umu.sePublications
Change search
Refine search result
1 - 28 of 28
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the 'Create feeds' function.
  • 1.
    Enever, Janet
    Umeå University, Faculty of Arts, Department of language studies.
    Book Review: Sharon Ahlquist and Réka Lugossy Stories and Storyline Hong Kong: Candlin & Mynard ePublishing, 2015, 160 pp. ISBN: 978-13119358612015In: Clele Journal, E-ISSN 2195-5212, Vol. 3, no 2, 99-104 p.Article, book review (Other academic)
  • 2.
    Enever, Janet
    Umeå University, Faculty of Arts, Department of language studies.
    Current policy issues in early foreign language learning2012In: Center for Educational Policy Studies Journal (C·E·P·S Journal), ISSN 1855-9719, E-ISSN 2232-2647, Vol. 2, no 3, 9-26 p.Article in journal (Refereed)
    Abstract [en]

    The development of policy in relation to language learning at the early primary level of schooling has received only limited attention in the literature on policy studies in general, and within the framework of an emerging education policy space across Europe specifically. This paper offers an introductory discussion of the growth of education policy in Europe, identifying the extent to which the histories of national language policies are being re-shaped by the rise of numerical data and comparison (Lawn and Grek, 2012) within a newly-formed European education space. A summary review of key measures of particular relevance to early language learning illustrates the scale of ‘soft’ policy mechanisms now available as tools in an on-going process of shaping, adapting and refining policy in response to the continuously shifting language priorities which arise particularly during periods of economic instability. This paper draws on key themes from a transnational, longitudinal study of early language learning in Europe (Enever, 2011) to discuss the extent to which implementation in schools has so far been moulded by a plethora of recommendations, reports and indicators formulated in response to the step change in policy development which has occurred since the publication of the Lisbon Strategy (2000).

  • 3.
    Enever, Janet
    Umeå University, Faculty of Arts, Department of language studies.
    ELLiE. Early Language Learning in Europe2011Collection (editor) (Refereed)
    Abstract [en]

    The ELLiE book is one of many outcomes from the ELLiE transnational, longitudinal study (2006-10). Edited by the research team's coordinator (Janet Enever) this publication contains chapters from all the key members of the research team.  The book aims to provide a detailed insight of the policy and implementation processes for early foreign language learning programmes in Europe, giving a rich description of learner experiences and contexts for learning. This book responds to politically and socially driven debates on the benefits and challenges of early start programmes, drawing on hard evidence from over 1,400 children, their schools, teachers and families in seven country contexts, to explore how early foreign language learning is currently taking shape in Europe. See the ELLiE website for further publications at www.ellieresearch.eu

  • 4.
    Enever, Janet
    Umeå University, Faculty of Arts, Department of language studies.
    Picturebooks and creativity: an interview with Nick Sharratt2006In: IATEFL, Children and Teenagers, SIG Journal, ISSN 1026-6747, Vol. 1, no 06, 13-15 p.Article in journal (Refereed)
    Abstract [en]

    Janet Enever talks with best-selling children's author and illustrator, Nick Sharratt, about books, children and creativity.

  • 5.
    Enever, Janet
    Umeå University, Faculty of Arts, Department of language studies.
    Planning effective learning contexts for early language learning2011In: International House Journal of Education and Development, Vol. 30Article in journal (Refereed)
    Abstract [en]

    This article draws on data from the large scale, longitudinal study Early Language Learning in Europe (ELLiE) to discuss children’s perceptions of effective learning environments and consider the extent to which these may be both age-specific and culturally defined. The findings indicate that teachers and school managers may need to give greater consideration to designing appropriate learning contexts to facilitate effective learning for these early learners.  

