| 000 | 17613cam a2202461 i 4500 | ||
|---|---|---|---|
| 999 |
_c1732 _d1732 |
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| 001 | ocn898029377 | ||
| 003 | OCoLC | ||
| 005 | 20241218211014.0 | ||
| 008 | 141209s2015 nyu b 001 0 eng | ||
| 010 | _a2014047746 | ||
| 020 | _a9780133925852 (pbk) | ||
| 040 |
_aDLC _beng _erda _cDLC _dYDX _dOCLCF _dYDXCP _dIBI _dBTCTA _dOCLCQ _dGZI _dNLGGC _dQGK _dDCK _dOOU _dJCRC |
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| 042 | _apcc | ||
| 050 | 0 | 0 |
_aP51 _b.B7754 2015 |
| 100 | 1 |
_aBrown, H. Douglas _d1941- |
|
| 110 | _aSan Francisco State University | ||
| 245 | 1 | 0 |
_aTeaching by Principles : _ban Interactive Approach to Language Pedagogy / _cH. Douglas Brown & Heekyeong Lee. |
| 246 | 3 | 0 | _aInteractive approach to language pedagogy. |
| 250 | _a4th ed. | ||
| 260 |
_aWhite Plains, NY : _bPearson Education, _c2015. |
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| 300 |
_axvi, 668 p. : _bill. ; _c24 cm. |
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| 504 | _aIncludes bibliographical references (pages 589-627) and indexes. | ||
| 505 | _aPART I. FOUNDATIONS FOR CLASSROOM PRACTICE | ||
| 505 |
_aCHAPTER 1. Getting Started
_tA Classroom Observation _tAnalyzing the Lesson |
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| 505 | _aFor the Teacher: Activities (A) & Discussion (D) | ||
| 505 | _aFor Your Further Reading | ||
| 505 |
_aCHAPTER 2. A Century of Language Teaching _tWhat Do We Mean by Method? _tChanging Winds and Shifting Sands |
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| 505 |
_aThe "Early" Years
_tClassical and Grammar Translation Methods _tGouin's Series Method _tThe Direct Method _tThe Audiolingual Method |
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| 505 |
_aThe "Designer" Methods Era
_tCommunity Language Learning _tSuggestopedia _tThe Silent Way _tTotal Physical Response and the Natural Approach |
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| 505 |
_aThe Dawning of a New Era
_tNotional-Functional Syllabuses _tCommunicative Language Teaching |
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| 505 | _aFor the Teacher: Activities (A) & Discussion (D) | ||
| 505 | _aFor Your Further Reading | ||
| 505 |
_aCHAPTER 3. Contextualizing Communicative Approaches
_tThe Postmethod Condition _tThe Dysfunction of the Theory-Practice Dichotomy _tAn Informed Eclectic Approach |
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| 505 |
_aGeneral Approaches
_tLearner-Centered Instruction _tTask-Based Language Teaching _tTheme-Based Instruction _tExperiential and Project-Based Learning _tStrategies-Based Instruction _tOther Collaborative Approaches |
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| 505 |
_aSpecific Approaches
_tContent-Based Language Teaching _tImmersion and Sheltered Models _tBilingual Education _tWorkplace and Vocational L2 Instruction _tLanguage for Specific Purposes _tCorpus-Based Teaching |
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| 505 | _aFor the Teacher: Activities (A) & Discussion (D) | ||
| 505 | _aFor Your Further Reading | ||
| 505 |
_aCHAPTER 4. Teaching by Principles
_tAutomaticity _tReward _tSelf-Regulation _tIdentity and Investment _tInteraction _tLanguaculture _tAgency |
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| 505 | _aFor the Teacher: Activities (A) & Discussion (D) | ||
| 505 | _aFor Your Further Reading | ||
| 505 | _aCHAPTER 5. Agency in Language Learning | ||
| 505 |
_aApproaches to Understanding Agency
_tAgency and Self-Efficacy _tAgency, Rewards, and Motivation _tAgency and Embodiment _tCognition, Emotion, and Agency _tAgency in a Sociopolitical Context |
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| 505 |
_aEnacting the Principle of Agency in L2 Classrooms
_tEncourage Learners to Do Language _tAllow Learners' Voice to Develop _tPromote Perceptual Learning and Affordances _tGuide Students to Develop Self-Regulating Strategies |
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| 505 | _aFor the Teacher: Activities (A) & Discussion (D) | ||
| 505 | _aFor Your Further Reading | ||
| 505 | _aPART II. CONTEXTS OF LEARNING AND TEACHING | ||
| 505 | _aCHAPTER 6. Teaching Across Age Levels | ||
| 505 |
_aTeaching Children: The Younger, the Better?
