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open access peer reviewed

Vol. 8 | Num. 3 | Novembre 2019

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Lingua: fr, en, it

Pubblicato: 04 Giugno 2020

Keywords

Teachers’ Learning Biography • Teaching and learning • Teaching Pronunciation/Orthography/Grammar • Adult refugees • Teacher training needs • Self-assessment • CLIL • Italy • Plurilingualism • Teachers’ perceptions • SLA • L2 Italian • Scaffolding • Mediation • Task-based langugage learning • Teachers with Migrant Background • Intercultural speaker • Attitudes • Lexical search strategies • English as a lingua franca • Social representations • Cooperative learning • Standard Evaluation Scale • Foreign language teachers • Think-aloud protocols (TAPs) • Reading and translation skills • Teaching Italian in Germany • Intercultural communication • Syntactic complexity • Process-oriented translation • Teachers’ Teaching Biography • Functional Adequacy Scale • Primary school • Index-reading • Intercultural competence • Written competence • Secondary education • Teacher cognition • Linguistic education • Italian L2 • Language awareness • Social representations and teacher education • Learner autonomy • L2 writing

permalink http://doi.org/10.30687/ELLE/2280-6792/2019/03

Copyright: © 2019 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.