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1.


   
    A Practical Guide to Sentiment Analysis [[electronic resource] /] : монография / ed. Cambria, Erik. [et al.]. - 1st ed. 2017. - [S. l. : s. n.]. - VII, 196 p. 16 illus., 7 illus. in color. - Б. ц.
    Зміст:
Preface --
Affective Computing and Sentiment Analysis --
Many Facets of Sentiment Analysis --
Reflections on Sentiment/Opinion Analysis --
Challenges in Sentiment Analysis --
Sentiment Resources: Lexicons and Datasets --
Generative Models for Sentiment Analysis and Opinion Mining --
Social Media Summarization --
Deception Detection and Opinion Spam --
Concept-Level Sentiment Analysis with SenticNet --
Index.
Рубрики: Medicine.
   Information storage and retrieval.
   Applied linguistics.
   Applied mathematics.
   Engineering mathematics.
   User interfaces (Computer systems).
   Statistics .
   Biomedicine, general.
   Information Storage and Retrieval.
   Applied Linguistics.
   Mathematical and Computational Engineering.
   User Interfaces and Human Computer Interaction.
   Statistics and Computing/Statistics Programs.
Анотація: This edited work presents studies and discussions that clarify the challenges and opportunities of sentiment analysis research. While sentiment analysis research has become very popular in the past ten years, most companies and researchers still approach it simply as a polarity detection problem. In reality, sentiment analysis is a ‘suitcase problem’ that requires tackling many natural language processing subtasks, including microtext analysis, sarcasm detection, anaphora resolution, subjectivity detection and aspect extraction.   In this book, the authors propose an overview of the main issues and challenges associated with current sentiment analysis research and provide some insights on practical tools and techniques that can be exploited to both advance the state of the art in all sentiment analysis subtasks and explore new areas in the same context. Readers will discover sentiment mining techniques that can be exploited for the creation and automated upkeep of review and opinion aggregation websites, in which opinionated text and videos are continuously gathered from the Web and not restricted to just product reviews, but also to wider topics such as political issues and brand perception. The book also enables researchers to see how affective computing and sentiment analysis have a great potential as a sub-component technology for other systems. They can enhance the capabilities of customer relationship management and recommendation systems allowing, for example, to find out which features customers are particularly happy about or to exclude from the recommendations items that have received very negative feedbacks. Similarly, they can be exploited for affective tutoring and affective entertainment or for troll filtering and spam detection in online social communication.

Перейти: https://doi.org/10.1007/978-3-319-55394-8

Дод.точки доступу:
Cambria, Erik. \ed.\; Das, Dipankar. \ed.\; Bandyopadhyay, Sivaji. \ed.\; Feraco, Antonio. \ed.\; SpringerLink (Online service)
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2.


    Li, David C. S.
    Multilingual Hong Kong: Languages, Literacies and Identities [[electronic resource] /] : монография / David C. S. Li ; . - 1st ed. 2017. - [S. l. : s. n.]. - XXIII, 296 p. 29 illus. - Б. ц.
    Зміст:
1. The Hong Kong Language Context --
2. Language Contact: Sociolinguistic Context and Linguistic Outcomes --
3. Challenges in Acquiring Standard Written Chinese (SWC) and Putonghua --
4. Challenges in Acquiring English for Academic Purposes (EAP) --
5. Medium-of-instruction Debate I: Mother Tongue Education and the Dual MoI Streaming Policy (1998-) --
6. Towards ‘Biliteracy and Trilingualism’ in Hong Kong (SAR): Problems, Dilemmas, and Stakeholders’ Views --
7. Medium-of instruction Debate II: Teaching Chinese in Putonghua (TCP)? --
8. Meeting South Asian HongKongers’ Needs for Chinese Literacy --
9. Issues in Language Policy and Planning: Summary and Recommendations. .
Рубрики: Language and education.
   Educational policy.
   Education and state.
   Applied linguistics.
   Language Education.
   Educational Policy and Politics.
   Applied Linguistics.
Анотація: This volume gives an up-to-date account of the language situation and social context in multilingual Hong Kong. After an in-depth, interpretive analysis of various language contact phenomena, it shows why it is such a tall order for Hongkongers to live up to the Special Administrative Region government’s language policy goalpost, ‘biliteracy and trilingualism’. A detailed contrastive analysis between Cantonese and (a) English, (b) Modern Written Chinese, and (c) Putonghua helps explain the nature of the linguistic and acquisitional challenges involved. Economic forces and sociopolitical realities helped shape the ‘mother tongue education’ or ‘dual MoI streaming’ policy since September 1998. The book provides a critical review of the significant milestones and key policy documents from the early 1990s, and outlines the concerns of stakeholders at the receiving end. Another MoI debate concerns the feasibility and desirability of teaching Chinese in Putonghua (TCP). Based on a critical review of the TCP literature and recent psycholinguistic and neuroscience research, the language-in-education policy implications are discussed, followed by a few recommendations. Hongkongers of South Asian descent saw their life chances curtailed as a result of the post-1997 changes in the language requirements for gaining access to civil service positions and higher education. Based on a study of 15 South Asian undergraduate students’ prior language learning experiences, recommendations are made to help redress that social inequity problem.

Перейти: https://doi.org/10.1007/978-3-319-44195-5

Дод.точки доступу:
Li, David C.S. \.\; SpringerLink (Online service)
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3.


