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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 – 14 of 14 1 Developing expertise through experience: Ideas for continuing professional develoment Maley, Alan; Bellarmine, Robert; Fanselow, John. - 2019 BASE Show details 2 Developing expertise through experience: Ideas for continuing professional development ... Maley, Alan; Bellarmine, Robert; Fanselow, John. - : Columbia University, 2019 BASE Show details 3 An invitation to teacher association research Kuchah, Kuchah; Smith, Richard. - : Centre for Applied Linguistics, University of Warwick, 2018 BASE Show details 4 Early English medium instruction in Francophone Cameroon:the injustice of equal opportunity Kuchah, Kuchah. - 2017 BASE Show details 5 English medium instruction in an English-French bilingual setting: issues of quality and equity in Cameroon Kuchah, Kuchah. - 2016 BASE Show details 6 Teaching large classes in difficult circumstances Shamim, Fauzia; Kuchah, Kuchah. - : Routledge, 2016 Abstract: Problems in large classes get compounded when they are accompanied by difficult circumstances such as, inadequate resources and classroom conditions that are not conducive to learning. Teachers and researchers have identified several problems in teaching a large class, such as learners' engagement and interaction, high noise level and heterogeneous classes. Accordingly, a number of solutions have been proposed both by teachers and ELT experts to maximize learning in large classes. However, there is dearth of evidence about the effectiveness of these 'solutions' in different contexts. Hence, we need to look for other ways to develop good practice for teaching English in large classes. This includes developing contextually appropriate methodology, such as 'a pedagogy of autonomy' for large class teaching. At the same time teacher education programmes need to help teachers generate pedagogic knowledge, principles and practices which are appropriate to their specific contexts. Teacher research is another way to investigate and support large class teaching in sustainable, localized and bottom-up ways. There is growing consensus in policy debates on class size, that improving teacher quality is more important than reducing class size per se. This underlines the need to develop teachers and teacher quality for improving teaching-learning of English in large classes. URL: http://opus.bath.ac.uk/48109/ BASE Hide details 7 Researching teacher associations Smith, Richard; Kuchah, Kuchah. - : Oxford University Press, 2016 BASE Show details 8 Researching with children Pinter, Annamaria; Kuchah, Kuchah; Smith, Richard In: ELT journal. - Oxford : Oxford University Press 67 (2013) 4, 484 OLC Linguistik Show details 9 From Bilingual Francophones to Bilingual Anglophones:The role of teachers in the rising 'equities' of English medium-education in Cameroon Kuchah, Kuchah. - : Palgrave Macmillan, 2013 BASE Show details 10 Context-appropriate ELT pedagogy : an investigation in Cameroonian Primary schools Kuchah, Kuchah. - 2013 BASE Show details 11 Was this an interview? Breaking the power barrier in adult-child interviews in an African context Kuchah, Kuchah; Pinter, Annamaria. - : The Institutes for Educational Research in NSW, NT, SA and WA, 2012 BASE Show details 12 Pedagogy of autonomy for difficult circumstances: from practice to principles Kuchah, Kuchah; Smith, Richard. - : Routledge, 2011 BASE Show details 13 Early bilingualism in Cameroon: where politics and education meet Kuchah, Kuchah. - : Garnet Education, 2009 BASE Show details 14 Developing as a professional in Cameroon: challenges and vision Kuchah, Kuchah. - : Palgrave Macmillan Ltd., 2008 BASE Show details

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