| Acknowledgments |
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v | |
| About the Author |
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vi | |
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Languages for All (Do we Really Mean All?) |
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1 | (17) |
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1 | (1) |
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Can all children learn foreign languages? |
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2 | (3) |
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Can all children benefit from foreign language learning? |
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5 | (6) |
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A climate for foreign language learning |
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11 | (1) |
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12 | (2) |
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Contexts for learning: special schools and units |
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14 | (2) |
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Contexts for learning: mainstream schools and units |
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16 | (2) |
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18 | (25) |
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18 | (1) |
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Selecting a curriculum development strategy |
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18 | (1) |
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Recognising common sources of difficulty |
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19 | (4) |
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Identifying individual learners in difficulty |
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23 | (2) |
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Reducing or eliminating curricular barriers |
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25 | (9) |
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Helping all students to learn more effectively |
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34 | (9) |
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Implications for Management |
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43 | (28) |
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43 | (1) |
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Managing learning in the classroom |
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43 | (11) |
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54 | (1) |
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Principles of course design |
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55 | (1) |
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55 | (2) |
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Managing curricular links |
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57 | (1) |
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Alternatives to exclusion from MFL provision in mainstream schools |
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57 | (3) |
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Operational models in mainstream schools and units |
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60 | (1) |
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Operational variables in special schools and units |
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61 | (1) |
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Resource selection and management |
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62 | (4) |
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Using technology to support learning |
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66 | (5) |
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Notes on Access for Groups of Groups of Students with Additional Needs |
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71 | (16) |
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71 | (1) |
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Students with hearing impairments |
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72 | (6) |
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Students with visual impairments |
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78 | (2) |
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Students with physical impairments |
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80 | (1) |
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Students with communication difficulties |
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81 | (1) |
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Students with specific learning difficulties (SpLD)/dyslexia |
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82 | (5) |
| Resources and Useful Addresses |
|
87 | (1) |
| References and Further Reading |
|
88 | (1) |
| Index |
|
89 | |
Rohkem infot Taylor & Francis e-raamatute kohta