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1825; 7 • Frei Vicente do Salvador, História do Brasil , escrita em 1627; primeira edição integral em 1888; • Ambrósio Fernandes Brandão, Diálogos das grandezas do Brasil , escrito em 1618, editado parcialmente em 1849 e integralmente em 1900; 8 • Francisco de Brito Freire, Nova Lusitânia; história da guerra brasílica. Lisboa, 1675. • Sebastião da Rocha Pita, História da América Portuguesa , editada em 1730; • Bernardo Pereira de Berredo, Anais históricos do Estado do Maranhão , escrito na primeira metade do século XVIII; primeira edição em 1749

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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’s Journey. Mythic Structure for Writers , New York: Michael Wieser, 1992. Ward, Annalee R

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teachers of LESLLA learners; refugee support group case study; Scottish further education; severe and multiple deprivation; teacher education for EAL in Ireland ESOL Research Forum  275 –7, 334 –5 European Commission  5 , 7 European Union Common Basic Principles on Integration  123 –4 EU-Speak project  see online training for teachers of LESLLA learners Fantini, A.  358 Farrier, D.  161 Fein, H.  35 focus on form  318 –19, 334 Forde, C., et al.   199 Freire, P.  187 , 188 , 204 Fullan, M.  221

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, 2015). It would seem that there is also a need to investigate the potential of critical pedagogy (Freire, 2000) to enhance the ABCs model (Ruan, 2015). Raising learners’ consciousness of issues that impact on equality in ←158 |  159→ society is a related area of research interest that would be worthwhile to explore (see Lazar, 2015; Lundgren, 2015; Xu, 2015). To conclude, there are a number of areas where more work is needed. Our understanding of the factors that contribute to the success of the ABCs model with some participants but not with others is limited

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, Carmen 201 , 227 Fox, Melvin J. 44 , 59 Freed, Barbara F. 284 , 300 Freire, Paulo 233 , 256 Frey, James H. 289 , 300 Furnham, Adrian 286 , 300 G Gabb, Jacqui 352 , 366 Gal, Susan 44 , 59 , 74 , 93 Gass, Susan M. 21 , 30 , 261 , 278 , 279 , 287 , 300 Gelb, Stephen 178 Gibbons, John 82 , 93 Giger, Markus 19 , 30 , 144 , 152 , 176 , 179 Giles, Howard 293 , 300 , 376 Gill, Saran Kaur 142 , 143 , 152 Goffman, Erving 221 , 227 Goldstein, Tara 218 , 227 Görter, Durk 53 , 56 , 59 , 65 Grin, François 78 , 93 Gumperz, John J

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their teachers, with professional staff, managers or student bodies, or with industry, alumni or community groups. Characterisations of relationship between staff and students in SaP range from ‘co-learners’ Healey, Flint and Harrington ( 2014 ), or ‘collaborators’ (Taylor & Wilding, 2009) to ‘colleagues’ (Matthews, 2017 ). Drawing on Bourdieu, Foucault, Freire and others, Matthews ( 2017 ) proposes a set of good practice principles for SaP. These include the need for partnerships to be ethical in terms of the power-relationships between staff and students and

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–44. Freire, Paulo (1993): Pädagogik der Unterdrückten: Bildung als Praxis der Freiheit . Reinbek bei Hamburg: Rowohlt. Freire, Paulo (2009): „From Pedagogy of the Oppressed“. In: Darder, Antonia; Baltodano, Marta; Torres, Rodolfo D. (Hrsg.) The critical pedagogy reader . 2. Aufl. New York, NY: Routledge, S. 52–60. Freud, Sigmund (2004 [1930]): Das Unbehagen in der Kultur und andere kulturtheoretische Schriften . Frankfurt am Main: Fischer-Taschenbuch-Verl. ← 315 | 316 → Freud, Sigmund (2012): Psychologie des Unbewußten (1912) . 11. Aufl. Frankfurt am Main: S. Fischer

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have to change, even without necessarily using English as the vehicular language […] it is really a shift in the teaching paradigm” (Interview, SS15). What emerged from the analysis was that the shift in vehicular language for teaching and learning offered a new opportunity for many lecturers to think about and innovate their pedagogical practices, in many cases moving away from what Freire (2007) defined as the “banking model” of education in which the lecturer is the sole source of knowledge. This innovation should not be seen as a way to dismiss culturally

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semioethically predisposed. Indeed, integrating design and semiotics has the potential for scientification of the humanities and humanization of the sciences (Seif 2015). Genuine education is really about “the practice ← 171 | 172 → of freedom,” says Paulo Freire (1970: 39); it is the means by which adult learners “deal critically and creatively with reality and discover how to participate in the transformation of their world” ( ibid .: 34), taking full semioethical responsibility for leading meaningful sociocultural change for a better future. Charles Morris describes

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recherche-action, connue en anglais sous le nom de photovoice (Wang/Burris 1997), méthodologie qui permet de développer un processus d’empowerment chez les participants et qui encourage leur participation dans le projet proposé: “photovoice is accessible to anyone who can learn to handle an instamatic camera; and, what is more, it does not presume the ability to read and write” (Wang/Burris 1997, 372). Encore peu expérimentée en contexte scolaire, cette approche, basée sur les théories de Freire (1973) et les théories féministes, a d’abord été utilisée dans le domaine