   
    Autonomy in Second Language Learning: Managing the Resources [[electronic resource] /] : монография / ed.: Pawlak, Miroslaw., Mystkowska-Wiertelak, Anna., Bielak, Jakub. - 1st ed. 2017. - [S. l. : s. n.]. - XII, 213 p. 17 illus., 1 illus. in color. - Б. ц.
    Зміст:
Part 1 Developing learner autonomy --
A goal-setting logbook as an instrument fostering learner autonomy --
Educating towards learner autonomy in early education --
Fostering adult learners' autonomy through three pedagogical principles and social interactions --
Fostering autonomous behavior in adult learners of English: Report form action research --
Learner autonomy: Educational materials facilitating self-evaluation of language communicative competence elements --
Linguistic autonomy with recourse to the concept of critical language awareness – a practical proposal for evaluating students’ political autonomy in foreign language learning --
Student generated vocabulary tests as a way of fostering autonomy --
Simulation as a strategy for enhancing learner autonomy in development communicative language skills in English for specific purposes --
Developing learners’ intercultural competence through autonomous learning --
Part 2 Language learning strategies --
Investigating the relationship between the use of vocabulary learning strategies and English language attainment --
Exploring the relationship between intelligence and the use of language learning strategies --
Fostering learner autonomy through vocabulary strategy training --
Part 2 Teacher autonomy --
Pre-service teachers’ perceptions of teacher autonomy --
Possible Selves and Teacher Learners’ Autonomous Identity --
The potential of telecollaborative projects for teacher training programmes --
Fostering learner and teacher autonomy with the aid of online technology.
Рубрики: Applied linguistics.
   Language and education.
   Applied Linguistics.
   Language Education.
Анотація: The present volume brings together papers devoted to the role of learner and teacher autonomy in the process of second and foreign language learning, which have been contributed by scholars from Poland and abroad. The book has been divided into three parts in accordance with the topics that the individual contributions touch upon. The first part includes papers dealing with different ways in which learner autonomy can be fostered and evaluated. The papers contained in Part Two are connected with the role of language learning strategies in the development of learner independence. Finally, Chapter Three focuses on developing teacher autonomy, which, in the opinion of many specialists, is indispensable if learner autonomy is to be promoted. Thanks to its wide-ranging focus, this edited collection will be of interest not only to second language learning specialists interested in the role of learner autonomy, but also to undergraduate, graduate and postgraduate students working on their BA, MA and PhD theses, as well as practitioners wishing to promote learner independence in their classrooms.

Перейти: https://doi.org/10.1007/978-3-319-07764-2

Дод.точки доступу:
Pawlak, Miroslaw. \ed.\; Mystkowska-Wiertelak, Anna. \ed.\; Bielak, Jakub. \ed.\; SpringerLink (Online service)
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4.


   
    At the Crossroads: Challenges of Foreign Language Learning [[electronic resource] /] : монография / ed.: Piechurska-Kuciel, Ewa., Szymanska-Czaplak, Elzbieta., Szyszka, Magdalena. - 1st ed. 2017. - [S. l. : s. n.]. - XIII, 203 p. 8 illus., 4 illus. in color. - Б. ц.
    Зміст:
Treating Errors in Learners’ Writing: Techniques and Processing of Corrective Feedback --
Mind, Language and Experience: Improving the Understanding of Figurative Language in EFL --
Basic Features of Conceptual Sphere “geopolitics” in Modern English-speaking Worldview --
On the Mongolian Students’ Difficulties in Acquiring English Relative Clauses, due to Syntactic Structure Difference --
Individual Difference Variables as Mediating Influences on Success or Failure in Form-focused Instruction --
Extraverts and Introverts in the Classroom Setting.
Рубрики: Language and education.
   Applied linguistics.
   Language Education.
   Applied Linguistics.
Анотація: This book offers a valuable contribution to the discussion on the complexities of L2 learning processes that pose a challenge to learners. Focusing on the cognitive, affective and socio-cultural perspectives, the papers included provide important insights into the individual’s experiences in second language acquisition. This work also addresses social interactions and cultural background, shedding new light on their role in the context in L2 learning processes. It is a valuable resource for anyone interested in understanding the challenges of foreign-language (FL) learning and teaching.

Перейти: https://doi.org/10.1007/978-3-319-55155-5

Дод.точки доступу:
Piechurska-Kuciel, Ewa. \ed.\; Szymanska-Czaplak, Elzbieta. \ed.\; Szyszka, Magdalena. \ed.\; SpringerLink (Online service)
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5.


   
    Research Methods in Language and Education [[electronic resource] /] : монография / ed.: King, Kendall A., Lai, Yi-Ju., May, Stephen. - 3rd ed. 2017. - [S. l. : s. n.]. - 10 illus., 6 illus. in color. eReference. - Б. ц.
    Зміст:
Language, Society and Education --
Language Variation, Acquisition and Education --
Language, Culture, Discourse and Education --
Language, Interaction and Education.
Рубрики: Language and education.
   Applied linguistics.
   Literacy.
   Educational policy.
   Education and state.
   Language Education.
   Applied Linguistics.
   Literacy.
   Educational Policy and Politics.
Анотація: In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization. In the selection of topics and contributors, the Encyclopedia reflects the depth of disciplinary knowledge, breadth of interdisciplinary perspective, and diversity of socio-geographic experience in the language and education field. Throughout, there is an inclusion of contributions from non-English speaking and non-western parts of the world, providing truly global coverage. Furthermore, the authors have sought to integrate these voices fully into the whole, rather than as special cases or international perspectives in separate sections. The Encyclopedia is a necessary reference set for every university and college library in the world that serves a faculty or school of education, as well as being highly relevant to the fields of applied and socio-linguistics. The publication of this work charts the further deepening and broadening of the field of language and education since the publication of the first edition of the Encyclopedia in 1997 and the second edition in 2008.

Перейти: https://doi.org/10.1007/978-3-319-02249-9

Дод.точки доступу:
King, Kendall A. \ed.\; Lai, Yi-Ju. \ed.\; May, Stephen. \ed.\; SpringerLink (Online service)
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6.