  • 6.
    Enever, Janet
    Umeå University, Faculty of Arts, Department of language studies.
    Plurilingualism: Evaluating progress in early start foreign language programmes across Europe = Wielojezycznosc ocena postepow we wczesnoszkolnej edukacji jezykowej w Europie2012In: Multilingual Competences for professional and social success in Europe: = Kompetencje jezykowe podstawa sukcesu zawodowego i spolecznego w Europie, Warsaw, Poland: FRSE , 2012, 91-97 (Polish)-287-293 (English) p.Conference paper (Other academic)
    Abstract [en]

    Since the late 1990s, teaching languages in schools has been perceived as a high priority in Europe, with reports and recommendations through the first decade of the 21st century strongly promoting the introduction of foreign languages from the earliest phases of primary schooling. This paper reports on the extent to which European recommendations have been realised at national levels, drawing on evidence from a major transnational longitudinal study (ELLiE 2007-­‐10) (Szpotowicz et al, 2009; Lopriore, 2010; Muñoz et al 2010). A short summary of findings is provided, together with a review of factors highlighted by the study which remain in need of attention and consolidation if the target of a plurilingual citizenry is to be achieved.

  • 7.
    Enever, Janet
    Umeå University, Faculty of Arts, Department of language studies.
    Plurilingualism?: Have language-in-education policies in Europe delivered the promise?2011In: Word for Word: the social, economic and political impact of Spanish and English / [ed] Philip Powell-Davies and Jaime Otero, Madrid, Spain: British Council, 2011, 195-213 p.Chapter in book (Refereed)
    Abstract [en]

    This paper reports on the extent to which European recommendations for early language learning have been realised at national levels, drawing on evidence from a major transnational longitudinal study (ELLiE 2007-10). Evidence suggests that the encouragement to introduce languages from the start of schooling has overwhelmingly resulted in English first, with French and German positioned as increasingly minor alternative choices. Interestingly, the ELLiE study reveals some evidence of Spanish emerging as the ‘cool’ language for a new generation of learners, on only a limited scale at present, however. 

  • 8.
    Enever, Janet
    Umeå University, Faculty of Arts, Department of language studies.
    Primary ELT: trends and issues2016In: Routledge handbook of English Language Teaching / [ed] Graham Hall, Abingdon: Routledge, 2016, 353-362 p.Chapter in book (Refereed)
    Abstract [en]

    This chapter traces the development of primary ELT, highlighting the socio-political nature of shifts in choice of languages and decisions for an earlier start. Recent global trends discussed include: contemporary pedagogical approaches, different models of provision (including bilingualism and primary CLIL), digital technologies and new patterns of pre-school ELT provision in some contexts. Current issues discussed include: the frequency and continuity of provision across school phases, insufficient teacher provision in some countries, gaps in the quality of teacher expertise and in the design of curricula in some regions of the world.

    Overall, the chapter presents a picture confirming the need for a lengthy period of consolidation in primary ELT if a stable quality of provision is to be achieved. Research to establish clearer understandings of what outcomes are possible under the conditions defined by particular models of delivery would provide valuable guidance of policy makers, text book authors, schools and parents. The chapter concludes by reminding readers of the fluctuating nature for language choices over time, signalling global migration as one possible factor that many increase demand for primary ELT, while also noting that changed circumstances may result in unpredictable new directions for primary ELT in the future.

  • 9.
    Enever, Janet
    Umeå University, Faculty of Arts, Department of language studies.
    Primary English teacher education in Europe2014In: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526, Vol. 68, no 3, 231-242 p.Article in journal (Refereed)
    Abstract [en]

    While substantial attention has been given to the introduction of English from the very start of schooling in many European countries today, there remains an insufficient supply of motivated, well-prepared teachers available and willing to meet this demand. This article reviews current mechanisms in Europe aimed at supporting the provision of quality language teacher preparation courses and considers their weaknesses with regard to the needs of primary teachers. This analysis is discussed in relation to evidence of teacher education provision in seven European countries and classroom data drawn from the Early Language Learning in Europe (ELLiE) project. The analysis highlights current weaknesses in provision and concludes by arguing that urgent attention should be given to more relevant guidance in the area of primary teacher education at European level, together with a substantial increase in the provision of continuing professional development in this field across Europe.

