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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 Page: 1 2 3 4 5 6 Hits 1 – 20 of 106 1 Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness Christine Möller-Omrani; Ann-Kristin H. Sivertsen In: Languages; Volume 7; Issue 2; Pages: 109 (2022) BASE Show details 2 Mother Tongue and Mathematics Instruction in Multilingual Contexts: An Quantitative Analysis of Teacher Cognition among Elementary-grade Teachers Caspillo, Warrelen D.. - : Universidad de Granada, 2022 BASE Show details 3 A Classroom-Based Investigation into Pre-Service EFL Teachers’ Evolving Understandings of a Plurilingual Pedagogy to Foreign Language Education ... Cutrim Schmid, Euline. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 4 Perception de l’intégration des outils numériques dans l’agir professoral : une étude de cas auprès de trois enseignants de FLE ... Xue, Lin. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 5 SOME PERSPECTIVE DIRECTIONS FOR IMPROVING MASTER’S DEGREE PROGRAMMES IN RUSSIAN HIGHER EDUCATION INSTITUTIONS ... Shoshin, Serguei. - : figshare, 2021 BASE Show details 6 SOME PERSPECTIVE DIRECTIONS FOR IMPROVING MASTER’S DEGREE PROGRAMMES IN RUSSIAN HIGHER EDUCATION INSTITUTIONS ... Shoshin, Serguei. - : figshare, 2021 BASE Show details 7 Perception de l’intégration des outils numériques dans l’agir professoral : une étude de cas auprès de trois enseignants de FLE Xue, Lin. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 8 A Classroom-Based Investigation into Pre-Service EFL Teachers’ Evolving Understandings of a Plurilingual Pedagogy to Foreign Language Education Cutrim Schmid, Euline. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 9 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 Tayel, Ahmed Awad Mohamed. - : University of Otago, 2021 BASE Show details 10 Digital Stories Students Tell: An Exploration of Doctoral SLA Students’ Beliefs about Storytelling and Educational Technology Mannion, Patrick. - : Digital Commons @ University of South Florida, 2020 In: Graduate Theses and Dissertations (2020) BASE Show details 11 The invisible plan: how English teachers develop their expertise and the special place of adapting the skills of lesson planning Enow, Linda; Goodwyn, Andrew. - : Taylor and Francis Ltd., 2020 BASE Show details 12 Self and Peer Assessment in K–12 Chinese Language Classrooms: Teachers’ Perceptions and Implementation Yang, X; Teng, Y; Gu, Z. - : Van Yuzuncu Yil University, Turkey, 2020 BASE Show details 13 L'EDUCAZIONE LINGUISTICA NELLA SCUOLA PRIMARIA: STATO DELL'ARTE E FORMAZIONE DEGLI INSEGNANTI. ESITI DI UN'INDAGINE IN LOMBARDIA SOLERTI, PAOLA. - : Università Cattolica del Sacro Cuore, 2020. : MILANO, 2020 Abstract: Questo lavoro si fonda su due presupposti principali. Il primo di essi è che l’educazione linguistica sia un processo che si dipana «come un continuum attraverso l’insegnamento/apprendimento della lingua materna, seconda, delle lingue straniere, classiche, etniche» (Bosisio, Chini, 2014:25). In questo senso, il costrutto di educazione linguistica implica: una visione globale del repertorio linguistico individuale; lo spostamento del focus dell'apprendimento/insegnamento linguistico dalle singole lingue allo sviluppo integrato dei processi che favoriscono lo sviluppo linguistico, comunicativo, relazionale e cognitivo dell’individuo; una concezione dell’apprendimento linguistico secondo la quale lo sviluppo integrato delle lingue e dei linguaggi è trasversale a tutte le discipline e dunque tutti gli insegnanti, indipendentemente dalla materia o disciplina insegnata, sono “educatori linguistici” o, in altre parole, insegnanti di lingua. Il secondo presupposto di questo studio è che le modalità di attuazione dell’educazione linguistica sono, in ultima istanza, affidate agli insegnanti e subiscono, quindi, il condizionamento di saperi, credenze, teorie implicite, opinioni e atteggiamenti - in una parola della teacher cognition (Borg, 2003, 2006) - dei docenti. In questi presupposti teorici trova origine l’indagine condotta tramite la somministrazione di un questionario e volta a esplorare saperi, credenze, teorie implicite, opinioni e atteggiamenti degli insegnanti di scuola primaria nei confronti dell’educazione linguistica, del proprio ruolo di educatori linguistici, dell’apprendimento/insegnamento delle lingue, plurilinguismo ed educazione plurilingue. Nella prima parte di questo lavoro si delinea il quadro teorico