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You searched for subject:(Plurilingual education). Showing records 1 – 14 of 14 total matches.

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1. Carola, Cristina Helena. Práticas de intercompreensão entre línguas românicas: desenvolvimento da competência de leitura plurilíngue em estudantes de Ensino Médio de uma Escola Técnica (ETEC) de São Paulo.

Degree: Mestrado, Língua e Literatura Francesa, 2015, University of São Paulo

O processo de internacionalização das universidades brasileiras, em um contexto mundial no qual se multiplicam as interfaces de contato linguístico e, consequentemente, cultural entre os… (more)

Subjects/Keywords: Competência de leitura plurilíngue; Ensino Médio; High-School Education; Intercompreensão; Intercomprehension; Plurilingual reading competency

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Carola, C. H. (2015). Práticas de intercompreensão entre línguas românicas: desenvolvimento da competência de leitura plurilíngue em estudantes de Ensino Médio de uma Escola Técnica (ETEC) de São Paulo. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/8/8146/tde-11092015-123851/ ;

Chicago Manual of Style (16th Edition):

Carola, Cristina Helena. “Práticas de intercompreensão entre línguas românicas: desenvolvimento da competência de leitura plurilíngue em estudantes de Ensino Médio de uma Escola Técnica (ETEC) de São Paulo.” 2015. Masters Thesis, University of São Paulo. Accessed October 29, 2020. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-11092015-123851/ ;.

MLA Handbook (7th Edition):

Carola, Cristina Helena. “Práticas de intercompreensão entre línguas românicas: desenvolvimento da competência de leitura plurilíngue em estudantes de Ensino Médio de uma Escola Técnica (ETEC) de São Paulo.” 2015. Web. 29 Oct 2020.

Vancouver:

Carola CH. Práticas de intercompreensão entre línguas românicas: desenvolvimento da competência de leitura plurilíngue em estudantes de Ensino Médio de uma Escola Técnica (ETEC) de São Paulo. [Internet] [Masters thesis]. University of São Paulo; 2015. [cited 2020 Oct 29]. Available from: http://www.teses.usp.br/teses/disponiveis/8/8146/tde-11092015-123851/ ;.

Council of Science Editors:

Carola CH. Práticas de intercompreensão entre línguas românicas: desenvolvimento da competência de leitura plurilíngue em estudantes de Ensino Médio de uma Escola Técnica (ETEC) de São Paulo. [Masters Thesis]. University of São Paulo; 2015. Available from: http://www.teses.usp.br/teses/disponiveis/8/8146/tde-11092015-123851/ ;


Universitat Pompeu Fabra

2. Walter, Rebecca. Der Plurilinguale sprachgebrauch im kontext der immersion: eine qualitative studie aus soziokultureller perspektive.

Degree: Departament de Traducció i Ciències del llenguatge, 2016, Universitat Pompeu Fabra

Plurilingual education is not an entirely unknown concept. Both in the various educational institutions and in research it has increasingly moved to the centre of… (more)

Subjects/Keywords: Plurilingual education; Plurilinguale erziehung; Common European Framework of Reference for Languages; 81

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Walter, R. (2016). Der Plurilinguale sprachgebrauch im kontext der immersion: eine qualitative studie aus soziokultureller perspektive. (Thesis). Universitat Pompeu Fabra. Retrieved from http://hdl.handle.net/10803/395170

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Walter, Rebecca. “Der Plurilinguale sprachgebrauch im kontext der immersion: eine qualitative studie aus soziokultureller perspektive.” 2016. Thesis, Universitat Pompeu Fabra. Accessed October 29, 2020. http://hdl.handle.net/10803/395170.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Walter, Rebecca. “Der Plurilinguale sprachgebrauch im kontext der immersion: eine qualitative studie aus soziokultureller perspektive.” 2016. Web. 29 Oct 2020.

Vancouver:

Walter R. Der Plurilinguale sprachgebrauch im kontext der immersion: eine qualitative studie aus soziokultureller perspektive. [Internet] [Thesis]. Universitat Pompeu Fabra; 2016. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/10803/395170.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Walter R. Der Plurilinguale sprachgebrauch im kontext der immersion: eine qualitative studie aus soziokultureller perspektive. [Thesis]. Universitat Pompeu Fabra; 2016. Available from: http://hdl.handle.net/10803/395170

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Le Pichon, Emmanuelle. Ce que les enfants savent de la communication : approche contextuelle de l'hétérogénéité de groupes plurilingues. : What children know about communication : a language biographical approach of the heterogeneity of plurilingual groups.

