| 1 |
Review of Hickey, Raymond and Carolina P. Amador-Moreno eds. 2020 Irish identities: sociolinguistic perspectives
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Using corpus approaches in English language teacher education (Pre-published version)
|
|
|
|
Abstract:
Book chapter in S. Walsh and S. Mann (Eds) "Routledge Handbook of English Language Teacher Education." ; The aim of this chapter is to explore the ways in which corpus linguistics (CL) can facilitate teacher development in terms of content, pedagogy, technology, and research. Based on our own and other reported experiences of using CL in ELTE, we demonstrate the ways in which this approach is one of the ways teacher educators can more easily align their espoused theories (what they say they believe) with their theories in practice (what can be reasonably understood to be their beliefs based on direct observation of their practice) (Schön 1987). In other words, so that they can practise what they preach in terms of supporting novice teachers to become independent, aware, critical, inquiring, reflective practitioners. We have long argued (e.g. O'Keeffe and Farr 2003, Farr 2010) that corpora continue to play a minor part in much teacher education but are a resource with much potential (see also Römer 2006). This chapter is based on very recent advances in our corpus-based understandings of both language and educational processes and relies on a range of sources of evidence as presented in published research findings. ; Yes
|
|
Keyword:
Corpora; ELTE; English; Language; Teacher education
|
|
URL: https://dspace.mic.ul.ie/handle/10395/2877
|
|
BASE
|
|
Hide details
|
|
|
| 3 |
The reviewing process in CALL publication: Perspectives from editors, reviewers and authors [workshop].
|
|
|
|
In: https://hal.archives-ouvertes.fr/hal-02464856 ; 2018 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Reflections of Brazilian English language teacher educators: a discourse analysis of introspective and collaborative approaches to professional awareness
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Identity construction through narratives: a corpus-based discourse analysis of student teacher discourse
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Digital literacies for language learning and teaching: developing a national framework
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Digital Literacies for Language Learning and Teaching: developing a national framework
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
"I'm fine girl, and how are you?" : The use of vocatives in spoken Irish-English
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Spoken language analysis as an aid to reflective practice in language teacher education: using a specialised corpus to establish a generic fingerprint
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Tracing the reflective practices of student teachers in online modes
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Would as a hedging device in an Irish context: an intra-varietal comparison of institutionalised spoken interaction
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Evaluating the use of corpus-based instruction in a language teacher education context: perspectives from the users
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Reflecting on reflections: the spoken word as a professional development tool in language teacher education.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Engaged listenership in spoken academic discourse: the case of student-tutor meetings
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Turn initiators in professional encounters: teacher education discourse in an Irish university setting
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Using language corpora in initial teacher education: pedagogic issues and practical applications
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
