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The understanding of QAR developed predictably, as teachers learned about the framework. The manner in which they demonstrated their knowledge in reflections remained relatively stable, in that most responses indicated a declarative knowledge of the strategy. However, many teachers shared some descriptions of the conditional benefits of the strategy (see Figure 1). Qualitatively, teachers’ descriptions […]

A major effect of the globalizing function of English is the integration and use of anglicisms in various language-cultural areas. Such usage gives rise to different reactions among speakers ranging from attraction to repulsion. According to the central ideal of objectivity in science, linguists, on the other hand, usually strike an observant, descriptive, and generally […]

After the conceptual metaphoric analysis of text samples exemplifying public discourse on English influence on German, and after providing a condensed overview of major conceptualizations of language and language contact from a linguistic point of view, this final section will summarize the metaphors of both discourse domains. Setting the various conceptual metaphors in relation to […]

Literacy professional development leads to instructional improvement by bringing about a change in the participating teachers. This change can be evaluated in a variety of ways, including but not limited to tests of knowledge, personal evaluations, and analyses of the components of the professional development. The study described in this article examined teachers’ met cognitive […]

What Lana’s profile suggests about adult education is not necessarily a matter of questioning goals. Successfully completing the GED exam or enhancing one’s employability are goals shared by students and instructors alike. Rather, Lana’s story compels us to question the ways of achieving these goals—the imperatives that underlie programming—and the kinds of interactions between teachers […]