  • 10.
    Enever, Janet
    Umeå University, Faculty of Arts, Department of language studies.
    The Advantages and Disadvantages of English as a Foreign Language with Young Learners2015In: Teaching English to Young Learners: Critical Issues in Language Teaching with 3–12 Year Old / [ed] Janice Bland, London: Bloomsbury Academic, 2015, 13-30 p.Chapter in book (Refereed)
    Abstract [en]

    This chapter focuses on the trend towards introducing English as a foreign language at an early stage of children’s primary school or pre-school/kindergarten education. Evidence from a range of studies is discussed, illustrating how the conditionality of provision may result in establishing strong foundations for subsequent rapid progress in the language or alternatively, to children losing confidence and developing negative views of the language as a result of these unsatisfactory early learning experiences. Related to this, the final section of the chapter discusses evidence of the extent to which exposure to the language outside school may impact on young children’s perceptions of the language and thus engagement in the learning process. 

  • 11.
    Enever, Janet
    Umeå University, Faculty of Arts, Department of language studies.
    The ELLiE Study: Capturing Evidence Transnationally and Longitudinally2013In: ELT Research, ISSN 2304-2591, Vol. 28, 22-27 p.Article in journal (Refereed)
    Abstract [en]

    This paper reports on the challenges encountered in the design of research methods suitable for a longitudinal transnational study. The large-scale research study of Early Language Learning in Europe (ELLiE, 2006-10) was conducted by research teams based in seven European countries (Croatia, England, Italy, Netherlands, Poland, Spain and Sweden), funded by the European Commission with some additional funding from the British Council and the team’s respective universities. The study aimed to identify what could realistically be achieved in early foreign language learning in state schools where relatively limited amounts of class time are available for foreign language learning. A condition of the grant funding was that the study should provide indicators that could inform European policy makers, helping to shape and refine current policy.

    Given the focus of this paper on collecting evidence from young children over time and across varied national contexts The paper discusses three research tools as an illustration of how annual modifications were made in order to fully capture the developing complexity of the children’s language acquisition, whilst also responding to maturational development which required a more sophisticated tool design to ensure that learners responded to the task as fully as possible. The research instruments discussed are: class smiley questionnaire and class listening tasks (Parts I and II). Each of these instruments underwent a process of intense review by the whole research team throughout the study as it became apparent that annual modifications would make a vital contribution to the quality of data collected.

  • 12.
    Enever, Janet
    Umeå University, Faculty of Arts, Department of language studies.
    The ELLiE Study: Conclusions2011In: ELLiE: Early Language Learning in Europe / [ed] Janet Enever, London, UK: British Council, 2011, 144-151 p.Chapter in book (Refereed)
    Abstract [en]

    The ELLiE study set out to investigate what could realistically be achieved in ordinary classrooms where only a limited amount of curriculum time was available for FLL. This section discusses some of the main findings, noting the limitations of the study and signalling newly emerging agendas which may well result in further refocusing of current policies for schools. 

  • 13.
    Enever, Janet
    Umeå University, Faculty of Arts, Department of language studies.
    The ELLiE study: Policy2011In: ELLiE. Early Language Learning in Europe / [ed] Janet Enever, London, UK: British Council, 2011, 23-42 p.Chapter in book (Refereed)
    Abstract [en]

    The Council of Europe and the European Commission have strongly recommended the introduction of early start foreign language policies across Europe. How does the reality of implementation vary and why does it matter? 

    The current European Union membership of some 27 countries have almost all lowered their start age policies for FL learning during the past 20 years, with some 13 countries now mandating for a start age of seven years or less, a further ten countries introducing a compulsory start age of eight or nine years and just four countries retaining a start age of ten or eleven years (Enever, 2011). Despite these radical changes, there continues to be wide variation in the detail of policy and the processes of implementation. This chapter introduces a comparative analysis of the strengths and weaknesses of the main elements of policy across the seven ELLiE country contexts. 

