Language Teacher Cognition Bibliography - School of Education

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Camilleri, G. (1997). Learner autonomy: The teachers’ views. www.ecml.at/documents/pubCamilleriG_E.pdf Carless, D., & Gordon, A. (1997). Hong kong primary teachers' perceptions of the difficulties in implementing taskbased language teaching. Journal of Basic Education, 7(1), 139-159. Eisenstein-Ebsworth, M., & Schweers, C. W. (1997). What researchers say and practitioners do: Perspectives on conscious grammar instruction in the esl classroom. Applied Language Learning, 8(2), 237-260. Fradd, S. H., & Lee, O. (1997). Teachers' voices in program evaluation and improvement: A case study of a TESOL program. Teaching and Teacher Education, 13(6), 563-577. Hanauer, D. (1997). Student teachers' knowledge of literacy practices in school. Teaching and Teacher Education, 13(8), 847-862. Holliday, A. (1997). Six lessons: Cultural continuity in communicative language teaching. Language Teaching Research, 1(3), 212-238. Howe, M. E., Grierson, S. T., & Richmond, M. G. (1997). A comparison of teachers' knowledge and use of content reading strategies in the primary grades. Reading Research And Instruction, 36(4), 305-324. Pennington, M. C., & Richards, J. C. (1997). Reorienting the teaching universe: The experience of five first-year English teachers in Hong Kong. Language Teaching Research, 1(2), 149-178. Samimy, K., & Lee, Y. (1997). Beliefs about language learning perspectives of first year Chinese learners and their instructors. Journal of Chinese Language Teachers Association, 32(1), 40-60. Westwood, P., Knight, B. A., & Redden, E. (1997). Assessing teachers' beliefs about literacy acquisition: The development of the teachers' beliefs about literacy questionnaire (TBALQ). Journal Of Research In Reading, 20(3), 224-235. Wolf, S. A., & Gearhart, M. (1997). New writing assessments: The challenge of changing teachers' beliefs about students as writers. Theory Into Practice, 36(4), 220-230. Alderson, J. C., Clapham, C., & Steel, D. (1996). Metalinguistic knowledge, language aptitude and language proficiency. Lancaster: CRLE, University of Lancaster Working Papers, 26. Andrews, S. J. (1996). Metalinguistic awareness and lesson planning. . In P. Storey, V. Berry, D. Bunton & P. Hoare (Eds.), Issues in language in education (pp. 191-210). Hong Kong: Hong Kong Institute of Education. Bailey, K. M. (1996). The best laid plans: Teachers' in-class decisions to depart from their lesson plans. In K. M. Bailey & D. Nunan (Eds.), Voices from the language classroom (pp. 15-40). Cambridge: Cambridge University Press. Bailey, K. M., Bergthold, B., Braunstein, B., Jagodzinski Fleischman, N., Holbrook, M. P., Tuman, J., . . . Zambo, L. J. (1996). The language learners' autobiography: Examining the "apprenticeship of observation". In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 11-29). New York: Cambridge University Pres. Bailey, K. M., & Nunan, D. (Eds.). (1996). Voices from the language classroom. Cambridge: Cambridge University Press. Brumfit, C., Mitchell, R., & Hooper, J. (1996). Grammar, language and classroom practice. In M. Hughes (Ed.), Teaching and learning in changing times (pp. 70-87). Oxford: Blackwell. Burns, A. (1996). Starting all over again: From teaching adults to teaching beginners. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 154-177). Cambridge: Cambridge University Press. Chambless, M. S., & Bass, J. A. F. (1996). Effecting changes in student teachers' attitudes toward writing. Reading Research And Instruction, 35(2), 153-159. Collie Graden, E. (1996). How language teachers' beliefs about reading are mediated by their beliefs about students. Foreign Language Annals, 29(3), 387-395. Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47-65. Fang, Z. (1996). What counts as good writing A case study of relationships between teacher beliefs and pupil conceptions. Reading Horizons, 36(3), 249-258. Freeman, D. (1996). The "unstudied problem": Research on teacher learning in language teaching. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 351-378). Cambridge: Cambridge University Press. Freeman, D., & Richards, J. C. (Eds.). (1996). Teacher learning in language teaching. Cambridge: Cambridge University Press. Gutierrez Almarza, G. (1996). Student foreign language teachers' growth. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 50-78). Cambridge: Cambridge University Press. Johnson, K. E. (1996). The vision versus the reality: The tensions of the TESOL practicum. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 30-49). Cambridge: Cambridge University Press. 22
