LEADER 01125nam2-2200373---450- 001 990001309790203316 005 20070831130033.0 035 $a000130979 035 $aUSA01000130979 035 $a(ALEPH)000130979USA01 035 $a000130979 100 $a20031219d1969----km-y0itay0103----ba 101 0 $afre 102 $aFR 105 $aa|||||||001yy 200 1 $a<> : Jacques-Rene Hebert$fintroduction par Albert Soboul 210 $aParis$cEDHIS$d1969 215 $a1 v.(paginazione varia)$cill.$d18 cm 410 0$12001 454 1$12001 461 1$1001000130964$12001$aLe Père Duchesne: 1790-1794 700 1$aHEBERT,$bJacques-Rene$0557494 701 1$aSOBOUL,$bAlbert$0134927 801 0$aIT$bsalbc$gISBD 912 $a990001309790203316 951 $aX.2.A. 51/10(III D 485/10)$b13197 L.M.$cIII D 959 $aBK 969 $aUMA 979 $aSIAV6$b10$c20031219$lUSA01$h1003 979 $aPATRY$b90$c20040406$lUSA01$h1733 979 $aCOPAT3$b90$c20050401$lUSA01$h1243 979 $aCOPAT1$b90$c20070831$lUSA01$h1300 996 $aJacques-Rene Hebert$9929011 997 $aUNISA LEADER 01119nam a2200241 i 4500 001 991004051519707536 008 011004s2003 ctu 000 0 eng d 035 $ab13792180-39ule_inst 040 $aSet. Economia - SAGA$bita 082 04$a657.835 245 00$aBudgetary comparison schedules - perspective differences :$ban amendament of GASB Statement No. 34 260 $aNorwalk, CT :$bGovernmental Accounting Standards Board,$cc2003 300 $a28 p. ;$c23 cm 440 0$aGovernmental accounting standards series ;$v218-A 440 0$aStatement no. 41 of the Governmental Accounting Standards Board 650 0$aFinance, Public$xAccounting$xStandards$zUnited States 710 2 $aFinancial Accounting Foundation.$bGovernmental Accounting Standards Board 907 $a.b13792180$b17-12-08$c21-11-08 912 $a991004051519707536 945 $aLE025 ECO 657.8 GAS01.09$g1$i2025000222267$lle025$o-$pE21.60$q-$rn$so $t0$u1$v0$w1$x0$y.i14907355$z17-12-08 996 $aBudgetary comparison schedules - perspective differences$91224488 997 $aUNISALENTO 998 $ale025$b21-11-08$cm$da $e-$fita$git $h0$i0 LEADER 06245nam 2200349 450 001 9910637744003321 005 20230609002435.0 035 $a(CKB)5710000000106169 035 $a(NjHacI)995710000000106169 035 $a(EXLCZ)995710000000106169 100 $a20230516d2022 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAb Initio Language Teaching in British Higher Education $eThe Case of German /$fUlrike Bavendiek [and three others] 210 1$aLondon :$cUCL Press,$d2022. 215 $a1 online resource (244 pages) 311 $a1-78735-930-1 327 $aForeword by Martin Durrell -- Editors' introduction -- SECTION 1: TRENDS AND DEVELOPMENTS -- 1 Beginners German: Ja, bitte! Development and status quo of German ab initio education in degree programmes and language centres at UK universities Martina Wallner and Elisabeth Wielander -- 2 German ab initio in Languages for All programmes: Student profiles and course design Sabina Barczyk-Wozniak -- 3 Preparing Generation Z students for a world of volatility, uncertainty, complexity, and ambiguity (VUCA) through language learning Kasia ?anucha and Alexander Bleistein -- SECTION 2: PEDAGOGY AND TEACHING METHODS -- 4 Reading literature in the ab initio classroom Daniela Dora and Katharina Forster -- 5 Using music in ab initio courses Kirsten Mericka -- 6 Grammar teaching and learning in the German ab initio classroom Birgit Smith -- 7 Selecting the right resources for beginners level: A textbook evaluation Christian Mossmann -- 8 Intercultural awareness in the teaching and learning of German: The case of -- ab initio - Eva Gossner and Dagmar Paulus -- SECTION 3: INNOVATIVE APPROACHES -- 9 The 'flipped classroom' approach in the German beginner context Mandy Poetzsch -- 10 New approaches to feedback in ab initio language classes: a case study Ruth Winter -- 11 Two for the price of one: Using a cognitive theory of metaphors for vocabulary -- teaching and learning Silke Mentchen -- 12 Effective vocabulary learning apps: What should they look like? An evaluation -- with a particular view to German language acquisition Annemarie Ku?nzl-Snodgrass, Theresa Lentfort and Maren de Vincent-Humphreys -- SECTION 