  • 14.
    Enever, Janet
    Umeå University, Faculty of Arts, Department of language studies.
    The Status of the Target Language: Contemporary Criteria Influencing Language Choices for Early Learners in England2009In: Contextualising the Age Factor: Issues in Early Foreign Language Learning / [ed] Marianne Nikolov, Berlin: Mouton de Gruyter, 2009, 377-402 p.Chapter in book (Refereed)
    Abstract [en]

    After thirty years of resistance, primary foreign languages are slowly being re-introduced in England. Which languages are taught and how children respond to these choices appears to be much influenced by both their personal connections and by societal perceptions of the target culture and language.

    This study draws on empirical data collected from a sample of 164 children, their teachers and school principals, in a city to the south-east of England during the introductory phase of national provision. The chapter will critically examine societal resistance to foreign language learning and consider the likely impact of this resistance on early attitudes and later motivation as the new policy is rolled out across the country. It will be proposed that a national campaign of publicity and promotion is needed if the general public are to be sufficiently convinced of the value of languages to provide the vital positive home environment necessary for young learners to progress.

  • 15.
    Enever, Janet
    Umeå University, Faculty of Arts, Department of language studies.
    What can we expect of an early start to foreign language learning in Europe today?2014In: Korai idegen nyelvi fejlesztés elmélete és gyakorlata: konferenciaelőadások és háttértanulmányok / [ed] Márkus Éva, Trentinné Benkő Éva, Budapest: ELTE , 2014, 5-16 p.Conference paper (Refereed)
    Abstract [en]

    In the light of the global trend towards an ever-earlier start to foreign language learning, this paper summarises current knowledge on pre-primary provision for early language learning in Europe, highlighting the challenges of equitable provision for this non-compulsory education sector. The discussion draws on data evidence from the ELLiE study (2006-10) to propose that much remains still to be done in terms of quality provision even in those countries with a compulsory start age of six or seven years.

  • 16.
    Enever, Janet
    Umeå University, Faculty of Arts, Department of language studies.
    Yet another early start languages policy in Europe: Poland this time!2007In: Current Issues in Language Planning, ISSN 1466-4208, E-ISSN 1747-7506, Vol. 8, no 2, 208-221 p.Article in journal (Refereed)
    Abstract [en]

    The recent decision of Poland to introduce a mandatory starting age for early language learning from the very beginning of schooling can be viewed as part of both a global and a specifically European trend. Current statistics indicate that since 1990 approximately 60% of the nation-states of the European Union have reduced mandatory starting ages by at least two years and in some cases as much as five years. This study interrogates contemporary drivers of Polish language-in-education planning, propos- ing their essentially political nature as a vehicle for the acquisition of linguistic cultural capital and questioning the extent to which this ambitious project is founded on empirical evidence of the real advantages of an early start.

  • 17.
    Enever, Janet
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Lindgren, Eva
    Umeå University, Faculty of Arts, Department of language studies.
    Early language learning in instructed contexts - Editorial introduction2016In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 7, no 1, 1-8 p.Article in journal (Other academic)
    Abstract [en]

    This paper provides an introduction to the Thematic Issue of Education Inquiry, reporting on four studies conducted in the field of early language learning (ELL) in instructed contexts. The paper gives an outline of the debates around recent policy initiatives to introduce languages earlier in the primary school curriculum, together with a summary of the four papers included in the issue. The article authors acted as editors of for the Special Issue.

  • 18.
    Enever, Janet
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Lindgren, EvaUmeå University, Faculty of Arts, Department of language studies.Ivanov, SergejUmeå University, Faculty of Arts, Department of language studies.
    Conference proceedings from early language learning: theory and practice 20142014Conference proceedings (editor) (Other academic)
  • 19.
    Enever, Janet
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Lopriore, Lucilla
    Univ Roma Tre, Dept Foreign Languages Cultures & Literatures, I-00144 Rome, Italy.
    Language learning across borders and across time: a critical appraisal of a transnational, longitudinal model for research investigation2014In: System (Linköping), ISSN 0346-251X, E-ISSN 1879-3282, Vol. 45, 187-197 p.Article in journal (Refereed)
    Abstract [en]