dell’indagine. Nel dettaglio, il primo capitolo ricostruisce l’evoluzione del costrutto di educazione linguistica in Italia e Europa, mentre il secondo è dedicato alla language teacher cognition. La seconda parte è suddivisa in cinque capitoli nei quali si illustra la metodologia e si esaminano i dati emersi dall’indagine. Il lavoro si chiude con la discussione dei dati e alcune riflessioni conclusive, in cui vengono brevemente delineati possibili percorsi di formazione dei docenti e tracciate alcune possibili linee di ricerca futura. ; This work is based on two main assumptions. The first is that a broad definition of language education is a process that unfolds ‘as a continuum through the teaching/learning of the mother tongue and of second, foreign, classical and ethnic languages’ (Bosisio, Chini, 2014:25). In this sense, the construct of language education entails the following: a global view of the individual linguistic repertoire; the shift of the focus of language learning/teaching from individual languages to the integrated development of processes that promote the linguistic, communicative, relational and cognitive development of the individual; and a view of language learning according to which the integrated development of languages takes place across all disciplines and therefore all teachers, regardless of the subject or discipline taught, are ‘linguistic educators’, or language teachers. The second assumption of this study is that how language education is implemented is, ultimately, entrusted to teachers and is therefore conditioned by their knowledge, beliefs, implicit theories, opinions, and attitudes – in other words, their teacher cognition (Borg, 2003, 2006). These theoretical assumptions are the basis of this survey, conducted through the administration of a questionnaire aimed at exploring the knowledge, beliefs, implicit theories, opinions, and attitudes of primary school teachers towards linguistic education, their role as linguistic educators, language learning/teaching, multilingualism, and multilingual education. In the first part of this work, the theoretical framework of the survey is outlined. In detail, the first chapter reconstructs the evolution of the construct of language education in Italy and Europe, while the second is dedicated to language teacher cognition. The second part is divided into five chapters in which the methodology is explained, and the data from the survey examined. The work ends with a discussion section and some concluding reflections, in which some possible paths of teacher training are briefly outlined, as well as some possible lines of future research. Keyword: cognizione degli insegnanti; cognizione docente; educazione linguistica; L-LIN/02: DIDATTICA DELLE LINGUE MODERNE; language education; language teacher cognition; primary school; scuola primaria; teacher cognition URL: http://hdl.handle.net/10280/71037 BASE Hide details 14 A CASE STUDY ON THE ROLE OF SOCIOCULTURAL FACTORS IN ESL PRE-SERVICE TEACHERS’ BELIEFS AND PRACTICE Wan Noor Miza wan Mohd Yunus In: JEELS (Journal of English Education and Linguistics Studies), Vol 7, Iss 2, Pp 321-345 (2020) (2020) BASE Show details 15 The emerging understandings and practices of task-based language teaching (TBLT) by Thai EFL student teachers Jaruteerapan, Paweena. - : Victoria University of Wellington, 2020 BASE Show details 16 The Unity of Cognition and Emotion in Preschool Teachers' Understandings of Language Learning and Language Use Cichocka, Joanna Franciszka. - 2020 BASE Show details 17 The influence of overseas professional development experiences on the cognitions and practices of EFL teachers: a cross-case analysis of two Saudi universities Alhuwaydi, Esraa Saad A. - 2020 BASE Show details 18 Multilinguisme en situation d'enseignement du Français Langue Etrangère : attitudes des enseignants envers les langues autres que la langue cible Xue, Lin 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) BASE Show details 19 Multilinguisme en situation d’enseignement du Français Langue Etrangère : attitudes des enseignants envers les langues autres que la langue cible ... Xue, Lin. - : Humboldt-Universität zu Berlin, 2019 BASE Show details 20 Ecologies of language learning and teaching: a teacher cognition of language learning environments beyond the classroom Kashiwa, Mayumi. - : Sydney, Australia : Macquarie University, 2019 BASE Show details Page: 1 2 3 4 5 6

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