Degree: Docteur es, Sciences du langage, 2010, Tours; Rijksuniversiteit te Utrecht

Pour comprendre le développement de la conscience métacognitive d'enfants plurilingues, il est nécessaire d'examiner quels sont les facteurs qui seraient susceptibles de la développer ou… (more)

Subjects/Keywords: Enfants plurinlingues; Didactique des langues; Conscience métacognitive; Compétence stratégique; Compétence plurilingue; Situation de communication exolingue; Orientations cognitives; Biographies langagières; Plurilingual children; Plurilingual education(; Strategic competence; Plurilingual competence; Metacognitive awareness; Communicative strategies; Cognitive orientations; Exolingual situation of communication; Linguage biographical approach

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APA (6th Edition):

Le Pichon, E. (2010). Ce que les enfants savent de la communication : approche contextuelle de l'hétérogénéité de groupes plurilingues. : What children know about communication : a language biographical approach of the heterogeneity of plurilingual groups. (Doctoral Dissertation). Tours; Rijksuniversiteit te Utrecht. Retrieved from http://www.theses.fr/2010TOUR2026

Chicago Manual of Style (16th Edition):

Le Pichon, Emmanuelle. “Ce que les enfants savent de la communication : approche contextuelle de l'hétérogénéité de groupes plurilingues. : What children know about communication : a language biographical approach of the heterogeneity of plurilingual groups.” 2010. Doctoral Dissertation, Tours; Rijksuniversiteit te Utrecht. Accessed October 29, 2020. http://www.theses.fr/2010TOUR2026.

MLA Handbook (7th Edition):

Le Pichon, Emmanuelle. “Ce que les enfants savent de la communication : approche contextuelle de l'hétérogénéité de groupes plurilingues. : What children know about communication : a language biographical approach of the heterogeneity of plurilingual groups.” 2010. Web. 29 Oct 2020.

Vancouver:

Le Pichon E. Ce que les enfants savent de la communication : approche contextuelle de l'hétérogénéité de groupes plurilingues. : What children know about communication : a language biographical approach of the heterogeneity of plurilingual groups. [Internet] [Doctoral dissertation]. Tours; Rijksuniversiteit te Utrecht; 2010. [cited 2020 Oct 29]. Available from: http://www.theses.fr/2010TOUR2026.

Council of Science Editors:

Le Pichon E. Ce que les enfants savent de la communication : approche contextuelle de l'hétérogénéité de groupes plurilingues. : What children know about communication : a language biographical approach of the heterogeneity of plurilingual groups. [Doctoral Dissertation]. Tours; Rijksuniversiteit te Utrecht; 2010. Available from: http://www.theses.fr/2010TOUR2026

4. Pépiot, Nathalie. Dynamiques plurilingues et interculturelles dans l’enseignement secondaire : le cas des langues arabe et française en partage, regards croisés sur des discours et des expériences pédagogiques en France et à l’étranger : Multilingual and Intercultural Dynamics in secondary education : the case of the Arabic and French languages in sharing, a cross-examination of pedagogical discourses and experiences in France and abroad.

Degree: Docteur es, Sciences du langage, 2019, Université Paul Valéry – Montpellier III

Comment la dynamique plurilingue et interculturelle, initiée par la recherche et encouragée par les instances internationales et européennes, s’actualise-t-elle sur le terrain éducatif ? Nous… (more)

Subjects/Keywords: Education plurilingue et interculturelle; Représentations; Politiques linguistiques; Alternance de code; Médiation; Métissages linguistiques; Plurilingual and intercultural education; Representations; Language policies; Code switching; Mediation; Linguistic mixing

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Pépiot, N. (2019). Dynamiques plurilingues et interculturelles dans l’enseignement secondaire : le cas des langues arabe et française en partage, regards croisés sur des discours et des expériences pédagogiques en France et à l’étranger : Multilingual and Intercultural Dynamics in secondary education : the case of the Arabic and French languages in sharing, a cross-examination of pedagogical discourses and experiences in France and abroad. (Doctoral Dissertation). Université Paul Valéry – Montpellier III. Retrieved from http://www.theses.fr/2019MON30041

Chicago Manual of Style (16th Edition):

Pépiot, Nathalie. “Dynamiques plurilingues et interculturelles dans l’enseignement secondaire : le cas des langues arabe et française en partage, regards croisés sur des discours et des expériences pédagogiques en France et à l’étranger : Multilingual and Intercultural Dynamics in secondary education : the case of the Arabic and French languages in sharing, a cross-examination of pedagogical discourses and experiences in France and abroad.” 2019. Doctoral Dissertation, Université Paul Valéry – Montpellier III. Accessed October 29, 2020. http://www.theses.fr/2019MON30041.