    This study presents an analysis of a research model designed to capture evidence of young children's foreign language learning from a transnational, longitudinal perspective. The original research on early language learning in Europe (ELLiE, 2006-10) sought to explore factors contributing to motivation, attitudes and language achievement over time, adopting an innovative design that broke new ground in its efforts to present a holistic analysis of children's language learning experiences in European primary schools. The critical analysis of the model explores both its strengths and weaknesses, indicating the complexity of implementation and highlighting the important contribution of team building to overcoming such difficulties as inevitably arise during the implementation of an innovative model for research. Overall, conclusions suggest that the impact of this research justified the challenge it presented the research team. Subsequent interest in the model and its findings has led to a number of smaller scale research studies which draw on the longitudinal aspect of the design, with further expressions of interest in possible future transnational studies.

  • 20.
    Enever, Janet
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Moon, Jayne
    A global revolution?: Teaching English at primary school2010Other (Other (popular science, discussion, etc.))
    Abstract [en]

    In this online seminar we briefly explore the phenomenon of the trend towards an early start in English internationally, drawing jointly on our substantial experience of working in the field and on data from an international seminar held in Bangalore, India and subsequently published papers (Enever, Moon & Raman 2009). Here, we aim to highlight issues and raise questions about primary English language teaching (PELT) policy and implementation. 

     

  • 21.
    Enever, Janet
    et al.
    Institute for the study of European Transformations, London Metropolitan University, UK.
    Moon, Jayne
    Primary ELT and teacher Education Consultant, Leeds, UK.
    New global contexts for teaching primary ELT: Change and challenge2009In: Young Learner English Language Policy and Implementation: International Perspectives / [ed] Janet Enever, Jayne Moon & Uma Raman, Reading, UK: Garnet Education , 2009, 5-21 p.Chapter in book (Refereed)
  • 22.
    Enever, Janet
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Moon, JayneRaman, Uma
    Young Learner English Language Policy and Implementation: international Perspectives2009Collection (editor) (Refereed)
    Abstract [en]

    Over the past three decades or more there has been a huge expansion across the world in school programmes for the teaching of English to young learners. Much of this growth is due to global forces which currently demand ever-increasing levels of communication in English, across continents. This publication seeks to address these issues, responding to concerns that there is often insufficient guidance available to decision-makers at Ministry level regarding the policy and practical implications of an early start for English.

  • 23.
    Enever, Janet
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Schmid-Schoenbein, GiselaUniversity of Koblenz, Germany .
    Picture books and Young Learners of English2006Collection (editor) (Refereed)
    Abstract [en]

    This unique collection of papers explores new dimensions in the field of teaching English using authentic picture books with children of primary school age. As the first collected volume on this topic, this publication marks both a developing body of expertise in the area and indicates a need for much further research to clarify our understandings of the processes we are engaged in as teachers and learners.

    This volume presents a carefully selected collection of papers in two areas: Section A: Picture book research - reports insights from the more theoretical approach to the teaching and learning potential of picture books. Section B: Teaching English using picture books - provides the reader with a focus on classroom activities around such teaching.

  • 24.
    Enever, Janet
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Szpotowicz, Magdalena
    University of Warsaw, Poland.
    Mihaljevic Djigunovic, Jelena
    University of Zagreb, Croatia.
    Early language learning in Europe (ELLiE): a multinational, longitudinal study2009In: Young Learner English Language Policy and Implementation: International Perspectives / [ed] Janet Enever, Jayne Moon & Uma Raman.(eds.), UK: Garnet Education , 2009, 141-147 p.Chapter in book (Refereed)
    Abstract [en]

    This paper presents an outline of the research framework for a longitudinal, comparative study of early language learning (ELL) across seven European country contexts (Croatia, England, Italy, Netherlands, Poland, Spain and Sweden). In addition, two strands of evidence from the initial one-year scoping study are explored here, providing an early account of emerging findings and offering an indication of outcomes to be reported in the further three years of the research. Given the European priority for introducing early foreign languages in schools, there is now an urgent need for both qualitative and quantitative evidence on the precise nature and outcomes of ELL, as highlighted by the recent European Commission Report ‘Languages for the children of Europe’ (Edelenbos et al., 2006). This research aims to provide a much-needed body of data of sufficient scale to offer the kind of validity that previous studies have been unable to achieve, with the potential strategically to inform both future policy and practice.

