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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 3 4 5 6 Hits 61 – 80 of 106 61 Target language use in Modern Language classrooms: perception and change among newly qualified teachers in Scotland Lynch, Michael Patrick. - : The University of Edinburgh, 2015 BASE Show details 62 Bridging the mismatches between the lecturers’ and students’ beliefs about the value of written feedback on their assignments: A Private Malaysian University Case Study Ng, Judy/Miang Koon. - : University of Waikato, 2015 BASE Show details 63 Investigating teachers’ implementation of the task-based curriculum from a teacher cognition perspective: A case study of a Vietnamese upper-secondary school Tran, Giang Nam. - : Faculty of Social Sciences, 2015 In: University of Wollongong Thesis Collection 1954-2016 (2015) BASE Show details 64 Grounded narrative inquiry into language teacher cognition: Stories and case studies on English language teaching in South Korea Moodie, Ian. - : University of Otago, 2015 BASE Show details 65 Healing Our Race-Linked Wounds Ferguson, Carroy U In: Carroy U "Cuf" Ferguson, Ph.D. (2015) BASE Show details 66 Exploring professional collaboration at the boundary between content and language teaching from a CHAT approach Emilee Moore; Joan Ploettner; Mandy Deal In: Ibérica, Vol 30, Pp 85-103 (2015) (2015) Abstract: Different ways in which the integration of content and language emerges within higher education language policies and classroom teaching and learning are well studied in the literature, as are methods and techniques that could be useful in classrooms to scaffold the accomplishment of dual learning objectives. However very little attention has been paid to exploring the complexities emerging during collaboration at the boundary between teaching professionals from different areas of expertise, and this is potentially even more so in higher education. Attending to this gap, this article presents the first results of a professional development experience being carried out at a Catalan university promoting English medium instruction, which aimed at increasing collaboration between language and subject lecturers at the boundary of content and language teaching across degree programs. The experience involved formalised pairing-up of content and language specialists working within the same degree program for focussed discussion on the planning and implementation of their respective subjects. The experience provides insight into teacher cognition – or what teachers think, know, and believe, and the relationship this potentially has with their classroom action – and into how interdisciplinary dialogue may be supported to prompt its transformation. Keyword: cultural historical activity theory (CHAT); higher education CLIL; interdisciplinary dialogue; Language and Literature; P; P1-1091; Philology. Linguistics; teacher cognition URL: https://doaj.org/article/ffd3d65949f643a4a02e82540420cd17 BASE Hide details 67 "Je fais le clown" ; "Je fais le clown": l’humour comme ressource de l’agir professoral Muller, Catherine In: L’école du rire ; https://hal.archives-ouvertes.fr/hal-01933999 ; Ahr, Sylvianne and François-Denève, Corinne. L’école du rire, Presses Universitaires de Namur, pp.169-184, 2014, Diptyque (2014) BASE Show details 68 Ambivalence, adaptation et résistance ; Ambivalence, adaptation et résistance: Lorsque l'enseignant de langue est confronté à des réactions non planifiées d'apprenants Muller, Catherine; Delorme, Vera In: ISSN: 0994-6632 ; Le Français dans le monde. Recherches et applications ; https://hal.archives-ouvertes.fr/hal-01934006 ; Le Français dans le monde. Recherches et applications, CLE International / Français dans le monde, 2014, Pensée enseignante et didactique des langues, pp.33-47 (2014) BASE Show details 69 A Mixed Methods Investigation of ESOL Teacher Advocacy: It's Not Going in and Just Teaching English ... Linville, Heather A.. - : Maryland Shared Open Access Repository, 2014 BASE Show details 70 Personal Practical Knowledge of Graduate Spanish-Teaching Assistants: An Issue of Experience Yanez-Pinto, Nancy In: Applied Linguistics and English as a Second Language Dissertations (2014) BASE Show details 71 A Mixed Methods Investigation of ESOL Teacher Advocacy: It's Not Going in and Just Teaching English Linville, Heather A.. - : University of Maryland, Baltimore County (UMBC), 2014 In: Linville_umbc_0434D_11034.pdf (2014) BASE Show details 72 La enseñanza bilingüe a partir de las representaciones del profesorado : un estudio integrado Travé González, Gabriel. - : Universidad de Huelva, 2014 BASE Show details 73 Teachers’ Reported Beliefs about the role of Grammar, and their Observed Pedagogical Practices of Foreign Languages Teaching in England Liviero, Sara. - : University of Exeter, 2014. : College of Social Sciences and International Studies, Graduate School of Education, 2014 BASE Show details 74 Affective dimension of university professors about their teaching : an exploration through the semantic differential technique Badia Garganté, Antoni; Meneses, Julio; Monereo i Font, Carles. - 2014 BASE Show details 75 Teachers' cognitions regarding distinctive characteristics of EFL teachers and teaching Jungwirth, Amelie-Anna. - 2014 BASE Show details 76 Teachers' subjective perspectives on foreign language vocabulary learning and teaching Weimer-Stuckmann, Gerlinde. - : University of Waterloo, 2014 BASE Show details 77 TBLT and Teacher education: from practice to theory McAllister, Julie In: TBLT 2013 - International Conference on Task-Based Language Teaching ; https://halshs.archives-ouvertes.fr/halshs-01470846 ; TBLT 2013 - International Conference on Task-Based Language Teaching, University of Alberta, Oct 2013, Banff, Canada ; http://www.tblt2013.ualberta.ca/ (2013) BASE Show details 78 The institutional and beyond: On L2 teachers' identity display in L2 classrooms Aguilar Río, Jose Ignacio In: Social Identities and Multiple Selves in Foreign Language Education ; https://hal.archives-ouvertes.fr/hal-00761009 ; Damian J. Rivers et Stephanie Ann Houghton. Social Identities and Multiple Selves in Foreign Language Education, Bloomsbury Academic, pp.13-32, 2013, 9781441160645 ; http://www.bloomsbury.com/us/social-identities-and-multiple-selves-in-foreign-language-education-9781441160645/ (2013) BASE Show details 79 De l’influence de l’expérience sur l’agir enseignant Muller, Catherine In: ISSN: 0339-7513 ; Éducation permanente ; https://hal.archives-ouvertes.fr/hal-01934015 ; Éducation permanente, Arcueil : Éducation permanente, 2013, 196, pp.129-138 (2013) BASE Show details 80 La pensée enseignante à la lumière de la théorie de l'activité de Vygotsky Xue, Lin In: Actes des 16èmes Rencontres Jeunes Chercheurs en Sciences du Langage : Modèles et modélisation dans les sciences du langage ; 16èmes Rencontres Jeunes Chercheurs (RJC 2013) : Modèles et modélisation dans les sciences du langage ; https://hal.archives-ouvertes.fr/hal-00964935 ; 16èmes Rencontres Jeunes Chercheurs (RJC 2013) : Modèles et modélisation dans les sciences du langage, May 2013, Paris, France. pp.43-53 (2013) BASE Show details Page: 1 2 3 4 5 6

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