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1	“You feel a little bit embarrassed, but you get over it”: EFL students’ beliefs and emotions about speaking
	Diert Boté, Irati
	In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, pags. 143-160 (2022)
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2	ASSESSING THE IMPACT OF TEACHER L2 USE ON LEARNER SELF-EFFICACY PERCEPTIONS: THE CASE OF CHILEAN ELEMENTARY EFL LEARNERS
	Marco Cancino; Samantha Mera
	In: TEFLIN Journal, Vol 33, Iss 1, Pp 27-46 (2022) (2022)
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3	Dual Language Learners in Transition from Home to School: The Role of Parental Attitudes and Home Language Practices in Bilingual Development
	Surrain, Sarah Huckabay. - 2021
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4	Preservice Teachers’ Use of Mathematics Tasks In Relation To Their Experiences With, Goals For, and Beliefs About English Learners
	de Araujo, Zandra; Smith, Erin; Ji Yeong, I.
	In: Faculty Publications (2021)
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5	Understanding the beliefs and behaviours of low-skilled adults as they re-engage with mathematics
	Whitten, Damon Rodger. - : The University of Waikato, 2018
	Abstract: This thesis explored low-skilled adult learners’ beliefs about mathematics and how they engaged with mathematical content delivered as part of foundation-level vocational programmes in New Zealand. It also examined how low-skilled learners holding procedurally-oriented beliefs responded to a classroom environment that emphasised conceptual understanding, collaboration and discourse. An ‘insider research’ approach was adopted to capitalise on the researcher’s prior experience in the sector. Analysis of data utilised an interpretive approach drawing on Bandura’s triadic reciprocal determinant model that posited beliefs, behaviour and the environment as interacting factors. Methods of data collection included surveys, observations, interviews and an intervention in which the researcher took a dual tutor/researcher role. Observation and intervention data were collected through multiple audio-recording devices that recorded private and public utterances as learners participated in lessons. The survey and interview findings showed that most low-skilled adults believed mathematics to be procedural, performance-oriented, and learned by adopting passive strategies. Many held non-mathematical identities, described school and foundation-level mathematics lessons as potentially shame making, and reported censoring their behaviours to avoid shame. The use of multiple-recording devices was effective for capturing the complexity of classroom interactions. Learners’ behaviours within lessons were consistent with procedural/calculational beliefs and reflected performance-oriented goals such as completing tasks quickly and accurately. Some learners displayed negative affective responses when expected to engage with mathematical content, and adopted behaviours designed to reduce, or eliminate, public exposure to failure. Group problem-solving was characterised by an unequal division of labour between ‘solvers’ and ‘supporters’. Lower-skilled learners tended to adopt peripheral support roles, while procedurally proficient learners either took, or were assigned, responsibility for all mathematical thinking. These behaviours enabled groups to complete tasks and achieve pseudo-success yet constrained the lower-skilled learners’ engagement in mathematical thinking, while also presenting little mathematical challenge to higher-skilled learners. This pattern appeared to contribute to the maintenance of learners’ low skills and non-mathematical identities by routinising their deferral of agency to more proficient learners. The intervention indicated that low-skilled procedurally-oriented learners tended to resist conceptually-oriented activities that emphasised mathematical discourse, collaboration, and inquiry. This appeared to be because these activities increased the threat of a shameful episode and were perceived as superfluous to their procedurally-oriented goals. Learners reported that the intervention was more effective than their traditional classes, but attributed this to better tutor explanations, rather than their own active engagement in mathematical thinking. The overall findings indicated that low-skilled procedurally-oriented adults preferred and expected a traditional approach, and many used its familiar routines to reduce their level of engagement and exposure to shame. Implications for educators include the need to differentiate authentic from pseudo-engagement, to understand the impact of shame on behaviour, and establish positive patterns of engagement.
	Keyword: Adult numeracy; Adults learning mathematics; Classroom observations; Embedded literacy and numeracy; Foundation-level learners; Low-skilled adults; Mathematical beliefs
	URL: https://hdl.handle.net/10289/12044
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6	Teachers’ beliefs concerning teaching multilingual learners: a cross-cultural comparison between the US and Germany
	Hammer, Svenja; Viesca, Kara; Ehmke, Timo...
	In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2018)
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7	English Language Learners and the Classroom: Inclusive Strategies and Beliefs of Ontario Teachers
	Sivalingam, Abiramy. - 2017
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8	MP3 players in high school English classes : learners’ beliefs and attitudes ; Les baladeurs MP3 en classe d'anglais au lycée : représentations et attitudes des apprenants
	Saverna, Adeline. - : HAL CCSD, 2016
	In: https://tel.archives-ouvertes.fr/tel-01410130 ; Linguistique. Université du Havre, 2016. Français. ⟨NNT : 2016LEHA0004⟩ (2016)
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9	Beliefs and Attitudes: How the Presence of English Language Learners in Mainstream Classrooms Affects Classroom Practices
	Covarrubias, Maritza; Teemant, Annela; Bhathena, Cathy. - : Office of the Vice Chancellor for Research, 2016
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10	Cases of Teacher Noticing to Position Students in Linguistically Diverse Middle School Mathematics Classrooms
	Bower, Rachel S. G.. - 2016
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11	PRESERVICE TEACHERS’ BELIEFS AND PRACTICES IN TEACHING ENGLISH TO YOUNG LEARNERS
	Juliana Othman; Richard Kiely
	In: Indonesian Journal of Applied Linguistics, Vol 6, Iss 1, Pp 50-59 (2016) (2016)
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12	The beliefs and related practices of effective teacher leaders who support culturally and linguistically diverse learners ...
	Jang-Tamanaha, Esther Songyi. - : University of Southern California Digital Library (USC.DL), 2015
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13	Teacher beliefs on bilingual education for English learners post proposition 227 ...
	Orellana, Karen Jeannette. - : University of Southern California Digital Library (USC.DL), 2015
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14	Exploring Indonesian learners' beliefs about language learning strategies through reflection
	Pratolo, Bambang Widi. - : Monash University. Faculty of Education, 2015
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15	Changes in two migrant learners’ beliefs, learning strategy use and language achievements in a New Zealand context
	Zhong, Qunyan (Maggie). - : Elsevier, 2015
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16	Changes in two migrant learners’ beliefs, learning strategy use and language achievements in a New Zealand context
	Zhong, Qunyan (Maggie). - : Elsevier, 2015
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17	Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions
	Young, John Austin. - 2015
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18	English Language Learners’ Experiences in Classroom Settings: Understanding Teacher Beliefs, Peer Interaction, and Language Differences
	Schloegel, Micah Roman. - : University of Kansas, 2015
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19	The nature of language learners' beliefs: A half-told story
	Zhong, Qunyan (Maggie). - 2015
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20	ЯЗЫКОВЫЕ УБЕЖДЕНИЯ УЧАЩИХСЯ И ИХ РОЛЬ В ПРЕПОДАВАНИИ ИНОСТРАННОГО ЯЗЫКА
	Воякина, Елена; Королёва, Людмила. - : Государственное образовательное учреждение высшего профессионального образования "Тамбовский государственный технический университет", 2014
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