Karavas-Doukas, E. (1996). Using attitude scales to investigate teachers' attitudes to the communicative approach. Elt Journal, 50(3), 187-198. Kennedy, C., & Kennedy, J. (1996). Teacher attitudes and change implementation. System, 24(3), 351-360. Moats, L. C., & Lyon, G. R. (1996). Wanted: Teachers with knowledge of language. Topics in Learning Disabilities, 16, 73-86. Numrich, C. (1996). On becoming a language teacher: Insights from diary studies. TESOL Quarterly, 30(1), 131-153. Richards, J. C. (1996). Teachers' maxims in language teaching. TESOL Quarterly, 30(2), 281-296. Richards, J. C., Ho, B., & Giblin, K. (1996). Learning how to teach in the rsa cert. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 242-259). Cambridge: Cambridge University Press. Schulz, R. A. (1996). Focus on form in the foreign language classroom: Students' and teachers' views on error correction and the role of grammar. Foreign Language Annals, 29(3), 343-364. Smith, D. B. (1996). Teacher decision making in the adult esl classroom. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 197-216). Cambridge: Cambridge University Press. Sturtevant, E. G. (1996). Lifetime influences on the literacy-related instructional beliefs of experienced high school history teachers: Two comparative case studies. Journal of Literacy Research, 28(2), 227-257. Tsui, A. B. M. (1996). Learning how to teach esl writing. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 97-119). Cambridge: Cambridge University Press. Ulichny, P. (1996). What's in a methodology In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 178-196). Cambridge: Cambridge University Press. Webster, A., Beveridge, M., & Reed, M. (1996). Conceptions of literacy in primary and secondary school teachers. Journal Of Research In Reading, 19(1), 36-45. Woods, D. (1996). Teacher cognition in language teaching. Berry, R. (1995). Grammar terminology: Is there a student-teacher gap In D. Nunan, R. Berry & V. Berry (Eds.), Language awareness in language education (pp. 51-68). Hong Kong: Faculty of Education, University of Hong Kong. Kern, R. G. (1995). Student's and teachers beliefs about language learning. Foreign Language Annals, 28(1), 71-92. Konopak, B., & Wilson, E. K. (1995). Formal and practical knowledge in reading education: Examining preservice, inservice, and university teachers' perspectives on classroom instruction. Yearbook- National Reading Conference, 44, 400-406. Lamb, M. (1995). The consequences of inset. Elt Journal, 49(1), 72-80. Lightbown, P. M., & Spada, N. (1995). How languages are learned. Oxford: Oxford University Press. Mantle-Bromley, C. (1995). Positive attitudes and realistic beliefs: Links to proficiency. Modern Language Journal, 79, 372-386. Mosenthal, J. H. (1995). Change in two teachers' conceptions of math or writing instruction after in-service training. Elementary School Journal, 95(3), 263-277. Pailliotet, A. W. (1995). Seven elementary preservice teachers' perspectives of literacy: A longitudinal study. Yearbook- National Reading Conference, 44, 66-84. Scott, R., & Rodgers, B. (1995). Changing teachers' conceptions of teaching writing: A collaborative study. Foreign Language Annals, 28(2), 234-246. Shi, L., & Cumming, A. (1995). Teachers' conceptions of second language writing instruction: Five case studies. Journal Of Second Language Writing, 4(2), 87-111. Skelton, C., & Hardman, F. (1995). Doing reading: Primary student teachers' beliefs about the teaching of reading. Curriculum, 16(1), 48. Sofis Guimaraes, A., & Youngman, M. (1995). Portuguese preschool teachers' beliefs about early literacy development. Journal Of Research In Reading, 18(1), 39. Williamson, J., & Hardman, F. (1995). Time for refilling the bath A study of primary student-teachers' grammatical knowledge. Language And Education, 9(2), 117-134. Andrews, S. (1994). The grammatical knowledge/awareness of native-speaker EFL teachers: What the trainers say. In M. Bygate, A. Tonkyn & E. Williams (Eds.), Grammar and the language teacher. (pp. 69-89). London: Prentice Hall International. Beach, S. A. (1994). Teacher's theories and classroom practice: Beliefs, knowledge, or context Reading Psychology, 15(3), 189-196. Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10(4), 439-452. 23
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Language Teacher Cognition Bibliography - School of Education

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