MLA Handbook (7th Edition):

Pépiot, Nathalie. “Dynamiques plurilingues et interculturelles dans l’enseignement secondaire : le cas des langues arabe et française en partage, regards croisés sur des discours et des expériences pédagogiques en France et à l’étranger : Multilingual and Intercultural Dynamics in secondary education : the case of the Arabic and French languages in sharing, a cross-examination of pedagogical discourses and experiences in France and abroad.” 2019. Web. 29 Oct 2020.

Vancouver:

Pépiot N. Dynamiques plurilingues et interculturelles dans l’enseignement secondaire : le cas des langues arabe et française en partage, regards croisés sur des discours et des expériences pédagogiques en France et à l’étranger : Multilingual and Intercultural Dynamics in secondary education : the case of the Arabic and French languages in sharing, a cross-examination of pedagogical discourses and experiences in France and abroad. [Internet] [Doctoral dissertation]. Université Paul Valéry – Montpellier III; 2019. [cited 2020 Oct 29]. Available from: http://www.theses.fr/2019MON30041.

Council of Science Editors:

Pépiot N. Dynamiques plurilingues et interculturelles dans l’enseignement secondaire : le cas des langues arabe et française en partage, regards croisés sur des discours et des expériences pédagogiques en France et à l’étranger : Multilingual and Intercultural Dynamics in secondary education : the case of the Arabic and French languages in sharing, a cross-examination of pedagogical discourses and experiences in France and abroad. [Doctoral Dissertation]. Université Paul Valéry – Montpellier III; 2019. Available from: http://www.theses.fr/2019MON30041


Universidade do Rio Grande do Sul

5. Broch, Ingrid Kuchenbecker. Ações de promoção da pluralidade linguística em contextos escolares.

Degree: 2014, Universidade do Rio Grande do Sul

Esta tese investiga como se articulam os espaços da diversidade linguística (DL) em contextos escolares, tomando por base a análise de ações de promoção da… (more)

Subjects/Keywords: Linguística aplicada; Language policies; Regular education; Política lingüística; Multilinguismo; Language teaching; Foreign language; Plurilinguismo; Plurilingual competence; Ensino de língua estrangeira; Competência linguística; Language awareness; Ensino e aprendizagem; Estudos lingüísticos; Sociolingüística

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Broch, I. K. (2014). Ações de promoção da pluralidade linguística em contextos escolares. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/102190

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Broch, Ingrid Kuchenbecker. “Ações de promoção da pluralidade linguística em contextos escolares.” 2014. Thesis, Universidade do Rio Grande do Sul. Accessed October 29, 2020. http://hdl.handle.net/10183/102190.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Broch, Ingrid Kuchenbecker. “Ações de promoção da pluralidade linguística em contextos escolares.” 2014. Web. 29 Oct 2020.

Vancouver:

Broch IK. Ações de promoção da pluralidade linguística em contextos escolares. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2014. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/10183/102190.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Broch IK. Ações de promoção da pluralidade linguística em contextos escolares. [Thesis]. Universidade do Rio Grande do Sul; 2014. Available from: http://hdl.handle.net/10183/102190

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

6. Prax-Dubois, Pascale. La formation des enseignants du primaire à la Réunion : comment construire une éducation plurilingue? : The training of primary school teachers in Reunion Island : how to build a multilingual education ?.

Degree: Docteur es, Sciences du langage, 2018, Université de Strasbourg

Nous interrogeons à La Réunion, dans une perspective écologique fondée sur la théorie du rhizome et la philosophie du réseau, la marge de négociation des… (more)

Subjects/Keywords: Éducation plurilingue; Formation des enseignants; Translanguaging; Rhizome; Recherche ethnographique; Pédagogie critique; Études post/transcoloniales; Plurilingual education; Teacher training; Translanguaging; Rhizome; Ethnographic research; Critical pedagogy; Post/transcolonial studies; 372.3; 404.2

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Prax-Dubois, P. (2018). La formation des enseignants du primaire à la Réunion : comment construire une éducation plurilingue? : The training of primary school teachers in Reunion Island : how to build a multilingual education ?. (Doctoral Dissertation). Université de Strasbourg. Retrieved from http://www.theses.fr/2018STRAC001

Chicago Manual of Style (16th Edition):

Prax-Dubois, Pascale. “La formation des enseignants du primaire à la Réunion : comment construire une éducation plurilingue? : The training of primary school teachers in Reunion Island : how to build a multilingual education ?.” 2018. Doctoral Dissertation, Université de Strasbourg. Accessed October 29, 2020. http://www.theses.fr/2018STRAC001.

