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ASSESSING THE IMPACT OF TEACHER L2 USE ON LEARNER SELF-EFFICACY PERCEPTIONS: THE CASE OF CHILEAN ELEMENTARY EFL LEARNERS
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In: TEFLIN Journal, Vol 33, Iss 1, Pp 27-46 (2022) (2022)
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| 2 |
Russian language maintenance among multilingual teachers in Israeli educational settings
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In: Russian Journal of Linguistics, Vol 25, Iss 4, Pp 1103-1125 (2021) (2021)
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| 3 |
SOCIO-CULTURAL CHALLENGES OF ENGLISH TEACHING IN REMOTE AREAS OF INDONESIA
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In: TEFLIN Journal, Vol 32, Iss 1, Pp 97-116 (2021) (2021)
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| 4 |
An Ethnographic Study on Beliefs and Attitudes of Some Brazilian Teachers of English
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In: Applied Linguistics Research Journal, Vol 3, Iss 5, Pp 49-62 (2019) (2019)
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| 5 |
Map, Foundations, Recipe, Burden: Teachers’ Conceptual Metaphors on Lesson Planning
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In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol 35, Iss 4 (2019) (2019)
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| 6 |
The integration of language and content in English-medium instruction courses: Lecturers’ beliefs and practices
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In: Ibérica, Vol 38, Pp 151-176 (2019) (2019)
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| 7 |
Teacher Beliefs And Practices For An English Language Achievement Test
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In: Ikala: Revista de Lenguaje y Cultura, Vol 23, Iss 1, Pp 25-44 (2018) (2018)
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| 8 |
Diagnostic study on teachers’ beliefs and practices in foreign language assessment
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In: Ikala: Revista de Lenguaje y Cultura, Vol 23, Iss 1 (2018) (2018)
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| 9 |
Supporting More Successful Language Learning: Approaches for Helping Post-secondary Learners in Three Contexts
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In: Eurasian Journal of Applied Linguistics, Vol 3, Iss 2, Pp 99-120 (2017) (2017)
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| 10 |
LINGUISTIC VARIATION AND TEACHING: LINGUISTIC BELIEFS AND ATTITUDES
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In: Signum: Estudos da Linguagem, Vol 20, Iss 3, Pp 118-146 (2017) (2017)
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| 11 |
Creencias, Aprendizaje de una Lengua y Formación Inicial de Profesores de Inglés
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In: Colombian Applied Linguistics Journal, Vol 17, Iss 2, Pp 207-228 (2015) (2015)
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| 12 |
Teachers’ attitudes, perceptions and experiences in CLIL: A look at content and language
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In: Colombian Applied Linguistics Journal, Vol 17, Iss 1, Pp 25-41 (2015) (2015)
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Abstract:
This paper is a preliminary report on the “CLIL State-of-the-Art” project in Colombia, drawing on data collected from 140 teachers’ regarding their attitudes toward, perceptions of and experiences with CLIL (content and language integrated learning). The term CLIL is used here to refer to teaching contexts in which a foreign language (in these cases, English) is the medium for the teaching and learning of non-language subjects. The data that has been gathered thus far reveals that while teachers presently know very little about CLIL, they are nevertheless actively seeking informal and formal instruction on CLIL. Many of the surveyed teachers are currently teaching content areas through English; approximately half of them reported having had positive experiences teaching content and language together, though the remainder claimed to lack sufficient knowledge in content areas. Almost all of the participants agreed that the CLIL approach can benefit students, helping them develop both language skills and subject knowledge (meaningful communication). However, there is still considerable uncertainty as to the actual state-of-the-art of CLIL in Colombia; greater clarity here will enable educators and decision-makers to make sound decisions for the future of general and language education.
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Keyword:
bilingual education; CLIL; content & language; P1-1091; Philology. Linguistics; teacher beliefs
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URL: https://doi.org/10.14483/udistrital.jour.calj.2015.1.a02
https://doaj.org/article/f224938004fd40338af343c9696b4d7d
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| 13 |
THE IMPORTANCE OF STUDIES OF BELIEFS AND ATTITUDES TO SOCIOLINGUISTICS
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In: Signum: Estudos da Linguagem, Vol 1, Iss 18, Pp 102-131 (2015) (2015)
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| 14 |
LECTURERS’ AND STUDENTS’ BELIEFS IN CODE-SWITCHING: A MALAYSIAN POLYTECHNIC CONTEXT
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In: TEFLIN Journal, Vol 26, Iss 1, Pp 85-96 (2015) (2015)
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| 15 |
“NOT ALWAYS THE LANGUAGE I SPEAK IS THE ONE THEY UNDERSTAND” – BELIEFS ABOUT ENGLISH LANGUAGE TEACHING WITH PUBLIC SCHOOL ADOLESCENTS
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In: Signum: Estudos da Linguagem, Vol 17, Iss 2, Pp 65-91 (2014) (2014)
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| 16 |
What Motivates Undergraduate Students to Take Up a Distance English Course?
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In: Signum: Estudos da Linguagem, Vol 17, Iss 1, Pp 245-271 (2014) (2014)
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| 17 |
ESP in-service teacher training programs: Do they change Iranian teachers’ beliefs, classroom practices and students’ achievements?
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In: Ibérica, Vol 24, Pp 261-292 (2012) (2012)
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| 18 |
Written Corrective Feedback: What do Students and Teachers Think is Right and Why?
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In: Canadian Journal of Applied Linguistics, Vol 13, Iss 02, Pp 95-127 (2010) (2010)
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| 19 |
Uma visão pragmática de crenças de alunos sobre o ato de errar A pragmatics view of learners' beliefs about erring
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In: Revista Brasileira de Linguística Aplicada, Vol 9, Iss 1, Pp 225-243 (2009) (2009)
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| 20 |
Crenças na prática de ensino de inglês: um estudo de cognições de professoras orientadoras
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In: Revista Brasileira de Linguística Aplicada, Vol 8, Iss 1, Pp 93-114 (2008) (2008)
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