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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 1 – 20 of 106 1 Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness Christine Möller-Omrani; Ann-Kristin H. Sivertsen In: Languages; Volume 7; Issue 2; Pages: 109 (2022) BASE Show details 2 Mother Tongue and Mathematics Instruction in Multilingual Contexts: An Quantitative Analysis of Teacher Cognition among Elementary-grade Teachers Caspillo, Warrelen D.. - : Universidad de Granada, 2022 BASE Show details 3 A Classroom-Based Investigation into Pre-Service EFL Teachers’ Evolving Understandings of a Plurilingual Pedagogy to Foreign Language Education ... Cutrim Schmid, Euline. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 4 Perception de l’intégration des outils numériques dans l’agir professoral : une étude de cas auprès de trois enseignants de FLE ... Xue, Lin. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 5 SOME PERSPECTIVE DIRECTIONS FOR IMPROVING MASTER’S DEGREE PROGRAMMES IN RUSSIAN HIGHER EDUCATION INSTITUTIONS ... Shoshin, Serguei. - : figshare, 2021 BASE Show details 6 SOME PERSPECTIVE DIRECTIONS FOR IMPROVING MASTER’S DEGREE PROGRAMMES IN RUSSIAN HIGHER EDUCATION INSTITUTIONS ... Shoshin, Serguei. - : figshare, 2021 BASE Show details 7 Perception de l’intégration des outils numériques dans l’agir professoral : une étude de cas auprès de trois enseignants de FLE Xue, Lin. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 8 A Classroom-Based Investigation into Pre-Service EFL Teachers’ Evolving Understandings of a Plurilingual Pedagogy to Foreign Language Education Cutrim Schmid, Euline. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 9 Teacher cognition in EFL teaching: A study of non-native English- speaking teachers of English for Arabic-speaking students in Egypt with a particular focus on vocabulary Tayel, Ahmed Awad Mohamed. - : University of Otago, 2021 BASE Show details 10 Digital Stories Students Tell: An Exploration of Doctoral SLA Students’ Beliefs about Storytelling and Educational Technology Mannion, Patrick. - : Digital Commons @ University of South Florida, 2020 In: Graduate Theses and Dissertations (2020) BASE Show details 11 The invisible plan: how English teachers develop their expertise and the special place of adapting the skills of lesson planning Enow, Linda; Goodwyn, Andrew. - : Taylor and Francis Ltd., 2020 BASE Show details 12 Self and Peer Assessment in K–12 Chinese Language Classrooms: Teachers’ Perceptions and Implementation Yang, X; Teng, Y; Gu, Z. - : Van Yuzuncu Yil University, Turkey, 2020 BASE Show details 13 L'EDUCAZIONE LINGUISTICA NELLA SCUOLA PRIMARIA: STATO DELL'ARTE E FORMAZIONE DEGLI INSEGNANTI. ESITI DI UN'INDAGINE IN LOMBARDIA SOLERTI, PAOLA. - : Università Cattolica del Sacro Cuore, 2020. : MILANO, 2020 BASE Show details 14 A CASE STUDY ON THE ROLE OF SOCIOCULTURAL FACTORS IN ESL PRE-SERVICE TEACHERS’ BELIEFS AND PRACTICE Wan Noor Miza wan Mohd Yunus In: JEELS (Journal of English Education and Linguistics Studies), Vol 7, Iss 2, Pp 321-345 (2020) (2020) BASE Show details 15 The emerging understandings and practices of task-based language teaching (TBLT) by Thai EFL student teachers Jaruteerapan, Paweena. - : Victoria University of Wellington, 2020 BASE Show details 16 The Unity of Cognition and Emotion in Preschool Teachers' Understandings of Language Learning and Language Use Cichocka, Joanna Franciszka. - 2020 BASE Show details 17 The influence of overseas professional development experiences on the cognitions and practices of EFL teachers: a cross-case analysis of two Saudi universities Alhuwaydi, Esraa Saad A. - 2020 BASE Show details 18 Multilinguisme en situation d'enseignement du Français Langue Etrangère : attitudes des enseignants envers les langues autres que la langue cible Xue, Lin In: EISSN: 2570-2432 ; Language Education and Multilingualism – The Langscape Journal ; https://hal.archives-ouvertes.fr/hal-02491234 ; Language Education and Multilingualism – The Langscape Journal, The Langscape Network c/o Humboldt-Universität zu Berlin, 2019, 2, pp.53-69. ⟨10.18452/20621⟩ (2019) BASE Show details 19 Multilinguisme en situation d’enseignement du Français Langue Etrangère : attitudes des enseignants envers les langues autres que la langue cible ... Xue, Lin. - : Humboldt-Universität zu Berlin, 2019 BASE Show details 20 Ecologies of language learning and teaching: a teacher cognition of language learning environments beyond the classroom Kashiwa, Mayumi. - : Sydney, Australia : Macquarie University, 2019 Abstract: Empirical thesis. ; Bibliography: pages 