MLA Handbook (7th Edition):

Prax-Dubois, Pascale. “La formation des enseignants du primaire à la Réunion : comment construire une éducation plurilingue? : The training of primary school teachers in Reunion Island : how to build a multilingual education ?.” 2018. Web. 29 Oct 2020.

Vancouver:

Prax-Dubois P. La formation des enseignants du primaire à la Réunion : comment construire une éducation plurilingue? : The training of primary school teachers in Reunion Island : how to build a multilingual education ?. [Internet] [Doctoral dissertation]. Université de Strasbourg; 2018. [cited 2020 Oct 29]. Available from: http://www.theses.fr/2018STRAC001.

Council of Science Editors:

Prax-Dubois P. La formation des enseignants du primaire à la Réunion : comment construire une éducation plurilingue? : The training of primary school teachers in Reunion Island : how to build a multilingual education ?. [Doctoral Dissertation]. Université de Strasbourg; 2018. Available from: http://www.theses.fr/2018STRAC001

7. Dufour, Marion. Mode de structuration et modélisation du répertoire langagier : contribution pour la formation des enseignants de langues à une didactique du plurilinguisme : Structuring and modelling of the verbal repertoire : contribution to the training of language teachers in a didactic for plurilingualism.

Degree: Docteur es, Sociodidactique, 2012, Université Paris Descartes – Paris V

 Dans ce travail de thèse, j’ai entrepris d’éclairer le mode de structuration du répertoire langagier, concept sociolinguistique introduit par l’ethnographe de la communication John Gumperz… (more)

Subjects/Keywords: Répertoire langagier; Genre discursif; Autonomie d’apprentissage; Éducation plurilingue; Conscience langagière; Représentation; Acteur social; Verbal repertoire; Genre; Learning autonomy; Plurilingual education; Linguistic awareness; Representation; Social actor

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dufour, M. (2012). Mode de structuration et modélisation du répertoire langagier : contribution pour la formation des enseignants de langues à une didactique du plurilinguisme : Structuring and modelling of the verbal repertoire : contribution to the training of language teachers in a didactic for plurilingualism. (Doctoral Dissertation). Université Paris Descartes – Paris V. Retrieved from http://www.theses.fr/2012PA05H017

Chicago Manual of Style (16th Edition):

Dufour, Marion. “Mode de structuration et modélisation du répertoire langagier : contribution pour la formation des enseignants de langues à une didactique du plurilinguisme : Structuring and modelling of the verbal repertoire : contribution to the training of language teachers in a didactic for plurilingualism.” 2012. Doctoral Dissertation, Université Paris Descartes – Paris V. Accessed October 29, 2020. http://www.theses.fr/2012PA05H017.

MLA Handbook (7th Edition):

Dufour, Marion. “Mode de structuration et modélisation du répertoire langagier : contribution pour la formation des enseignants de langues à une didactique du plurilinguisme : Structuring and modelling of the verbal repertoire : contribution to the training of language teachers in a didactic for plurilingualism.” 2012. Web. 29 Oct 2020.

Vancouver:

Dufour M. Mode de structuration et modélisation du répertoire langagier : contribution pour la formation des enseignants de langues à une didactique du plurilinguisme : Structuring and modelling of the verbal repertoire : contribution to the training of language teachers in a didactic for plurilingualism. [Internet] [Doctoral dissertation]. Université Paris Descartes – Paris V; 2012. [cited 2020 Oct 29]. Available from: http://www.theses.fr/2012PA05H017.

Council of Science Editors:

Dufour M. Mode de structuration et modélisation du répertoire langagier : contribution pour la formation des enseignants de langues à une didactique du plurilinguisme : Structuring and modelling of the verbal repertoire : contribution to the training of language teachers in a didactic for plurilingualism. [Doctoral Dissertation]. Université Paris Descartes – Paris V; 2012. Available from: http://www.theses.fr/2012PA05H017

8. Gouaïch, Karima. Les pratiques langagières d'élèves alloglottes nés en France : obstacles, appuis et leviers pour la maîtrise de la langue de scolarisation : Language practices of alloglot pupils born in France : obstacles, supports and levers for mastering the language of schooling.

