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Languages for social cohesion Langu
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Languages for social cohesion: Lang
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This publication is dedicated to Ga
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10. The achievements of the “D”
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30. Expected contributions of ECML
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Section 4: this part of the publica
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Surmounting the language barrier re
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The ECML Conference 2007 The Confer
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the consultants of the ECML’s 200
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The White Paper should help us to m
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The European Charter for Regional o
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These include the specific contribu
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The European Portfolio for Student
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enjoying the benefits of scientific
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perspective of increasing and maint
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The European Union is founded on
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udget. However, such an attitude is
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GRIN, F. (1996), “The economics o
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Both of these, the broadly social a
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Second, because there are many mult
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Such work, addressing the cognitive
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stated that: “Children perceive a
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Practically, this would mean: wides
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Section 3: The contribution of the
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supporting those who speak them. On
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languages used; that minority langu
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8. The achievements of the “B”
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“identity”, “knowledge of lan
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interested in integrating the use o
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9. The achievements of the “C”
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distinct and separate competences
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Another project, GroupLead, looks i
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to determine if the tasks in the We
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Section 4: External experts’ cont
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one school. For small languages it
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the terms multilingual and multicul
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OTTERUP, T. (2004), “Sweden as mu
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in Gaeltacht areas in the Republic
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The objective here was to determine
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Finally, we hope that in exploring
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However, international evidence sho
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“Watch me grow” appeared in the
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14. Teacher in-service training for
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The background of teachers First th
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as it is not connected to their mai
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Nationality, national identificatio
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language(s) and demonstrate meta-co
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uilding aspect of the learning proc
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ENGESTRÖM, Y. and MIDDLETON, D. (1
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y the CEFR and incorporated a cross
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neighbouring countries have similar
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South African Currency American cur
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Strand C: Professional development
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Le contexte de l'enquête Le questi
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- Page 127 and 128: 19. Enhancing the effectiveness of
- Page 129 and 130: comparison/contrast essays can serv
- Page 131 and 132: Group Academic Reading pre-test res
- Page 133: HAMMANN, L.A. and STEVENS, R.J. (20
- Page 136 and 137: is the partner in charge of the mul
- Page 138 and 139: activities to the maximum, it is ne
- Page 140 and 141: The tools chosen for the course wer
- Page 142 and 143: Illustration 2. Screenshot of Flash
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- Page 146 and 147: placements abroad. Deficiencies in
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- Page 150 and 151: CD-Rom: The final version of the CD
- Page 153 and 154: 23. Deux sites innovants pour l’a
- Page 155 and 156: Results of the 2004-2007 programme
- Page 157: on the ELP. CercleS is a partner in
- Page 160 and 161: Such a changing world necessitates
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- Page 173 and 174: Section 6: Preview of the 2008-2011
- Page 175 and 176: Short description of the projects 1
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- Page 181 and 182: enable teachers to help their pupil
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- Page 203 and 204: De Renzis, Laura was born in Naples
- Page 205 and 206: Marjut, Johansson is Professor at t
- Page 207: Widlok, Beate studied Slavic and Ro
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Languages for social cohesion Langu