Rivista | EL.LE
Fascicolo | 8 | 3 | 2019

8 | 3 | 2019

open access | peer reviewed

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

Permalink http://doi.org/10.30687/ELLE/2280-6792/2019/03 | Pubblicato 04 Giugno 2020 | Lingua fr, en, it

Copyright © 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.

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