Titlebook: Critical Reading in Language Education; Catherine Wallace Book 2003 Palgrave Macmillan, a division of Macmillan Publishers Limited 2003 En

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书目名称Critical Reading in Language Education影响因子(影响力)




书目名称Critical Reading in Language Education影响因子(影响力)学科排名




书目名称Critical Reading in Language Education网络公开度




书目名称Critical Reading in Language Education网络公开度学科排名




书目名称Critical Reading in Language Education被引频次




书目名称Critical Reading in Language Education被引频次学科排名




书目名称Critical Reading in Language Education年度引用




书目名称Critical Reading in Language Education年度引用学科排名




书目名称Critical Reading in Language Education读者反馈




书目名称Critical Reading in Language Education读者反馈学科排名

闹剧

CERE

CRUMB

A Postscript,text. Within the classroom, I wanted to explore the materials and procedures which might promote critical reading, to embrace not just the approach to specific texts but, eventually, ways of relating those readings to wider social and cultural practices.

大包裹

Book 2003o acquire effective literacy in English. At the heart of the book is first-hand classroom research by the author as both teacher and researcher, demonstrating an innovative research methodology and empirical evidence to support a critical reading pedagogy.

GRAIN

e helped to acquire effective literacy in English. At the heart of the book is first-hand classroom research by the author as both teacher and researcher, demonstrating an innovative research methodology and empirical evidence to support a critical reading pedagogy.978-1-4039-9339-7978-0-230-51444-7

GRAIN

哭得清醒了

ltilingual classrooms, Critical Reading in Language Education offers a distinctive contribution to the question of how foreign language learners can be helped to acquire effective literacy in English. At the heart of the book is first-hand classroom research by the author as both teacher and researc

floodgate

https://doi.org/10.1007/978-3-663-07780-0etting. What sense do students make of CLA study? How do they interpret it in the context of their own lives and future study as language learners? Do they see its claimed transformative potential in comparable kinds of ways to CDA theorists or teachers?

藐视

Michael-Florian Ranft,Stefan Messmanntext. Within the classroom, I wanted to explore the materials and procedures which might promote critical reading, to embrace not just the approach to specific texts but, eventually, ways of relating those readings to wider social and cultural practices.