   
    Essential Competencies for English-medium University Teaching [[electronic resource] /] : монография / ed.: Breeze, Ruth., Sancho Guinda, Carmen. - 1st ed. 2017. - [S. l. : s. n.]. - XVIII, 307 p. 16 illus. - Б. ц.
    Зміст:
Foreword by Ema Ushioda --
Introduction by Carmen Sancho Guinda, Ruth Breeze --
Making essential competencies visible in higher education by Carmen Sancho Guinda and Ruth Breeze --
Part I: Critical Thinking --
On teaching critical thinking in English for Academic Purposes by Tim Moore --
Promoting critical cultural awareness in the international university by Ruth Breeze --
Critical thinking, language and problem-solving: Scaffolding thinking skills through debate by David Rear --
Indexicals and L2 learners’ metadiscursive awareness by Francis Cornish --
Part II: Creativity --
In search of creativity by Alan Maley --
Teaching creatively and teaching for creativity by Teresa Cremin --
Creativity and digital literacies in English for Specific Purposes by Christoph A. Hafner, Lindsay Miller and Connie K.F. Ng --
Towards a corpus-attested definition of creativity as accessed through a subtextual analysis of student writing by Marija Milojkovic and Bill Louw --
Part III: Autonomy --
Three versions of learner autonomy and their implications for English-medium degree programmes by David Little --
Listening to local voices: Teachers’ representations on learner autonomy by Faiza Bensemmane-Ihaddaden --
Reevaluating the roles of the stakeholders in language education: How student autonomy is promoted through projects in English for Specific Academc Purposes courses by Miriam Symon --
Learner autonomy and awareness through distance collaborative group work in English for Academic Purposes by Elisabet Arno-Macia --
Argumentation and floor management in computer-supported collaborative learning by Kenneth Keng Wee Ong and Sujata S. Kathpalia --
Rising spirals and virtuous circles: The interrelationship between motivation and learner autonomy by Ruth Wilkinson --
Part IV: Motivation --
Motivation in language learning by Lindy Woodrow --
Essential Motivational Group Dynamics: A Three-year Panel Study by Yoshifumi Fukada, Tim Murphey, Joseph Falout and Tetsuya Fukuda --
Managing and mediating the research element on Master’s courses: The roles of course leaders and supervisors by Amos Paran, Fiona Hyland and Clare Bentall --
Authentic learning and student motivation: Building instructor and student confidence through genuine interaction and authentic classroom materials by Christine Jernigan --
Motivation, technology and language learning by Linda Weinberg.
Рубрики: Language and education.
   Applied linguistics.
   Higher education.
   Learning.
   Instruction.
   Language Education.
   Applied Linguistics.
   Higher Education.
   Learning & Instruction.
Анотація: As English gains prominence as the language of higher education across the world, many institutions and lecturers are becoming increasingly concerned with the implications of this trend for the quality of university teaching and learning. With an innovative approach in both theme and scope, this book addresses four major competencies that are essential to ensure the effectiveness of English-medium higher education: creativity, critical thinking, autonomy and motivation. It offers an integrated perspective, both theoretical and practical, which defines these competences from different angles within ELT and Applied Linguistics, while also exploring their points of contact and applications to classroom routines. This approach is intended to provide practical guidance and inspiration, in the form of pedagogical proposals, examples of teaching practice and cutting-edge research by scholars and university teachers from all over the world. To that end, a leading specialist in the field introduces each of the four competencies, explaining concepts accessibly and synthetically, exposing false myths, presenting an updated state of the art, and opening windows for future studies. These introductions are followed by practitioner chapters written by teachers and scholars from different cultures and university contexts, who reflect on their experience and/or research and share effective procedures and suggestions for the university class with English as a vehicle for instruction.

Перейти: https://doi.org/10.1007/978-3-319-40956-6

Дод.точки доступу:
Breeze, Ruth. \ed.\; Sancho Guinda, Carmen. \ed.\; SpringerLink (Online service)
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7.


   
    Reflections on Qualitative Research in Language and Literacy Education [[electronic resource] /] : монография / ed. Mirhosseini, Seyyed-Abdolhamid. - 1st ed. 2017. - [S. l. : s. n.]. - XI, 188 p. 10 illus. - Б. ц.
    Зміст:
Introduction: Qualitative Research in Language and Literacy Education By Seyyed-Abdolhamid Mirhosseini --
PART ONE: THEORETICAL CONSIDERATIONS --
(Il)Legitimate Knowledge in English Language Education Research by Ruanni Tupas --
Narrative Language and Literacy Education Research within a Postcolonial Framework By Brenton Doecke, Desvalini Anwar and Bella Illesca --
Stranger in a Strange Land: Conducting Qualitative Literacy Research across Contexts By Todd Ruecker --
Ethics in Qualitative Language Education Research By Christopher Anderson --
PART TWO: METHODOLOGICAL APPROACHES --
Classroom Ethnography on Critical Language and Literacy Teaching and Learning By Sunny Man Chu Lau --
So Many Data, So Much Time: Living with Grounded Theory in a Rhetorical Autoethnography By Bob Broad --
Action Research as Iterative Design: Implications for English Language Education Research By Anne Burns and Pam McPherson --
Conversation Analysis and Language/Literacy Teacher Identity Construction in Interviews By Stephanie Anne Shelton and Peter Smagorinsky --
PART THREE: RESEARCH IN ACTION --
Critical Practitioner Research in Language Education under Difficult Circumstances By Gordon West and Graham Crookes --
Reflections on Qualitative Research with English Language Learner Youth in Restrictive Language Contexts By Daisy E. Fredricks --
Poetic Distillation: Artistic Transcription Analysis in Autoethnographic Literacy Research By Peggy Albers, Jerome C. Harste and Teri Holbrook.
Рубрики: Literacy.
   Language and education.
   Applied linguistics.
   Literacy.
   Language Education.
   Applied Linguistics.
Анотація: This book discusses aspects of the theory and practice of qualitative research in the specific context of language and literacy education. It addresses epistemological perspectives, methodological problems, and practical considerations related to research involvements in areas of language education and literacy studies rather than generic issues of other fields of social sciences. The volume starts with Theoretical Considerations in the first part and raises some epistemological and theoretical concerns that are rarely debated in the specific context of research on language and literacy teaching. The second part, Methodological Approaches explores issues of the design and implementation of language and literacy education research within the framework of some of the major established qualitative research traditions. Finally, the part on Research in Action discusses practical aspects of a few actual instances of qualitative research on language and literacy education in different contexts.

Перейти: https://doi.org/10.1007/978-3-319-49140-0

Дод.точки доступу:
Mirhosseini, Seyyed-Abdolhamid. \ed.\; SpringerLink (Online service)
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8.


