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analysed lesson, the teacher opens (3) with a framing move “Okay” before the ritualized exchange of greetings with the class (3-4): (1) 7:45 (2) [All 24 P are standing.] (3) T: Okay. Good morning everybody [...] groups of EFL learners, from the 3rd year of Primary School, to the last year of Sekundarstufe 1 (Klasse 10), with the numbers of transcribed lessons per year/grade as follows: 3. Klasse: 4; 4. Klasse: 7; 5 [...] 5. Klasse: 10; 6. Klasse: 6; 7. Klasse: 3; 8. Klasse: 5; 9. Klasse: 1; 10. Klasse: 3. All 39 lessons were taught by advanced students of English during their major six-week school internships in the years
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transcribed lessons per year/grade as follows: 3. Klasse: 4; 4. Klasse: 7; 5. Klasse: 10; 6. Klasse: 6; 7. Klasse: 3; 8. Klasse: 5; 9. Klasse: 1; 10. Klasse: 3. All 39 lessons were taught by advanced students [...] diverse types: Grundschule, Hauptschule, Realschule, and Gesamtschule. This special corpus of more than 56,000 words (amounting to 240 printed pages) covers all age groups of EFL learners, from the 3rd year [...] given in square brackets. (1) T: Let's start! Good morning! (2) All P: Good morning! (3) [...] In this short passage (1-3) we witness the opening of the lesson. Notice that the teacher does not start with
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the Katz and Fodor (1963) type. While Jäkel’s (2001) original account distinguishes seven different types of denotational incongruency, this contribution will focus on those types that were found to pose [...] one more type of denotational incongruency: In American English, where the lexeme pupil is rarely used, the denotation of student comprises even younger learners in primary school (see Figure 3). AmE BrE [...] student Student Figure 3: Staggered Incongruency plus Granularity Differential: student – student – Student The field pattern displayed here between BrE and AmE exemplifies the common type of denotational i
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collections, and exhibitions. Culture Unbound, 3(3),269-278. Kvernbekk, T. (2003). On identifying narratives. Studies in Philosophy and Education, 22(3), 267-279. Lacroix, J., & Nicolaïdis, K. (2010) [...] On the social meso level, researchers have examined various types of group processes and interactions (‘group’ implying communities and any type of organization). It is at the meso- level of intersubjective [...] are specific master narratives, grounded in European culture, in relation to the notion of freedom. 3.3 Counter-narrative Like master narratives, counter-narratives also suggest a certain morale and normativity
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points of similarity and congruence and not their points of difference.” (Aarhus 2017, 2017, 22) 5.3.3 Diversity As we have argued, essentialist categorical constructions of identity such as national iden- [...] Europe in turbulent times? An introduction to this special issue. Culture, Practice & Europeanization, 3(3), 1-4. Campbell, P. (2011). Creative industries in a European Capital of Culture. International Journal [...] identity: Reconciling universalism and particular- ism. Perspectives on European Politics and Society, 3(3), 345–359. doi:10.1080/15705850208438841 Eigmüller, M. (2016). Commentary: Crisis as opportunity? Europe
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(N= 27) Il Fatto Quotidiano Il Giornale la Repubblica Total Making meaning of Europe 3 6 5 14 Organising Europe 4 2 3 9 Drawing borders 2 1 1 4 Users’ comments (N=270) Il Fatto Quotidiano Il Giornale la [...] ‘emplot- ment’ that establishes causal links and communicates, possibly, moral lessons” (Sassatelli, 2012, 3). Moreover, García (2017) recognised that “Narratives are collective stories and representations, which [...] roles and how they can contribute to shaping the EU narratives within the contemporary media system. 3. The hybrid media system and the relationship between discourse and power It is broadly recognised that
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specific type of social relation linking individuals and separating them from other networks of individuals (this refers to the dimension of being inclusive or exclusive), but also to a specific type of the [...] producing ruptures in the way social relations are reproduced. The narrative model simply claims that the type of narrative genre that gains in importance determines the pathway for the further evolution of social [...] and bad) and its genre-specific narrative organization. And then we can make conjectures about the type of repairs that will be enacted. For example, democracies enact repairs by mobilizing the will of
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119 S2: No. 120 S3: It's a cherry cake? 121 S2: Yes. 122 [S3 kommt nach vorn und übernimmt das stimmlose Vorsprechen.] 123 L: Read my lips. 124 S3: Read my lips. 125 S: Water melon? 126 S3: Ja. 127 L: All [...] ......................................... 22 3. 3. Klasse Grundschule ............................................................................. 31 4. 3. Klasse Grundschule ........................ [...] ......................................... 22 3. 3. Klasse Grundschule ............................................................................. 31 4. 3. Klasse Grundschule ........................
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