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Language pedagogy is the discipline concerned with the theories and techniques of teaching language. It has been described as a type of teaching wherein the teacher draws from their own prior knowledge and actual experience in teaching language. [1] The approach is distinguished from research-based methodologies. [1]
Imogene King (January 30, 1923 – December 24, 2007) was a pioneer of nursing theory development. Her interacting systems theory of nursing and her theory of goal attainment have been included in every major nursing theory text. These theories are taught to thousands of nursing students, form the basis of nursing education programs, and are ...
Language education – the process and practice of teaching a second or foreign language – is primarily a branch of applied linguistics, but can be an interdisciplinary field. [ 1 ] [ 2 ] There are four main learning categories for language education: communicative competencies, proficiencies, cross-cultural experiences , and multiple literacies.
Mary J. Schleppegrell (born October 17, 1950) [1] is an applied linguist and Professor of Education at the University of Michigan. [2] Her research and praxis are based on the principles of Systemic Functional Linguistics (SFL), [3] a theory derived from the work of social semiotic linguist Michael Halliday. [4]
Nursing theory is defined as "a creative and conscientious structuring of ideas that project a tentative, purposeful, and systematic view of phenomena". [1] Through systematic inquiry, whether in nursing research or practice, nurses are able to develop knowledge relevant to improving the care of patients.
Linguistics in education refers to a small but growing field of linguistics which advocates a greater use of linguistic theory and linguistic curriculum [clarify] in primary and secondary education. Background
Goodman's concept of written language development views it as parallel to oral language development. Goodman's theory was a basis for the whole language movement, which was further developed by Yetta Goodman, Regie Routman, Frank Smith and others.
The NLA is based on five fundamental principles developed by Germain and Netten (2011, [10] 2012a; [11] Netten and Germain, 2012 [12]) to create the necessary classroom conditions for students to first learn spontaneous oral communication in their L2/FL, before moving on to explicit knowledge of the language in reading and writing activities (Germain et Netten 2013b; [8] Germain, 2017 [9]).