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dc.contributor.authorNeddar, Bel Abbes
dc.date.accessioned2018-11-22T11:21:59Z
dc.date.available2018-11-22T11:21:59Z
dc.date.issued2016
dc.identifier.issn2444-3921
dc.identifier.urihttp://hdl.handle.net/10396/17518
dc.description.abstractThe theoretical framework that informs this paper is systemic functional linguistics (Halliday, 1994, Mathiessen, 1995 and Halliday and Mathiessen, 2004). This paper is not meant to be a guide for foreign language teachers on how to teach with a list of prescriptive tips to be adequately followed, but meant to highlight the importance of language teaching as a social functional activity. It stresses the need for a particular type of literacy that helps learners reflect on the ideational content of the educational input, questions beliefs and settled practices of their societies, and dwells on the educational requirement for any country to join the socio-economic revolutionary processes of Globalisation.es_ES
dc.format.mimetypeapplication/pdfes_ES
dc.language.isoenges_ES
dc.publisherUniversidad de Córdoba, UCOPresses_ES
dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0/es_ES
dc.sourceInternational Journal for 21st Century Education 3(Special), 131-136 (2016)es_ES
dc.subjectEducationes_ES
dc.subjectPedagogyes_ES
dc.subjectForeign language teachinges_ES
dc.subjectSystemic functional grammares_ES
dc.subjectGlobalisationes_ES
dc.titleOfficial pedagogy, foreign language teaching and literacy: a functionalist perspectivees_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.relation.publisherversionhttp://www.uco.es/ucopress/ojs/index.php/ij21ce/indexes_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES


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