   
    Bilingual and Multilingual Education [[electronic resource] /] : монография / ed.: Garcia, Ofelia., Lin, Angel M. Y., May, Stephen. - 3rd ed. 2017. - [S. l. : s. n.]. - 3 illus., 1 illus. in color. eReference. - Б. ц.
    Зміст:
Language, Society and Education --
Language Variation, Acquisition and Education --
Language, Culture, Discourse and Education --
Language, Interaction and Education.
Рубрики: Language and education.
   Applied linguistics.
   Literacy.
   Educational policy.
   Education and state.
   Language Education.
   Applied Linguistics.
   Literacy.
   Educational Policy and Politics.
Анотація: In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization. In the selection of topics and contributors, the Encyclopedia reflects the depth of disciplinary knowledge, breadth of interdisciplinary perspective, and diversity of socio-geographic experience in the language and education field. Throughout, there is an inclusion of contributions from non-English speaking and non-western parts of the world, providing truly global coverage. Furthermore, the authors have sought to integrate these voices fully into the whole, rather than as special cases or international perspectives in separate sections. The Encyclopedia is a necessary reference set for every university and college library in the world that serves a faculty or school of education, as well as being highly relevant to the fields of applied and socio-linguistics. The publication of this work charts the further deepening and broadening of the field of language and education since the publication of the first edition of the Encyclopedia in 1997 and the second edition in 2008.

Перейти: https://doi.org/10.1007/978-3-319-02258-1

Дод.точки доступу:
Garcia, Ofelia. \ed.\; Lin, Angel M. Y. \ed.\; May, Stephen. \ed.\; SpringerLink (Online service)
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9.


    Jiang, Yuhong.
    A Study on Professional Development of Teachers of English as a Foreign Language in Institutions of Higher Education in Western China [[electronic resource] /] : монография / Yuhong. Jiang ; . - 1st ed. 2017. - [S. l. : s. n.]. - XXIV, 437 p. 6 illus. - Б. ц.
    Зміст:
Chapter 1 An Overview of the Research Background of English Teachers’ Professional Development in the Context of English Language Teaching Reform and Teacher Education Reform in China --
Chapter 2 A Brief Review of the Present Situation and Dilemma of English Teacher Education and Development in Western China --
Chapter 3 A Study on the Features of Pre-service English Teachers’ Reflection --
Chapter 4 Solving Dilemmas through Collaborative Reflection for Pre-service English Teachers during the Practicum --
Chapter 5 A Comparative Study on In-service and Pre-service Teacher Efficacy --
Chapter 6 Bases for Teacher Expectations: From the Teacher’s Perspective --
Chapter 7 A Study of the Discrepancy between Planning Decisions and Interactive Decisions Made by Teachers in English Classrooms --
Chapter 8 English Teacher Learning in Communities of Practice --
Chapter 9 A Narrative Inquiry into Professional Identity Construction and Development of English Teachers in Western China --
Chapter 10 A Study on the Relationship between English Teachers’ Job Satisfaction and Job Burnout.
Рубрики: Teaching.
   Applied linguistics.
   Educational psychology.
   Philosophy and social sciences.
   Teaching and Teacher Education.
   Applied Linguistics.
   Pedagogic Psychology.
   Philosophy of Education.
Анотація: This book offers a comprehensive, up-to-date review of the recent professional developments of teachers of English in the western region of China in the context of English language teaching reform and teacher education reform. It discusses a wealth of theories, frameworks, qualitative case studies and quantitative investigations, while also covering a range of key practices that are indispensable. It equips readers with an in-depth understanding of the impact of the current curriculum reform on the promotion of teachers’ cognition, emotions, attitudes and awareness of their self-development, as well as teachers’ corresponding efforts to update their educational concepts, reassess their teacher roles, enhance their teaching skills, and implement new approaches to their professional development. It is a valuable resource for anyone pursuing research in this field as well as in-service teachers, teacher educators and education administrators. And as it offers practical help for the potential difficulties and challenges they might encounter, it is also a must-read for the student teachers of English.

Перейти: https://doi.org/10.1007/978-3-662-53637-7

Дод.точки доступу:
Jiang, Yuhong. \.\; SpringerLink (Online service)
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10.


   
    Children’s Knowledge-in-Interaction [[electronic resource] :] : studies in Conversation Analysis / / ed.: Bateman, Amanda., Church, Amelia. - 1st ed. 2017. - [S. l. : s. n.]. - XVIII, 369 p. 63 illus. - Б. ц.
    Зміст:
1 Children's Knowledge-in-interaction: An introduction --
2 Epistemic Trajectories in the Classroom: How children respond in informing sequences --
3 Questions and Answers, a Seesaw and Embodied Action: How a preschool teacher and children accomplish educational practice --
4 Web searching as a context to build on young children's displayed knowledge --
5 Mathematics Knowledge in Early Childhood: Intentional teaching in the third turn --
6 Pursuing a Telling: Managing a multi-unit turn in children's storytelling --
7 Co-producing Cultural Knowledge: Children telling tales in the school playground --
8 Don't laugh! Socialization of laughter and smiling in pre-school and school settings --
9 Schoolyard Suspect: Blame negotiations, category work and conflicting versions among children and teachers --
10 The Preschool Entrance Hall: A bilingual transit zone for preschoolers --
11 Sparkling, Wrinkling, Softly Tinkling: On poetry and word meaning in a bilingual primary classroom --
12 Relating with an Unborn Baby: Expectant mothers socializing their toddlers in Japanese families --
13 Young children's initial assessments in Japanese --
14 Learning how to use the word 'Know': Examples from a single-case study --
15 The emergence of Story-telling --
16 "What does it say about it?": Doing reading and doing writing as part of family mealtime --
17 Producing knowledge with digital technologies in sibling interaction --
18 "You can get cyberbullied by your friends": Claiming authority to categorise a past event as bullying --
19 'It's gonna work': Spontaneous activity and knowledge management by a child with Asperger's Syndrome.
Рубрики: Child development.
   Applied linguistics.
   International education .
   Comparative education.
   Teaching.
   Educational sociology.
   Early Childhood Education.
   Applied Linguistics.
   International and Comparative Education.
   Teaching and Teacher Education.
   Sociology of Education.
Анотація: This book is a collected volume that brings together research from authors working in cross-disciplinary academic areas including early childhood, linguistics and education, and draws on the shared interests of the authors, namely understanding children’s interactions and the co-production of knowledge in everyday communication. The collection of studies explores children’s interactions with teachers, families and peers, showing how knowledge and learning are co-created, constructed and evident in everyday experiences.

