Zobrazeno 1 - 10
of 199
pro vyhledávání: '"Katherine Rehner"'
Publikováno v:
Nouvelle Revue Synergies Canada, Vol 2023, Iss 17 (2023)
Notre étude porte sur l’accord verbal de nombre avec le sujet lorsque celui-ci réfère à des groupes humains désignés par des noms morphologiquement singuliers mais sémantiquement pluriels (i.e., noms collectifs). Elle examine la variation en
Externí odkaz:
https://doaj.org/article/f79e914fd5cb4d71a62f2c80987ea376
Publikováno v:
Nouvelle Revue Synergies Canada, Vol 2023, Iss 17 (2023)
This study examines variation in the address forms teachers use in class with their students. It draws on a corpus collected in French-medium secondary schools in Ontario, Canada. The study provides a taxonomy of the nominal address forms used, along
Externí odkaz:
https://doaj.org/article/641de950154e4de8affe070c6bf89a4f
Autor:
Katherine Rehner, Ivan Lasan
Publikováno v:
Education Sciences, Vol 13, Iss 3, p 282 (2023)
This article explores how teachers’ professional learning about the Common European Framework of Reference (CEFR) can re-orient their reported teaching practices to meet learner-identified sociolinguistic needs. To this end, the article first exami
Externí odkaz:
https://doaj.org/article/879dd2038d9f4e8a9530e35ad2c2b1f9
Autor:
Kelly Farmer
Publikováno v:
Studies in Second Language Acquisition. 35:196-197
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b9ba57bde33837805795b1cbcc9d9c8f
https://doi.org/10.1017/s0272263112000794
https://doi.org/10.1017/s0272263112000794
Publikováno v:
Languages, Vol 6, Iss 1, p 15 (2021)
This exploratory article describes (1) the self-reported instructional practices of a group of 103 Kindergarten to Grade 12 French-as-a-second-language (FSL) teachers from school boards across Ontario, Canada before and after intensive and extensive
Externí odkaz:
https://doaj.org/article/582001510bef46c484ff9d69a9ba984b
Publikováno v:
Journal of Sociolinguistics. 26:265-286
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8c7ac30556f2daca19f5df85fdc7d45b
https://doi.org/10.1111/josl.12544
https://doi.org/10.1111/josl.12544
Autor:
Ivan Lašán, Katherine Rehner
Publikováno v:
Education Sciences; Volume 13; Issue 3; Pages: 282
This article explores how teachers’ professional learning about the Common European Framework of Reference (CEFR) can re-orient their reported teaching practices to meet learner-identified sociolinguistic needs. To this end, the article first exami
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1922604742dd4b4140a0dcf5aa87087e
https://doi.org/10.3390/educsci13030282
https://doi.org/10.3390/educsci13030282
Publikováno v:
Canadian Journal of Applied Linguistics. 24:26-53
This study explores the impact of professional learning about the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) on second language (L2) teachers’ classroom practice. Ninety self-selected French as a sec
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::49bd14cebcfaabac3b6481780ced2865
https://doi.org/10.37213/cjal.2021.28992
https://doi.org/10.37213/cjal.2021.28992
Autor:
Katherine Rehner, Raymond Mougeon
Publikováno v:
The Routledge Handbook of Second Language Acquisition and Sociolinguistics ISBN: 9781003017325
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1f6e9c29f1708f3a21935968dd909f82
https://doi.org/10.4324/9781003017325-19
https://doi.org/10.4324/9781003017325-19
