Please use this identifier to cite or link to this item: 192.168.6.56/handle/123456789/34519
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dc.contributor.authorReema, A. Alsweel-
dc.date.accessioned2019-01-10T08:30:12Z-
dc.date.available2019-01-10T08:30:12Z-
dc.date.issued2012-
dc.identifier.isbn657-4-65-231-3-
dc.identifier.urihttp://10.6.20.12:80/handle/123456789/34519-
dc.descriptionThis paper is the third study conducted at our university examining carefully structured learning sequences including face-to-face and online blended communities of practice that provide critical methodological training in transitioning teachers to learner-centered instruction for today’s millennial learners.en_US
dc.languageEn-
dc.language.isoenen_US
dc.publisherGeorge Mason Universityen_US
dc.subjectBridging Instructional Gapsen_US
dc.titleTheory and Practice in Language Studiesen_US
dc.typeBooken_US
Appears in Collections:Linguistics

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