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Learner Autonomy in the CLIL Classroom

what extent learners at different proficiency levels are able to work in self-directed ways in CLIL settings. The analysis of data;

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Learner Autonomy And Call Environments

This volume brings together two prominent strands in second language acquisition theory and research: the concept of learner autonomy and;

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Learner Autonomy and CALL Environments

This volume brings together two prominent strands in second language acquisition theory and research: the concept of learner autonomy and;

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Language Learner Autonomy: Policy, Curriculum, Classroom: A Festschrift in Honour of David Little

addresses language learner autonomy, both as a theoretical construct and in relation to areas of application such as the Common European Framework;

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Language Learner Autonomy

This is the first book on language learner autonomy to combine comprehensive accounts of classroom practice with empirical and case-study;

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Learner Autonomy in the Classroom. How to Create a Positive Learning Atmosphere

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Learner Autonomy in the English Classroom

The volume consists of twelve classroom studies concerned with the implementation of learner autonomy in English classes. The individual;

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Content and Language Integrated Learning

insufficiently addressed in the literature, such as the implementation of CLIL in 'less successful' contexts, or learner-teacher collaboration in the;

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Content and Language Integrated Learning

have been insufficiently addressed in the literature, such as the implementation of CLIL in 'less successful' contexts, or learner-teacher;

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Investigating Content and Language Integrated Learning

regard to the target language English and the majority language Swedish; learner motivation among CLIL and non-CLIL students; effects;

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Investigating Content and Language Integrated Learning

regard to the target language English and the majority language Swedish; learner motivation among CLIL and non-CLIL students; effects;

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One-on-One Language Teaching and Learning

With only one learner, it is possible for the teacher to give serious attention to principles of second language acquisition such as;

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Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms

proposes practical assessment approaches and activities that CLIL teachers can apply in the classroom. CLIL as an educational context is unique, as;

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Mapping Autonomy in Language Education

autonomy. The book proposes a common definition for learner and teacher autonomy within a vision of education as transformation and empowerment;

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Realizing Autonomy

approaches to language learner autonomy. Writing about experiences in a range of widely differing contexts, the authors offer fresh insights and;

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Realizing Autonomy

approaches to language learner autonomy. Writing about experiences in a range of widely differing contexts, the authors offer fresh insights and;

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Cambridge Language Teaching Library

educators and researchers, the authors explore data collected in real CLIL classrooms from two interrelated perspectives: the CLIL classroom as an;

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Reflective Dialogue

learners effectively. It draws on work in the fields of advising in language learning, reflective practice, sociocultural theory, language learner;

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Reflective Dialogue

learners effectively. It draws on work in the fields of advising in language learning, reflective practice, sociocultural theory, language learner;

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Cambridge Handbooks for Language Teachers

Learner Autonomy offers practical guidance on helping learners realise that their contribution to the teaching-learning process is crucial;

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CRITICAL THINKING ELT

autonomy, increases learner motivation, and promotes authentic communication.;

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Content and Language Integrated Learning (CLIL) in Europe

reconstruction of learning processes, learner achievement, theory-driven investigations of the concept of CLIL itself, and critical reflections on the;

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Developing Learner Autonomy Through Tasks - Theory, Research, Practice

Developing Learner Autonomy Through Tasks - Theory, Research, Practice;

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Reducing Language Anxiety & Promoting Learner Motivation

This guide book is designed in response to the overwhelming need to find some practical techniques to control learners foreign language;

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Challenges of Differentiation in a Primary CLIL Classroom

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Learner-centred instruction in English as a foreign language

second/foreign language fosters learner autonomy, enhances metacognitive skills, and develops learners' communicative competence, and;

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Cambridge English For Schools Starter Workbook

and autonomy. The Starter level provides around 40-60 hours of class work while levels 1-4 have 32 units and 80+ hours each.;

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