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analyzed, illustrated in (1c) above, is the realiza- tion of the anaphoric accusative. Brazilian Portuguese has undergone an expres- sive reduction in the set of third person clitic complements, particularly for the accusative and dative functions, besides impersonal SE, (Duarte 1989, 2011; Go- mes 2001, 2003; Freire 2000; 2005, among many others). Clitic pronouns are partially recovered by the school action but seem to be restricted to writing or more monitored speech. In BP speech, the dative com- plements and impersonal clitic se have been replaced, respectively, by a

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textbooks, and views learners as passive recipients of knowledge. Freire, (1970) termed this type of educational transaction as banking education. Social Good Practices and Future Actions in CLIL: Learning and Pedagogy 328 constructivist pedagogy, strongly influenced by Vygotsky (1978) widens the supporting role of transmission approaches “to include the development among students of higher-order thinking abilities based on teachers and students co-constructing knowledge and un- derstanding” (Cummins 2005: 114). The student plays an active role, dynamic interactions

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Ehrman, M. 181 Elliott, J. 395 Ellis, N.C. 122–3, 168, 171 Ellis, R. 1, 122–3, 167, 427 Engelberg, S. 100, 108 Engeström, Y. 273–5 Ezquerra, A. 102 Fantini, A.E. 297, 334, 337–8, 340, 350–3, 355 Farr, F. 435 Farrell, T.S.C. 365 Farren, P. 6, 385, 387, 392 Fernández Sánchez, E. 175 Fernández, R. 468 Fernández-Sevilla, J. 203 Filardo Llamas, L. 3, 468 Fini, A. 221–3, 232, 234, 238 Fischer, R. 58 Fleming, M. 296 Forchini, P. 159, 161–2, 165–6, 169 Ford, P. 243 Forrester, M. 147 Fowler, G. 487 Franch, M. 248 Franklin, M.A. 484 Fratter, I. 230, 244 Freire, P. 423, 428, 431

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). En su novela, Garnett se proclama fiel a los acontecimientos y personajes reales y cuenta el proceso de colonización inglesa, en el que los europeos son 1 Los fines didáctico y de entretenimiento han estado desde siempre, con mayor o menor peso según las épocas, en la teoría y en la crítica de la literatura infantil y juvenil (cfr. Vázquez Freire (1990), Ruzicka et al. (1995) o Nikolajeva (1996) al respecto). Introducción 9 los intrusos, seres codiciosos y bárbaros, y los indios nobles pero destinados a ser colonizados sin remedio (Vázquez García, 2008: 30 y

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Translation, Tel Aviv: The Porter Institute for Poetics and Semiotics/Tel Aviv University, 1980. Valero Garcés, Carmen, “La traducción del comic: retos, estrategias y resultados”, Babel- Afial 8, 117–138, 1999. Vázquez Freire, Miguel, “Invención da infancia e literatura infantil”, GRIAL, 105, 65–76, 1990. Vázquez García, Celia, “Pocahontas de Garnett y Pocahontas de Disney: dos percepciones diferentes de un mundo nuevo”, en Ruzicka, Veljka (ed.), Diálogos intertextuales 1: Pocahontas, Frankfurt y Main: Peter Lang, 25–54, 2008. Vogler, Christopher, The Writer

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, W. and S. Kemmis, 1986, Becoming Critical. Education, knowledge and action research. Lewes: Falmer. Collados Aís, A., M. Fernández Sánchez and E. Stévaux, 2001, ‘Concepto, Técnicas y Modalidades de interpretación’, in Colla- dos Aís, A. & M. Fernández Sánchez (coords.) Manual de inter- pretación bilateral. Granada: Comares. Corsellis, A., 1997, ‘Training Need of Public Personnel Working with Interpreters’, in Caar, S. et al. (eds.) The Critical Link: Inter- preters in the Community, pp. 77-89. Amsterdam/Filadelfia: John Benjamins. Freire, P., 1993, Pedagogy of

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, 215, 216, 226, 255, 259, 262, 265, 266, 270, 271, 273, 275–277, 288, 290, 300, 380 Fan Sau Kuen 8, 17, 19, 20, 22, 23, 26, 29, 30, 67, 69, 77, 78, 93, 144, 152, 201, 203, 204, 226, 227, 236, 256, 261, 277, 380 Fang Gao 142, 152 Feldman, Martha S. 70, 93 Ferber, Andrew 190, 198 Field, Mary L. 310–312, 324 Fill, Alwin 87, 93 Fishman, Joshua A. 45, 50, 53, 54, 56, 59, 141, 152, 164, 179, 201, 227, 232, 256, 273, 278 Fitzpatrick, Joyce J. 258 Fogle, Lyn 367 Fontana, Andrea 289, 300 Fought, Carmen 201, 227 Fox, Melvin J. 44, 59 Freed, Barbara F. 284, 300 Freire

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fließen Ansätze verschiedener bildungspolitischer Bewegungen, insbesondere aus dem lateinamerikanischen und dem angloameri- kanischen Raum ein, auch wenn die Bezüge nicht ausdrücklich hergestellt sind. Zu den wichtigsten gehören der Ansatz der „critical literacies“ nach Freire (1983), der den aktiven Lernprozess unterstreicht und Aspekte wie Reflexions- und Kritikfähigkeit sowie die Partizipation beinhaltet, aber auch Konzepte der „social literacies“ (Papen 2005), das den kommunikativen und Beziehungs- Aspekt hervorhebt oder der „new literacies“ (Barton / Hamilton

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Gestaltung von Dichtung, Leipzig: VEB Bibliographisches Institut Leipzig. Krech, Hans (1960), Einführung in die deutsche Sprechwissen- schaft/Sprecherziehung Lehrbriefe für das Fernstudium d. Lehrer, Deutsch, Berlin: Deutscher Verlag der Wissenschaften. Krechel, Rüdiger (1991), Konkrete Poesie im Unterricht des Deutschen als Fremdsprache, Heidelberg: Julius Groos. Krohn, Doris (2007), Von Seeräubern, Ameisen, Spiegeln und Lampen, in: Margret Bülow-Schramm/Dietlind Gipser/Doris Krohn (Hrsg.), Bühne frei für Forschungstheater. Oldenburg: Paulo Freire, 17-24. Krumm

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Part Six Language Teaching Linda Butler Building Autonomy in Language Learning through Drama As a pedagogical model, the communicative approach (CA) advocates for creative language learning spaces that are first and foremost, ‘present, exis- tential and concrete’ (Freire 1993: 76) to the learner. Numerous theoretical positions have informed language educators on language acquisition. The CA is one that asserts that language is essentially concerned with commu- nication. The principles of CA are based on experiential educational princi- ples put forward by