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Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
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In: Languages; Volume 7; Issue 2; Pages: 109 (2022)
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Mother Tongue and Mathematics Instruction in Multilingual Contexts: An Quantitative Analysis of Teacher Cognition among Elementary-grade Teachers
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A Classroom-Based Investigation into Pre-Service EFL Teachers’ Evolving Understandings of a Plurilingual Pedagogy to Foreign Language Education ...
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Perception de l’intégration des outils numériques dans l’agir professoral : une étude de cas auprès de trois enseignants de FLE ...
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Xue, Lin. - : Humboldt-Universität zu Berlin, 2021
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SOME PERSPECTIVE DIRECTIONS FOR IMPROVING MASTER’S DEGREE PROGRAMMES IN RUSSIAN HIGHER EDUCATION INSTITUTIONS ...
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SOME PERSPECTIVE DIRECTIONS FOR IMPROVING MASTER’S DEGREE PROGRAMMES IN RUSSIAN HIGHER EDUCATION INSTITUTIONS ...
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Perception de l’intégration des outils numériques dans l’agir professoral : une étude de cas auprès de trois enseignants de FLE
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Xue, Lin. - : Humboldt-Universität zu Berlin, 2021
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A Classroom-Based Investigation into Pre-Service EFL Teachers’ Evolving Understandings of a Plurilingual Pedagogy to Foreign Language Education
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Teacher cognition in EFL teaching: A study of non-native English- speaking teachers of English for Arabic-speaking students in Egypt with a particular focus on vocabulary
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Digital Stories Students Tell: An Exploration of Doctoral SLA Students’ Beliefs about Storytelling and Educational Technology
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In: Graduate Theses and Dissertations (2020)
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The invisible plan: how English teachers develop their expertise and the special place of adapting the skills of lesson planning
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Self and Peer Assessment in K–12 Chinese Language Classrooms: Teachers’ Perceptions and Implementation
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L'EDUCAZIONE LINGUISTICA NELLA SCUOLA PRIMARIA: STATO DELL'ARTE E FORMAZIONE DEGLI INSEGNANTI. ESITI DI UN'INDAGINE IN LOMBARDIA
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SOLERTI, PAOLA. - : Università Cattolica del Sacro Cuore, 2020. : MILANO, 2020
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A CASE STUDY ON THE ROLE OF SOCIOCULTURAL FACTORS IN ESL PRE-SERVICE TEACHERS’ BELIEFS AND PRACTICE
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 7, Iss 2, Pp 321-345 (2020) (2020)
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The emerging understandings and practices of task-based language teaching (TBLT) by Thai EFL student teachers
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The Unity of Cognition and Emotion in Preschool Teachers' Understandings of Language Learning and Language Use
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Abstract:
My research study investigates how teachers of linguistically diverse young learners understand language learning and language use in the context of their professional and personal experiences. Drawing on the concept of plurilingualism (The Council of Europe, 2001, 2018), language competence is understood as dynamic and context-dependent. Plurilingual language users are viewed as active agents whose linguistic repertoires are unique to their individual biographies and experiences. To explore what five teachers working in linguistically diverse preschool classrooms think, know and believe about language learning and language use, my study employs a dynamic and situated view of teacher cognition (Kubanyiova & Feryok, 2015), which pays particular attention to the specific context of teachers biographies. Additionally, the study recognizes the relationship between teacher cognition and teachers emotional lives. This understanding of language teacher cognition allows me to go beyond descriptive accounts of teachers beliefs and explore their origins. To analyze the collected data, I employed Vygotskys concept of perezhivanie (Vygotsky, 1994), in which the interconnection between emotion and cognition is in the foreground. Findings emerging from this research study suggest that although teachers usually have numerous language learning experiences, their understanding of bilingualism is founded on monolingual assumptions (Cummins, 2001), and, as a result, bilingualism is seen as complete fluency in both languages. Teachers rarely see themselves as successful language learners and language users, and because of that they often feel that inclusion of their students home languages in daily classroom activities is a practice they are not capable of doing. Additionally, my study shows that teachers beliefs regarding language learning and language use are closely intertwined with their personal, and often very intimate, associations and experiences, and these two cannot be analyzed in separation from each other.
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Keyword:
Early childhood education; English as a second language; Language learning; Multilingual education; Plurilingualism; Teacher cognition; Young language learners
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URL: http://hdl.handle.net/10315/37785
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The influence of overseas professional development experiences on the cognitions and practices of EFL teachers: a cross-case analysis of two Saudi universities
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Multilinguisme en situation d'enseignement du Français Langue Etrangère : attitudes des enseignants envers les langues autres que la langue cible
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In: EISSN: 2570-2432 ; Language Education and Multilingualism – The Langscape Journal ; https://hal.archives-ouvertes.fr/hal-02491234 ; Language Education and Multilingualism – The Langscape Journal, The Langscape Network c/o Humboldt-Universität zu Berlin, 2019, 2, pp.53-69. ⟨10.18452/20621⟩ (2019)
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Multilinguisme en situation d’enseignement du Français Langue Etrangère : attitudes des enseignants envers les langues autres que la langue cible ...
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Xue, Lin. - : Humboldt-Universität zu Berlin, 2019
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Ecologies of language learning and teaching: a teacher cognition of language learning environments beyond the classroom
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