  • 25.
    Enever, Janet
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Watts, Catherine
    University of Brighton, UK.
    Primary Foreign Language Pathfinders: the Brighton and Hove Experience2009In: Language learning journal, ISSN 0957-1736, E-ISSN 1753-2167, Vol. 37, no 2, 219-232 p.Article in journal (Refereed)
    Abstract [en]

    This article reports on a two-year project located within one Local Authority (LA), Brighton and Hove City Council, which was selected in 2003 to become a Primary Foreign Language Pathfinder. The main aim of this Pathfinder was to work with 18 other LAs across the country to pilot fresh approaches towards delivering foreign languages in the primary sector. A case study approach was adopted involving a sample of four local primary schools. Research tools included individual and group interviews, questionnaires and classroom observations with data collected from children, parents, teachers, headteachers and City co-ordinators. The conclusions indicate that the broader aims of the project were largely met with eight emergent challenges identified which could usefully inform the design of subsequent models of good practice in early foreign language learning.

  • 26.
    Ivanov, Sergej
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Deutschmann, Mats
    Umeå University, Faculty of Arts, Department of language studies.
    Enever, Janet
    Umeå University, Faculty of Arts, Department of language studies.
    Researching language-in-education policies: evidence from the Seychelles, Russia and the European Union2015In: Språkdidaktik: researching language teaching and learning / [ed] Eva Lindgren and Janet Enever, Umeå: Department of Language Studies, Umeå University , 2015, 85-101 p.Chapter in book (Refereed)
  • 27.
    Jurisevic, Mojca
    et al.
    University of Ljubjana, Slovenia.
    Enever, Janet
    Umeå University, Faculty of Arts, Department of language studies.
    Pizorn, Karmen
    University of Ljubjana, Slovenia.
    Triple Tool Effect: Professional Portfolios in Teaching Foreign Languages2014In: Porta Linguarum, ISSN 1697-7467, no 21, 7-24 p.Article in journal (Refereed)
    Abstract [en]

    Empirical evidence reveals that portfolios show promise as a tool for stimulating teacher’s reflection and professional development. However, very few Slovene teachers have any experience in using this valuable instrument for teaching purposes. In response to this weakness in the system, the teacher’s portfolio was included in a national research study investigating the best possible way(s) of introducing foreign languages in the first cycle of the primary school. The main goals of using the teacher’s portfolio were: (1) to actively monitor the implementation of the foreign languages, (2) to develop an appropriate foreign language teaching approach through critical professional reflection, and (3) to evaluate the teaching process. The research results confirm the triple tool effect of the portfolio whereby the teachers were able to recognise its value. However, they also perceived some difficulties in the portfolio management process, such as the lack of use of their own learning strategies and superficial understanding of self-regulation. This finding underlines the importance of extensive teacher preparation prior to the use of teacher portfolios in future.

  • 28.
    Lindgren, Eva
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Enever, JanetUmeå University, Faculty of Arts, Department of language studies.
    Språkdidaktik: Researching Language Teaching and Learning2015Collection (editor) (Other academic)
    Abstract [en]

    The aim of this book is to contribute to bridging the gap between research and practice within the field of language education. In each chapter the authors focus on the relationship between research and practice and draw on a range of disciplines that are not commonly integrated. The book presents new material in the area of teaching and learning languages including empirical studies and reviews of research. With this volume we hope to contribute to the discussion and definition of the relatively new research area of language didactics (språkdidaktik) in Sweden.

1 - 28 of 28
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf