Editore: LAP LAMBERT Academic Publishing, 2016
ISBN 10: 3659879398 ISBN 13: 9783659879395
Lingua: Inglese
Da: Revaluation Books, Exeter, Regno Unito
EUR 59,77
Quantità: 1 disponibili
Aggiungi al carrelloPaperback. Condizione: Brand New. 108 pages. 8.66x5.91x0.25 inches. In Stock.
Editore: LAP LAMBERT Academic Publishing, 2016
ISBN 10: 3659879398 ISBN 13: 9783659879395
Lingua: Inglese
Da: Books Puddle, New York, NY, U.S.A.
Condizione: New.
Editore: LAP LAMBERT Academic Publishing, 2016
ISBN 10: 3659879398 ISBN 13: 9783659879395
Lingua: Inglese
Da: preigu, Osnabrück, Germania
EUR 45,45
Quantità: 5 disponibili
Aggiungi al carrelloTaschenbuch. Condizione: Neu. Ongoing Reflective Teaching | Creating Spaces for Second Language Learners' Motivation and Empowerment | Chuqiao Zhao | Taschenbuch | 108 S. | Englisch | 2016 | LAP LAMBERT Academic Publishing | EAN 9783659879395 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu.
Editore: LAP LAMBERT Academic Publishing, 2016
ISBN 10: 3659879398 ISBN 13: 9783659879395
Lingua: Inglese
Da: Majestic Books, Hounslow, Regno Unito
EUR 85,56
Quantità: 4 disponibili
Aggiungi al carrelloCondizione: New. Print on Demand.
Editore: LAP LAMBERT Academic Publishing, 2016
ISBN 10: 3659879398 ISBN 13: 9783659879395
Lingua: Inglese
Da: Biblios, Frankfurt am main, HESSE, Germania
EUR 86,86
Quantità: 4 disponibili
Aggiungi al carrelloCondizione: New. PRINT ON DEMAND.
Editore: LAP LAMBERT Academic Publishing, 2016
ISBN 10: 3659879398 ISBN 13: 9783659879395
Lingua: Inglese
Da: AHA-BUCH GmbH, Einbeck, Germania
EUR 54,90
Quantità: 1 disponibili
Aggiungi al carrelloTaschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This book presents an action research project conducted in an English language program with a linguistically and culturally diverse student body. It demonstrates the process of an ESL teacher problematizing factors that affect learners' motivation and identity construction, reflecting on the connections between pedagogical theories and his teaching practices, exploring new methods to facilitate learners' second language development, and therefore reexamining these experiences. Composed of three theme-based papers, one analysis of an integrated approach, and ten field journals, this work seeks to highlight the feasibility and significance of promoting reflective teaching in order to empower minoritized learners and simultaneously support teachers' professional development.