1 |
‘Stop Measuring Black Kids with a White Stick’: Translanguaging for Classroom Assessment
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Translating translanguaging into our classrooms: Possibilities and challenges
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Translating translanguaging into our classrooms: possibilities and challenges
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Can print literacy impact upon learning to speak Standard Australian English?
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Teaching English as an Additional Language or Dialect to Young Learners in Indigenous Contexts
|
|
|
|
BASE
|
|
Show details
|
|
7 |
The effect of task complexity in dialogic oral production by Indonesian EFL learners
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Describing the acquisition of the passive voice by a child learner of Japanese as a second language from a Processability Theory perspective
|
|
|
|
In: Research outputs 2014 to 2021 (2018)
|
|
BASE
|
|
Show details
|
|
9 |
Teaching English as an additional language or dialect to young learners in Indigenous contexts
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Translanguaging on Facebook: Exploring Australian aboriginal multilingual competence in technology-enhanced environments and its pedagogical implications
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Children working it out together: A comparison of younger and older learners collaborating in task based interaction
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Review of child Second Language Aquisition (SLA): Examining Theories and Research
|
|
|
|
Abstract:
Within the field of second language acquisition (SLA), there has been much less research undertaken with children than with adults, yet the two cohorts are quite distinct in characteristics and in their learning processes. This article provides a review of child SLA research, particularly the research with a pedagogical focus. We describe a series of studies, including those informed by different theoretical perspectives (interactionist and sociocultural), in different instructional settings (i.e., second language, foreign language, immersion, and content and language integrated learning [CLIL] contexts) and using different research methodologies (longitudinal, case study, experimental, and naturalistic). We begin by highlighting the importance of age as a factor in SLA research, presenting studies that have focused on the differences existing between younger and older learners. We also consider interventions that can support language learning—including form-focused instruction and the use of tasks. We finish by presenting a proposed change in the way that research with children is conducted.
|
|
URL: http://hdl.handle.net/20.500.11937/53950 https://doi.org/10.1017/S0267190517000058
|
|
BASE
|
|
Hide details
|
|
13 |
Vietnamese TESOL teachers' cognitions and practices: Developing learner centred learning
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Theory, empiricism and practice: Commentary on TBLT in ARAL 2016
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Rehearsing, conversing, working it out: second language use in peer interaction ...
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Children working it out together:a comparison of younger and older learners collaborating in task based interaction
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Theory, empiricism and practice:Commentary on TBLT in ARAL 2016
|
|
|
|
BASE
|
|
Show details
|
|
20 |
Children working it out together: A comparison of younger and older learners collaborating in task based interaction
|
|
|
|
In: Faculty of Social Sciences - Papers (2017)
|
|
BASE
|
|
Show details
|
|
|
|