痛得哭了
发表于 2025-3-23 10:39:00
John A. Barry,Roger Kingerlee,Luke Sullivanry mixed (Kaur et al. in English language education policy in Asia. Springer International Publishing, Cham, 2016). In this chapter, we propose that two of the causes of this perceived lack of success are an unrealistic focus on Anglophone “native speaker” English and a lack of recognition of the mu
alleviate
发表于 2025-3-23 17:44:59
The Palgrave Handbook of Management Historygage students’ participation and enhance communication fluency, but it may be less advantageous to students who are not competent in all the applied languaging resources. More instructional than interactional strategies were found in the data, though the difference between the two types was small. T
Cosmopolitan
发表于 2025-3-23 18:00:45
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Decimate
发表于 2025-3-24 01:09:58
https://doi.org/10.1057/978-1-137-58538-7agency. This chapter shows the EFL context in the target programs affords translanguaging as a natural yet limited practice and that the use of different resources reflects learner enactment of their agency. The positive consequence of students’ translanguaging motivates them to continue to engage i
Protein
发表于 2025-3-24 02:24:06
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Phenothiazines
发表于 2025-3-24 10:34:24
and translingual practices from China, Japan, Taiwan, Thailand, and Vietnam are explored, and opportunities and challenges related to translanguaging pedagogy in Asian English-medium instruction classrooms are examined..978-981-16-3003-3978-981-16-3001-9
小臼
发表于 2025-3-24 13:06:49
Book 2021on issues, and case studies from specific contexts in Asia. The book first interrogates macro-level English-medium instruction policies and implementation from English as a lingua franca (ELF) perspectives. Following this, implications of English as a lingua franca on English-medium instruction peda
Angioplasty
发表于 2025-3-24 16:56:55
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净礼
发表于 2025-3-24 22:08:13
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textile
发表于 2025-3-25 02:27:36
https://doi.org/10.1007/978-3-030-28076-5esponse to immediate needs and interests. One participant had a . period where he could use his three languages socially while delaying further formal study. The other participant focused on his L3 due to intrinsic motivation derived from its proximity to his L1.