Language Teacher Cognition Bibliography - School of Education

Cowie, N. (2011). Emotions that experienced English as a foreign language (EFL) teachers feel about their students,
their colleagues and their work. Teaching and Teacher Education, 27(1), 235-242.
Cross, R. (2011). Troubling literacy : Monolingual assumptions, multilingual contexts, and language teacher expertise.
Teachers and Teaching, 17(4), 467-478.
de Angelis, G. (2011). Teachers' beliefs about the role of prior language knowledge in learning and how these
influence teaching practices. International Journal of Multilingualism, 8(3), 216-234.
Farrell, T. S. C. (2011). Exploring the professional role identities of experienced ESL teachers through reflective practice.
System, 39(1), 54-62.
Gao, X., Barkhuizen, G., & Chow, A. (2011). 'Nowadays teachers are relatively obedient': Understanding primary school
English teachers' conceptions of and drives for research in china. Language Teaching Research, 15(1), 61-81.
Gao, X., & Ma, Q. (2011). Vocabulary learning and teaching beliefs of pre-service and in-service teachers in hong kong
and mainland china. Language Awareness, 20(4), 327-342. doi: 10.1080/09658416.2011.579977
Garton, S., Copland, F., & Burns, A. (2011). Investigating global practices in teaching English to young learners. London:
The British Council.
Griva, E., & Chostelidou, D. (2011). English language teachers' conceptions and attitudes to multilingual development
in education. Procedia - Social and Behavioral Sciences, 15, 1780-1785.
Jean, G., & Simard, D. (2011). Grammar teaching and learning in l2: Necessary, but boring Foreign Language Annals,
44(3), 467-494.
Johnson, K. E., & Golombek, P. R. (Eds.). (2011). Research on second language teacher education London: Routledge.
Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities-in-practice. The Modern
Language Journal, 95(2), 236-252.
Khodabakhshzadeh, H., & Shirvan, M. E. (2011). Discovering iranian EFL teachers’ personality traits through their
conceptions of effective teaching. Canadian Social Science, 7(4), 21-33.
Kim, E. J. (2011). An activity theory analysis of a teachers' experience. In K. E. Johnson & P. R. Golombek (Eds.),
Research on second language teacher education (pp. 225-238). London: Routledge.
Kuzborska, I. (2011). Links between teachers’ beliefs and practices and research on reading. Reading In A Foreign
Language, 23(1), 102-128.
Kuzborska, I. (2011). Teachers’ decision-making processes when designing eap reading materials in a lithuanian
university setting. Journal of English for Academic Purposes, 10(4), 223-237.
Lee, S., & Bang, Y. S. (2011). Listening to teacher lore : The challenges and resources of Korean heritage language
teachers. Teaching and Teacher Education, 27(2), 387-394.
Li, G., & Ni, X. (2011). Primary EFL teachers' technology use in china: Patterns and perceptions. Relc Journal, 42(1), 69-
85.
Li, L., & Walsh, S. (2011). ‘Seeing is believing’: Looking at EFL teachers’ beliefs through classroom interaction.
Classroom Discourse, 2(1), 39-57.
Liu, Y., & Xu, Y. (2011). Inclusion or exclusion: A narrative inquiry of a language teacher's identity experience in the
'new work order' of competing pedagogies. Teaching and Teacher Education, 27(3), 589-597.
Mak, S. H. (2011). Tensions between conflicting beliefs of an EFL teacher in teaching practice. Relc Journal, 42(1), 53-
67.
Marand, E. S., & Dasgoshadeh, A. (2011). Teachers' beliefs about grammar teaching. European Journal of Social
Sciences, 23(1), 53-60.
McMillan, B. A., & Rivers, D. J. (2011). The practice of policy: Teacher attitudes toward "English only". System, 39(2),
251-263.
Menard-Warwick, J. (2011). Chilean English teacher identity and popular culture: Three generations. International
Journal of Bilingual Education and Bilingualism, 14(3), 261-277.
Mori, R. (2011). Teacher cognition in corrective feedback in japan. System, 39(4), 451-467.
Muthanna, A., & Karaman, A. C. (2011). The need for change in teacher education in yemen: The beliefs of prospective
language teachers. Paper presented at the Procedia - Social and Behavioral Sciences.
Negueruela-Azarola, E. (2011). Beliefs as conceptualizing activity: A dialectical approach for the second language
classroom. System, 39(3), 359-369.
Nishino, T. (2011). Japanese high school teachers' beliefs and practices regarding communicative language teaching:
An exploratory survey. JALT Journal, 33(2), 131-155.
Ong'Ondo, C. O., & Borg, S. (2011). “We teach plastic lessons to please them” - the influence of supervision on the
practice of English language student teachers in Kenya. Language Teaching Research, 14(3), 509-528.
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