Journal | EL.LE
Journal issue | 8 | 3 | 2019

8 | 3 | 2019

open access | peer reviewed

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

Permalink http://doi.org/10.30687/ELLE/2280-6792/2019/03 | Published June 4, 2020 | Language fr, en, it

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