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Language Play with Formulas in an EFL Classroom
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In: Languages; Volume 7; Issue 1; Pages: 63 (2022)
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“Are there any Mexicans listening?” Stancetaking and language ideologies in a Spanish L2 Classroom ; Stancetaking and language ideologies in a Spanish L2 Classroom
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Teaching via Zoom: Emergent Discourse Practices and Complex Footings in the Online/Offline Classroom Interface
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In: Languages ; Volume 6 ; Issue 3 (2021)
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日本語教師の実践的コミュニケーション能力に関する覚書 ; An Interim Report on the Practical Communicative Skills of Japanese-Language Teachers
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Estrategias para propiciar la propincuidad digital en la adquisición de ELE en contextos de brecha digital
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La retroacció correctiva oral amb estudiants adults poc escolaritzats
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Discurso e identidad: características de la integración lingüística en el aula
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In: Cuadernos de Lingüística Hispánica, ISSN 0121-053X, Nº. 37, 2021 (Ejemplar dedicado a: Publicación continua), pags. 1-19 (2021)
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SPEECH ACTS IN ENGLISH LEARNING CLASSROOMS (Case Study at The Islamic College Jakarta)
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 160-169 (2021) (2021)
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Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom
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In: Seventh ERME Topic Conference on Language in the Mathematics Classroom ; https://hal.archives-ouvertes.fr/hal-02970540 ; Seventh ERME Topic Conference on Language in the Mathematics Classroom, Feb 2020, Montpellier, France. 2020, 978-82-7151-200-2 (2020)
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Group and class socialization in a time of social distancing ; Socialisation du groupe-classe au temps de la distanciation sociale
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In: ISSN: 1702-9589 ; Formation et profession : revue scientifique internationale en éducation ; https://hal.archives-ouvertes.fr/hal-03113105 ; Formation et profession : revue scientifique internationale en éducation, Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE), 2020, 28 (4 hors-série), pp.1. ⟨10.18162/fp.2020.681⟩ (2020)
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Using corpus methods to investigate classroom interaction and teacher discourse in special educational needs (SEN) classrooms: an investigation of methodological possibilities ...
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Analysing interaction in primary school language classes: Multilevel annotation and analysis with EXMARaLDA ...
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Analysing interaction in primary school language classes: Multilevel annotation and analysis with EXMARaLDA ...
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Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule
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Leßmann, Beate. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Münster ; New York : Waxmann 2020, 530 S. - (Kassel, Universität, Dissertation, 2019) (2020)
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Cultural Competence in South African Teachers
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Abstract:
The current study investigated cultural competence in South African teachers by first examining the dimensions and sub-dimensions associated with cultural intelligence in teachers, and secondly, assessing the factors that impact cultural competence. The study also assessed the feasibility of using the adapted version of the E-CQS (Da Silva, 2015) as an accurate measure of cultural intelligence in the South African population. Given the limited amount of research in this area, the insights provided by this study help to bridge this gap in knowledge and further the goal of cultural inclusivity and transformation in education. The study hypothesized that i) working within a culturally diverse classroom setting would increase overall cultural intelligence, more specifically both cognitive and metacognitive cultural intelligence, ii) interaction with diverse students, teaching experience, international travel, language ability and training in cultural sensitivity would each contribute towards increased cultural competence, iii) increased teaching experience would be correlated with higher cultural competence, whilst controlling for international travel, and lastly iv) similar findings would be found between both the CQS (Ang et al., 2007) and the adapted version of the E-CQS developed for use in the South African population (Da Silva, 2015). Participants included teachers recruited from various schools within South Africa. Data was collected using self-report questionnaires, administered directly to each teacher using a Google Form format. Teachers were found to have an above average score of cultural intelligence, with the highest dimensions being that of motivational and metacognitive cultural intelligence and the lowest being cognitive cultural intelligence. Training in cultural sensitivity, cultural competence and/or culturally relevant teaching strategies were identified as having a significant effect on overall cultural intelligence, more specifically cognitive and behavioural cultural intelligence. Further, teachers who had more teaching experience were also more likely to have higher CQ. Lastly, results of the study validated the use of the adapted version of the E-CQS for the South African population. ; Clinical Psychology
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Keyword:
classroom; classrooms; cross-cultural interaction; Cultural competence; cultural diversity; Cultural Intelligence; culture; dimensions of cultural intelligence; diversity; multiculturalism; South African Teachers; students; sub-dimensions of Cultural Intelligence; teachers
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URL: https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37365019
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Playing Japanese: Fostering semantic language play in a Japanese as a foreign language classroom
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EXAMINING INSTRUCTIONAL SHIFTS WITHIN DIALOGIC INTERACTION IN JAPANESE UNIVERSITY EFL EDUCATION
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In: Doctoral Dissertations (2020)
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Varying strategies to maximize the effectiveness of ELT: Lessons from training sessions
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In: English Language Teaching Educational Journal, Vol 3, Iss 3, Pp 263-271 (2020) (2020)
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Co-constructing Peer Feedback Practices in an Elementary School Mathematics Classroom: An Enactivist Perspective
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‘I FEEL LIKE I GO BLANK’: IDENTIFYING THE FACTORS AFFECTING CLASSROOM PARTICIPATION IN AN ORAL COMMUNICATION COURSE
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In: TEFLIN Journal, Vol 31, Iss 1, Pp 19-43 (2020) (2020)
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