Anglo-saxon influence on english language
Anglosajón características fisicas
Anderson, L. S. (1993). Educar para la responsabilidad social: La eficacia y la ética de un proyecto de servicio comunitario con personas discapacitadas. Schole: A Journal of Leisure Studies and Recreation Education, 8, 17-35.
Aramburuzabala, P. y García-Peinado, R. (Julio, 2012). El Aprendizaje-Servicio en la formación de maestros. Comunicación presentada en CIDUI, Proceeding of VII Congreso Internacional Docencia Universitaria e Innovación. Recuperado de http://www.cidui.org/revista- cidui12/index.php/cidui12/article/view/232/221
Astin, A. W. y Sax, L. J. (1998). How undergraduates are affected by service participation. Journal of College Student Development, 39(3), 251-263. Recuperado de http://www.coastal.edu/media/academics/servicelearning/documents/How%20Undergraduate s%20are%20Affected%20by%20Service%20Participation.pdf
Billig, S. H. y Klute, M. M. (2003). The Impact of Service-Learning on MEAP: A Large-Scale Study of Michigan Learn and Serve Grantees. Actas de la Conferencia Nacional sobre Aprendizaje-Servicio, Minneapolis, MN.
Anglo-Saxons
The Christianization of Anglo-Saxon England took place mainly during the 7th century and was due to the combined action of the Gregorian mission of 597 and the missionary efforts of the Irish and Scots that had begun in the 8th century, Anglo-Saxon English missionaries would play a crucial role in the conversion of the inhabitants of the Frankish Empire.
Ethelbert of Kent was the first king to accept baptism around 601. He was soon followed by Raedwald of East Anglia and Saebert of Essex in 604. However, Etelbert and Saebert were succeeded by pagan kings hostile to Christianity who expelled the missionaries and encouraged their people to return to their ancient ways. Christianity only survived under Raedwald, who worshipped the ancient pagan gods alongside Jesus Christ.
Until the mid-7th century the archbishops of Canterbury were members of the original Gregorian mission. The first native archbishop was Adeodatus of Canterbury in 655, although as early as 644 Ithamar had been consecrated bishop of Rochester.
Creencias en inglaterra
La conciencia inglesa en la España del siglo XIXPragmatics & Beyond New Series, 2005... 384 Paloma Tejada Caller la lengua puede considerarse el reverso del italiano a este respecto, lo que... more ... 384 Paloma Tejada Caller language may be considered the reverse of Italian in this respect, which is not probably very praising." (13)... las palabras se trasladan de un pueblo a otro; pero la gramatica es una propiedad inenajenable; es un elemento fijo que no se altera, ni se ...Save to LibraryEditCompare Citation Rank Readers Related Papers MentionsView Impact
Estar a punto de: Aproximación a lo 'irrealis' . En J. Marín (ed) Perspectivas sobre Evidencialidad y ModalidadJ. Marín (ed) Perspectivas sobre Evidencialidad y Modalidad. Madrid: Editorial Complutense : 131-150 (ISBN: 84-7491-755-7), 2004Guardar en bibliotecaEditarComparar Citación Ranking Lectores Artículos Relacionados MencionesVer Impacto
Sintaxis histórica del inglés. A Statistical Corpus-based Study on the Organisation of Early Modern English Sentences / Javier Pérez GuerraGuardar en BibliotecaDescargarEditarComparar Citación Rango Lectores Artículos Relacionados MencionesVer Impacto
Anglo-Saxon culture.
There are others that have presented L2 self and L2 learner motivation in the Asian context (see more data in Apple, Da Silva & Fellner, 2013, 2016). However, most of them have the main focus centered on English language learning. There is still a lack of research looking at how specific self-images of different LLEEs are and their relation to the position of those languages in the same sociocultural context, especially, in China.
Despite its prominent role in the Eastern country, English performs, most of the time, instrumental functions in the educational field (Feng, 2009) with 'intra-national purposes' (Bolton & Graddol, 2012). However, the communicative function of this language has taken a back seat, due to the pressure exerted by exams on students who must take these tests to obtain their relevant degrees, as there is a reigning idea: exams first (Pan & Block, 2011).
