Titlebook: Language Policy and Language Acquisition Planning; Maarja Siiner,Francis M. Hult,Tanja Kupisch Book 2018 Springer International Publishing

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Language Policy in a Multilingual Crèche in France: How Is Language Policy Linked to Language Acquishe crèche’s official declaration of the One Professional – One Language (OPOL) policy, and the implicit language choices of the parents and professionals in this ECEC setting are informed by their beliefs about language, more specifically their language acquisition beliefs. Furthermore, it reveals t

Acquired

Portuguese as an Additional Language: Domains Use among Young Learnersrtuguese by primary school children in these three different contexts, while we have a look into the different layers according to which the policy-making is organized within the three sociolinguistic contexts. A questionnaire considering three selected domains of language use adapted to young learn

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Language Education Policy and Practice in the U.S.: Emerging Efforts to Expand All Teachers’ Understy solutions emerging from practice also suggest the need for capacity building around the centrality of language in learning for all teachers to catalyze major shifts in practice to better support all learners in U.S. schools in a context that is driven by the need to have higher standards of learni

新奇

Shaping a Danish Multilingual University’s Language Policy: Gatekeepers and Drivers of Changeages and language skills to include in the actual planning. At the University of Copenhagen the needs analyses involve students as well as instructors and members of study boards. These different participants in the academic community are often motivated by different perspectives on teaching and lea

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Washback Effects of the Science Without Borders, English Without Borders and Language Without Borderporary linguistic and political landscape in Brazil before addressing the washback effects of the SwB, EwB and LwB programs in that country and which are related mainly to the promotion of language policies and rights in Brazil.

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Language Policy in Reality – A Study of Language Use in Two English-Taught Courses at University of sting that the participants choose language based on communicative efficiency rather than language policy. One group of students uses English and Danish socially and professionally. Danish is, however, only at the Danish-speaking students’ disposal, which creates two groups of students and asymmetry

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Book 2018butions reflect on the full spectrum of social and cognitive factors that intersect with the planning of language teaching and learning including ethnic and racial power relations, historically situated political systems, language ideologies, community language socialization, relationships among sta

bioavailability

Author Correction to: Language Policy and Language Acquisition Planning,

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