Series | Studi e ricerche
Volume 13 | Edited book | La didattica delle lingue nel nuovo millennio
Abstract
Atti del IV Congresso della società di Didattica delle Lingue e Linguistica Educativa DILLE (Università Ca’ Foscari Venezia, 2-4 febbraio 2017). Il fenomeno dell’internazionalizzazione è sempre più presente in ogni sfera della vita economica, sociale e culturale del paese. In ambito educativo, l’internazionalizzazione è associata a nuove condizioni culturali e linguistiche, nuove esigenze e problemi, e i suoi effetti sono ad ampio raggio, dal momento che il fenomeno produce un impatto importante sull’educazione linguistica, sui programmi formativi per gli studenti, sulla formazione dei docenti, sull’erogazione di corsi. Dietro lo sfondo della crescente natura internazionale del sistema educativo, i contributi presentati al Congresso hanno esplorato le implicazioni per l’insegnamento/apprendimento delle lingue e per l’educazione linguistica in generale.
Keywords Non-professional mediation • Student mobility • Language Testing • Content and Language integrated learning • Ethnicization • Italian as FL/SL • Alphabetization • Authentic video • Italian as L2 • Methodological innovation • Language competences • Carinthia • Heritage language • European policies • L2 Italian • Intercultural skills • Language teacher profile • ICT • Student perceptions • EMI • Intercultural communicative competence • Teacher Training • Content subject teacher • Higher Education • Immigrant languages • Incidental learning • Writing approach • Language teaching • French/Spanish/German • Listening comprehension • Language Policy • Linguistic diversity • Simplification • Academic writing • School • Applied linguistics • Non-native speaker • International classes • Cooperative language learning and teaching • International classroom • International students • Foreign university students • Italian • Subtitles • Child language brokering • Second Language • Austria • Certificate in “Italian Language Teaching” DILS-PG • Plurilingual communication • Pragmatic competence • Text • Skills • Bilingual education • Learners • Linguistic and cultural diversity • Culture • Urban context • Reading skills • Testing academic language proficiency • Teacher training • Teaching foreign languages • Key competences • CLIL • Conversation analysis • Multiculturalism • Literature • Intercultural communication • ICLHE • Multilingualism • Language for academic purposes • Italian dialects • Integrated curriculum • Italian as a Second Language • Proverbs • Minority language university students • Italian for academic purposes • Scaffolding • Bilingualism • Interculturality • Teachers training • Language testing • Team teaching • English-Taught Programs • Academic language • Literacy • Placement test • Scholarly interaction • Sociolinguistics • Academic discourse • Linguistic repertoires • Intercultural communicative competence assessment • Intercultural language education • Blogging • Education • " • ICC • Malta • Longitudinal studies • Self-assessment • Language proficiency • Young learners • Intercultural learning • Study abroad • University students’ communicative skills • Second generation • Intercomprehension among related languages • Linguistic and Intercultural Needs • Candidates • Romance languages teaching • Discourse community • Multiethnic classroom • English-as-a-Foreign-Language • Non-formal learning • English-medium instruction • Heteroglossia • Learner autonomy • Integration • Internationalization of research • Arabic • Teachers Training • Internationalization • Erasmus • Language awareness • Academic Italian • Internationalisation • Categorization analysis • Lecturing styles • Migrant students • Resilience • Competencies • Museum learning • Intercultural education • Plurilingualism • ETP • Intercomprehension • Italian language • Interaction studies • Mitigation • Method • CEFR • Linguistic Landscape • Assessing initial preparation • Text meaning • Knowledge • Language education • Oral intercomprehension didactic methods • Students’ perception • Academic vocabulary • Rhetoric • Higher education • Italian L2 • Reading • Interlinguistic strategies • Vocabulary acquisition
Permalink http://doi.org/10.30687/978-88-6969-227-7 | e-ISBN 978-88-6969-227-7 | ISBN (PRINT) 978-88-6969-228-4 | Published May 15, 2018 | Language en, it
Copyright © 2018 Carmel Mary Coonan, Ada Bier, Elena Ballarin. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.