_tIntellectual Development _tAttention Span _tSensory Input _tAffective Factors _tAuthentic, Meaningful Language |
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| 505 | _aTeaching Adults: The "Adult Advantage"? | ||
| 505 | _aTeaching "In Between" | ||
| 505 | _aFor the Teacher: Activities (A) & Discussion (D) | ||
| 505 | _aFor Your Further Reading | ||
| 505 | _aCHAPTER 7. Teaching Across Proficiency Levels | ||
| 505 |
_aDefining Proficiency Levels
_tFSI/ILR Levels _tIELTS Band Scale _tACTFL Proficiency Guidelines _tThe Common European Framework of Reference (CEFR) |
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| 505 | _aTeaching Beginning Levels | ||
| 505 | _aTeaching Intermediate Levels: Beyond the "Plateau" | ||
| 505 | _aTeaching Advanced Levels | ||
| 505 | _aFor the Teacher: Activities (A) & Discussion (D) | ||
| 505 | _aFor Your Further Reading | ||
| 505 |
_aCHAPTER 8. Cultural and Sociopolitical Contexts
_tLanguage and Culture _tCulture, Discourse, and Identity _tContexts of Language Learning and Teaching |
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| 505 |
_aGlobalization and Language Education
_tEnglish in a Globalizing World _tEnglish as an International Language _tNESTs and NNESTs _tSuperdiversity, Transnational, and Translingual Practice _tIntercultural Competence |
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| 505 | _aLanguage Policy | ||
| 505 |
_aInstitutional Contexts
_tElementary and Secondary Schools _tPost-Secondary and Adult Education _tInstitutions of Higher Education |
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| 505 | _aFor the Teacher: Activities (A) & Discussion (D) | ||
| 505 | _aFor Your Further Reading | ||
| 505 | _aPART III. PRACTICAL CLASSROOM CONSIDERATIONS | ||
| 505 |
_aCHAPTER 9. Curriculum and Course Design _tDefining Terms _tOverview of the Course Design Process _tA Personal Experience in Course Design _tSituation Analysis _tNeeds Analysis _tProblematizing _tSpecifying Goals _tConceptualizing a Course Syllabus _tSelecting Textbooks, Materials, and Resources _tAssessment _tCourse Revision _tA Personal Experience: The Rest of the Story |
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| 505 | _aFor the Teacher: Activities (A) & Discussion (D) | ||
| 505 | _aFor Your Further Reading | ||
| 505 |
_aCHAPTER 10. Lesson Planning _t"Beneath" the Lesson Plan _tFormat of a Lesson Plan _tGuidelines for Lesson Planning _tA Sample Lesson Plan |
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| 505 | _aFor the Teacher: Activities (A) & Discussion (D) | ||
| 505 | _aFor Your Further Reading | ||
| 505 | _aCHAPTER 11. Techniques, Textbooks, and Materials | ||
| 505 | _aTechniques Redefined | ||
| 505 |
_aCategorizing Techniques
_tThe Manipulation-Communication Continuum _tControlled versus Open-Ended Techniques _tMechanical, Meaningful, and Communicative Techniques |
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| 505 | _aA Taxonomy of Techniques | ||
| 505 |
_aTextbooks _tTextbook Adaptation _tTextbook Selection |
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| 505 | _aOther Classroom Aids and Materials | ||
| 505 | _aFor the Teacher: Activities (A) & Discussion (D) | ||
| 505 | _aFor Your Further Reading | ||
| 505 | _aCHAPTER 12. Technology in Language Learning and Teaching | ||
| 505 |
_aHistorical Developments
_tComputer-Assisted Language Learning (CALL) _tMobile-Assisted Language Learning (MALL) |
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| 505 |
_aBenefits of Technology Integration
_tTESOL Technology Standards _tOpportunities for Interaction _tAccess to Authentic Linguistic Data and Use _tEnacting Agency and Identity _tOpportunities for Cross-Cultural Learning |
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| 505 | _aPrinciples for Using Technology in Language Teaching | ||
| 505 |
_aClassroom Applications
_tReading and Writing _tListening and Speaking _tGrammar and Vocabulary Practice |
