/LING

Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled.

Lista de candidatos sometidos a examen:
1) language awareness (*)
(*) Términos presentes en el nuestro glosario de lingüística

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1) Candidate: language awareness

Is in goldstandard

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1
paper corpusSignosTxtLongLines524 - : “Critical stances to SHL instruction acknowledge the dynamic interplay between language, power, identity and ideology and aim to develop critical language awareness among students in which students gain an understanding of social hierarchies and language subordination” (^[101]Lowther-Pereira, 2015: 158 ).

Evaluando al candidato language awareness:

language awareness
Lengua:
Frec: 23
Docs: 15
Nombre propio: / 23 = 0%
Coocurrencias con glosario:
Puntaje: 0.179 = ( + (1+0) / (1+4.58496250072116)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)

language awareness

: Andrews, S. (2007). Teacher language awareness. Cambridge: CUP. : Basturkmen, H., Loewen, S. & Ellis, R. (2002). Metalanguage in focus on form in the communicative classroom. Language awareness, 11(1), 1-13. : Fairclough, N. (1992). Critical language awareness. Londres: Longman. : Hyland, K. (2000a). Hedges, boosters and lexical invisibility: Noticing modifiers in academic texts. Language Awareness, 9, 179-197. : Kowal, M. & Swain, M. (1994). Using collaborative language production tasks to promote students’ language awareness. Language Awareness, 3(2), 73-93. : Kupferberg, I. & Olshtain, E. (1996). Explicit contrastive instruction facilitates the acquisition of L2 forms. Language Awareness, 5(3-4), 149-165. : Leeman, J. (2018). Critical language awareness and Spanish as a heritage language: Challenging the linguistic subordination of US Latinxs. In K. Potowski (Ed.), Handbook of Spanish as a Minority/Heritage Language (pp. 345-358). New York, NY: Routledge . : Lowther Pereira, K. (2015). Developing critical language awareness via service-learning for Spanish heritage speakers. Heritage Language Journal, 12(2), 159-185. : O’Hallaron, C. L, Palincsar, A. S. & Schleppegrell, M. J. (2015). Reading science: Using systemic functional linguistics to support critical language awareness. Linguistics and Education, 32, 55-67. DOI: 10.1016/j.linged.2015.02.002 : Pereira, K. L. (2015). Developing critical language awareness via service-learning for Spanish heritage speakers. Heritage Language Journal, 12(2), 159-185. : Svalberg, A. (2007). Language awareness and language learning. Language Teaching, 40, 287-308. : Taavitsainen, I. & Pahta, P. (2003). English in Finland: Globalisation, language awareness and questions of identity. English Today, 19(4), 3-15. : Valtín, R. (1984). The development of metalinguistic abilities in children learning to read and write. En J. Downing & R. Valtin (Eds.), Language awareness and learning to read (pp. 207-226). Nueva York. Springer Verlag. : Wallace, C. (1999). Critical language awareness: Key principles for a course in critical reading. Language awareness, 8(2), 98-110. : Wilkinson, L., & Janks, H. (1998). Teaching Direct and Reported Speech from a Critical Language Awareness (CLA) Perspective. Educational Review, 50(2): 181-190.