Introduzione
TESTIMONIANZE DAL CONGRESSO: MACARO E VEDOVELLI
1 L’ITALIANO NEL PROCESSO DELL’INTERNAZIONALIZZAZIONE
1.1 L’ITALIANO NELLA SCUOLA
1.2 L’ITALIANO ALL’ESTERO
1.3 GLI STUDENTI UNIVERSITARI INTERNAZIONALI E L’ITALIANO
2 ALTRE LINGUE NEL PROCESSO DI INTERNAZIONALIZZAZIONE
2.1 INTERCULTURALITÀ
2.2 CLIL
2.3 EMI
2.4 INTERCOMPRENSIONE
DC Field | Value |
---|---|
dc.identifier |
ECF_book_313 |
dc.creator |
Coonan Carmel Mary |
dc.creator |
Bier Ada |
dc.creator |
Ballarin Elena |
dc.title |
La didattica delle lingue nel nuovo millennio. Le sfide dell’internazionalizzazione |
dc.type |
Edited book |
dc.language.iso |
en, it |
dc.description.abstract |
Atti del IV Congresso della società di Didattica delle Lingue e Linguistica Educativa DILLE (Università Ca’ Foscari Venezia, 2-4 febbraio 2017). Il fenomeno dell’internazionalizzazione è sempre più presente in ogni sfera della vita economica, sociale e culturale del paese. In ambito educativo, l’internazionalizzazione è associata a nuove condizioni culturali e linguistiche, nuove esigenze e problemi, e i suoi effetti sono ad ampio raggio, dal momento che il fenomeno produce un impatto importante sull’educazione linguistica, sui programmi formativi per gli studenti, sulla formazione dei docenti, sull’erogazione di corsi. Dietro lo sfondo della crescente natura internazionale del sistema educativo, i contributi presentati al Congresso hanno esplorato le implicazioni per l’insegnamento/apprendimento delle lingue e per l’educazione linguistica in generale. |
dc.relation.ispartof |
Studi e ricerche |
dc.identifier.doi |
10.30687/978-88-6969-227-7 |
dc.publisher |
Edizioni Ca’ Foscari - Digital Publishing |
dc.issued |
2018-05-15 |
dc.identifier.uri |
http://edizionicafoscari.it/en/edizioni4/libri/978-88-6969-228-4/ |
dc.identifier.issn |
2610-993X |
dc.identifier.eissn |
2610-9123 |
dc.identifier.isbn |
978-88-6969-228-4 |
dc.identifier.eisbn |
978-88-6969-227-7 |
dc.rights |
Creative Commons Attribution 4.0 International Public License |
dc.rights.uri |
http://creativecommons.org/licenses/by/4.0/ |
item.fulltext |
with fulltext |
item.grantfulltext |
open |
dc.peer-review |
yes |
dc.subject |
" |
dc.subject |
Academic Italian |
dc.subject |
Academic Italian |
dc.subject |
Academic Italian |
dc.subject |
Academic discourse |
dc.subject |
Academic discourse |
dc.subject |
Academic discourse |
dc.subject |
Academic discourse |
dc.subject |
Academic discourse |
dc.subject |
Academic language |
dc.subject |
Academic language |
dc.subject |
Academic language |
dc.subject |
Academic vocabulary |
dc.subject |
Academic vocabulary |
dc.subject |
Academic vocabulary |
dc.subject |
Academic writing |
dc.subject |
Academic writing |
dc.subject |
Academic writing |
dc.subject |
Academic writing |
dc.subject |
Academic writing |
dc.subject |
Alphabetization |
dc.subject |
Alphabetization |
dc.subject |
Alphabetization |
dc.subject |
Applied linguistics |
dc.subject |
Applied linguistics |
dc.subject |
Applied linguistics |
dc.subject |
Arabic |
dc.subject |
Arabic |
dc.subject |
Arabic |
dc.subject |
Assessing initial preparation |
dc.subject |
Assessing initial preparation |
dc.subject |
Assessing initial preparation |
dc.subject |
Austria |
dc.subject |
Austria |
dc.subject |
Austria |
dc.subject |
Authentic video |
dc.subject |
Authentic video |
dc.subject |
Authentic video |
dc.subject |
Bilingual education |
dc.subject |
Bilingual education |
dc.subject |
Bilingual education |
dc.subject |
Bilingualism |
dc.subject |
Bilingualism |
dc.subject |
Blogging |
dc.subject |
Blogging |
dc.subject |
CEFR |
dc.subject |
CEFR |
dc.subject |
CEFR |
dc.subject |
CLIL |
dc.subject |
CLIL |
dc.subject |
CLIL |
dc.subject |
CLIL |
dc.subject |
CLIL |
dc.subject |
CLIL |
dc.subject |
CLIL |
dc.subject |
CLIL |