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| 505 | _aFor the Teacher: Activities (A) & Discussion (D) | ||
| 505 | _aFor Your Further Reading | ||
| 505 | _aCHAPTER 13. Creating an Interactive Classroom | ||
| 505 |
_aExploring Interaction
_tInteractive Principles _tInteractive Teachers _tInteractive Students |
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| 505 |
_aInitiating Interaction: Questioning Strategies
_tFunctions and Advantages of Teacher Questions _tDisplay and Referential Questions _tCategories of Referential Questions _tOther Means of Stimulating Interaction |
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| 505 | _aGroup Work: The Standard Bearer of CLT | ||
| 505 |
_aMyths about Group Work
_tMyth #1: The Teacher Is No Longer in Control of the Class _tMyth #2: Students Will Use Their Native Language _tMyth #3: Students' Errors Will Be Reinforced in Small Groups _tMyth #4: Teachers Cannot Monitor All Groups at Once _tMyth $5: Some Learners Prefer to Work Alone _tMyth #6: Diverse Student Learning Styles Complicate Group Work |
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| 505 |
_aAdvantages of Group Work
_tGroup Work Generates Interactive Language _tGroup Work Offers an Embracing Affective Climate _tGroup Work Promotes Learner Responsibility and Autonomy _tGroup Work Is a Step Toward Individualizing Instruction |
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| 505 |
_aImplementing Group Work in Your Classroom
_tClassroom Language _tPair Work versus Group Work _tGroup Work Techniques _tPlanning and Initiating Group Work Tasks _tMonitoring the Task _tDebriefing (Processing) the Task |
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| 505 | _aFor the Teacher: Activities (A) & Discussion (D) | ||
| 505 | _aFor Your Further Reading | ||
| 505 | _aCHAPTER 14. Classroom Management | ||
| 505 | _aGeneral Principles of Classroom Management | ||
| 505 |
_aThe Physical Environment of the Classroom
_tSight, Sound, and Comfort _tSeating Arrangements _tChalkboard (Whiteboard) Use _tEquipment |
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| 505 | _aYour Voice and Body Language | ||
| 505 | _aUnplanned Teaching: Midstream Lesson Changes | ||
| 505 |
_aTeaching Under Adverse Circumstances
_tTeaching Large Classes _tTeaching Multiple Proficiency Levels in the Same Class _t"Target Language Only" in the Classroom? _tCompromising with the "Institution" _tDiscipline _tCheating |
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| 505 |
_aTeachers' Roles and Styles
_tRoles _tTeaching Styles _tCultural Expectations |
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| 505 |
_aCreating a Positive Classroom Climate
_tEstablish Rapport _tBalance Praise and Criticism _tGenerate Energy |
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| 505 | _aFor the Teacher: Activities (A) & Discussion (D) | ||
| 505 | _aFor Your Further Reading | ||
| 505 | _aPART IV. TEACHING LANGUAGE SKILLS | ||
| 505 | _aCHAPTER 15. Teaching Listening | ||
| 505 | _aIntegrating the Four Skills | ||
| 505 |
_aListening Comprehension in Pedagogical Research
_tA Historical Sketch _tMyths and Pedagogical Objectives |
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| 505 | _aAn Interactive Model of Listening Comprehension | ||
| 505 | _aTypes of Spoken Language | ||
| 505 | _aWhat Makes Listening Difficult? | ||
| 505 | _aMicroskills and Macroskills of Listening | ||
| 505 | _aTypes of Classroom Listening Performance | ||
| 505 | _aPrinciples for Teaching Listening Skills | ||
| 505 | _aListening Techniques from Beginning to Advanced | ||
| 505 | _aA Sample Listening Lesson | ||
| 505 |
_aAssessing Listening in the Classroom
_tDisambiguating the Terms Assessment and Test _tAssessing Types of Listening and Micro- and Macroskills |
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| 505 | _aFor the Teacher: Activities (A) & Discussion (D) | ||
