Learning Trail - Effective communication and interaction through various activities understand all numerical and literacy concepts in a creative way. Enables Creative thinking. Enables Creative thinking. Enjoy learning by experiencing.
The Learning Trail series comprises textbooks for classes Nursery to 2 and fully conforms to the latest National Curriculum Framework for Foundational Stage 2022. The series is designed in consonance with the National Education Policy 2020. It is a tailor-made series for children between the age group of 3 and 8, adhering to the 5 + 3 + 3 + 4 curricular and pedagogical structure of NEP 2020. The Learning Trail Maths books for Nursery, Junior KG, Senior KG, Class 1, and Class 2 are focused on holistic development.
Learning Trail - Effective communication and interaction through various activities understand all numerical and literacy concepts in a creative way. Enables Creative thinking. Enables Creative thinking. Enjoy learning by experiencing.
New communications technology has been a boon to teaching and learning subjects of English, from reading and writing to literature such as Shakespeare. This book explores the ways that information and communications technology, or ICT, can be employed in teaching English and enriching the abilities of students. What are the advantages of ICT, and what are some of the concerns? Contributors from Europe, Australia, and North America address the use of media in teaching, from video, film, and audiotape to computer games and online resources. English in the Digital Age surveys the ways ICT is presently being employed in teaching and learning, and it introduces new methods for education.
This unabridged work includes a previously distributed DICTIONARY OF LATVIAN PROVERBS, making it unique and more attractive than similar publications. A translating dictionary, like this one, is a practical dictionary that translates words in existing texts. It does not, as a rule, provide descriptions or explanations, nor does it set norms of how words should be spelled. The aim of dictionary users can be either to understand the source language (the language of the headwords) or to translate it into the target language(the language of the translation equivalents). The user’s first language can be either the source language or the target language. This makes for four possible types of interlingual dictionaries (descriptive, prescriptive, or translating). Existing Latvian-English dictionaries indicate that they are intended for users whose first language is Latvian and whose purpose is to translate it into English. This dictionary is intended primarily for users whose first language is English and who wish to understand texts written in Latvian. This, of course, does not preclude Latvian speakers from using it to translate from Latvian into English, i.e., to produce English texts. English-speaking Latvians may, in fact, find it helpful for accurate and natural translation. Other features of this dictionary are: the number of entries(over 106,000), which is more than double that of any other Latvian-English dictionary; the use of American rather than British English; an extensive coverage of technical terms from all fields of science and technology; the comprehensive inclusion of spelling variants; and the inclusion of colloquialisms, common speech words, vulgar terms, slang, barbarisms, selected regionalisms and terms found in folkloric language. The entries of this dictionary were collected from various extant monolingual and bilingual Latvian dictionaries, general and specialized: spelling dictionaries, technical dictionaries, etymological dictionaries, general encyclopedias, periodical literature, and many Latvian speakers. Of the latter, I want to single out the contribution of the late sea captain, Inats Lejnieks. In his time, the captain had commanded full-rigged sailing ships with Latvian crews, and he supplied the Latvian equivalents of the names of sails and principal ropes, spars, and part of the hull. I was fortunate to have captain Lejnieks share his expertise with me as this material was not available anywhere else.
This book explores issues related to the use of technologies to support young second-language learners and looks at promising areas for research, design, and development. Grounded in a sociocultural theoretical framework, it invites educators, researchers, and educational technology developers to consider a range of social and cultural factors in utilizing technology as a tool to help children from diverse linguistic and cultural backgrounds develop their English-language and reading skills. A major contribution is the authors’ consideration of ways that technology outside of school can benefit these students’ English-language development in school. The central chapters are counter pointed by invited reflections that bring to the discussion different, yet complementary, perspectives from notable scholars in the field of second-language literacy and learning. Technology-Mediated Learning Environments for Young English-Language Learners is targeted to researchers, educators, and policymakers in the areas of elementary education, after-school learning, second-language teaching and learning, English language and literacy development, and reading.