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Culture and Education
Cultura y Educación
Volume 25, 2013 - Issue 4
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Original Articles

Presentación del monográfico. Análisis de diálogos para el aprendizaje de la lengua y la literatura. Reflexiones metodológicas

Presentations of the Special Issue. Analyses of dialogues for learning language and literature: Methodological reflexions

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Pages 421-427 | Received 30 Sep 2011, Accepted 23 Jul 2012, Published online: 23 Jan 2014

Referencias

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  • Guasch, O. & Milian, M. (Eds.) (2010). L'educació lingüística i literaria en entorns plurilingües. Recerca per a nous contextos. Bellaterra: Servei de Publicacions de la UAB.
  • Griffiths, M. & Tann, S. (1992). Using reflective practice to link personal and public theories. Journal of Education for Teaching, 18 (1), 69–93.
  • Kerbrat-Orecchioni, C. (2005). Le discours en interaccion. París: Armand Colin.
  • Mishler, E. G. (1986). Research interviewing. Context and narrative. Cambridge, MA: Harvard University Press.
  • Richards, K. (2009). Trends in qualitative research in language teaching since 2000. Language Teaching, 42 (2), 147–180.
  • Rabatel, A. (en prensa). De l'intérêt des postures énonciatives de co-énonciation, sous-énonciation, sur-énonciation pour l'interprétation des textes (en classe). Cultura y Educación.
  • Taylor, S. J. & Bogdan, R. (1986). Introducción a los métodos cualitativos de investigación. Buenos Aires: Paidós.
  • Wertsch, J. V. (1988) Vygotsky y la formación social de la mente. Barcelona: Paidós
  • Woods, D. (1996). Teacher cognition in language teaching: beliefs, decision-making and classroom practice. Cambridge: Cambridge University Press.
  • Woods, D & Çakir, H. (2011). Two dimensions of teacher knowledge: The case of communicative language teaching. System, 39 (3), 381–390. doi: 10.1016/j.system.2011.07.010

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