dc.subject |
CLIL |
dc.subject |
Candidates |
dc.subject |
Candidates |
dc.subject |
Candidates |
dc.subject |
Carinthia |
dc.subject |
Carinthia |
dc.subject |
Carinthia |
dc.subject |
Categorization analysis |
dc.subject |
Categorization analysis |
dc.subject |
Categorization analysis |
dc.subject |
Certificate in “Italian Language Teaching” DILS-PG |
dc.subject |
Certificate in “Italian Language Teaching” DILS-PG |
dc.subject |
Certificate in “Italian Language Teaching” DILS-PG |
dc.subject |
Child language brokering |
dc.subject |
Child language brokering |
dc.subject |
Child language brokering |
dc.subject |
Competencies |
dc.subject |
Competencies |
dc.subject |
Competencies |
dc.subject |
Content and Language integrated learning |
dc.subject |
Content and Language integrated learning |
dc.subject |
Content and Language integrated learning |
dc.subject |
Content subject teacher |
dc.subject |
Content subject teacher |
dc.subject |
Content subject teacher |
dc.subject |
Conversation analysis |
dc.subject |
Conversation analysis |
dc.subject |
Conversation analysis |
dc.subject |
Cooperative language learning and teaching |
dc.subject |
Cooperative language learning and teaching |
dc.subject |
Cooperative language learning and teaching |
dc.subject |
Culture |
dc.subject |
Culture |
dc.subject |
Discourse community |
dc.subject |
Discourse community |
dc.subject |
Discourse community |
dc.subject |
EMI |
dc.subject |
EMI |
dc.subject |
EMI |
dc.subject |
ETP |
dc.subject |
ETP |
dc.subject |
ETP |
dc.subject |
Education |
dc.subject |
Education |
dc.subject |
Education |
dc.subject |
English-Taught Programs |
dc.subject |
English-Taught Programs |
dc.subject |
English-Taught Programs |
dc.subject |
English-as-a-Foreign-Language |
dc.subject |
English-as-a-Foreign-Language |
dc.subject |
English-as-a-Foreign-Language |
dc.subject |
English-medium instruction |
dc.subject |
English-medium instruction |
dc.subject |
English-medium instruction |
dc.subject |
Erasmus |
dc.subject |
Erasmus |
dc.subject |
Erasmus |
dc.subject |
Ethnicization |
dc.subject |
Ethnicization |
dc.subject |
Ethnicization |
dc.subject |
European policies |
dc.subject |
European policies |
dc.subject |
European policies |
dc.subject |
Foreign university students |
dc.subject |
Foreign university students |
dc.subject |
Foreign university students |
dc.subject |
French/Spanish/German |
dc.subject |
French/Spanish/German |
dc.subject |
French/Spanish/German |
dc.subject |
Heritage language |
dc.subject |
Heritage language |
dc.subject |
Heritage language |
dc.subject |
Heteroglossia |
dc.subject |
Heteroglossia |
dc.subject |
Heteroglossia |
dc.subject |
Higher Education |
dc.subject |
Higher Education |
dc.subject |
Higher Education |
dc.subject |
Higher Education |
dc.subject |
Higher Education |
dc.subject |
Higher education |
dc.subject |
Higher education |
dc.subject |
ICC |
dc.subject |
ICC |
dc.subject |
ICC |
dc.subject |
ICLHE |
dc.subject |
ICLHE |
dc.subject |
ICLHE |
dc.subject |
ICT |
dc.subject |
ICT |
dc.subject |
ICT |
dc.subject |
Immigrant languages |
dc.subject |
Immigrant languages |
dc.subject |
Immigrant languages |
dc.subject |
Incidental learning |
dc.subject |
Incidental learning |
dc.subject |
Incidental learning |
dc.subject |
Integrated curriculum |
dc.subject |
Integrated curriculum |
dc.subject |
Integrated curriculum |
dc.subject |
Integration |
dc.subject |
Integration |
dc.subject |
Integration |
dc.subject |
Interaction studies |
dc.subject |
Interaction studies |
dc.subject |
Interaction studies |
dc.subject |
Intercomprehension |
dc.subject |
Intercomprehension |
dc.subject |
Intercomprehension |
dc.subject |
Intercomprehension |
dc.subject |
Intercomprehension |
dc.subject |
Intercomprehension among related languages |
