Vol 43, No 3 (2019)

Literacy skills in language education (Guest Editors: Halina Chodkiewicz & Małgorzata Krzemińska-Adamek)

Table of Contents

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Introduction

From the Editors
Małgorzata Krzemińska-Adamek
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1

Articles

Rethinking literacy in the 21st century: A pluriliteracies approach to CLIL
Letizia Cinganotto, Daniela Cuccurullo
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3-11
The role of education in the discourses of the EU and of alternative schooling institutions
Mehdi Galiere
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13-23
Literacy in Hungary - a short country report based on ELINET framework
Ildikó Szabó
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25-32
Diverse nature of literacy: The sociocultural perspective
Izabela Dąbrowska
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33-43
When the print meets the screen: Towards a model of L1 and L2 online reading comprehension
Liliana Katarzyna Piasecka
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45-59
Strategic reading: Towards a better understanding of its role in L2/FL learning and teaching contexts
Halina Chodkiewicz
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61-72
Teacher competencies in supporting reading in English as a foreign language
Melanie Ellis
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73-87
Reading as a core component of developing academic literacy skills in L2 settings
Anna Kiszczak
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89-98
Reading literacy skills in the new external exams in Poland
Karolina Kotorowicz-Jasińska, Małgorzata Krzemińska-Adamek
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99-111
The effect of extensive reading on Algerian university students’ writing performance
Abir Ouafi
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113-125
Confronting MA students’ and seminar teachers’ diverse agendas concerning academic literacy development through an EAP writing course
Magdalena Trepczyńska
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127-139

Varia

The potential of TED talks for developing prospective United Nations police monitors’ listening performance
Ruba Fahmi Bataineh, Adel Mohammad Al-refa'i
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141-153
Assessing L2 vocabulary through multiple-choice, matching, gap-fill, and word formation items
Ferit Kilickaya
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155-166