Degree: Docteur es, Sciences de l'éducation, 2018, Aix Marseille Université

Ce travail de recherche s’attache aux pratiques langagières d’élèves alloglottes nés en France. Son objectif est double. D’une part, il vise à étudier les pratiques… (more)

Subjects/Keywords: Alloglottes nés en France; Pratiques langagières; Compétences plurilingues et pluriculturelles; Éducation prioritaire; Représentations; Comparaison; Langue de scolarisation; Plurilinguisme; Alloglottes born in France; Language practices; Plurilingual and pluricultural skills; Priority education; Representations; Comparison; Language of instruction.; Plurilingualism

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gouaïch, K. (2018). Les pratiques langagières d'élèves alloglottes nés en France : obstacles, appuis et leviers pour la maîtrise de la langue de scolarisation : Language practices of alloglot pupils born in France : obstacles, supports and levers for mastering the language of schooling. (Doctoral Dissertation). Aix Marseille Université. Retrieved from http://www.theses.fr/2018AIXM0515

Chicago Manual of Style (16th Edition):

Gouaïch, Karima. “Les pratiques langagières d'élèves alloglottes nés en France : obstacles, appuis et leviers pour la maîtrise de la langue de scolarisation : Language practices of alloglot pupils born in France : obstacles, supports and levers for mastering the language of schooling.” 2018. Doctoral Dissertation, Aix Marseille Université. Accessed October 29, 2020. http://www.theses.fr/2018AIXM0515.

MLA Handbook (7th Edition):

Gouaïch, Karima. “Les pratiques langagières d'élèves alloglottes nés en France : obstacles, appuis et leviers pour la maîtrise de la langue de scolarisation : Language practices of alloglot pupils born in France : obstacles, supports and levers for mastering the language of schooling.” 2018. Web. 29 Oct 2020.

Vancouver:

Gouaïch K. Les pratiques langagières d'élèves alloglottes nés en France : obstacles, appuis et leviers pour la maîtrise de la langue de scolarisation : Language practices of alloglot pupils born in France : obstacles, supports and levers for mastering the language of schooling. [Internet] [Doctoral dissertation]. Aix Marseille Université 2018. [cited 2020 Oct 29]. Available from: http://www.theses.fr/2018AIXM0515.

Council of Science Editors:

Gouaïch K. Les pratiques langagières d'élèves alloglottes nés en France : obstacles, appuis et leviers pour la maîtrise de la langue de scolarisation : Language practices of alloglot pupils born in France : obstacles, supports and levers for mastering the language of schooling. [Doctoral Dissertation]. Aix Marseille Université 2018. Available from: http://www.theses.fr/2018AIXM0515

9. Antier, Emmanuel. L’éthique professionnelle des enseignants de langue-culture en contexte multiculturel : constats, enjeux et perspectives : The professional ethics of teachers of language-culture in a multicultural context : findings, issues and perspectives.

Degree: Docteur es, Sciences du langage, 2017, Université Paul Valéry – Montpellier III

Sous l’impulsion des travaux du Conseil de l’Europe, l’éducation plurilingue et interculturelle s’est développée jusqu’à devenir aujourd’hui une option morale dominante en didactique des langues-cultures.… (more)

Subjects/Keywords: Didactique des langues-Cultures; Éthique professionnelle; Minimalisme moral; Éducation plurilingue et interculturelle; Formation des enseignants; Contexte multiculturel; Language and culture didactics; Professional ethics; Moral minimalism; Plurilingual and intercultural education; Teacher training; Multicultural context

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APA (6th Edition):

Antier, E. (2017). L’éthique professionnelle des enseignants de langue-culture en contexte multiculturel : constats, enjeux et perspectives : The professional ethics of teachers of language-culture in a multicultural context : findings, issues and perspectives. (Doctoral Dissertation). Université Paul Valéry – Montpellier III. Retrieved from http://www.theses.fr/2017MON30009

Chicago Manual of Style (16th Edition):

Antier, Emmanuel. “L’éthique professionnelle des enseignants de langue-culture en contexte multiculturel : constats, enjeux et perspectives : The professional ethics of teachers of language-culture in a multicultural context : findings, issues and perspectives.” 2017. Doctoral Dissertation, Université Paul Valéry – Montpellier III. Accessed October 29, 2020. http://www.theses.fr/2017MON30009.

