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dc.contributor.authorAwramiuk, Elżbieta-
dc.contributor.authorKarczewski, Daniel-
dc.identifier.citationCrossroads. A Journal of English Studies 24 (1/2019), pp. 5-11pl
dc.publisherThe University of Bialystokpl
dc.titleBetween Linguistics, Language Education and Acquisition Research. Introduction to the Special Issue Linguistics for Language Teaching and Learningpl
dc.description.EmailElżbieta Awramiuk:
dc.description.EmailDaniel Karczewski:
dc.description.BiographicalnoteElżbieta Awramiuk is a professor of linguistics at the University of Białystok, Poland. Her research currently concentrates on knowledge about language in education, as well as on phonology and spelling in contemporary Polish. Since 2005, she has been collaborating with L1 – Educational Studies in Language and Literature, a Scopus indexed online peer-reviewed, multilingual journal. She is the founding member of ARLE (International Association for Research in L1 Education, formerly: IAIMTE) and she is engaged in the Special Interest Group Research Educational Linguistics (SIG EduLing). She has participated in several research projects focused on the early literacy development and assessment and linguistic aspects of learning to read and
dc.description.BiographicalnoteDaniel Karczewski is an Assistant Professor in the Institute of Modern Languages at the University of Białystok, Poland. He holds a PhD in cognitive linguistics. His current research interest include the generic overgeneralization effect and the phenomenon of normativity. He was the prize winner of the Polish Cognitive Linguistics Association competition for the best Ph.D. dissertation in cognitive linguistics in 2014. He has recently published a book Generyczność w języku i w myśleniu. Studium kognitywne (Genericity in Language and Thought. A Cognitive Study).pl
dc.description.AffiliationElżbieta Awramiuk - University of Białystokpl
dc.description.AffiliationDaniel Karczewski - University of Białystokpl
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dc.description.referencesMilian, M. 2005. Reformulation: a means of constructing knowledge in shared writing. L1 – Educational Studies in Language and Literature 5(3): 335–351.
dc.description.referencesMorin, M. F. 2007. Linguistic factors and invented spelling in children: the case of French beginners in children. L1 – Educational Studies in Language and Literature 7 (3): 173–
dc.description.referencesMyhill, D. 2018. Grammar as a meaning making resource for language development. L1 – Educational Studies in Language and Literature 18: 1–21.
dc.description.referencesMyhill, D.A., Jones, S.M., Lines, H. & Watson, A. 2012. Re-thinking grammar: the impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding. Research Papers in Education 27(2): 139–166.
dc.description.referencesNupponen, A.-M.; Jeskanen, S. & Rättyä, K. 2019. Finnish student language teachers reflecting on linguistic concepts related to sentence structures: Students recognising linguistic concepts in L1 and L2 textbooks. L1 – Educational Studies in Language and Literature 19: 1-25.
dc.description.referencesRättyä, K., Awramiuk, E. & Fontich, X. 2019. What is Grammar Education Today? Introduction to EduLing special issue on grammar education. L1 – Educational Studies in Language and Literature 19: 1–9.
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dc.description.issue24 (1/2019)
dc.identifier.citation2Crossroads. A Journal of English Studiespl
Występuje w kolekcji(ach):Crossroads. A Journal of English Studies, 2019, Issue 24
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