Перейти: https://doi.org/10.1007/978-981-10-1703-2

Дод.точки доступу:
Bateman, Amanda. \ed.\; Church, Amelia. \ed.\; SpringerLink (Online service)
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11.


   
    Language Testing and Assessment [[electronic resource] /] : монография / ed.: Shohamy, Elana., Or, Iair G., May, Stephen. - 3rd ed. 2017. - [S. l. : s. n.]. - 9 illus., 5 illus. in color. eReference. - Б. ц.
    Зміст:
Assessing Language Domains --
Methods of Assessment --
Assessment in Education --
Assessment in Society.
Рубрики: Language and education.
   Applied linguistics.
   Literacy.
   Educational policy.
   Education and state.
   Language Education.
   Applied Linguistics.
   Literacy.
   Educational Policy and Politics.
Анотація: In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization. In the selection of topics and contributors, the Encyclopedia reflects the depth of disciplinary knowledge, breadth of interdisciplinary perspective, and diversity of socio-geographic experience in the language and education field. Throughout, there is an inclusion of contributions from non-English speaking and non-western parts of the world, providing truly global coverage. Furthermore, the authors have sought to integrate these voices fully into the whole, rather than as special cases or international perspectives in separate sections. The Encyclopedia is a necessary reference set for every university and college library in the world that serves a faculty or school of education, as well as being highly relevant to the fields of applied and socio-linguistics. The publication of this work charts the further deepening and broadening of the field of language and education since the publication of the first edition of the Encyclopedia in 1997 and the second edition in 2008.

Перейти: https://doi.org/10.1007/978-3-319-02261-1

Дод.точки доступу:
Shohamy, Elana. \ed.\; Or, Iair G. \ed.\; May, Stephen. \ed.\; SpringerLink (Online service)
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12.


   
    English Language Education Policy in the Middle East and North Africa [[electronic resource] /] : монография / ed. Kirkpatrick, Robert. - 1st ed. 2017. - [S. l. : s. n.]. - VIII, 300 p. 5 illus. - Б. ц.
    Зміст:
Introduction: :  English Language Education Policy in the Middle East and North Africa by Robert Kirkpatrick & Osman Z. Barnawi --
English Education Policy in Bahrain – A Review of K-12 and Higher Education Language Policy in Bahrain by Amir Abou-El-Kheir & Paul MacLeod --
English Education Policy at the Pre-university Stages in Egypt: Past, Present and Future by Muhammad M. M. Abdel Latif.- English Language Education in Iran: From Ambivalent Policies to Paradoxical Practices by Ferdows Aghagolzadeh & Hossein Davari --
English Language Education Policy in Israel by Iair G. Or & Elana Shohamy --
English Language Education Policy in Kuwait by Marta Maria Tryzna & Hussain Al Sharoufi --
English Language Teaching in Libya after Gaddafi by Abed B. Abed Ibrahim & Michael D. Carey --
English Education Policy and Practice in Morocco by Mohammed Errihani --
English Language Education in Oman by Khalid Salim Al-Jardani --
The English Language Education Situation in Palestine by Robert Bianchi & Anwar Ahmad Abdel Razeq --
English Language Education Policy in Qatar by Paul MacLeod & Amir Abou-El Kheir --
English Language Education Policy in the Kingdom of Saudi Arabia: Current trends, Issues and Challenges by Osman Z. Barnawi & Sajjadullah Al-Hawsawi --
English Language Education Policy in Syria by Rabia Hos & Halil Ibrahim Cinarbas --
Educational Language Policy in Turkey: Past, Present and Future Prospects by Yasemin K?rkgoz --
Language Policy and English Education in Post-revolution Tunisia by Samira Boudkadi & Salah Troudi --
National Pride and the New School Model: English Language Education in Abu Dhabi, UAE by Fiona S. Baker.
Рубрики: Educational policy.
   Education and state.
   Language and education.
   Applied linguistics.
   Educational Policy and Politics.
   Language Education.
   Applied Linguistics.
Анотація: This volume offers insights on English language education policies in Middle Eastern and North African countries, through state-of-the-art reports giving clear assessments of current policies and future trends, each expertly drafted by a specialist. Each chapter contains a general description of English education polices in the respective countries, and then expands on how the local English education policies play out in practice in the education system at all levels, in the curriculum, in teaching, and in teacher training. Essays cover issues such as the balance between English and the acquisition of the national language or the Arabic language, as well as political, cultural, economic and technical elements that strengthen or weaken the learning of English. This volume is essential reading for researchers, policy makers, and teacher trainers for its invaluable insights in the role of each of the stakeholders in the implementation of policies.

Перейти: https://doi.org/10.1007/978-3-319-46778-8

Дод.точки доступу:
Kirkpatrick, Robert. \ed.\; SpringerLink (Online service)
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13.


    Weideman, Albert.
    Responsible Design in Applied Linguistics: Theory and Practice [[electronic resource] /] : монография / Albert. Weideman ; . - 1st ed. 2017. - [S. l. : s. n.]. - XV, 239 p. 7 illus. - Б. ц.
    Зміст:
Acknowledgements --
Prologue --
Chapter 1: The foundations of a discipline of design --
Chapter 2: A linguistic explanation for the foundations of applied linguistics --
Chapter 3: An inter-disciplinary view of applied linguistics --
Chapter 4: The scientific status of applied linguistics --
Chapter 5: Applied linguistics as a discipline of design --
Chapter 6: Technocratic and revolutionary designs: Three illustrations --
Chapter 7: Beyond method and towards accountability --
Chapter 8: Themes and styles of doing applied linguistics --
Chapter 9: Innovation and eclecticism: Resistance and continuity --
Chapter 10: A returning question: Defining the field of applied linguistics --
Chapter 11: Design principles and the future of applied linguistics --
Bibliography --
Index.
Рубрики: Language and education.
   Applied linguistics.
   Language Education.
   Applied Linguistics.
Анотація: No mere history of applied linguistics, this volume presents a framework for interpreting the development of applied linguistics as a discipline. It offers a systematic account of how applied linguistics has developed, articulating the philosophical premises that have informed both its emergence and its subsequent growth. It asks questions that are seldom asked: Where does the discipline derive from? Where is it heading? What directions has it already taken? Which direction should it embrace in future? What is the relative worth of all of the variation in design and methods that have been developed by applied linguists? In defining applied linguistics as a discipline of design, it takes us beyond the diffuse and sometimes contradictory conventional definitions of the field. The framework of design principles it proposes not only helps to explain the historical development of applied linguistics, but also provides a potential justification for solutions to language problems. It presents us with nothing less than an emerging theory of applied linguistics.

