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Replication in second language research : Narrative and systematic reviews, and recommendations for the field.
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Multisite replication in second language acquisition research : Attention to form during listening and reading comprehension
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Online and offline effects of L1 practice in L2 grammar learning : a partial replication
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Data, open science, and methodological reform in second language acquisition research.
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Introducing Registered Reports at Language Learning: Promoting Transparency, Replication, and a Synthetic Ethic in the Language Sciences
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Multisite Replication in Second Language Acquisition Research: Attention to Form During Listening and Reading Comprehension
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In: Faculty Publications (2018)
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Multisite replication in SLA research: attention to form during listening and reading comprehension
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Multisite replication in second language acquisition research: attention to form during listening and reading comprehension
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Teachers’ views on recognising and using home languages in predominantly monolingual primary schools.
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Abstract:
The use of home languages has previously been advocated in highly multilingual UK classrooms (e.g. Conteh, 2007; Kenner et al., 2008; McGilp, 2014). However, drawing on the home languages and cultural insight of children who use English as an Additional Language (EAL) may also have important social and academic benefits in contexts where monolingualism is the norm. Conducted in a small local authority in England with low numbers of children who use EAL, this study investigated a) primary teachers’ views on implementing language awareness activities, using pupils who speak languages other than English as a linguistic and cultural resource, via interviews and questionnaires and b) the amount and nature of references made to home languages during classroom observations. Although the teachers did not refer to or use home languages on a day-to-day basis, they generally showed willingness to consider implementing certain activities which incorporated them. However, largely, the teachers had not previously contemplated such practice. They did not reference any academic benefits to promoting linguistic diversity but were more aware of the potential social benefits. They also lacked confidence in particular areas (e.g. linguistic knowledge) as well as showing a strong awareness of issues such as the importance of English.
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URL: https://eprints.whiterose.ac.uk/113983/ https://eprints.whiterose.ac.uk/113983/1/Bailey_and_Marsden_Teachers_views._.pdf https://doi.org/10.1080/09500782.2017.1295981
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L1 explicit instruction can improve L2 online and offline performance
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Teachers’ views on recognising and using home languages in predominantly monolingual primary schools
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Learning novel morphology : The role of meaning and orientation of attention at initial exposure
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