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An Investigation into Vocabulary Learning, Vocabulary Learning Strategies and Mind Mapping Use among Saudi Tertiary EFL Students
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Alsaleh, AAA. - : University of Exeter, 2022. : Education, 2022
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Examining Student-completed Teacher Evaluation and Stakeholder Perception in a Korean EFL University Context
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Kim, J. - : University of Exeter, 2021. : College of Social Sciences (Graduate School of Education), 2021
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Understanding the Situation of Learner Autonomy within the Context of Higher Education in Kurdistan-Iraq
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An Investigation into the Use of Word Lists in University Foundation Programs in the United Arab Emirates
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Issues in the Implementation of CLIL in Pre-Vocational Education in The Netherlands
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Abstract:
The increasing momentum behind the use of Content Language and Integrated learning (CLIL) within the Dutch educational system is a disputed one. Despite a considerable body of literature supporting the benefits of CLIL many stakeholders feel otherwise and are reluctant to employ CLIL despite the generally positive literature. Others are more enthusiastic and take (forms of) CLIL on board only to dismiss its principles after a number of years, leaving them disappointed; some educational institutes manage to implement a different approach to teaching successfully whereas others seem to fail. Hence there is a need for research to explore the issues that may cause disjunction between CLIL models of best practice as described in literature and everyday work situations. This thesis seeks to explore the complex ways in which professionals negotiate and relate to the implementation of Content and Language Integrated learning. An interview study was conducted to identify the complex ways in which professionals negotiate and relate to the implementation of Content and Language Integrated learning as well as an identification of disjunctures when experiences and expectations of the professionals were placed next to each other and compared in detail. This thesis presents the key findings of in depth semi- structured interviews with six teachers and two headmasters in secondary education at two different locations. The stakeholders were closely involved in the implementation of CLIL. The analysis I employed sought to interpret and pin down insiders' views on the consequences of the implementation of CLIL in their professional and social lives by means of inductive approaches and techniques. The data procured from the interviews were very rich and meaningful, which support the discussion on issues in the implementation of CLIL. The findings showed that the stakeholders at each setting approached CLIL differently and experienced different forms of disjuncture. The obstacles and possible frictions have been mentioned in this study which require attention, for when the frictions described in this study are addressed in a profound and resolute manner the CLIL case, or any new educational implementation, may well be furthered.
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Keyword:
CLIL issues vocational education bilingual
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URL: http://hdl.handle.net/10871/31162
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Participating in a shared cognitive space: An exploration of working collaboratively and longer-term performance of a complex grammatical structure
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Scotland, James. - : University of Exeter, 2017. : The University of Exeter Graduate School of Education, 2017
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The Influence of Features of Collocations on the Collocational Knowledge and Development of Kurdish High School Students: A Longitudinal Study
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The Education of Bilingual Teachers: Preparation of Thai Pre-service Teachers of English to Teach in Thai-English Bilingual Schools
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Phongploenpis, Sasiporn. - : University of Exeter, 2016. : College of Social Sciences and International Studies, 2016
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An inquiry into TESOL teachers’ perspectives on professional development in the workplace at a university in Saudi Arabia
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Identity Matters: Stories of Non-native English-speaking Teachers’ Experiences under the Shadow of Native Speakerism.
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Ashraf, Sabina. - : University of Exeter, 2016. : Graduate School of Education, 2016
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A Dynamic Assessment of Interactional Competence in Japanese Learners of EFL: The Act of Requesting
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Investigating the Process of EAP Course Design by Teachers at a Tertiary Level, English Department, a Private College in Oman from the Perspectives of Teachers and Students
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To what extent is the Academic Vocabulary List relevant to university student writing?
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The vocabulary learning behavior of Romanian high school students in a digital context
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Cojocnean, Diana Maria. - : University of Exeter, 2015. : College of Social Sciences and International Studies, Graduate School of Education, 2015
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International Teaching Faculty and a Monocultural Student Population: An Interpretive Analysis of Tertiary Teachers’ and Students’ Perceptions in the United Arab Emirates
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Using PTE Academic to predict achievement and measure proficiency gains in an intensive EAP foundation programme
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The Developing Relationship between Spoken and Written Syntax in an English Secondary School
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