MLA Handbook (7th Edition):

Antier, Emmanuel. “L’éthique professionnelle des enseignants de langue-culture en contexte multiculturel : constats, enjeux et perspectives : The professional ethics of teachers of language-culture in a multicultural context : findings, issues and perspectives.” 2017. Web. 29 Oct 2020.

Vancouver:

Antier E. L’éthique professionnelle des enseignants de langue-culture en contexte multiculturel : constats, enjeux et perspectives : The professional ethics of teachers of language-culture in a multicultural context : findings, issues and perspectives. [Internet] [Doctoral dissertation]. Université Paul Valéry – Montpellier III; 2017. [cited 2020 Oct 29]. Available from: http://www.theses.fr/2017MON30009.

Council of Science Editors:

Antier E. L’éthique professionnelle des enseignants de langue-culture en contexte multiculturel : constats, enjeux et perspectives : The professional ethics of teachers of language-culture in a multicultural context : findings, issues and perspectives. [Doctoral Dissertation]. Université Paul Valéry – Montpellier III; 2017. Available from: http://www.theses.fr/2017MON30009


Université du Luxembourg

10. Weißenburg, Astrid. Plurilingual Approaches to Spatial Education – Perspectives of Primary Schools in the German Context.

Degree: 2016, Université du Luxembourg

Plurilingual Approaches to Spatial Education – Perspectives of Primary Schools in the German Context’ is a theory-based didactic study which centers on the role of… (more)

Subjects/Keywords: Space; Plurilingualism; Concept Development; CLIL; Grounded Theory Methodology; Plurilingual Spatial Education; Raum; lebensweltliche Mehrsprachigkeit; Konzeptbildung; CLIL; Grounded-Theory-Methodologie; plurilinguale Raumbildung; Social & behavioral sciences, psychology :: Education & instruction [H04]; Sciences sociales & comportementales, psychologie :: Education & enseignement [H04]; Social & behavioral sciences, psychology :: Human geography & demography [H05]; Sciences sociales & comportementales, psychologie :: Geographie humaine & démographie [H05]; Arts & humanities :: Languages & linguistics [A05]; Arts & sciences humaines :: Langues & linguistique [A05]

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APA (6th Edition):

Weißenburg, A. (2016). Plurilingual Approaches to Spatial Education – Perspectives of Primary Schools in the German Context. (Doctoral Dissertation). Université du Luxembourg. Retrieved from http://orbilu.uni.lu/handle/10993/26858

Chicago Manual of Style (16th Edition):

Weißenburg, Astrid. “Plurilingual Approaches to Spatial Education – Perspectives of Primary Schools in the German Context.” 2016. Doctoral Dissertation, Université du Luxembourg. Accessed October 29, 2020. http://orbilu.uni.lu/handle/10993/26858.

MLA Handbook (7th Edition):

Weißenburg, Astrid. “Plurilingual Approaches to Spatial Education – Perspectives of Primary Schools in the German Context.” 2016. Web. 29 Oct 2020.

Vancouver:

Weißenburg A. Plurilingual Approaches to Spatial Education – Perspectives of Primary Schools in the German Context. [Internet] [Doctoral dissertation]. Université du Luxembourg; 2016. [cited 2020 Oct 29]. Available from: http://orbilu.uni.lu/handle/10993/26858.

Council of Science Editors:

Weißenburg A. Plurilingual Approaches to Spatial Education – Perspectives of Primary Schools in the German Context. [Doctoral Dissertation]. Université du Luxembourg; 2016. Available from: http://orbilu.uni.lu/handle/10993/26858

11. Marti, Alexandra. « Feedback » correctif à l'écrit à travers l'étude comparative du FLE en Espagne et de l'ELE en France : processus d'enseignement, apprentissage et acquisition : Corrective feedback in written works through the comparative study of FFL in Spain and SFL in France : teaching, learning and acquisition process.

Degree: Docteur es, Sciences du langage, 2017, Sorbonne Paris Cité; Universidad de Alicante

Cette thèse qui se veut transdisciplinaire, alliant les sciences du langage, les sciences de l'éducation et la sociolinguistique, se centre sur quatre axes principaux :… (more)

Subjects/Keywords: Français Langue Étrangère (FLE); Espagnol Langue Étrangère (ELE); Éducation plurilingue; Feedback correctif; Enseignement; Apprentissage/acquisition d'une LE; French as a Foreign Language (FFL); Spanish as a Foreign Language (SFL); Plurilingual education; Corrective feedback (CF); Teaching; Learning and acquisition of a foreign language; Francés Lengua Extranjera (FLE); Español Lengua Extranjera (ELE); Educación plurilingüe; Feedback correctivo; Enseñanza; Aprendizaje/adquisición de una LE; 440.71; 460.71

