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Diálogo e investigación en las aulas
La enseñanza y el aprendizaje de lenguas se ha construido como un espacio de actividades, de sistemas de actividad, que requiere investigación específica. El objeto de la investigación en este campo debe entenderse como un espacio dinámico y la didáctica de la lengua como un conocimiento también dinámico, siempre en construcción, pero inseparable de los instrumentos y de las condiciones social, cultural e históricamente creados.
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Línguas em contacto: "saber sobre" o que as distingue: análise de competências metalinguísticas de crianças mirandesas em idade escolar
Este trabalho visa contribuir para a(s) resposta(s) à seguinte questão: que mecanismos estão envolvidos na construção, por parte das crianças mirandesas, de representações diferenciadas de duas das línguas que convivem no seu ambiente de input, o mirandês e o português? Mais especificamente, procurou-se averiguar qual o peso do desenvolvimento “metalinguístico” destas crianças na perceção das identidades das línguas às quais se encontram expostas (em graus variáveis) no decurso do processo de aquisição linguística. A pertinência da pergunta decorre, em primeiro lugar, da acentuada afinidade estrutural entre um e outro idioma aqui considerados e, depois, da perturba...
The Pepper Wreck
An account of the history and evacuation of the Portuguese merchant ship, Nossa Senhora dos Martires, sunk at the mouth of the Tagus River in 1606.
Communication and Learning
In this volume, leading scholars from the fields of communication, educational psychology, and international education address what is known about the strategic role of interpersonal communication in the teaching/learning process. Instruction often involves spoken communication that carries information from teacher to learner, and in these instances the teacher's skillful and strategic use of language has a measurable impact on learning outcomes. Thus, the cumulative findings of instructional communication research are instrumental in maximizing the efficiency and effectiveness of both teaching and learning. Major sections of this volume include: Historical and Theoretical Foundations Instructor Characteristics and Behaviors Student Characteristics and Outcomes Pedagogy and Classroom Management Teaching and Learning Communication Across the Life-span This handbook serves researchers, professors, and graduate students by surveying the collective findings of research and experience concerning the intentional activity of teaching and learning.
The Class Struggles in France: 1848-1850
The revolutions of 1848 which broke out across the world are among the landmark events of the nineteenth century. The experiences of this tumultuous period helped to crystallise and sharpen the ideas of Marx and Engels. Written in the midst of events, in a profound and detailed application of historical materialism, Marx reveals that the political and social changes taking place in revolutionary and counter-revolutionary France have their root in the economic changes affecting European capitalism. Included is Engels' uncensored introduction to the 1895 edition. Here, Engels provides historical context and shows how this period relates to subsequent events in France – including the Paris Commune – as well as explaining the development of Marx and Engels' own conception of scientific socialism.
Cognitive Processes in Writing
Originally published in 1980, this title began as a set of questions posed by faculty on the campus of Carnegie-Mellon University: What do we know about how people write? What do we need to know to help people write better? This resulted in an interdisciplinary symposium on "Cognitive Processes in Writing" and subsequently this book, which includes the papers from the symposium as well as further contributions from several of the attendees. It presents a good picture of what research had shown about how people write, of what people were trying to find out at the time and what needed to be done.
Metawritings
Metawriting—the writing about writing or writing that calls attention to itself as writing—has been around since Don Quixote and Tristram Shandy, but Jill Talbot makes that case that now more than ever the act of metawriting is performed on a daily basis by anyone with a Facebook profile, a Twitter account, or a webpage. Metawritings: Toward a Theory of Nonfiction is the first collection to combine metawriting in both fiction and nonfiction. In this daring volume, metawriting refers to writing about writing, veracity in writing, the I of writing and, ultimately, the construction of writing. With a prologue by Pam Houston, the anthology of personal essays, short stories, and one film scri...
