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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 – 17 of 17 1 Reflective practice in the ELT classroom Cirocki, Andrzej (Herausgeber); Farrell, Thomas S. C. (Herausgeber). - Halifax, West Yorkshire : LinguaBooks, 2017 UB Frankfurt Linguistik Show details 2 Sociolinguistics and language teaching Farrell, Thomas S. C.. - Alexandria, Virginia : tesol press, 2017 BLLDB UB Frankfurt Linguistik Show details 3 Collaborative and dialogic reflection in Second Language Teacher Education Dzay-Chulim, Floricely; Mann, Steve J.. - : LinguaBooks, 2017 BASE Show details 4 Reflective writing for language teachers Farrell, Thomas S. C.. - London [u.a.] : Equinox, 2013 BLLDB UB Frankfurt Linguistik Show details 5 BOOK NOTES Lo, Stephanie; Farrell, Thomas S. C. In: Language in society. - London [u.a.] : Cambridge Univ. Press 40 (2011) 3, 397-398 OLC Linguistik Show details 6 Practice teaching : a reflective approach Richards, Jack C.; Farrell, Thomas S. C.. - Cambridge [u.a.] : Cambridge Univ. Press, 2011 BLLDB UB Frankfurt Linguistik Show details 7 Essentials for successful English language teaching Jacobs, George M.; Farrell, Thomas S. C.. - London [u.a.] : Continuum, 2010 BLLDB UB Frankfurt Linguistik Show details 8 Book Reviews Abello-Contesse, Christian; Farrell, Thomas S C In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2009) 1, 146 OLC Linguistik Show details 9 Novice language teachers : insights and perspectives for the first year Farrell, Thomas S. C. (Hrsg.). - London [u.a.] : Equinox, 2008 UB Frankfurt Linguistik Show details 10 `Here's the Book, Go Teach the Class': ELT Practicum Support Farrell, Thomas S C In: Regional Language Centre <Singapur>. RELC journal. - London : Sage 39 (2008) 2, 226-241 OLC Linguistik Show details 11 Language policy, language teachers' beliefs, and classroom practices Kun, Serena Tan Kiat; Farrell, Thomas S. C. In: Applied linguistics. - Oxford : Oxford Univ. Press 29 (2008) 3, 381-403 BLLDB OLC Linguistik Show details 12 Language Policy, Language Teachers' Beliefs, and Classroom Practices Farrell, Thomas S. C.; Kun, Serena Tan Kiat. - : Oxford University Press, 2008 BASE Show details 13 Reflective language teaching : from research to practice Farrell, Thomas S. C.. - London [u.a.] : Continuum, 2007 BLLDB UB Frankfurt Linguistik Show details 14 Language Policy, Language Teachers' Beliefs, and Classroom Practices Farrell, Thomas S. C.; Tan Kiat Kun, Serena. - : Oxford University Press, 2007 BASE Show details 15 Language Policy, Language Teachers' Beliefs, and Classroom Practices Farrell, Thomas S. C.; Kun, Serena Tan Kiat. - : Oxford University Press, 2007 BASE Show details 16 Language Policy, Language Teachers' Beliefs, and Classroom Practices Farrell, Thomas S. C.; Kun, Serena Tan Kiat. - : Oxford University Press, 2007 Abstract: The widespread use of a local variety of English, Singapore Colloquial English, or Singlish, has become somewhat of a controversial issue in Singapore especially in the eyes of the Singapore government. For example, in 2002 the Singapore government launched The ‘Speak Good English Movement’ (SGEM) with the objective of promoting the use of Standard English among Singaporeans. Furthermore, Singapore's newspapers have recently suggested that the responsibility for halting the deterioration (perceived or real) of the standards of English rests with Singapore's English language teachers. The case study presented in this paper offers one lens from which to view a policy-to-practice connection by outlining the impact of language policy on the beliefs and classroom practices of three primary school teachers concerning the use of Singlish in their classrooms. The results confirm those of previous studies that teachers’ reactions to language policy is not a straightforward process and as such it is important to understand the role teachers play in the enactment of language policy. Keyword: Articles URL: https://doi.org/10.1093/applin/amm050 http://applij.oxfordjournals.org/cgi/content/short/amm050v3 BASE Hide details 17 The use of reception strategies by learners of French as a foreign language Farrell, Thomas S. C.; Mallard, Christophe In: The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell 90 (2006) 3, 338-352 BLLDB OLC Linguistik Show details

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