Edizioni Ca' Foscari

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open access peer reviewed

Vol. 8 | Num. 3 | Novembre 2019

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Lingua: fr, it, en

Pubblicato: 04 Giugno 2020

Keywords

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

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.