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Item Details
| Title:
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DEVELOPMENT OF SECOND LANGUAGE PROFICIENCY
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| By: |
Harley et al |
| Format: |
Paperback |
| List price:
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£41.99 |
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We currently do not stock this item, please contact the publisher directly for
further information.
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| ISBN 10: |
0521384109 |
| ISBN 13: |
9780521384100 |
| Publisher: |
CAMBRIDGE UNIVERSITY PRESS |
| Pub. date: |
30 March, 1990 |
| Pages: |
262 |
| Description: |
This text presents the findings of a major investigation of second language proficiency in various groups of school-aged learners. It invites a frank appraisal of the research from an outside panel of experts. The theoretical and practical implications of the study are the subject of a lively debate focused on three main research issues: the nature of second language proficiency, the impact of classroom treatment on second language learning, and the role of social and individual factors in bilingual development. This original collection of articles will be of interest to all those concerned with policy and practice in second language education. |
| Synopsis: |
This text presents the findings of a major investigation of second language proficiency in various groups of school-aged learners. The paperback edition presents the findings of a major investigation of second language proficiency in various groups of school-aged learners, and invites a frank appraisal of the research from an outside panel of experts. The theoretical and practical implications of the study are the subject of a lively debate focused on three main research issues: the nature of second language proficiency, the impact of classroom treatment on second language learning, and the role of social and individual factors in bilingual development. This original collection of articles will be of interest to all those concerned with policy and practice in second language education. |
| Returns: |
Returnable |
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Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
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