| 505 | _aFor Your Further Reading | ||
| 505 | _aCHAPTER 16. Teaching Speaking | ||
| 505 |
_aOral Communication Skills in Pedagogical Research
_tConversational Discourse _tTeaching Pronunciation _tAccuracy and Fluency _tComplexity _tAffective Factors _tThe Interaction Effect _tIntelligibility _tCorpus-Based Data on Spoken Language _tGenres of Spoken Language |
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| 505 | _aTypes of Spoken Language | ||
| 505 | _aWhat Makes Speaking Difficult? | ||
| 505 | _aMicro- and Macroskills of Oral Communication | ||
| 505 | _aTypes of Classroom Speaking Performance | ||
| 505 | _aPrinciples for Teaching Speaking Skills | ||
| 505 | _aTeaching Conversation | ||
| 505 |
_aOral Communication for Academic Purposes
_tDiscussions _tPresentations |
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| 505 |
_aTeaching Pronunciation
_tMeaningful Minimal Pairs |
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| 505 | _aOther Oral Communication Techniques | ||
| 505 |
_aFocus on Form and Error Treatment
_tThe Role of Feedback _tHow to Treat Errors |
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| 505 |
_aAssessing Speaking in the Classroom
_tItem Types and Tasks for Assessing Speaking _tEvaluating and Scoring Speaking Tests |
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| 505 | _aFor the Teacher: Activities (A) & Discussion (D) | ||
| 505 | _aFor Your Further Reading | ||
| 505 | _aCHAPTER 17. Teaching Reading | ||
| 505 | _aResearch on Reading in a Second Language | ||
| 505 | _aGenres of Written Language | ||
| 505 | _aCharacteristics of Written Language | ||
| 505 | _aMicro- and Macroskills for Reading Comprehension | ||
| 505 | _aStrategies for Reading Comprehension | ||
| 505 | _aTypes of Classroom Reading Performance | ||
| 505 | _aPrinciples for Teaching Reading Skills | ||
| 505 | _aTwo Reading Lessons | ||
| 505 | _aAssessing Reading | ||
| 505 | _aFor the Teacher: Activities (A) & Discussion (D) | ||
| 505 | _aFor Your Further Reading | ||
| 505 | _aCHAPTER 18. Teaching Writing | ||
| 505 | _aResearch on Second Language Writing | ||
| 505 | _aTypes of Written Language | ||
| 505 | _aCharacteristics of Written Language: A Writer's View | ||
| 505 | _aMicro- and Macroskills for Writing | ||
| 505 |
_aTypes of Classroom Writing Performance
_tImitative or Mechanical Writing _tIntensive or Controlled Writing _tSelf-Writing _tDisplay Writing _tReal Writing |
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| 505 | _aPrinciples for Teaching Writing Skills | ||
| 505 | _aTwo Writing Lessons | ||
| 505 |
_aAssessing Writing in the Classroom _tEvaluation Checklists _tWriting Assessment Tasks |
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| 505 | _aFor the Teacher: Activities (A) & Discussion (D) | ||
| 505 | _aFor Your Further Reading | ||
| 505 | _aCHAPTER 19. Teaching Grammar and Vocabulary | ||
| 505 |
_aGrammar
_tThree Dimensions of Grammar _tGrammar and Discourse _tEmergent Grammar |
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| 505 |
_aApproaches to Form-Focused Instruction
_tExplicit Presentation of Forms _tImplicit Presentation of Forms _tFocus on Form _tFeedback on Errors _tA Lexicogrammatical Approach |
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| 505 | _aPrinciples for Teaching Grammar | ||
| 505 | _aGrammar Techniques | ||
| 505 |
_aGrammar Vocabulary
_tHistorical Perspectives _tStrategies for Teaching Vocabulary |
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| 505 | _aFor the Teacher: Activities (A) & Discussion (D) | ||
| 505 | _aFor Your Further Reading | ||
| 505 | _aPART V. ASSESSING LANGUAGE SKILLS | ||
| 505 | _aCHAPTER 20. Language Assessment Principles and Issues | ||
| 505 | _aDefining Test and Assessment | ||
| 505 |
_aPrinciples of Language Assessment
_tPracticality _tReliability _tValidity _tAuthenticity _tWashback |
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| 505 |
_aKinds of Tests