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Marti, A. (2017). « Feedback » correctif à l'écrit à travers l'étude comparative du FLE en Espagne et de l'ELE en France : processus d'enseignement, apprentissage et acquisition : Corrective feedback in written works through the comparative study of FFL in Spain and SFL in France : teaching, learning and acquisition process. (Doctoral Dissertation). Sorbonne Paris Cité; Universidad de Alicante. Retrieved from http://www.theses.fr/2017USPCB184

Chicago Manual of Style (16th Edition):

Marti, Alexandra. “« Feedback » correctif à l'écrit à travers l'étude comparative du FLE en Espagne et de l'ELE en France : processus d'enseignement, apprentissage et acquisition : Corrective feedback in written works through the comparative study of FFL in Spain and SFL in France : teaching, learning and acquisition process.” 2017. Doctoral Dissertation, Sorbonne Paris Cité; Universidad de Alicante. Accessed October 29, 2020. http://www.theses.fr/2017USPCB184.

MLA Handbook (7th Edition):

Marti, Alexandra. “« Feedback » correctif à l'écrit à travers l'étude comparative du FLE en Espagne et de l'ELE en France : processus d'enseignement, apprentissage et acquisition : Corrective feedback in written works through the comparative study of FFL in Spain and SFL in France : teaching, learning and acquisition process.” 2017. Web. 29 Oct 2020.

Vancouver:

Marti A. « Feedback » correctif à l'écrit à travers l'étude comparative du FLE en Espagne et de l'ELE en France : processus d'enseignement, apprentissage et acquisition : Corrective feedback in written works through the comparative study of FFL in Spain and SFL in France : teaching, learning and acquisition process. [Internet] [Doctoral dissertation]. Sorbonne Paris Cité; Universidad de Alicante; 2017. [cited 2020 Oct 29]. Available from: http://www.theses.fr/2017USPCB184.

Council of Science Editors:

Marti A. « Feedback » correctif à l'écrit à travers l'étude comparative du FLE en Espagne et de l'ELE en France : processus d'enseignement, apprentissage et acquisition : Corrective feedback in written works through the comparative study of FFL in Spain and SFL in France : teaching, learning and acquisition process. [Doctoral Dissertation]. Sorbonne Paris Cité; Universidad de Alicante; 2017. Available from: http://www.theses.fr/2017USPCB184


York University

12. Sachar, Sonya. Legitimizing Languages in the Classroom: A Case Study of an Ontario Private School for Russian-Speaking Students.

Degree: PhD, Education, 2018, York University

 In this ethnographic case study, I investigated how Ontario elementary school administrators, teachers, and students legitimize linguistic diversity in one Ontario private elementary school that… (more)

Subjects/Keywords: Education policy; Education; Language; Educational policy; Plurilingualism; Multilingualism; Multilingual and Plurilingual Education; Multiculturalism; Linguistics; Language and Literacy Education; English Language Learners; Ontario Elementary Schools; Ontario Schools; Ontario Private Schools; Ontario Private Elementary Schools; Ontario Ministry of Education Policy; Language Policy in Canada; Ontario Curriculum; Ontario Schooling; Private Schooling; Ontario Teacher Education; Legitimizing Languages; Superdiversity; Translanguaging; Language Policy Issues; Russian-Speaking Community; Cultural Capital; Language as Cultural Capital; Linguistic Authority; Linguistic Identity; Language Negotiation; Cultural and Intellectual Reproduction.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sachar, S. (2018). Legitimizing Languages in the Classroom: A Case Study of an Ontario Private School for Russian-Speaking Students. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/34368

Chicago Manual of Style (16th Edition):

Sachar, Sonya. “Legitimizing Languages in the Classroom: A Case Study of an Ontario Private School for Russian-Speaking Students.” 2018. Doctoral Dissertation, York University. Accessed October 29, 2020. http://hdl.handle.net/10315/34368.

MLA Handbook (7th Edition):

Sachar, Sonya. “Legitimizing Languages in the Classroom: A Case Study of an Ontario Private School for Russian-Speaking Students.” 2018. Web. 29 Oct 2020.

Vancouver:

Sachar S. Legitimizing Languages in the Classroom: A Case Study of an Ontario Private School for Russian-Speaking Students. [Internet] [Doctoral dissertation]. York University; 2018. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/10315/34368.

