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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 Page: 1 2 Hits 1 – 20 of 31 1 What makes an effective translation teacher?: a qualitative exploration of effective translation teaching and teachers in the university classroom Huang, Zhi. - : Sydney, Australia : Macquarie University, 2019 BASE Show details 2 Teacher-centred professional development: exploring teacher cognition and autonomy in Australian English language centres Reed, Melissa. - : Sydney, Australia : Macquarie University, 2019 BASE Show details 3 Ecologies of language learning and teaching: a teacher cognition of language learning environments beyond the classroom Kashiwa, Mayumi. - : Sydney, Australia : Macquarie University, 2019 BASE Show details 4 Considering teacher cognition and motivation in teacher research engagement: a mixed-methods study involving English language teachers at Vietnamese public universities Truơng, Thị Mỹ. - : Sydney, Australia : Macquarie University, 2018 BASE Show details 5 The transition of an ESP teacher from a GE teacher: a case study Nguyen, Thi Mo. - : Sydney, Australia : Macquarie University, 2017 BASE Show details 6 Teacher autonomy in college English classrooms in China: teachers' attitudes and practices Qian, Lina. - : Sydney, Australia : Macquarie University, 2017 BASE Show details 7 Teacher autonomy in college English classrooms in China: teachers' attitudes and practices Qian, Lina. - : Sydney, Australia : Macquarie University, 2017 BASE Show details 8 English language teachers’ perceptions and the impact of a standardised professional development program in Sabah, Malaysia: a mixed methods study Hiew, Wendy. - : Sydney, Australia : Macquarie University, 2017 BASE Show details 9 Yogyakarta (Indonesia) EFL teachers' conceptualizations of pedagogical content knowledge (PCK) as represented in their structural curriculum design and practice Triastuti, Anita. - : Sydney, Australia : Macquarie University, 2017 BASE Show details 10 The relationship between teaching presence and online instructor satisfaction in an online teacher training program Lumsden, Stafford H. - : Sydney, Australia : Macquarie University, 2017 BASE Show details 11 The role beliefs about language use play in the social construction of the EFL classroom Rabbidge, Michael. - : Sydney, Australia : Macquarie University, 2017 Abstract: Theoretical thesis. ; Bibliography: pages 220-238. ; Chapter One. Getting serious, getting started -- Chapter Two. Monolingual assumptions and multilingual realities -- Chapter Three. Theoretical framework -- Chapter Four. Research design -- Chapter Five. Tracing the formation of assumptions, attitudes and beliefs about L1 and TL use in the classroom -- Chapter Six. The role of classroom language in the social construction of the classroom -- Chapter Seven. The influence of beliefs on the social construction of the classroom -- Chapter Eight. Conclusion -- References -- Appendices. ; This thesis presents an examination of the beliefs that non- native English speaker teachers had about using the first language (L1) and target language (TL) when teaching English, and how these beliefs influenced the social construction of the English classroom. The central idea for the thesis arose during the author's time as a teacher trainer in South Korea. During this time, it was noticed that despite government mandates supporting an English only approach to English learning, teachers were still reluctant to exclude their L1 completely. To investigate why teachers were resisting government mandates, beliefs were explored via a two-step series of intervirews which separated the development of beliefs into discrete stages to reveal the different influences acting on the formation of these beliefs. The stages were divided into initial assumptions about language use, tentative attitudes, and then firmer beliefs. Important influences that acted upon the participants included the language use of their own language teachers, when they attended training courses which espoused L1 exclusion theories, the influence of students in the classroom, as well as institutional influences. Once these beliefs were revealed, they were then linked to the classroom actions of the participants via an analysis of their classroom language use. This analysis employed a theoretical framework which had Basil Berstein's sociological theories of pedagogic discourse at its core. This framework revealed how teachers' beliefs influenced the recontextualization of teaching materials into the classroom, chamging the nature of the original social and power relations from the appropriated discourse with new, virtual-social and power relations of the classroom. It established that participants with strong beliefs about maximizing English exposure often positioned students so that they had less opportunity to assist in the co-construction of the learning environment compared to participants who valued a larger role for the L1. ; Mode of access: World wide web ; 1 online resource (267 pages) Keyword: English language -- --Study and teaching -- Foreign speakers -- Social aspects; English teachers -- Attitudes; L1 / target language; pedagogic discourse; sociolinguistics; teacher beliefs; teacher cognitions URL: http://hdl.handle.net/1959.14/1260799 BASE Hide details 12 Text chat during video/audio conferencing lessons : scaffolding or getting in the way? Kozar, Olga. - : Equinox Publishing, 2016 BASE Show details 13 Autism in the classroom: a conversation-analytic study of lesson beginnings in special education Yeo, Siang Lee. - : Sydney, Australia : Macquarie University, 2016 BASE Show details 14 Teaching behaviour of LETs and NETs in Hong Kong : differences perceived by secondary students Ma, Lai Ping Florence. - : University of Hong Kong, 2015 BASE Show details 15 CALL and English at tertiary level: teacher cognition in Bangladesh Rahman, Jasmine. - : Sydney, Australia : Macquarie University, 2015 BASE Show details 16 The Impact of teacher cognition and classroom practices on IELTS test preparation courses in the Australian ELICOS sector Chappell, Philip; Bodis, Agnes; Jackson, Heather. - : IDP: IELTS Australia, 2015 BASE Show details 17 Online professional development for teachers of English as a foreign language: Vietnamese faculty's motivations and learning experiences Truong, My Thi. - : Sydney, Australia : Macquarie University, 2015 BASE Show details 18 Investigating communities of practice and ELT teacher research in Cambodia Keuk, Chan Narith. - : Sydney, Australia : Macquarie University, 2015 BASE Show details 19 The Formation of English teacher identities : a cross-cultural investigation Gu, Mingyue (Michelle); Benson, Phil. - : SAGE Publications, 2015 BASE Show details 20 Stakeholder perceptions of IELTS as a gateway to the professional workplace : the case of employers of overseas trained teachers Murray, Jill C; Cross, Judie L; Cruickshank, Ken. - : Melbourne : IDP: IELTS Australia, 2014 BASE Show details Page: 1 2

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