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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 – 6 of 6 1 Language learning motivation in a multilingual Chinese context Hennebry-Leung, M; Gao, XS. - : Routledge, 2022 BASE Show details 2 Thinking of taking a language in year 11 and 12? Here's what you need to know Hennebry-Leung, M; Bown, A; Short, M. - : The Conversation, 2021 BASE Show details 3 Examining the role of the learner and the teacher in language learning motivation Hennebry-Leung, M; Hu, XA. - : Sage Publications Inc, 2020 BASE Show details 4 Teachers' Cognitions on Motivating Language Learners in Multilingual Hong Kong Hennebry-Leung, M. - : Springer, 2020 BASE Show details 5 Exploring an ESL teachers' beliefs and practices of teaching literary texts: A case study in Hong Kong Cheung, A; Hennebry-Leung, M. - : SAGE Publications, Inc, 2020 Abstract: Although much has been written about the relationship between teachers beliefs and practices, research examining the role of emotions in the realm of teacher cognition remains limited. This article presents a case study investigating one English as a second language (ESL) teachers beliefs and practices about teaching literary texts, drawing on Zembylas three levels of teacher emotions (2002, 2005), i.e. intrapersonal, interpersonal and intergroup, as the conceptual framework. The ESL teachers beliefs and practices were investigated via open-ended interviews and lesson observations that explored her perceptions of teaching literary texts throughout one academic year. The findings point to the complexity of teacher practices which may converge or diverge with their beliefs. Various contextual factors were found to contribute to this complexity. The results highlight the need to situate the emotions of teachers beyond contextual factors and consider the dynamic nature of teacher cognition. The practical value of the study lies in its extension of the role of emotions in mediating teacher cognition. Keyword: Curriculum and pedagogy; Education; ESL and TESOL curriculum and pedagogy; LOTE URL: http://ecite.utas.edu.au/140208 https://doi.org/10.1177/1362168820933447 BASE Hide details 6 Teaching Language and Promoting Citizenship Hennebry-Leung, M; Gayton, A. - : Edinburgh University Press, 2019 BASE Show details

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