Titlebook: Language for Teaching Purposes; Bilingual Classroom Emma Riordan Book 2018 The Editor(s) (if applicable) and The Author(s) 2018 Language f

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Classroom Discourse: Defining the Genre,th regard to the non-native speaker language teacher. I draw upon examples from the literature as well as insights from my own research to discover the ways in which classroom language is accessed by teachers and learners, and how it can be characterised as a distinct genre.

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The Non-Native Speaker Language Teacher,discuss the NNSLT identity as a group in the wider language teaching community and on an individual level, where I consider factors such as ‘imposter syndrome’. Further to this, I explore how NNSLTs are characterised in the literature, in terms of both their perceptions of themselves and the views of others, including institutions and learners.

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Target Task Analysis,an NNSLT has ever had to perform these functions. This chapter provides a topology of tasks that are specific to the classroom, and in particular the language classroom. I have categorised these in terms of.The significance of the specificity of teachers’ classroom language use is outlined and the implications for teacher training are discussed.

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Emma Riordanräge zum Security-design setzen implizit voraus, dass keine übergangsbedingten Effizienzverluste auftreten, wenn Vermögenswerte und Firmenmanagement auf den Investor mit dem fixen Zahlungsanspruch übergehen. Zender (1991) benutzt die Annahme der effizienten Projektübernahme, um endogen die gemischte

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