dc.subject |
Intercomprehension among related languages |
dc.subject |
Intercomprehension among related languages |
dc.subject |
Intercultural communication |
dc.subject |
Intercultural communication |
dc.subject |
Intercultural communication |
dc.subject |
Intercultural communication |
dc.subject |
Intercultural communication |
dc.subject |
Intercultural communicative competence |
dc.subject |
Intercultural communicative competence |
dc.subject |
Intercultural communicative competence |
dc.subject |
Intercultural communicative competence |
dc.subject |
Intercultural communicative competence |
dc.subject |
Intercultural communicative competence assessment |
dc.subject |
Intercultural communicative competence assessment |
dc.subject |
Intercultural communicative competence assessment |
dc.subject |
Intercultural education |
dc.subject |
Intercultural education |
dc.subject |
Intercultural education |
dc.subject |
Intercultural language education |
dc.subject |
Intercultural language education |
dc.subject |
Intercultural language education |
dc.subject |
Intercultural learning |
dc.subject |
Intercultural learning |
dc.subject |
Intercultural learning |
dc.subject |
Intercultural skills |
dc.subject |
Intercultural skills |
dc.subject |
Intercultural skills |
dc.subject |
Interculturality |
dc.subject |
Interculturality |
dc.subject |
Interculturality |
dc.subject |
Interlinguistic strategies |
dc.subject |
Interlinguistic strategies |
dc.subject |
International classes |
dc.subject |
International classes |
dc.subject |
International classes |
dc.subject |
International classroom |
dc.subject |
International classroom |
dc.subject |
International classroom |
dc.subject |
International students |
dc.subject |
International students |
dc.subject |
International students |
dc.subject |
International students |
dc.subject |
International students |
dc.subject |
International students |
dc.subject |
International students |
dc.subject |
Internationalisation |
dc.subject |
Internationalisation |
dc.subject |
Internationalisation |
dc.subject |
Internationalisation |
dc.subject |
Internationalisation |
dc.subject |
Internationalisation |
dc.subject |
Internationalisation |
dc.subject |
Internationalisation |
dc.subject |
Internationalisation |
dc.subject |
Internationalization |
dc.subject |
Internationalization |
dc.subject |
Internationalization |
dc.subject |
Internationalization |
dc.subject |
Internationalization |
dc.subject |
Internationalization of research |
dc.subject |
Internationalization of research |
dc.subject |
Internationalization of research |
dc.subject |
Italian |
dc.subject |
Italian |
dc.subject |
Italian |
dc.subject |
Italian L2 |
dc.subject |
Italian L2 |
dc.subject |
Italian L2 |
dc.subject |
Italian L2 |
dc.subject |
Italian L2 |
dc.subject |
Italian L2 |
dc.subject |
Italian L2 |
dc.subject |
Italian as FL/SL |
dc.subject |
Italian as FL/SL |
dc.subject |
Italian as FL/SL |
dc.subject |
Italian as L2 |
dc.subject |
Italian as L2 |
dc.subject |
Italian as L2 |
dc.subject |
Italian as L2 |
dc.subject |
Italian as L2 |
dc.subject |
Italian as a Second Language |
dc.subject |
Italian as a Second Language |
dc.subject |
Italian as a Second Language |
dc.subject |
Italian dialects |
dc.subject |
Italian dialects |
dc.subject |
Italian dialects |
dc.subject |
Italian for academic purposes |
dc.subject |
Italian for academic purposes |
dc.subject |
Italian for academic purposes |
dc.subject |
Italian language |
dc.subject |
Italian language |
dc.subject |
Italian language |
dc.subject |
Italian language |
dc.subject |
Italian language |
dc.subject |
Key competences |
dc.subject |
Key competences |
dc.subject |
Key competences |
dc.subject |
Knowledge |
dc.subject |
Knowledge |
dc.subject |
Knowledge |
dc.subject |
