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Review of Hickey, Raymond and Carolina P. Amador-Moreno eds. 2020 Irish identities: sociolinguistic perspectives
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Using corpus approaches in English language teacher education (Pre-published version)
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The reviewing process in CALL publication: Perspectives from editors, reviewers and authors [workshop].
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In: https://hal.archives-ouvertes.fr/hal-02464856 ; 2018 (2018)
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Reflections of Brazilian English language teacher educators: a discourse analysis of introspective and collaborative approaches to professional awareness
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Identity construction through narratives: a corpus-based discourse analysis of student teacher discourse
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Digital literacies for language learning and teaching: developing a national framework
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Digital Literacies for Language Learning and Teaching: developing a national framework
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"I'm fine girl, and how are you?" : The use of vocatives in spoken Irish-English
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Spoken language analysis as an aid to reflective practice in language teacher education: using a specialised corpus to establish a generic fingerprint
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Tracing the reflective practices of student teachers in online modes
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Would as a hedging device in an Irish context: an intra-varietal comparison of institutionalised spoken interaction
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Evaluating the use of corpus-based instruction in a language teacher education context: perspectives from the users
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Reflecting on reflections: the spoken word as a professional development tool in language teacher education.
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Abstract:
peer-reviewed ; The struggle for English Language Teaching (ELT), and by default language teacher education (LTE), to become recognized as fully-fledged professions is a continuing one (Wallace, 1991, pp. 4-6). However, increased professionalism in LTE has contributed greatly to its quest for independent disciplinary status in recent years. Some of these professional practices have occurred as a result of emerging philosophies, others because of empirical findings, and others still due to technical advances. ; ACCEPTED ; Peer reviewed
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Keyword:
English; language; teaching
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URL: http://hdl.handle.net/10344/4588
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Engaged listenership in spoken academic discourse: the case of student-tutor meetings
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Turn initiators in professional encounters: teacher education discourse in an Irish university setting
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Using language corpora in initial teacher education: pedagogic issues and practical applications
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