Language Teacher Cognition Bibliography - School of Education

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Deal, D., & White, C. S. (2005). Evolving influences and beliefs of two novice literacy teachers: The 3rd year of a longitudinal study. Action In Teacher Education, 27, 54-67. Diab, R. L. (2005). Teachers' and students' beliefs about responding to ESL writing: A case study. TESL Canada Journal, 23, 28-43. El-Okda, M. (2005). EFL student teachers' cognition about reading instruction. The Reading Matrix, 5(2), 43-60. http://www.readingmatrix.com/articles/okda/article.pdf Farrell, T. S. C., & Lim, P. C. P. (2005). Conceptions of grammar teaching: A case study of teachers' beliefs and classroom practices. TESL-EJ, 9(2), 1-13. Hayes, D. (2005). Exploring the lives of non-native speaking English educators in sri lanka. Teachers and Teaching, 11, 169-194. Hislam, J., & Cajkler, W. (2005). Teacher trainees' explicit knowledge of grammar and primary curriculum requirements in england. In N. Bartels (Ed.), Applied linguistics and language teacher education (pp. 295-312). New York: Springer. Hoffman, J. V., Roller, C., Maloch, B., Sailors, M., Duffy, G., Beretvas, S. N., & National Commission on Excellence in Elementary Teacher Preparation for Reading, I. (2005). Teachers' preparation to teach reading and their experiences and practices in the first three years of teaching. Elementary School Journal, 105(3), 267-288. Jenkins, J. (2005). Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly, 39, 535-542. Johnson, K. (Ed.). (2005). Expertise in second language learning and teaching. Basingstoke: Palgrave Macmillan. Lacorte, M. (2005). Teachers' knowledge and experience in the discourse of foreign-language classrooms. Language Teaching Research, 9, 381-402. Lucas, N., Loo, S., & McDonald, J. (2005). Combining `subject knowledge' with `how to teach': An exploratory study of new initial teacher education for teachers of adult literacy, numeracy and English for speakers of other languages. International Journal Of Lifelong Education, 24, 337-350. Mangubhai, F., Marland, P., Dashwood, A., & Son, J. B. (2005). Similarities and differences in teachers' and researchers' conceptions of communicative language teaching: Does the use of an educational model cast a better light Language Teaching Research, 9(1), 31-66. Mantero, M. (2005). Language, education, and success: A view of emerging beliefs and strategies in the southeastern united states. TESL-EJ, 9(1), 1-15. Norman, K. A., & Spencer, B. H. (2005). Our lives as writers: Examining preservice teachers' experiences and beliefs about the nature of writing and writing instruction. Teacher Education Quarterly, 32(1), 25-40. Popko, J. (2005). How ma TESOL students use knowledge about language in teaching esl classes. In N. Bartels (Ed.), Applied linguistics and language teacher education (pp. 387-403). New York: Springer. Samuda, V. (2005). Expertise in pedagogic task design. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 230-254). Basingstoke: Palgrave Macmillan. Sercu, L. (2005). Foreign language teachers and intercultural competence: An international investigation. Clevedon: Multilingual Matters. Sifakis, N. C., & Sougari, A. M. (2005). Pronunciation issues and eil pedagogy in the periphery: A survey of greek state school teachers' beliefs. TESOL Quarterly, 39(3), 467-488. Spear-Swerling, L., Brucker, P. O., & Alfano, M. P. (2005). Teachers' literacy-related knowledge and self-perceptions in relation to preparation and experience. Annals Of Dyslexia, 55, 266-296. Taguchi, N. (2005). Japanese teachers' perceptions and practice of the communicative approach. Language Teacher, 29(3), 3-12. Tsui, A. B. M. (2005). Expertise in teaching: Perspectives and issues. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 167-189). Basingstoke: Palgrave Macmillan. Waters, A. (2005). Expertise in teacher education: Helping teachers to learn. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 210-229). Basingstoke: Palgrave Macmillan. Xiao, Y. (2005). Raising orthographic awareness of teachers of chinese. In N. Bartels (Ed.), Applied linguistics and language teacher education (pp. 221-234). New York: Springer. Yoo, S. Y. (2005). The study of early childhood teachers' beliefs related to children's literacy at south korea. Reading Improvement, 42, 137-148. Zacharias, N. T. (2005). Teachers' beliefs about internationally-published materials: A survey of tertiary English teachers in indonesia. Relc Journal, 36(1), 23-38. 14
