|
ID
|
BIDEOA
|
HIZLARIA
|
BILDUMA
|
HIZKUNTZA
|
DATA
|
| The treatment of Spanish as a language of instruction in the educational centres of Castilla- La Mancha: Current situation and future prospects | Juana María Blanco Fernández | 21st LASLAB International Conference on Additional Language Learning by Young Learners | Inglés | 2024-10-17 |
| Boosting language skills: The power of CLIL and extramural English for primary school students | Amparo Lázaro-Ibarrola | 21st LASLAB International Conference on Additional Language Learning by Young Learners | Inglés | 2024-10-17 |
| Exploring the impact of intensity on reading, listening, and writing skills in English, Basque, and Spanish | Izaskun Villarreal & María Ángeles Hidalgo | 21st LASLAB International Conference on Additional Language Learning by Young Learners | Inglés | 2024-10-17 |
| Bridging cultures and enhancing learning: CLIL in ethnic minority schools in Georgia | Nana Akofyani | 21st LASLAB International Conference on Additional Language Learning by Young Learners | Inglés | 2024-10-17 |
| Italian Merchants in the late medieval Maghrib: Commerce and Institutions, 1200-1400 | Joel Pattison | IV Jornadas de Introducción al Mundo Árabo-Musulmán | Inglés | 2021-11-19 |
| Basque and Occitan in New Aquitaine schools: Philosophical arguments underlying linguistic diversity | Elizabeth Pérez-Izaguirre, Omar García-Zabaleta, Mikel Torres Aldave & Ion Arrieta | 21st LASLAB International Conference on Additional Language Learning by Young Learners | Inglés | 2024-10-17 |
| Before and beyond the classroom: The importance of young learners’ self-initiated engagement with L2 English | Pia Sundqvist | 21st LASLAB International Conference on Additional Language Learning by Young Learners | Inglés | 2024-10-17 |
| Picturebooks in early language education: From a little brown bear to a great big polar bear | Sandie Mourão | 21st LASLAB International Conference on Additional Language Learning by Young Learners | Inglés | 2024-10-18 |
| Using picturebooks in teacher education at the primary level | Jill Kay Partridge Salomon | 21st LASLAB International Conference on Additional Language Learning by Young Learners | Inglés | 2024-10-18 |
| Motivation and young language learners: The role of age and school factors | Nicola Morea, Rowena Kasprowicz, Hannah Davidson, Carmen Silvestri, Jasmin Silver & Suzanne Graham | 21st LASLAB International Conference on Additional Language Learning by Young Learners | Inglés | 2024-10-18 |
| The role and effects of Bilingual Learning Assistants in supporting multilingual learners in schools | Joanna Rankin, Victoria Murphy & Hamish Chalmers | 21st LASLAB International Conference on Additional Language Learning by Young Learners | Inglés | 2024-10-18 |
| Teacher beliefs about collaborative EFL writing in Swedish primary education | Elin Ruth | 21st LASLAB International Conference on Additional Language Learning by Young Learners | Inglés | 2024-10-18 |
| Decoding children’s metaphors: Exploring perceptions of L1 use in English language learning | Aretousa Giannakou 1 & Argyro Fasoula 2 | 21st LASLAB International Conference on Additional Language Learning by Young Learners | Inglés | 2024-10-18 |
| Enhancing pre-service teacher training in CLIL through project-based learning | Tomas Kos | 21st LASLAB International Conference on Additional Language Learning by Young Learners | Inglés | 2024-10-18 |
| Implementing interactive groups enhances students’ attitude towards the L2 | Vanessa Hurtado-Navarro, Ane Olabarria- Morejón, Garazi Álvarez-Guerrero, Maite Santiago-Garabieta & Harkaitz Zubiri-Esnaola | 21st LASLAB International Conference on Additional Language Learning by Young Learners | Inglés | 2024-10-18 |
| Digital wellbeing for language learners and teachers | Hayo Reinders | 21st LASLAB International Conference on Additional Language Learning by Young Learners | Inglés | 2024-10-18 |
| Closing | | 21st LASLAB International Conference on Additional Language Learning by Young Learners | Inglés | 2024-10-18 |
| Creating a multilingual parallel corpora: the UV2 web application | AnjaWeingart; Georg A. Kaiser; Svenja Schmid | PaCor 2021 - International Symposium Parallel Corpora: Creation and Applications | Inglés | 2021-06-24 |
| –Es el finn –balbució–, „Das ist das Ende“, stammelte er. Reporting direct speech in Spanish and German | Teresa Molés-Cases | PaCor 2021 - International Symposium Parallel Corpora: Creation and Applications | Inglés | 2021-06-24 |
| Opening | | PaCor 2021 - International Symposium Parallel Corpora: Creation and Applications | Inglés | 2021-06-25 |
| Closing | | PaCor 2021 - International Symposium Parallel Corpora: Creation and Applications | Inglés | 2021-06-25 |
| Parallel corpora: tools and applications (part 1-2) | Johannes Graën | PaCor 2021 - International Symposium Parallel Corpora: Creation and Applications | Inglés | 2021-06-25 |
| Parallel corpora: tools and applications (part 2-2) | Johannes Graën | PaCor 2021 - International Symposium Parallel Corpora: Creation and Applications | Inglés | 2021-06-25 |
| Compilation of DIY parallel corpora in the translation classroom using TAligner | Zuriñe Sanz | PaCor 2021 - International Symposium Parallel Corpora: Creation and Applications | Inglés | 2021-06-25 |
| Corpus paraleloak eta itzulpen automatikoa: aukerak, erronkak eta. . . euskara (English audio) | Nora Aranberri | PaCor 2021 - International Symposium Parallel Corpora: Creation and Applications | Inglés | 2021-06-25 |
