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English in Inclusive Multilingual Preschools: Researching the Potential of a Teacher Education Model for In-Service Teachers
EFL Learners' Task Perceptions and Agency in Blended Learning: An Exploratory Mixed-Methods Study on the 'U.S. Embassy School Election Project'
New Perspectives on Older Language Learners: A Mixed Methods Study on the Temporal Self of Young-Old EFL-Learners in Germany
English in Inclusive Multilingual Preschools: Researching the Potential of a Teacher Education Model for In-Service Teachers
EFL Learners' Task Perceptions and Agency in Blended Learning: An Exploratory Mixed-Methods Study on the 'U.S. Embassy School Election Project'
New Perspectives on Older Language Learners: A Mixed Methods Study on the Temporal Self of Young-Old EFL-Learners in Germany

Giessener Beiträge zur Fremdsprachendidaktik - Bogserien

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Giessener Beiträge zur Fremdsprachendidaktik-bøgerne i rækkefølge

  1. English in Inclusive Multilingual Preschools: Researching the Potential of a Teacher Education Model for In-Service Teachers
    English in Inclusive Multilingual Preschools: Researching the Potential of a Teacher Education Model for In-Service Teachers Kirsten Birsak de Jersey
  2. EFL Learners' Task Perceptions and Agency in Blended Learning: An Exploratory Mixed-Methods Study on the 'U.S. Embassy School Election Project'
    EFL Learners' Task Perceptions and Agency in Blended Learning: An Exploratory Mixed-Methods Study on the 'U.S. Embassy School Election Project' Joannis Kaliampos
  3. New Perspectives on Older Language Learners: A Mixed Methods Study on the Temporal Self of Young-Old EFL-Learners in Germany
    New Perspectives on Older Language Learners: A Mixed Methods Study on the Temporal Self of Young-Old EFL-Learners in Germany Miriam Neigert
  4. Teaching Young Learners in Bilingual Settings: A teacher cognition study in the context of CLIL at the Dortmund International Primary Schools (DIPS) network
    Teaching Young Learners in Bilingual Settings: A teacher cognition study in the context of CLIL at the Dortmund International Primary Schools (DIPS) network Paul Berge
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