Applegate, A. J., & Applegate, M. D. (2004). The peter effect: Reading habits and attitudes of preservice teachers. Reading Teacher, 57(6), 554-565. Basturkmen, H., Loewen, S., & Ellis, R. (2004). Teachers' stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25(2), 243-272. Borg, M. (2004). The apprenticeship of observation. Elt Journal, 58(3), 274-276. Bunts-Anderson, K. (2004). Understanding teachers' conceptions: Ici. Academic Exchange Quarterly, 8(3), 46-50. Carless, D. (2004). Issues in teachers' reinterpretation of a task-based innovation in primary schools. TESOL Quarterly, 38(4), 639-662. Castro, P., Sercu, L., & del Carmen Mendez Garcia, M. (2004). Integrating language-and-culture teaching: An investigation of spanish teachers' perceptions of the objectives of foreign language education. Intercultural Education, 15, 91-104. Cummins, C. L., Cheek, E. H., & Lindsey, J. D. (2004). The relationship between teachers' literacy beliefs and their instructional practices: A brief review of the literature for teacher educators. E-Journal of Teaching & Learning in Diverse Settings, 1(2), 175-188. Foote, L., Smith, J., & Ellis, F. (2004). The impact of teachers' beliefs on the literacy experiences of young children: A new zealand perspective. Early Years, 24(2), 135-148. Golombek, P. R., & Johnson, K. E. (2004). Narrative inquiry as a mediational space: Examining emotional and cognitive dissonance in second-language teachers' development. Teachers and Teaching, 10(3), 307-328. Gray, C. (2004). Exploring the language teacher's mind - helping student teachers see beneath the surface. Language Learning Journal, 29, 23-31. Haim, O., Strauss, S., & Ravid, D. (2004). Relations between EFL teachers' formal knowledge of grammar and their inaction mental models of children's minds and learning. Teaching and Teacher Education, 20(8), 861-880. Karabenick, S. A., & Noda, P. A. C. (2004). Professional development implications of teachers' beliefs and attitudes toward English language learners. Bilingual Research Journal, 28, 55-76. Lamie, J. M. (2004). Presenting a model of change. Language Teaching Research, 8(2), 115-142. Lui, D., Ahn, G. S., Baek, K. S., & Han, N. O. (2004). South Korean high school English teachers' code switching: Questions and challenges in the drive for maximal use of English in teaching. TESOL Quarterly, 38, 605-638. Mangubhai, F., Marland, P., Dashwood, A., & Son, J. B. (2004). Teaching a foreign language: One teacher's practical theory. Teaching and Teacher Education, 20(3), 291-311. Phelps, G., & Schilling, S. (2004). Developing measures of content knowledge for teaching reading. The Elementary School Journal, 105(1), 31-48. Sakui, K. (2004). Wearing two pairs of shoes: Language teaching in japan. Elt Journal, 58(2), 155-163. Sato, K., & Kleinsasser, R. C. (2004). Beliefs, practices, and interactions of teachers in a japanese high school English department. Teaching and Teacher Education, 20(8), 797-816. Tsang, W. K. (2004). Teachers' personal practical knowledge and interactive decisions. Language Teaching Research, 8(2), 163-198. Vanci Osam, U., & Balbay, S. (2004). Investigating the decision-making skills of cooperating teachers and student teachers of English in a Turkish context. Teaching and Teacher Education, 20(7), 745-758. Wyatt-Smith, C., & Castleton, G. (2004). Factors affecting writing achievement: Mapping teacher beliefs. English In Education, 38, 39-63. Yoon, K. (2004). Clt theories and practices in EFL curricula: A case study of korea. Asian EFL Journal, 6(3). http://www.asian-efl-journal.com/september_04_yke.php Absalom, M. (2003). Exploring conceptions of language with teachers of chinese and italian. Language Teaching Research, 7(1), 99-100. Aleksandrowicz-Pedich, L., Draghicescu, J., Issaiass, D., & Šabec, N. (2003). The views of teachers of English and french on intercultural communicative competence in language teaching. In I. Lázár (Ed.), Incorporating intercultural communicative competence in language teacher education (pp. 7-37). Strasbourg: Council of Europe. Andrews, S. (2003). `just like instant noodles': L2 teachers and their beliefs about grammar pedagogy. Teachers and Teaching, 9(4), 351-375. Andrews, S. (2003). Teacher language awareness and the professional knowledge base of the l2 teacher. Language Awareness, 12(2), 81-95. Barcelos, A. M. F. (2003). Researching beliefs about sla: A critical review. In P. Kalaja & A. M. F. Barcelos (Eds.), Beliefs about sla: New research approaches (pp. 7-33). Dordecht, Netherlands: Kluwer. 15
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Language Teacher Cognition Bibliography - School of Education

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