L2 Italian |
dc.subject |
L2 Italian |
dc.subject |
L2 Italian |
dc.subject |
L2 Italian |
dc.subject |
Language Policy |
dc.subject |
Language Policy |
dc.subject |
Language Policy |
dc.subject |
Language Testing |
dc.subject |
Language Testing |
dc.subject |
Language Testing |
dc.subject |
Language awareness |
dc.subject |
Language awareness |
dc.subject |
Language awareness |
dc.subject |
Language competences |
dc.subject |
Language competences |
dc.subject |
Language competences |
dc.subject |
Language education |
dc.subject |
Language education |
dc.subject |
Language education |
dc.subject |
Language for academic purposes |
dc.subject |
Language for academic purposes |
dc.subject |
Language for academic purposes |
dc.subject |
Language proficiency |
dc.subject |
Language proficiency |
dc.subject |
Language proficiency |
dc.subject |
Language teacher profile |
dc.subject |
Language teacher profile |
dc.subject |
Language teacher profile |
dc.subject |
Language teaching |
dc.subject |
Language teaching |
dc.subject |
Language teaching |
dc.subject |
Language testing |
dc.subject |
Language testing |
dc.subject |
Language testing |
dc.subject |
Learner autonomy |
dc.subject |
Learner autonomy |
dc.subject |
Learner autonomy |
dc.subject |
Learners |
dc.subject |
Learners |
dc.subject |
Learners |
dc.subject |
Lecturing styles |
dc.subject |
Lecturing styles |
dc.subject |
Lecturing styles |
dc.subject |
Linguistic Landscape |
dc.subject |
Linguistic Landscape |
dc.subject |
Linguistic Landscape |
dc.subject |
Linguistic and Intercultural Needs |
dc.subject |
Linguistic and Intercultural Needs |
dc.subject |
Linguistic and Intercultural Needs |
dc.subject |
Linguistic and cultural diversity |
dc.subject |
Linguistic and cultural diversity |
dc.subject |
Linguistic and cultural diversity |
dc.subject |
Linguistic diversity |
dc.subject |
Linguistic diversity |
dc.subject |
Linguistic diversity |
dc.subject |
Linguistic repertoires |
dc.subject |
Linguistic repertoires |
dc.subject |
Linguistic repertoires |
dc.subject |
Listening comprehension |
dc.subject |
Listening comprehension |
dc.subject |
Listening comprehension |
dc.subject |
Literacy |
dc.subject |
Literacy |
dc.subject |
Literacy |
dc.subject |
Literature |
dc.subject |
Literature |
dc.subject |
Literature |
dc.subject |
Longitudinal studies |
dc.subject |
Longitudinal studies |
dc.subject |
Longitudinal studies |
dc.subject |
Malta |
dc.subject |
Malta |
dc.subject |
Malta |
dc.subject |
Method |
dc.subject |
Method |
dc.subject |
Method |
dc.subject |
Methodological innovation |
dc.subject |
Methodological innovation |
dc.subject |
Migrant students |
dc.subject |
Migrant students |
dc.subject |
Migrant students |
dc.subject |
Minority language university students |
dc.subject |
Minority language university students |
dc.subject |
Minority language university students |
dc.subject |
Mitigation |
dc.subject |
Mitigation |
dc.subject |
Mitigation |
dc.subject |
Multiculturalism |
dc.subject |
Multiculturalism |
dc.subject |
Multiculturalism |
dc.subject |
Multiethnic classroom |
dc.subject |
Multiethnic classroom |
dc.subject |
Multiethnic classroom |
dc.subject |
Multilingualism |
dc.subject |
Multilingualism |
dc.subject |
Multilingualism |
dc.subject |
Museum learning |
dc.subject |
Museum learning |
dc.subject |
Museum learning |
dc.subject |
Non-formal learning |
dc.subject |
Non-formal learning |
dc.subject |
Non-formal learning |
dc.subject |
Non-native speaker |
dc.subject |
Non-native speaker |
dc.subject |
Non-native speaker |
dc.subject |
Non-professional mediation |
dc.subject |
Non-professional mediation |
dc.subject |
Oral intercomprehension didactic methods |
dc.subject |
Oral intercomprehension didactic methods |
dc.subject |
Oral intercomprehension didactic methods |