_tProficiency Tests _tDiagnostic Tests _tPlacement Tests _tAchievement Tests _tAptitude Tests |
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| 505 |
_aIssues in Language Assessment
_tLarge-Scale Tests of Language Ability _tAuthenticity _tPerformance-Based Assessment _tExpanding the "IQ" Concept of Intelligence _tAlternatives in Classroom-Based Assessment _tThe "Social Turn" and Language Assessment _tCritical Language Assessment |
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| 505 | _aFor the Teacher: Activities (A) & Discussion (D) | ||
| 505 | _aFor Your Further Reading | ||
| 505 | _aCHAPTER 21. Classroom-Based Assessment | ||
| 505 | _aNorm-Referenced and Criterion-Referenced Tests | ||
| 505 | _aSome Practical Steps to Test Construction | ||
| 505 | _aTransforming and Adapting Existing Tests | ||
| 505 |
_aAlternatives in Assessment
_tPortfolios _tJournals _tConferences _tObservations _tSelf- and Peer-Assessments |
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| 505 |
_aScrutinizing the Alternatives
_tMaximizing Practicality and Reliability _tPerformance-Based Assessment |
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| 505 | _aFor the Teacher: Activities (A) & Discussion (D) | ||
| 505 | _aFor Your Further Reading | ||
| 505 | _aPART VI. LIFELONG LEARNING | ||
| 505 | _aCHAPTER 22. Teacher Development | ||
| 505 | _aPeak Performers | ||
| 505 | _aEffective Language Teachers | ||
| 505 | _aClassroom Observation | ||
| 505 | _aClassroom-Based "Action" Research | ||
| 505 | _aTeacher Collaboration: Learning from Each Other | ||
| 505 | _aFurther Avenues of Professional Development | ||
| 505 | _aThe Multiple Roles of a Language Teacher | ||
| 505 | _aFor the Teacher: Activities (A) & Discussion (D) | ||
| 505 | _aFor Your Further Reading | ||
| 505 | _aCHAPTER 23. Teachers for Social Responsibility | ||
| 505 |
_aCritical Pedagogy
_tTeaching as a Subversive Activity _tSome Cautionary Observations |
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| 505 | _aControversial Issues in the Language Classroom | ||
| 505 | _aMoral Dilemmas and Moral Imperatives | ||
| 505 | _aAgents for Change | ||
| 505 | _aFor the Teacher: Activities (A) & Discussion (D) | ||
| 520 | _a"Teaching by Principles is a widely acclaimed methodology text used in language teacher education programs around the world. In this fourth edition, Dr. H. Douglas Brown and Dr. Heekyeong Lee offer a comprehensive survey of practical language teaching options firmly anchored in current research on second language acquisition and pedagogy. Features of the Fourth Edition: a comprehensive update on current issues, new research findings, and innovative classroom teaching techniques, with additional and reworked chapters to reflect this information; a description and analysis of new foundational principles, including: agency, identity, languaculture, communities of practice, embodied cognition and self-regulation; pre-reading organizers at the beginning of each chapter Frequent strategies and pedagogical "tips" in each chapter; numerous "classroom connections" to stimulate practical applications of concepts and principles; end-of-chapter group activities, discussion topics, and suggested additional readings, and a glossary of technical terminology." (Back Cover) | ||
| 650 | 0 |
_aLanguage and languages _xStudy and teaching. |
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| 700 | 1 | _aLee, Heekyeong | |
| 710 | _aMonterey Institute of International Studies | ||
| 856 |
_uhttps://www.pearson.com/english/catalogue/professional-development/teaching-by-principles.html _zPublisher's Website. |
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| 856 |
_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/s28b5q/alma991002160269705161 _zCheck the uOttawa Library catalogue. |
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| 942 |
_2z _cBK |
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