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Toward a flipped 5E model for teaching problem-solution writing in ESL courses: A two-year longitudinal experiment
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Lam, Yau Wai; Hew, Khe Foon; Jia, Chengyuan. - : University of Hawaii National Foreign Language Resource Center, 2022. : Center for Language & Technology, 2022. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2022
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A Case Study Exploring a Novice Kindergarten Teacher’s Perceptions and Practice of the Multiliteracies Pedagogy in his Virtual Kindergarten Classroom
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In: Electronic Thesis and Dissertation Repository (2022)
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Study Abroad in Sweden: Japanese Exchange Students’ Perspectives of Language Use in University EMI Courses
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In: Languages; Volume 7; Issue 1; Pages: 3 (2021)
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The Red Pen Cuts Deep: How Paper Feedback on Language Affects Student Identity and Classroom Relations
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Unpacking 'the Next Black Box': Investigating the Cognitive and Affective Underpinnings of Student Self-Assessment
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Secondary school science teachers’ Pedagogical Content Knowledge (PCK) in their classroom practice
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| 7 |
Flipping the Feedback: Formative Assessment in a Flipped Freshman Circuits Class
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In: Practical Assessment, Research, and Evaluation (2021)
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LEARNING ALONE, PRACTICING TOGETHER: A Case Study Exploring the Flipped Classroom to Improve Interpreter Education
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2021)
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Inklusionsorientierte Lehr-Lern-Bausteine für die Hochschullehre. Ein Konzept zur Professionalisierung zukünftiger Lehrkräfte
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 203 S. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2020)
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| 10 |
Construction of Classroom Community in a Full-Inclusion District: Comparative Case Studies with Elementary School Teachers
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In: Dissertations (2020)
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| 11 |
Playing Japanese: Fostering semantic language play in a Japanese as a foreign language classroom
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| 12 |
A beginning Chinese teacher’s development of classroom management skills in a Sydney school : an action research project
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Abstract:
This Action Research project emerged from the identification of the need for the researcher to improve classroom management skills during collaborative group work when teaching Chinese as a foreign language in Australian primary school classrooms. This issue was central for the researcher who was a beginning teacher with a Chinese background, who had little understanding of classroom management practices in a western educational context teaching English-speaking students. Action Research was conducted to research this problem with the aim of improving teaching and learning practice and outcomes. Data were collected over two cycles using this qualitative research approach. Data sources were an observational checklist, reflection journal, interviews with the classroom teacher, and focus groups with students and the peer ROSETE 11 volunteer Chinese language teachers. Data were analysed and coded and the findings provided evidence of the types of behaviour challenges exhibited by students during group work, the possible reasons contributing to these behaviours and the strategies that were developed to counter these. The findings indicate that student’s noise level, talking without permission/off-task conversations and being very easily distracted were the three most frequent problematic behaviour management issues. The reasons for these behaviours are discussed along with the assessment of strategies implemented in Cycles One and Two. This research may contribute to a deeper understanding of successful classroom management practices for beginning Chinese language teachers when conducting group work and, in so doing, may contribute to the literature in the field of teaching Chinese as a foreign language to young children in western contexts.
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Keyword:
2020; Chinese language; classroom management; foreign speakers; study and teaching (primary); Sydney (N.S.W.); Thesis (M.Phil. (Ed.))--Western Sydney University
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URL: http://hdl.handle.net/1959.7/uws:60733
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| 15 |
Ecologies of language learning and teaching: a teacher cognition of language learning environments beyond the classroom
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| 16 |
Performance for introverts?: Discourse evidence for students' collaborative shaping of social space
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Weber, Silja. - : Department of German, University College Cork, 2019
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| 17 |
How memories of study abroad experience are contextualized in the language classroom
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| 18 |
Individualized Scaffolding of Scientific Reasoning Development – Complementing Teachers with an Auto-agent
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| 19 |
How teachers construct language aware citizenship – a comparative study in multilingual classrooms with migrant pupils in France, Italy and Poland
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In: 14th International Conference of the Association for Language Awareness, Towards Language Aware Citizenship ; https://hal-normandie-univ.archives-ouvertes.fr/hal-02378604 ; 14th International Conference of the Association for Language Awareness, Towards Language Aware Citizenship, Vrije Universiteit Amsterdam; Association for Language Awareness, Jul 2018, Amsterdam, Netherlands ; https://www.languageawareness.org/?page_id=173 (2018)
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| 20 |
An Argument for Writing Assessment Literacy for Multilingual and L2 Writers: Deconstructing Linguistic Bias
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