4: LEARNER FOCUS -- 13 Developing learner autonomy in German ab initio programmes Thomas Jochum-Critchley -- 14 Individual Differences in ab initio language learning: Working with learners' strengths Ulrike Bavendiek -- List of figures and tables List of contributors -- Glossary and list of abbreviations -- Foreword by Martin Durrell Acknowledgements -- Editors' introduction Ulrike Bavendiek, Silke Mentchen, Christian Mossmann and Dagmar Paulus -- Part I Trends and Developments 1 Beginners' German Ja, bitte! Development and status quo of German ab initio education in degree programmes and language centres at UK universities Martina Wallner and Elisabeth Wielander -- 2 German ab initio in Languages for All programmes: student profiles and course design Sabina Barczyk-Wozniak -- 3 Preparing Generation Z students for a world of volatility, uncertainty, complexity, and ambiguity (VUCA) through language learning Kasia ?anucha and Alexander Bleistein -- Part II Pedagogy and teaching methods 4 Reading literature in the ab initio classroom Daniela Dora and Katharina Forster -- 5 Using music in ab initio courses Kirsten Mericka -- 6 Grammar teaching and learning in the German ab initio classroom Birgit Smith -- 7 Selecting the right resources for beginners' level: a textbook evaluation Christian Mossmann -- 8 Intercultural awareness in the teaching and learning of German: The case of ab initio Eva Gossner and Dagmar Paulus -- 9 The 'flipped classroom' approach in the German beginner context Mandy Poetzsch -- 10 New approaches to feedback in ab initio language classes: a case study Ruth R. Winter -- 11 Two for the price of one: Using a cognitive theory of metaphors for vocabulary teaching and learning Silke Mentchen -- 12 Effective vocabulary learning apps: what should they look like? An evaluation with a particular view to German language acquisition Annemarie Ku?nzl-Snodgrass, Theresa Lentfort and Maren de Vincent-Humphreys -- Part IV Learner Focus 13 Developing learner autonomy in German ab initio programmes Thomas Jochum-Critchley -- 14 Individual differences in ab initio language learning: working with learners' strengths Ulrike Bavendiek -- Index. 330 $aDrawing extensively on the expertise of teachers of German in universities across the UK, this volume offers an overview of recent trends, new pedagogical approaches and practical guidance for teaching at beginners level in the higher education classroom. At a time when entries for UK school exams in modern foreign languages are decreasing, this book serves the urgent need for research and guidance on ab initio learning and teaching in HE. Using the example of teaching German, it offers theoretical reflections on teaching ab initio and practice-oriented approaches that will be useful for teachers of both German and other languages in higher education. The first chapters assess the role of ab initio provision within the wider context of modern languages departments and language centres. They are followed by sections on teaching methods and innovative approaches in the ab initio classroom that include chapters on the use of music, textbook evaluation, the effective use of a flipped classroom and the contribution of language apps. Finally, the book focuses on the learner in the ab initio context and explores issues around autonomy and learner strengths. The whole builds into a theoretically grounded guide that sketches out perspectives for teaching and learning ab initio languages that will benefit current and future generations of students. 606 $aLanguage and languages$xStudy and teaching 615 0$aLanguage and languages$xStudy and teaching. 676 $a418.0071 700 $aBavendiek$b Ulrike$01357175 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a9910637744003321 996 $aAb Initio Language Teaching in British Higher Education$93362606 997 $aUNINA