Table of Contents
Preface
Chapter 1. One Picture Book, Two Languages: Teaching English as a Foreign Language in Chinese Preschools
Si Chen¹, Peizhi Wen² and Laura E. de Ruiter³
¹Harvard Graduate School of Education, Harvard University & PACE Research Institute, USA
²PACE Research Institute, USA
³PACE Research Institute & Eliot-Pearson Dept. of Child Study and Human Development, Tufts University, USA
Chapter 2. Early Identification of At-Risk Foreign Language Readers
Analí Fernández-Corbacho and M. Carmen Fonseca-Mora – Research Center “Contemporary Thinking and Innovation for Social Development (COIDESO), University of Huelva, Spain
Chapter 3. Promoting Global Citizenship by Raising Intercultural Awareness of Young Language Learners: Perspectives and Practices of English Language Teachers in Serbia
Savić Vera¹ and Prošić-Santovac Danijela²
¹University of Kragujevac, Faculty of Education in Jagodina, Department of Philological Sciences, Jagodina, Serbia
²University of Novi Sad, Faculty of Philosophy, Department of English Studies, Novi Sad, Serbia
Chapter 4. Cross-Linguistic Mediation and Foreign Language Teaching in Europe: The Case of the METLA Project
Maria Stathopoulou – European Centre of Modern Languages & Hellenic Open University & National Technical University of Athens, Athens, Greece
Chapter 5. Engagement during Peer Interaction in the Primary English Classroom
Carolyn Leslie – Faculty of Social Sciences and Humanities, Nova University, Lisbon
Chapter 6. How to Implement Self-Assessment to Assist Children’s Language Learning
Yuko Goto Butler – University of Pennsylvania, Philadelphia, PA, USA
Chapter 7. Assessment Practices of EFL Teachers in Croatia: How Do We Go About Young Learners?
Jasenka Čengić¹ and Mirna Erk²
¹University of Zagreb, Croatia
²University of Osijek, Croatia
Chapter 8. Perceptions and Attitudes towards Assessment: Focusing on the Use of Portfolios in Formal and Informal Secondary Education in Greece
Pyrtsiou Foteini¹ and Rousoulioti Thomais²
¹Teacher of Modern Greek Language and Literature
²Aristotle University of Thessaloniki and Centre for the Greek Language, Greece
Chapter 9. Mapping the BIG Picture: Curriculum Mapping as a Reflective Tool
Vasilios Zorbas – Hellenic Open University, Greece
Chapter 10. Pain Language and Educational Implications in Children’s Lives
Papadopoulou Smaragda – University of Ioannina, Ioannina, Greece
Chapter 11. To Speak Something out of Existence: Impossible Pedagogies and the Art of Unlearning
John Baldacchino – University of Wisconsin, Madison, WI, US
Chapter 12. Teaching to Unlearn: Stereotypes in the Intercultural Communication Class
Sorina Chiper – Alexandru Ioan Cuza University, Iași, Romania
Chapter 13. Translation in Foreign Language Pedagogy
Aikaterini Papoutsi and Smaragda Papadopoulou – University of Ioannina, Ioannina, Greece
Chapter 14. English Teacher Trainees’ Views on Their Preparation for Special-Needs Classrooms – From the Perspective of Time
Werona Król-Gierat – The Pedagogical University of Cracow, Poland
Chapter 15. Studying Decontextualized Language by Means of a Word Definitional Task in Monolingual and Bilingual Learners with Dyslexia
Dosi Ifigeneia, PhD and Maniati Vasiliki, MA – Department of Greek Philology, Democritus University of Thrace, Greece
Chapter 16. Dissociation Between Pragmatic Abilities in High-Functioning Greek-Speaking Learners with Autism Spectrum Disorders
Dosi Ifigeneia, PhD and Resta Zoi – Department of Greek Philology, Democritus University of Thrace, Greece
Index