Council of Science Editors:

Sachar S. Legitimizing Languages in the Classroom: A Case Study of an Ontario Private School for Russian-Speaking Students. [Doctoral Dissertation]. York University; 2018. Available from: http://hdl.handle.net/10315/34368

13. Wilmes, Sara. Student-driven Inquiry-based Science Education in Luxembourg Primary School Contexts.

Degree: 2017, Université du Luxembourg

 This study examined the use of a student-driven inquiry-based science education instructional approach designed specifically to meet the contextualized needs of Luxembourg primary schools. The… (more)

Subjects/Keywords: Science education; inquiry-based; multilingual; Luxembourg; primary school science education; heteroglossia; plurilingual; student voice as resource; student-driven; sociocultural theoretical frameworks; Social & behavioral sciences, psychology :: Education & instruction [H04]; Sciences sociales & comportementales, psychologie :: Education & enseignement [H04]

…4 Inquiry-based science education with plurilingual students...................... 5… …3 Inquiry-based science education… …Past inquiry-based science education projects in Luxembourg............... 12 Summarizing the… …16 Heteroglossia as a lens in science education research ............................. 17… …64 Inquiry-oriented Science and Plurilingual Students… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wilmes, S. (2017). Student-driven Inquiry-based Science Education in Luxembourg Primary School Contexts. (Doctoral Dissertation). Université du Luxembourg. Retrieved from http://orbilu.uni.lu/handle/10993/32187

Chicago Manual of Style (16th Edition):

Wilmes, Sara. “Student-driven Inquiry-based Science Education in Luxembourg Primary School Contexts.” 2017. Doctoral Dissertation, Université du Luxembourg. Accessed October 29, 2020. http://orbilu.uni.lu/handle/10993/32187.

MLA Handbook (7th Edition):

Wilmes, Sara. “Student-driven Inquiry-based Science Education in Luxembourg Primary School Contexts.” 2017. Web. 29 Oct 2020.

Vancouver:

Wilmes S. Student-driven Inquiry-based Science Education in Luxembourg Primary School Contexts. [Internet] [Doctoral dissertation]. Université du Luxembourg; 2017. [cited 2020 Oct 29]. Available from: http://orbilu.uni.lu/handle/10993/32187.

Council of Science Editors:

Wilmes S. Student-driven Inquiry-based Science Education in Luxembourg Primary School Contexts. [Doctoral Dissertation]. Université du Luxembourg; 2017. Available from: http://orbilu.uni.lu/handle/10993/32187


Université de Montréal

14. Lory, Marie-Paule. L’évolution des représentations sur les langues d’élèves plurilingues du 3e cycle du primaire lors de l’implantation d’un projet d’Éveil aux langues.

Degree: 2015, Université de Montréal

Subjects/Keywords: Éveil aux langues; Représentations sur les langues; Diversité linguistique; Répertoire plurilingue; Compétences plurilingues; Élèves issus de l’immigration; Étude de cas; École primaire; Language awareness; Representations of languages; Linguistic diversity; Plurilingualism; Plurilingual competencies; Immigrant students; Elementary school; Case studies; Education - Bilingual and Multicultural / Éducation - Enseignement bilingue et multiculturel (UMI : 0282)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lory, M. (2015). L’évolution des représentations sur les langues d’élèves plurilingues du 3e cycle du primaire lors de l’implantation d’un projet d’Éveil aux langues. (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/13048

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lory, Marie-Paule. “L’évolution des représentations sur les langues d’élèves plurilingues du 3e cycle du primaire lors de l’implantation d’un projet d’Éveil aux langues.” 2015. Thesis, Université de Montréal. Accessed October 29, 2020. http://hdl.handle.net/1866/13048.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lory, Marie-Paule. “L’évolution des représentations sur les langues d’élèves plurilingues du 3e cycle du primaire lors de l’implantation d’un projet d’Éveil aux langues.” 2015. Web. 29 Oct 2020.

Vancouver:

Lory M. L’évolution des représentations sur les langues d’élèves plurilingues du 3e cycle du primaire lors de l’implantation d’un projet d’Éveil aux langues. [Internet] [Thesis]. Université de Montréal; 2015. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/1866/13048.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lory M. L’évolution des représentations sur les langues d’élèves plurilingues du 3e cycle du primaire lors de l’implantation d’un projet d’Éveil aux langues. [Thesis]. Université de Montréal; 2015. Available from: http://hdl.handle.net/1866/13048

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.