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A call for cautious interpretation of meta-analytic reviews
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In: Education Publications (2020)
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Vocabulary learning and retention through multimedia glossing
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Ramezanali, Nasrin; Faez, Farahnaz. - : University of Hawaii National Foreign Language Resource Center, 2019. : University of Texas at Austin Center for Open Educational Resources and Language Learning, 2019
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Self-Efficacy Beliefs of Novice French as a Second Language Teachers: A Case Study of Ontario Teachers
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Self-Efficacy Beliefs of Novice French as a Second Language Teachers: A Case Study of Ontario Teachers
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In: Canadian Journal of Applied Linguistics; Vol. 21 No. 2 (2018); 1-18 ; Revue canadienne de linguistique appliquée; Vol. 21 No. 2 (2018); 1-18 ; 1920-1818 ; 1481-868X (2018)
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Critical Language Awareness
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In: Education Publications (2017)
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The Common European Framework of Reference (CEFR) in Canada: A Research Agenda
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In: Canadian Journal of Applied Linguistics; Vol. 20 No. 1 (2017); 31-54 ; Revue canadienne de linguistique appliquée; Vol. 20 No. 1 (2017); 31-54 ; 1920-1818 ; 1481-868X (2017)
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Diverse teachers for diverse students: Internationally educated and Canadian-born teachers’ preparedness to teach English language learners
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In: Canadian Journal of Education/Revue canadienne de l'éducation; Vol. 35 No. 3 (2012); 64-84 ; Revue canadienne de l'éducation; Vol. 35 No 3 (2012); 64-84 ; 1918-5979 ; 0380-2361 (2012)
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Linguistic Identities and Experiences of Generation 1.5 Teacher Candidates: Race Matters
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In: Education Publications (2012)
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The Power of “Can Do” statements: Teachers’ Perceptions of CEFR-informed Instruction in French as a Second Language Classrooms in Ontario
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In: Canadian Journal of Applied Linguistics; Vol. 14 No. 2 (2011): Special Issue: Trends in Second Language Teaching and Education; 1-19 ; Revue canadienne de linguistique appliquée; Vol. 14 No. 2 (2011): Numéro spécial : Tendances en didactique des langues secondes et en formation des enseignant(e)s; 1-19 ; 1920-1818 ; 1481-868X (2012)
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The Power of “Can Do” statements: Teachers’ Perceptions of CEFR- informed Instruction in French as a Second Language Classrooms in Ontario
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In: Education Publications (2011)
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Points of Departure: Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada
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In: Education Publications (2011)
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Abstract:
In this paper, I examine the contextual factors that impact the development of knowledge base of teachers of English as a second language (ESL) and French as a second language (FSL) for teaching in Kindergarten through Grade 12 programs in Ontario. Using a sociocultural orientation to second language teacher education and prominent knowledge base frameworks from the field, I discuss how a variety of local contextual factors impact the development of teacher candidates’ (TC) knowledge base in pre-service teacher education programs in Canada. Individual factors include: the linguistic and cultural backgrounds of candidates’ in ESL and FSL programs, the TCs’ language proficiency in the target language, their personal experiences and understanding of language development, and their familiarity with real life experiences of ESL and FSL students. Beyond their own experiences, integral to TCs knowledge base are the range of student populations they could serve and the variety of language teaching contexts they can encounter in the Ontario context. I discuss the implications of such nuances for policy and practice in language teacher education programs across Canada.
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Keyword:
Education; Language and Literacy Education
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URL: https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1045&context=edupub https://ir.lib.uwo.ca/edupub/25
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Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada
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In: Canadian Journal of Applied Linguistics; Vol. 14 No. 1 (2011); 29–49 ; Revue canadienne de linguistique appliquée; Vol. 14 No. 1 (2011); 29–49 ; 1920-1818 ; 1481-868X (2011)
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