; Activate Prior Knowledge; Build Vocabulary; Concept-of-Definition Map for Introducing New Vocabulary; Word Structure Analysis; Word Walls; Spaced Repetition: Memory Boxes; Teach Comprehension; Questioning Strategies; During Reading Activities. Teaching Students to Ask QuestionsImprove Reading Fluency; Why Consider Fluency?; Shadow Reading; Rate Buildup Reading; Repeated Reading; Oral Paired Reading; Class-Paced Reading; Self-Paced Reading; Rereading (Different from Repeated Reading); Develop Strategic Learners; Extensive Reading; 4. Teaching Listening; Proficiency Guidelines for Listening; Research on Listening; Scaffolding the Listening Process; Selective Listening; Other Types of Listening; Intensive Listening; Responsive Listening; Extensive Listening; Types of Texts; 5. Teaching Writing; Proficiency Guidelines for Writing. Research on WritingGenres; Genre Analysis; Teaching Writing; Designing the Writing Task; Using Detailed Assignment Instructions and Grading Rubrics; Suggestions for Writing Assignments; Preparing Learners to Write; Listing; Freewriting; Clustering; Talking; Invention; Drafting; Sharing and Responding to Writing; Revising; Editing; Publishing; Feedback and Correction; 6. Teaching Speaking; Speaking Proficiency Guidelines; Research on Speaking; Types of Arguments; Determining Positions; Corners; Value Line; Scaffolding the Speaking Process; Responsibilities of Speakers; The Debate Process. Parliamentary DebateKarl Popper Debates; Lincoln-Douglas Debates; Alternative Debate Formats; Presidential Debate; Tag-Team Debate; Town Meetings; Forced Debates; Timed Pair Share; Paraphrase Passport; Affirmation Passport; Response Gambits; Talking Chips; Response Mode Chips; Socratic Discussion; Assessing Performance; Matter; Manner; Speaker Points; Suggested Speaking Assignment; Self-Assessment and Self-Reflection; Conclusion; Finding a Good Fit; Candid Input from Instructors and Students; Appendices; A. Sample Graphic Organizers; B. Rubric for Writing and Speaking. Language and languages Ability testing. http://id.loc.gov/authorities/subjects/sh85074519 Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Second language acquisition. http://id.loc.gov/authorities/subjects/sh86005959 Language Tests https://id.nlm.nih.gov/mesh/D007807 Langage et langues Tests d'aptitude. Langage et langues Étude et enseignement. Langue seconde Acquisition. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh FOREIGN LANGUAGE STUDY Miscellaneous. bisacsh Language and languages Ability testing fast Language and languages Study and teaching fast Second language acquisition fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85074519 http://id.loc.gov/authorities/subjects/sh85074536 http://id.loc.gov/authorities/subjects/sh86005959 https://id.nlm.nih.gov/mesh/D007807 |
| title | Teaching Advanced Language Skills through Global Debate : Theory and Practice. |
| title_auth | Teaching Advanced Language Skills through Global Debate : Theory and Practice. |
| title_exact_search | Teaching Advanced Language Skills through Global Debate : Theory and Practice. |
| title_full | Teaching Advanced Language Skills through Global Debate : Theory and Practice. |
| title_fullStr | Teaching Advanced Language Skills through Global Debate : Theory and Practice. |
| title_full_unstemmed | Teaching Advanced Language Skills through Global Debate : Theory and Practice. |
| title_short | Teaching Advanced Language Skills through Global Debate : |
| title_sort | teaching advanced language skills through global debate theory and practice |
| title_sub | Theory and Practice. |
| topic | Language and languages Ability testing. http://id.loc.gov/authorities/subjects/sh85074519 Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Second language acquisition. http://id.loc.gov/authorities/subjects/sh86005959 Language Tests https://id.nlm.nih.gov/mesh/D007807 Langage et langues Tests d'aptitude. Langage et langues Étude et enseignement. Langue seconde Acquisition. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh FOREIGN LANGUAGE STUDY Miscellaneous. bisacsh Language and languages Ability testing fast Language and languages Study and teaching fast Second language acquisition fast |
| topic_facet | Language and languages Ability testing. Language and languages Study and teaching. Second language acquisition. Language Tests Langage et langues Tests d'aptitude. Langage et langues Étude et enseignement. Langue seconde Acquisition. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. LANGUAGE ARTS & DISCIPLINES Linguistics General. LANGUAGE ARTS & DISCIPLINES Readers. LANGUAGE ARTS & DISCIPLINES Spelling. FOREIGN LANGUAGE STUDY Miscellaneous. Language and languages Ability testing Language and languages Study and teaching Second language acquisition |
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