346-369. ; Chapter One. Introduction -- Chapter Two. Literature review -- Chapter Three. Methodology and research design -- Chapter Four. Teachers' initial conceptions and beliefs -- Chapter Five. Teacher responses and attitudes to student data -- Chapter Six. Narrative case studies on teacher learning processes -- Chapter Seven. Discussion -- Chapter Eight. Conclusion -- References -- Appendices. ; How language teachers conceptualise their students' language learning environments, the teacher's roles within these environments, and the relationship between in-class and out-of-class learning in particular may significantly influence what teachers do in the classroom. ; This research explores language teacher cognition of language learning and teaching beyond the classroom and provides insights into teacher learning processes as a consequence of an inquiry into students' language learning practices and environments. Teacher attitudes towards the inquiry process, the development of teacher beliefs about their students' learning environments, their subsequent actions in teaching, and their reconceptualisation of their roles are examined. This is achieved through a multiple case study design involving narrative and thematic analysis of multiple qualitative data sources using visual data, semi-structured face-to-face interviews, and reflective journals entries by the researcher. ; Teacher participants drew mind maps to represent their conceptualisation of a good language learning environment. Semi-structured interviews were also conducted with the teachers prior to and following their engagement with student survey responses and a mind map drawn by their students each pertaining to their language learning practices. In that way, teachers were encouraged to adopt a holistic view of international students' language learning practices and their language learning environments beyond the classroom from ecological perspectives. This research method also promoted a deeper understanding of student learning ecologies. ; Four key findings emerged from this research investigation. First, teachers varied in their conceptualisations of ideal student language learning practices and the necessary elements of a good language learning environment beyond the classroom. Second, the teacher inquiry with an ecological perspective prompted teachers to better understand students' language learning practices beyond the classroom using emerging issues from student data. Third, teachers' ecological views increased their awareness of the relationship between student out-of-class language learning and teaching through extensive reflective practice in the course of the inquiry. It also further guided teachers to develop their beliefs and teaching ideas on how to link in-class and out-of-class language learning experiences, and then to reconceptualise their role in student learning. As such, this study demonstrated that teacher learning occurred throughout the inquiry process while working collaboratively with the researcher. Fourth, the openness of the teacher towards learning from new information, the degree of teacher agency in practice, and the teacher's emotions appeared to shape differences in the development of beliefs and teaching actions as outcomes of teacher learning. ; Overall, this study suggests that teacher reflection on daily practices is effective for promoting their ecological perspectives of student language learning. Moreover, it is also effective in teacher inquiries into student learning to prompt reconsideration of student learning needs and their role in supporting student learning beyond the classroom. ; Based on its findings, this study contributes to an academic understanding of ecologies of language learning and teaching, particularly the role of teacher ecological practices. This is supported by an inquiry into student learning in relation to student learning ecologies. In addition, the empirical evidence showing the development of teacher cognition towards the reconceptualisation of the teacher's role in their situated contexts demonstrates the effective use of an ecological framework in teacher cognition research. ; Mode of access: World wide web ; 1 online resource (xvii, 431 pages) diagrams, tables Keyword: ecology of language learning; Language and languages -- Study and teaching -- Methodology; language learning beyond the classroom; Language teachers -- Attitudes; teacher beliefs; teacher cognition; teacher learning URL: http://hdl.handle.net/1959.14/1271644 BASE Hide details Page: 1 2 3 4 5 6

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