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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 – 11 of 11 1 The classroom as a bilingual space: An exploration of attitudes towards mono- and bi/multilingual practices in English language teaching contexts Gallagher, Fiona. - : Dublin City University. School of Applied Language and Intercultural Studies, 2021 In: Gallagher, Fiona orcid:0000-0002-7865-1757 (2021) The classroom as a bilingual space: An exploration of attitudes towards mono- and bi/multilingual practices in English language teaching contexts. PhD thesis, Dublin City University. (2021) Abstract: This PhD by publication is underpinned by three journal articles which together explore attitudes towards using the students’ L1 in various English language teaching contexts. Publication One investigates a dual-language instructional technique used with secondary school students in a CLIL context. Publication Two compares the attitudes and practices of EFL teachers towards using the L1, firstly in shared-L1 contexts and secondly in multilingual contexts where students do not share a common L1. Publication Three examines the cognitions of teacher trainers around using the L1 in language teaching and how this issue is dealt with on CELTA programmes. Four research aims are addressed: to explore the attitudes, beliefs and cognitions of educators towards using the L1 in language teaching [Publications 2,3]; to identify the extent to which ELT practitioners view their students as (emerging) bilinguals and the classroom as a bilingual space [Publications 2, 3]; to consider the role of the teaching context in pedagogic decisions around using the L1 in the classroom [Publications 1,2,3]; and to examine the potential role of bilingual instructional perspectives and techniques to enhance language learning [Publications 1,2,3]. Findings point to the continued dominance of the monolingual principle among ELT professionals and the need to revisit some of the taken-for-granted assumptions about best practice in relation to this in language teaching. The study also demonstrates the flexible and often inconsistent positions taken by educators in relation to L1 use in language teaching and the influence of the particular teaching context on their practices. The role of teacher development programmes in exploring this issue in a considered and reflective way is also identified. Findings highlight the value of exploiting the bi/multilingual skills of both teachers and students and of embracing bilingual perspectives to facilitate learning. Keyword: Education; Language; Linguistics; TESOL URL: http://doras.dcu.ie/26051/ BASE Hide details 2 Considered in context: EFL teachers’ views on the classroom as a bilingual space and codeswitching in shared-L1 and in multilingual contexts. Gallagher, Fiona In: Gallagher, Fiona orcid:0000-0002-7865-1757 (2020) Considered in context: EFL teachers’ views on the classroom as a bilingual space and codeswitching in shared-L1 and in multilingual contexts. System, 91 . ISSN 0346-251X (2020) BASE Show details 3 Syrian voices: an exploration of the language learning needs and integration supports for adult Syrian refugees in Ireland Ćatibušić, Bronagh; Gallagher, Fiona; Karazi, Shadi In: Ćatibušić, Bronagh, Gallagher, Fiona orcid:0000-0002-7865-1757 and Karazi, Shadi (2019) Syrian voices: an exploration of the language learning needs and integration supports for adult Syrian refugees in Ireland. International Journal of Inclusive Education, 25 (1). pp. 22-39. ISSN 1360-3116 (2019) BASE Show details 4 Beyond ESOL provision: perspectives on language, intercultural and integration support for Syrian refugees in Ireland Ćatibušić, Bronagh; Gallagher, Fiona; Karazi, Shadi In: Ćatibušić, Bronagh, Gallagher, Fiona orcid:0000-0002-7865-1757 and Karazi, Shadi (2019) Beyond ESOL provision: perspectives on language, intercultural and integration support for Syrian refugees in Ireland. In: Mishan, Freda, (ed.) ESOL Provision in the UK and Ireland: Challenges and Opportunities. Language, Migration and Identity, 2 . Peter Lang Ltd, Oxford, UK. ISBN 978-1-78874-373-0 (2019) BASE Show details 5 The feel good factor: comparing immersion by design and immersion by default models Gallagher, Fiona; Leahy, Angela In: Language culture and curriculum. - Abingdon : Routledge, Taylor & Francis Group 27 (2014) 1, 58-71 OLC Linguistik Show details 6 The feel good factor: comparing immersion by design and immersion by default models Gallagher, Fiona; Leahy, Angela In: Gallagher, Fiona orcid:0000-0002-7865-1757 and Leahy, Angela (2014) The feel good factor: comparing immersion by design and immersion by default models. Language, Culture and Curriculum, 27 (1). pp. 58-71. ISSN 1747-7573 (2014) BASE Show details 7 T(w)o and fro: using the L1 as a language teaching tool in the CLIL classroom Gallagher, Fiona; Colohan, Gerry In: Gallagher, Fiona orcid:0000-0002-7865-1757 and Colohan, Gerry (2014) T(w)o and fro: using the L1 as a language teaching tool in the CLIL classroom. The Language Learning Journal . -?. ISSN 1753-2167 (2014) BASE Show details 8 Fostering autonomy, generating motivation and shaping identities in the adolescent language classroom - an experimental research project Kelly, Mairin. - : Dublin City University. School of Applied Language and Intercultural Studies, 2014 In: Kelly, Mairin (2014) Fostering autonomy, generating motivation and shaping identities in the adolescent language classroom - an experimental research project. PhD thesis, Dublin City University. (2014) BASE Show details 9 The impact of language of instruction on quality of science and engineering education in Libya: qualitative study of faculty members Tamtam, Abdalmonem; Gallagher, Fiona; Naher, Sumsun... In: Tamtam, Abdalmonem, Gallagher, Fiona orcid:0000-0002-7865-1757 , Naher, Sumsun orcid:0000-0003-2047-5807 and Olabi, Abdul-Ghani orcid:0000-0001-9209-3619 (2013) The impact of language of instruction on quality of science and engineering education in Libya: qualitative study of faculty members. European Scientific Journal, 9 (31). pp. 1-18. ISSN 1857- 7431 (2013) BASE Show details 10 A comparative study of the implementation of EMI in Europe, Asia and Africa Tamtam, Abdalmonem; Gallagher, Fiona; Olabi, Abdul-Ghani... In: Tamtam, Abdalmonem, Gallagher, Fiona orcid:0000-0002-7865-1757 , Olabi, Abdul-Ghani orcid:0000-0001-9209-3619 and Naher, Sumsun orcid:0000-0003-2047-5807 (2012) A comparative study of the implementation of EMI in Europe, Asia and Africa. Procedia - Social and Behavioral Sciences, 47 . pp. 1417-1425. ISSN 1877-0428 (2012) BASE Show details 11 EMI for engineering education in Arab world and twenty first century challenges Tamtam, Abdalmonem; Gallagher, Fiona; Sumsun, Naher... In: Tamtam, Abdalmonem, Gallagher, Fiona orcid:0000-0002-7865-1757 , Sumsun, Naher orcid:0000-0003-2047-5807 and Olabi, Abdul-Ghani orcid:0000-0001-9209-3619 (2010) EMI for engineering education in Arab world and twenty first century challenges. In: 3rd International Symposium for Engineering Education, 1-2 Jul, 2010, Cork, Ireland. (2010) BASE Show details

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