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Markets, Local knowledge and Centralized Justice: Frame Negotiation in Educational Policy Discourse

Markets, Local Knowledge And Centralized JusticeLukeš D. Markets, Local knowledge and Centralized Justice: Frame Negotiation in Educational Policy Discourse. In: Language, Culture and Mind. Odense, Denmark; 2008.

Čeština na internetu: Více než možnosti, které čekají

Čeština již dnes není na internetu ani zdaleka jen popelkou zůstávající ve stínu velkých jazyků. Student češtiny má přístup k mnoha rozmanitým zdrojům. Tato prezentace shrnuje současný stav a nastiňuje další cestu pro rozvoj využití elektronických textů ve všech oblastech bohemistiky. Nejvíce se však soustředí na demonstraci systému Bohemica.com, zaměřeného na studenty češtiny jako cizího jazyka.

Lukeš D. Čeština na internetu: Více než možnosti, které čekají. In: Setkání s češtinou (Meeting with Czech). Prague; 2001.

Conceptualizing the ‘Shape' of the Lesson: The Logistics of Learning

Teachers often wonder about how their lessons should be structured. Many simply open the textbook and follow the exercises, others try to faithfully follow the model of Presentation, Practice, Production in every lesson they teach. This workshop will present several different perspectives on lesson structure and allow participants to test their suitability to the Albanian Classrooms.
Authors discussed include: Jack C. Richards, Tessa Woodward, Jeremy Harmer, ITC, Betty Lou Weaver, Bernice McCarthy, David Kolb, etc.

Lukeš D. Conceptualizing the ‘Shape' of the Lesson: The Logistics of Learning. In: ELTA Conference. Elbasan, Albania; 2004.

Image Schemas in Second Language Learning and Instruction: A Case for a Multidisciplinary Approach

Image Schemas and Second Language AcquisitionLukeš D. Image Schemas in Second Language Learning and Instruction: A Case for a Multidisciplinary Approach. In: Image Schemas and Linguistic Relativity, Language Culture and Mind. Portsmouth; 2004.

From Cognitive to Pedagogic Grammar and Back: Linguists vs. Folk Models of Language and Learning

The paper will give examples of both successful and failed attempts to apply aspects of cognitive grammar to teaching English and Czech as a foreign language and suggest how this can be used to extend and further solidify the philosophical and methodological foundations of cognitive grammar.

Lukeš D. From Cognitive to Pedagogic Grammar and Back: Linguists vs. Folk Models of Language and Learning. In: Gram-to-Mind. Bordeaux; 2005.

Metaphors in Education

Metaphors in and of EducationLukeš D. Metaphors in Education. In: Metaphor @ UEA. University of East Anglia, Norwich; 2005.
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