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Language: English, Binding: Paperback, Number of pages: 256, Publishers: St. Martin's Publishing Group, ISBN-13: 9781250391711, Date of issue: 2025

Seadistatav piirik Festool WA-AR 491712

**GET READY FOR COME AND GET IT - THE EXPLOSIVE NEW NOVEL FROM KILEY REID, AVAILABLE TO PRE-ORDER NOW** _______________ 'Essential. This year's hit debut' - Guardian 'A biting tale of race and class' - Sunday Times 'I couldn't put this down' - Jojo Moyes _______________ The instant Sunday Times and New York Times bestseller Longlisted for the Booker Prize A Times, Guardian, Sunday Times, Telegraph, Mail on Sunday, Red, Good Housekeeping and Cosmopolitan Book of the Year _______________ When Emira is apprehended at a supermarket for 'kidnapping' the white child she's actually babysitting, it sets off an explosive chain of events. Her employer Alix, a feminist blogger with the best of intentions, resolves to make things right. But Emira herself is aimless, broke and wary of Alix's desire to help. When a surprising connection emerges between the two women, it sends them on a crash course that will upend everything they think they know - about themselves, each other, and the messy dynamics of privilege. _______________ 'Bites into the zeitgeist then spits it out with gusto. You really should read it, ASAP' - Stylist 'About power dynamics, race, social commentary, and also why and how we are the woman we are' - Pandora Sykes 'An extraordinarily deft debut, written with wisdom, kindness and sharp humour' - Daily Mail 'A beautiful tale of how we live now' - Elizabeth Day _______________ A Reese Witherspoon and Zoella Book Club Pick

How can technology-enhanced tasks be used to support oral communication in heterogeneous English as a Foreign Language (EFL) primary classrooms? This study explores pre-service and in-service teachers' cognitions on the use of technologyenhanced foreign Language learning tasks in the young learners' classroom. The study investigates the aspects of technology-enhanced tasks that participants consider as having a relevant impact on the development of learners' oral communicative competence, the criteria participants consider relevant for the design of such tasks in ways that cater for the needs of heterogeneous groups, and the support participants consider helpful in order to create and implement such tasks. Data were collected by carrying out three small-scale technology-enhanced projects in EFL primary school classrooms in the German federal state of Baden-Württemberg. The findings suggest that technology-enhanced tasks are well suited to supporting heterogeneous groups of primary school children in speaking English.

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