Please use this identifier to cite or link to this item:
https://accedacris.ulpgc.es/handle/10553/58738
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Cranfield, Susan | en_US |
| dc.date.accessioned | 2019-12-16T19:38:21Z | - |
| dc.date.available | 2019-12-16T19:38:21Z | - |
| dc.date.issued | 2010 | en_US |
| dc.identifier.issn | 0211-5913 | en_US |
| dc.identifier.other | Dialnet | |
| dc.identifier.uri | https://accedacris.ulpgc.es/handle/10553/58738 | - |
| dc.language | eng | en_US |
| dc.relation.ispartof | Revista canaria de estudios ingleses | en_US |
| dc.source | Revista Canaria de Estudios Ingleses [ISSN 0211-5913] (61), p. 163-164 | en_US |
| dc.subject | 620201 Crítica de textos | en_US |
| dc.title | GT-PA: Including Classroom Teachers in Teacher and Learner Autonoy. Flávia Vieira, ed. "Struggling for Autonomy in Language Education: Reflecting, Acting and Being". Frankfurt am Main: Peter Lang, 2009 | en_US |
| dc.type | info:eu-repo/semantics/article | en_US |
| dc.type | Article | en_US |
| dc.identifier.url | http://dialnet.unirioja.es/servlet/articulo?codigo=3334175 | - |
| dc.description.lastpage | 164 | - |
| dc.identifier.issue | 61 | - |
| dc.description.firstpage | 163 | - |
| dc.investigacion | Artes y Humanidades | en_US |
| dc.type2 | Artículo | en_US |
| dc.contributor.authordialnetid | 2648283 | - |
| dc.identifier.dialnet | 3334175ARTREV | - |
| dc.identifier.ulpgc | Sí | es |
| dc.description.erihplus | ERIH PLUS | |
| item.grantfulltext | open | - |
| item.fulltext | Con texto completo | - |
| crisitem.author.dept | GIR Foreign language education through applied technologies and intercultural sensitivity | - |
| crisitem.author.dept | Departamento de Filología Moderna, Traducción e Interpretación | - |
| crisitem.author.parentorg | Departamento de Filología Moderna, Traducción e Interpretación | - |
| crisitem.author.fullName | Cranfield Mckay, Susan Isobel | - |
| Appears in Collections: | Artículos | |
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