Titlebook: Competency-based Language Teaching in Higher Education; María Luisa Pérez Cañado Book 2013 Springer Science+Business Media Dordrecht 2013

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Adapting to a Competency-Based Model in Tertiary Education: Lessons Learned from the European Projecll expound the research design employed in the study. The bulk of the paper will be devoted to outlining its main findings in relation to competency development, student-centered methodologies, and new evaluation procedures and strategies which need to be implemented in order to conform to the . of the EHEA.

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Book 2013al guidance for the post-secondary sector on how to approach, teach, and assess competencies in Bologna-adapted systems of study. It presents the latest results of prominent European research projects, programs of pedagogical innovation, and thematically linked academic networks. Responding to a pro

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From Content to Competency: Challenges Facing Higher Education Language Teaching in Europecation, including language teaching. Traditionally, language learning was viewed in terms of the assimilation of a certain aggregation of content. At present, with languages assuming a rising profile in the academic programme of students of non-linguistic disciplines, there is an urgent need to defi

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Competences and Foreign Language Teacher Education in Spainnd assessment of competences. For those responsible for the training of new language teachers in this country, two competence-related challenges must be managed. Firstly, recently designed undergraduate (for primary teachers) and postgraduate (for secondary teachers) programmes have incorporated gen