Перейти: https://doi.org/10.1007/978-3-319-41731-8

Дод.точки доступу:
Weideman, Albert. \.\; SpringerLink (Online service)
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14.


   
    Discourse Analytic Perspectives on STEM Education [[electronic resource] :] : exploring Interaction and Learning in the Multilingual Classroom / / ed.: Langman, Juliet., Hansen-Thomas, Holly. - 1st ed. 2017. - [S. l. : s. n.]. - X, 215 p. 11 illus., 4 illus. in color. - Б. ц.
    Зміст:
Chapter 1. Introduction by Juliet Langman and Holly Hansen Thomas --
Part I Examining learners’ appropriation through discourse in diverse math and science classroom settings --
Chapter 2. ‘What’s the moment thingy?’– On the emergence of subject-specific knowledge in CLIL classroom interaction by Tarja Nikula --
Chapter 3. Reading a Graph of Motion: How Multiple Textual Resources Mediate Student Interpretations of Horizontal Segments by Judit Moschkovich, William Zahner and Tamara Ball --
Chapter 4. When Procedure Limits Practice: Lab Versus Lecture in High School Science Classrooms by Kerrie Enright and Carrie Strohl --
Chapter 5. Learner agency and academic discourse in a sheltered-immersion mathematics class by Daniel Ginsberg --
Chapter 6. “Negativo por negativo me va dar un… POSITIvo”: Translanguaging as a Vehicle for Appropriation of Mathematical Meanings by Armando Garza --
Part II Expanding the context: Considering Cultural Reproduction in the math classroom --
Chapter 7. Mathematical texts, alterity and the expropriation of mathematical discourse in second language mathematics classrooms by Richard Barwell --
Chapter 8. Whose mirror? Cultural reproduction in mathematics word problems by Anita Bright --
Part III Applying Discourse based approaches to Teacher Preparation in Science --
Chapter 9. Developing Oral Science Explanations: Secondary School ELs’ Experimentation with Intertextual Linkages by Holly Hansen-Thomas and Juliet Langman --
Chapter 10. Demystifying the Discourse of Science for Elementary Grade English Learners by Marco Bravo --
Chapter 11. Adaptation and the Language of Learning Science in a Bilingual Classroom by Jorge L. Solis.
Рубрики: Language and education.
   Teaching.
   Learning.
   Instruction.
   Applied linguistics.
   Language Education.
   Teaching and Teacher Education.
   Learning & Instruction.
   Applied Linguistics.
Анотація: This volume explores the nature of discourse in secondary and upper elementary mathematics and science classrooms. Chapters examine conditions that support or hinder teachers and students, in particular language learners, in employing language as a tool for learning. The volume provides rich oral and written language examples from a range of classroom contexts to illustrate how linguistic practices affect students’ appropriation and display of disciplinary specific knowledge. Chapters further explore linguistic practices through with the support of discourse analytic models that foreground the authentic classroom data with the aim of understanding the dynamics of the classroom. The authors investigate the intersection between discourse and learning from a range of perspectives, including an examination of key concepts such as intertextuality, interaction, mediation, scaffolding, appropriation, and adaptations. This volume offers concrete suggestions on how teachers might benefit from a discourse approach to teaching in the areas of mathematics and science. .

Перейти: https://doi.org/10.1007/978-3-319-55116-6

Дод.точки доступу:
Langman, Juliet. \ed.\; Hansen-Thomas, Holly. \ed.\; SpringerLink (Online service)
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15.


    Szyszka, Magdalena.
    Pronunciation Learning Strategies and Language Anxiety [[electronic resource] :] : in Search of an Interplay / / Magdalena. Szyszka ; . - 1st ed. 2017. - [S. l. : s. n.]. - XIII, 224 p. 4 illus., 1 illus. in color. - Б. ц.
    Зміст:
Introduction --
Pedagogical and Psychological Background of Pronunciation Learning and Language Learning Strategies --
Foreign Language Anxiety in the Context of Foreign Language Oral Performance, Language and Pronunciation Learning Strategies --
A Review of Selected Empirical Research on Pronunciation Learning Strategies and Language Anxiety --
Research on the Interplay Between Pronunciation Learning Strategies and Language Anxiety --
Conclusions.
Рубрики: Language and education.
   Applied linguistics.
   Language Education.
   Applied Linguistics.
Анотація: The book presents theoretical considerations and the results of empirical research on pronunciation learning strategies (PLS) deployed by pre-service trainee teachers majoring in English as a foreign language who experienced different levels of language anxiety (LA). The theoretical part focuses on the concepts of pronunciation learning, pronunciation-learning strategies and language anxiety and includes an overview of recent empirical research dealing with various related issues. The empirical section of the book presents the findings of a research project that investigated the interplay between PLS and LA, in which both quantitative and qualitative data were collected. Based on the findings, the author proposes two profiles of anxious and non-anxious EFL trainee teachers who support their pronunciation learning with an array of pronunciation learning strategies and tactics.

Перейти: https://doi.org/10.1007/978-3-319-50642-5

Дод.точки доступу:
Szyszka, Magdalena. \.\; SpringerLink (Online service)
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16.


