Please use this identifier to cite or link to this item: 192.168.6.56/handle/123456789/47288
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dc.contributor.editorToolan, Michael-
dc.date.accessioned2019-02-25T08:48:37Z-
dc.date.available2019-02-25T08:48:37Z-
dc.date.issued2009-
dc.identifier.isbn10: 0-203-88226-1-
dc.identifier.urihttp://10.6.20.12:80/handle/123456789/47288-
dc.descriptionWhat might be the consequences, for how language teaching would be understood and conducted, of adopting an integrational linguistic perspective? That is the question which the papers gathered here attempt to address. The integrational linguistic perspective is so radically different from most contemporary theories of language that it may be useful to sketch here some of its basic assumptions, before reviewing a selection of the questions that it raises for language teaching.en_US
dc.languageenen_US
dc.language.isoenen_US
dc.publisherRoutledgeen_US
dc.subjectLanguage Teachingen_US
dc.titleLanguage TeachingIntegrational Linguistic Approachesen_US
dc.typeBooken_US
Appears in Collections:Education Planning & Management(EDPM)

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