dc.subject |
Placement test |
dc.subject |
Placement test |
dc.subject |
Plurilingual communication |
dc.subject |
Plurilingual communication |
dc.subject |
Plurilingual communication |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Plurilingualism |
dc.subject |
Pragmatic competence |
dc.subject |
Pragmatic competence |
dc.subject |
Pragmatic competence |
dc.subject |
Proverbs |
dc.subject |
Proverbs |
dc.subject |
Proverbs |
dc.subject |
Reading |
dc.subject |
Reading |
dc.subject |
Reading |
dc.subject |
Reading skills |
dc.subject |
Reading skills |
dc.subject |
Reading skills |
dc.subject |
Resilience |
dc.subject |
Resilience |
dc.subject |
Resilience |
dc.subject |
Rhetoric |
dc.subject |
Rhetoric |
dc.subject |
Rhetoric |
dc.subject |
Romance languages teaching |
dc.subject |
Romance languages teaching |
dc.subject |
Romance languages teaching |
dc.subject |
Scaffolding |
dc.subject |
Scaffolding |
dc.subject |
Scaffolding |
dc.subject |
Scholarly interaction |
dc.subject |
Scholarly interaction |
dc.subject |
Scholarly interaction |
dc.subject |
School |
dc.subject |
School |
dc.subject |
School |
dc.subject |
Second Language |
dc.subject |
Second Language |
dc.subject |
Second Language |
dc.subject |
Second generation |
dc.subject |
Second generation |
dc.subject |
Second generation |
dc.subject |
Self-assessment |
dc.subject |
Self-assessment |
dc.subject |
Self-assessment |
dc.subject |
Simplification |
dc.subject |
Simplification |
dc.subject |
Simplification |
dc.subject |
Skills |
dc.subject |
Skills |
dc.subject |
Skills |
dc.subject |
Sociolinguistics |
dc.subject |
Sociolinguistics |
dc.subject |
Sociolinguistics |
dc.subject |
Student mobility |
dc.subject |
Student mobility |
dc.subject |
Student mobility |
dc.subject |
Student mobility |
dc.subject |
Student mobility |
dc.subject |
Student mobility |
dc.subject |
Student mobility |
dc.subject |
Student perceptions |
dc.subject |
Student perceptions |
dc.subject |
Student perceptions |
dc.subject |
Students’ perception |
dc.subject |
Students’ perception |
dc.subject |
Students’ perception |
dc.subject |
Study abroad |
dc.subject |
Study abroad |
dc.subject |
Study abroad |
dc.subject |
Subtitles |
dc.subject |
Subtitles |
dc.subject |
Subtitles |
dc.subject |
Teacher Training |
dc.subject |
Teacher Training |
dc.subject |
Teacher Training |
dc.subject |
Teacher training |
dc.subject |
Teacher training |
dc.subject |
Teacher training |
dc.subject |
Teachers Training |
dc.subject |
Teachers Training |
dc.subject |
Teachers Training |
dc.subject |
Teachers training |
dc.subject |
Teachers training |
dc.subject |
Teachers training |
dc.subject |
Teaching foreign languages |
dc.subject |
Teaching foreign languages |
dc.subject |
Teaching foreign languages |
dc.subject |
Team teaching |
dc.subject |
Team teaching |
dc.subject |
Team teaching |
dc.subject |
Testing academic language proficiency |
dc.subject |
Testing academic language proficiency |
dc.subject |
Testing academic language proficiency |
dc.subject |
Text |
dc.subject |
Text |
dc.subject |
Text |
dc.subject |
Text meaning |
dc.subject |
Text meaning |
dc.subject |
Text meaning |
dc.subject |
University students’ communicative skills |
dc.subject |
University students’ communicative skills |
dc.subject |
University students’ communicative skills |
dc.subject |
Urban context |
dc.subject |
Urban context |
dc.subject |
Urban context |
dc.subject |
Vocabulary acquisition |
dc.subject |
Vocabulary acquisition |
dc.subject |
Vocabulary acquisition |
dc.subject |
Writing approach |
dc.subject |
Writing approach |
dc.subject |
Writing approach |
dc.subject |
Young learners |
dc.subject |
Young learners |
dc.subject |
Young learners |
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