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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 Hits 1 – 16 of 16 1 Innovative practices in EFL/ESL learning & teaching : CUELT 2018, April 5-7, Cukurova University, Mithat Ozsan Amphy : book of abstracts Bedír, Hasan (Herausgeber). - Adana : Cukurova University, 2018 BLLDB UB Frankfurt Linguistik Show details 2 Potenziale von Herkunftssprachen : sprachliche und außersprachliche Einflussfaktoren Brehmer, Bernhard (Herausgeber); Mehlhorn, Grit (Herausgeber). - Tübingen : Stauffenburg Verlag, 2018 BLLDB UB Frankfurt Linguistik Show details 3 Upotrebe glagola "make" u pisanju na engleskom jeziku kao stranom kod izvornih govornika srpskog jezika (korpusnolingvistička analiza) : = Using the verb "make" in Serbian EFL writing: a corpus-based analysis Marković, Jelena In: Matica Srpska <Novi Sad>. Zbornik Matice Srpske za filologiju i lingvistiku . - Novi Sad : Matica 61 (2018) 1, 165-180 BLLDB Show details 4 How authentic is language included in English and German language textbooks for primary education in Poland? : A case study Budzyńska, Paula In: Glottodidactica. - Poznań : Uniw. im. Adama Mickiewicza 45 (2018) 1, 27-40 BLLDB Show details 5 Les corpus et les TIC comme aide à la découverte des langues Boulton, Alex In: Les langues modernes. - Paris : A.P.L.V. 112 (2018) 3, 71-84 BLLDB Show details 6 Paul Nation: Making and using word lists for language learning and testing. Amsterdam: John Benjamins Publishing Company, 2016 Jung, Udo O. H. In: Informationen Deutsch als Fremdsprache. - Berlin : De Gruyter 45 (2018) 2-3, 324-327 BLLDB Show details 7 Investigations in UT ESL Student Identities Londrico, Samuel Joseph In: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1523039677067714 (2018) BASE Show details 8 Collaboration Among Professionals Working with English Learners with Disabilities in a Newcomer School: A Case Study Mann, Nicole M In: http://rave.ohiolink.edu/etdc/view?acc_num=akron1527103216058588 (2018) BASE Show details 9 How Trustworthy is She? : Perception of International Students Toward International Peer Tutors in Writing Centers Rahman, Romaisha In: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525176509068285 (2018) BASE Show details 10 Transition with Purpose: Pathways from English Language to Academic Study Miller, Michele; Greenhoe, Anne In: PDXOpen: Open Educational Resources (2018) BASE Show details 11 Some English-Medium Primary School Teachers? Perspectives of Using a Drama-Based Approach to Teach Irish Barry, Jennifer. - : Marino Institute of Education, 2018 BASE Show details 12 The impact of pre-task planning on speaking test performance for English-medium university study O’Grady, Stefan. - : University of Bedfordshire, 2018 BASE Show details 13 Becoming and being a critical English language teacher: A mixed-methods study of critical consciousness Leal, Priscila. - 2018 BASE Show details 14 Technology and task-based language teaching (TBLT): Exploring pragmatics Herraiz Martínez, Ana. - : The University of the West Indies, 2018 BASE Show details 15 Narrating a Novice Language Teacher Identity: What’s at Stake when Telling Stories of Struggle Lewis, Kristina B In: Working Papers in Educational Linguistics (WPEL) (2018) Abstract: Within language teacher education (LTE), telling stories about their teaching allows novice teachers to make sense of their experiences, explore problems and pedagogical strategies, and develop coherent identities as skilled language teachers. The stakes are high, though, when we ask—or require—novice teachers to talk about moments of challenge, or even failure, in front of their peers and evaluators. In this paper, I examine two stories told by one novice teacher—about the same teaching event, but framing this first as a success and then as a challenge—within an LTE course discussion to demonstrate how she works to position herself as a competent teacher even as her unfolding narrative seems to threaten this identity. By analyzing not only the content of her stories, but also the context and enactment of their telling—and by highlighting the LTE course instructor’s role as a co-narrator—I argue for the importance of understanding and supporting the complex work novice teachers engage in when they narrate their practice, particularly when focusing on moments of struggle. Keyword: Education; identity; language teacher education; Linguistics; narrative; Teaching English as a Second Language (TESOL) URL: https://repository.upenn.edu/wpel/vol33/iss1/5 https://repository.upenn.edu/cgi/viewcontent.cgi?article=1307&context=wpel BASE Hide details 16 Accent, intelligibility, and identity in international teaching assistants and internationally-educated instructors Rahimian, Mahdi. - 2018 BASE Show details

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