   
    Revisiting EFL Assessment [[electronic resource] :] : critical Perspectives / / ed. Al-Mahrooqi, Rahma. [et al.]. - 1st ed. 2017. - [S. l. : s. n.]. - VI, 358 p. 29 illus., 21 illus. in color. - Б. ц.
    Зміст:
Assessment of EFL through the Process of Problem-based Learning --
Assessing Entry-Level Academic Literacy with IELTS --
The Development, Validation and Use of a Test of Word Recognition for English Learners --
Electronic Intervention Strategies in Dynamic Assessment --
From a Culture of Testing to a Culture of Assessment: Implementing Writing Portfolios in a Micro Context --
An Essential Tool for Continuous Assessment: the Learning Portfolio.
Рубрики: Language and education.
   Applied linguistics.
   Language Education.
   Applied Linguistics.
Анотація: This book examines acknowledged practices and demonstrates to teachers how to make the most out of their assessment practices. It also explores different assessment methods for skills such as reading, writing, listening and speaking. Forecasting the future of assessment and where concepts like alternative assessment and dynamic assessment are heading, it also shows how relatively new teaching methods such as communicative methodologies and problem-based learning are reflected in assessment. This book represents a forum where contributors have presented their research and innovative ideas and practices on the important topic of assessment and opened a fresh debate on it. It offers an excellent reference guide for EFL teachers, practitioners, researchers and testing and assessment specialists. Each chapter examines central issues in assessment and their connection with teaching and learning in EFL contexts.

Перейти: https://doi.org/10.1007/978-3-319-32601-6

Дод.точки доступу:
Al-Mahrooqi, Rahma. \ed.\; Coombe, Christine. \ed.\; Al-Maamari, Faisal. \ed.\; Thakur, Vijay. \ed.\; SpringerLink (Online service)
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17.


   
    Language Policy and Political Issues in Education [[electronic resource] /] : монография / ed.: McCarty, Teresa L., May, Stephen. - 3rd ed. 2017. - [S. l. : s. n.]. - 4 illus., 3 illus. in color. eReference. - Б. ц.
    Зміст:
Language, Society and Education --
Language Variation, Acquisition and Education --
Language, Culture, Discourse and Education --
Language, Interaction and Education.
Рубрики: Language and education.
   Applied linguistics.
   Educational policy.
   Education and state.
   Literacy.
   Language Education.
   Applied Linguistics.
   Educational Policy and Politics.
   Literacy.
Анотація: In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization. In the selection of topics and contributors, the Encyclopedia reflects the depth of disciplinary knowledge, breadth of interdisciplinary perspective, and diversity of socio-geographic experience in the language and education field. Throughout, there is an inclusion of contributions from non-English speaking and non-western parts of the world, providing truly global coverage. Furthermore, the authors have sought to integrate these voices fully into the whole, rather than as special cases or international perspectives in separate sections. The Encyclopedia is a necessary reference set for every university and college library in the world that serves a faculty or school of education, as well as being highly relevant to the fields of applied and socio-linguistics. The publication of this work charts the further deepening and broadening of the field of language and education since the publication of the first edition of the Encyclopedia in 1997 and the second edition in 2008.

Перейти: https://doi.org/10.1007/978-3-319-02344-1

Дод.точки доступу:
McCarty, Teresa L. \ed.\; May, Stephen. \ed.\; SpringerLink (Online service)
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18.


   
    History of Bilingual Education in the Northern Territory [[electronic resource] :] : people, Programs and Policies / / ed.: Devlin, Brian Clive., Disbray, Samantha., Devlin, Nancy Regine Friedman. - 1st ed. 2017. - [S. l. : s. n.]. - XXVII, 375 p. 22 illus. - Б. ц.
    Зміст:
1 A thematic history of Bilingual Education in the Northern Territory --
2 A glimmer of possibility --
3 Reflecting on team teaching --
4 'Bilingual time' at Willowra: The beginnings of a community-initiated program, 1976-1977 --
5 Lessons learned from bilingual education --
6 Starting out at Bamyili: Factors specific to the development of the Kriol program --
7 Boom and then bust: Lessons learnt from my time teaching in three bilingual schools in the Northern Territory --
8 The policy framework for bilingual education in the Australian Indigenous languages in the Northern Territory --
9 Consolidation, power through leadership and pedagogy, and the rise of accountability, 1980-1998 --
10 The development of successful bilingual, biliterate and bicultural pedagogy: Place for Tiwi teachers and Tiwi language in learning --
11 Developing local curriculum materials: Learning metaphors, insightful collaborations, community involvement --
12 The quest for community control at Yirrkala School --
13 Language revitalisation in a bilingual program: The case of Numbulwar School --
14 Threatened closure: Resistance and compromise (1998-2000) --
15 Defending our program at Wadeye --
16 Sources of evidence on student achievement in Northern Territory bilingual education programs --
17 Policy change in 2008: Evidence-based or a knee-jerk response? --
18 The Areyonga case: Utulu kutju nintiringanyi ‘Learning together’ --
19 Policy and Practice Now --
20 Starting out at Yuendumu School: Teaching in our own language --
21 Stories from central Australian Indigenous community schools in the Pintupi-Luritja Region --
22 Yipirinya School: That generation, this generation --
23 The program at Wadeye, past and present --
24 We did it! A case study of bilingual/bicultural education at Ltyentye Apurte Catholic School --
25 Forty years on: Seeking a way for the future-Dhawal'yurr yuwalkku dhukarr. Reflections on bilingual education at Shepherdson College, Galiwin'ku --
26 Personal reflections of our time in a bilingual classroom --
27 Reflections on my years at Elcho and Mapuru (1978–2015) --
28 Digital futures for digital books.
Рубрики: Language and education.
   Applied linguistics.
   Educational policy.
   Education and state.
   Language Education.
   Applied Linguistics.
   Educational Policy and Politics.
Анотація: This book provides the first detailed history of the Bilingual Education Program in the Northern Territory of Australia. This ambitious and innovative program began in 1973 and at different times it operated in English and 19 Aboriginal languages in 29 very remote schools. The book draws together the grassroots perspectives of Indigenous and non-Indigenous practitioners and researchers.  Each chapter is based on rich practitioner experience, capturing bottom-up aspirations, achievements and reflections on this innovative, yet largely undocumented language and education program. The volume also makes use of a significant collection of ‘grey literature’ documents to trace the history of the program.  An ethnographic approach has been used to integrate practitioner accounts into the contexts of broader social and political forces, education policy decisions and on-the-ground actions. Language in education policy is viewed at multiple, intersecting levels: from the interactions of individuals, communities of practice and bureaucracy, to national and global forces. The book offers valuable insights as it examines in detail the policy settings that helped and hindered bilingual education in the context of minority language rights in Australia and elsewhere. .

