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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 13 of 13 1 The mythical native speaker has mud on its face Dewaele, Jean-Marc; Bak, T.; Ortega, L.. - : Mouton De Gruyter, 2021 BASE Show details 2 Effects of reader's facial expression on syntactic processing: A brain potential study Jiménez-Ortega, Laura; Badaya, Esperanza; Hernández-Gutiérrez, David... In: Brain Research [ISSN 1872-6240], v. 1736 (2020) BASE Show details 3 Supporting bilingualism in first generation adults Simpson, J. - : Cambridge University Press, 2018 BASE Show details 4 'It ain't (only) what you do, it's the way that you do it': A mixed method approach to the study of inspiring teachers Sammons, P; Kington, A; Lindorff, AM. - 2018 BASE Show details 5 ‘It ain’t (Only) What You Do, It’s the Way That You Do It’: A Mixed Method Approach to the Study of Inspiring Teachers Sammons, P.; Kington, Alison; Lindorff, A.. - : John Wiley & Sons, 2018 BASE Show details 6 The measurement of bilingual abilities: central challenges Treffers-Daller, Jeanine. - : Cambridge University Press, 2018 BASE Show details 7 A transdisciplinary framework for SLA in a multilingual world. Atkinson, D.; Byrnes, H.; Doran, M.. - : Wiley, 2016 BASE Show details 8 Teacher and Student Voices: Perspectives from 'Inspiring' Classrooms Lindorff-Vijayendran, A.; Sammons, P.; Kington, Alison; Ortega, L.. - 2015 Abstract: This paper presents selected findings from a small-scale mixed methods study of ‘inspiring’ teaching, commissioned and funded by CfBT. The overall aims of the study were to explore what inspiring teachers say about their practice, what they do in their classrooms, and the views of their students. The present paper focuses specifically on teacher and student voices in the project, with the aim of understanding how the perspectives and understandings of these groups align, what they prioritize about teachers and lessons, and in what ways their opinions and experiences might differ with respect to their classroom relationships, activities and interactions. Sources of data relevant to teachers’ voices include face-to-face individual teacher interviews and an exercise in which teachers ranked 17 teacher attributes in perceived order of importance. Students’ views were accessed through questionnaire surveys with a combination of Likert-scale items and one open response question. The sample included 17 teachers from English primary and secondary schools. 203 students, from classes corresponding to 11 of the teachers, were surveyed. Findings showed that both teachers and students prioritized positive relationships and enthusiasm or enjoyment as key teacher and lesson characteristics; this was supported by both qualitative and quantitative data. Qualitative data elaborated upon some more specific relationship dynamics and lesson activities connected to these dominant themes. These results contribute to a previously unclear definition of ‘inspirational’ teaching, and also have the potential to guide practice and development for teachers. Keyword: L Education (General); LB1501 Primary Education; LB1603 Secondary Education. High schools URL: https://eprints.worc.ac.uk/5385/1/Teacher%20and%20student%20voices%20-%20Perspectives%20from%20%E2%80%98inspiring%E2%80%99%20classrooms.pdf https://eprints.worc.ac.uk/5385/2/Teacher%20and%20student%20voices%20-%20Prespective%20from%20%27inspiring%27%20classrooms%20%28slideshow%29.pdf http://eprints.worc.ac.uk/5385/ BASE Hide details 9 Bridging the Gap: Cognitive and social approaches to research in second language learning and teaching. Hulstijn, J. H.; Young, R. F.; Ortega, L.. - : Cambridge University Press, 2014 BASE Show details 10 EDUCATING FOR ADVANCED FOREIGN LANGUAGE CAPACITIES: CONSTRUCTS, CURRICULUM, INSTRUCTION, ASSESSMENT. Heidi Byrnes, Heather D. Weger-Guntharp, and Katherine Sprang (Eds.) Thorne, Steven L; Byrnes, H; Levelt, W J M... In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 30 (2008) 2, 263-264 OLC Linguistik Show details 11 ACQUIRING A NON-NATIVE PHONOLOGY: LINGUISTIC CONSTRAINTS AND SOCIAL BARRIERS Hardison, Debra M; Ortega, L; Iberri-Shea, G... In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 30 (2008) 1, 110 OLC Linguistik Show details 12 INFERENCE AND GENERALIZABILITY IN APPLIED LINGUISITCS: MULTIPLE PERSPECTIVES, Micheline Chalhoub-Deville, Carol Chapelle, and Patricia Duff (Eds.) Dakowska, Maria; Norris, J; Ortega, L In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 29 (2007) 4, 628-629 OLC Linguistik Show details 13 Meta-analysis, human cognition, and language learning. Ellis, Nick C.. - : John Benjamins, 2006 BASE Show details

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