Перейти: https://doi.org/10.1007/978-981-10-2078-0

Дод.точки доступу:
Devlin, Brian Clive. \ed.\; Disbray, Samantha. \ed.\; Devlin, Nancy Regine Friedman. \ed.\; SpringerLink (Online service)
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19.


   
    Innovative Practices in Language Teacher Education [[electronic resource] :] : spanning the Spectrum from Intra- to Inter-personal Professional Development / / ed.: Gregersen, Tammy S., MacIntyre, Peter D. - 1st ed. 2017. - [S. l. : s. n.]. - XIV, 268 p. 27 illus. - Б. ц.
    Зміст:
Preface: On the Need for a Theory of Language Teaching: Twenty-five Years Later By Diane Larsen-Freeman --
Introduction: By Tammy Gregersen and Peter MacIntyre --
Part I: “Intra” Innovations --
Innovating my Thinking and Practices as a Language Teacher Educator through my Work as a Researcher By Paula Golembek --
Idiodynamics: An innovative method to build emotional intelligence through systematic self-assessment/reflection/critique by Tammy Gregersen and Peter MacIntyre --
Shifting Relations: EFL Pre-service Teachers’ Sense of Self as a Network of Relationships By Sarah Mercer --
The Brain Studies Boom: Using Neuroscience in ESL/EFL Teacher Education By Curtis Kelly --
Part II: “Cross-over” Innovations --
Teaching with Heart and Soul: Socio-emotional Intelligence in Teacher Education Programmes By Sarah Mercer and Christina Gnokou --
Peace through Understanding: Peace Activities as Innovations in Language Teacher Education By Rebecca Oxford --
Jobs, Careers and Callings: Adapting Positive Psychology Tasks for Use in ESL/EFL and Other Language Classes and Teacher Education By Marc Helgesen --
Part III: “Inter” Innovations --
Innovating Teacher Development: Transformative Teacher Education through Classroom Inquiry By Anne Burns --
Becoming a Process Researcher of One’s Own Development: Using an Identity Mapping Model to Make Sense of Transformation Dynamics during the Practicum By Alastair Henry and Mona Tynkkinen --
The Role of Teaching a Novel Language in an SLA Content Course By Amy Thompson --
Asking Students to Teach: Gardening in the Jungle By Tim Murphey.
Рубрики: Language and education.
   Teaching.
   Applied linguistics.
   Language Education.
   Teaching and Teacher Education.
   Applied Linguistics.
Анотація: This volume addresses innovations in language teacher education, offering a diversity of personal/psychological perspectives and topics in the theory and/or practice in language teacher education. The text deals with innovations in teaching for learning, teacher autonomy, dynamic self-reflection, peace education, professionalism, action research, socio-emotional intelligence, embodiment, professional development, NeuroELT, and more. Organized in three sections, the chapters inspire readers to reflect upon what it means to grow as a teacher as they navigate the intra- to inter-personal continuum. The editors draw the main themes together and discuss them in light of an innovations framework developed by Rogers (including relative advantage, compatibility, complexity, trialability and observability) in order to express, in concrete terms, the ways in which each idea can be considered innovative. Throughout the anthology, the reader will find specific, novel ways in which to work towards good practice in language teacher education.

Перейти: https://doi.org/10.1007/978-3-319-51789-6

Дод.точки доступу:
Gregersen, Tammy S. \ed.\; MacIntyre, Peter D. \ed.\; SpringerLink (Online service)
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20.


   
    Evaluation in Foreign Language Education in the Middle East and North Africa [[electronic resource] /] : монография / ed.: Hidri, Sahbi., Coombe, Christine. - 1st ed. 2017. - [S. l. : s. n.]. - XXII, 337 p. 28 illus., 18 illus. in color. - Б. ц.
    Зміст:
Teacher Evaluation: What Counts as an Effective Teacher? --
EFL Teacher Evaluation: A Theoretical Perspective --
Faculty Performance Evaluation and Appraisal: A Case from Syria --
Ethicality in EFL Assessment: Bridging the Gap Between Theory and Practice --
Problematizing Teachers’ Exclusion from Designing Exit Tests --
The Voice of Classroom Achievement Toward Native and Non-native Educators in ELT: An Evaluative Study.
Рубрики: Language and education.
   Applied linguistics.
   Language Education.
   Applied Linguistics.
Анотація: This book presents evaluation cases from the Middle East and North Africa (MENA) context, investigating the various facets of evaluation in different parts of the MENA region and beyond. In 19 chapters, it explores cases from Tunisia, Saudi Arabia, Egypt, Sudan, Syria, the UAE, Turkey, Iran and Morocco. The book highlights the impact of evaluation on a range of stakeholders, arguing that it has repercussions at the individual, societal, economic, cultural and political levels, that it also has an ethical dimension, and that it is tailored to people’s needs, helping them to remain abreast of the effectiveness and efficiency of programs. Further, the book explores controversial issues concerning different evaluation themes, such as teacher and staff evaluation, assessment practices, text genre analysis evaluation, assessment of productive skills, textbook and ICT evaluation, evaluation of ELT certificates and programs, quality assurance, ESP needs analysis, assessment literacy, and dynamic assessment. It addresses key challenges, such as who the “right people” to implement evaluation are, and the appropriate use of evaluation results to avoid any misuse or harm to any stakeholder. In closing, the book calls for further research venues on the relevance of evaluation, testing and assessment in the MENA context and beyond.

Перейти: https://doi.org/10.1007/978-3-319-43234-2

Дод.точки доступу:
Hidri, Sahbi. \ed.\; Coombe, Christine. \ed.\; SpringerLink (Online service)
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