Language Teacher Cognition Bibliography - School of Education

More documents

Recommendations

Info

Brady, S., Gillis, M., Smith, T., Lavalette, M., Liss-Bronstein, L., Lowe, E., . . . Wilder, T. D. (2009). First grade teachers' knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes. Reading and Writing, 22(4), 425-455. Brown, A. V. (2009). Students' and teachers' perceptions of effective foreign language teaching: A comparison of ideals. Modern Language Journal, 93(1), 46-60. Burns, A., & Richards, J. C. (Eds.). (2009). The cambridge guide to second language teacher education. Cambridge: Cambridge University Press. Carlisle, J. F., Correnti, R., Phelps, G., & Zeng, J. (2009). Exploration of the contribution of teachers' knowledge about reading to their students' improvement in reading. Reading and Writing, 22(4), 457-486. Cheesman, E. A., McGuire, J. M., Shankweiler, D., & Coyne, M. (2009). First-year teacher knowledge of phonemic awareness and its instruction. Teacher Education and Special Education, 32, 270-289. Cunningham, A. E., Zibulsky, J., & Callahan, M. D. (2009). Starting small: Building preschool teacher knowledge that supports early literacy development. Reading and Writing, 22(4), 487-510. Diab, R. L. (2009). Lebanese EFL teachers' beliefs about language learning. TESL Reporter, 42, 13-34. Erdogan, S. (2009). Learner-centred teaching - teachers' personal theories and perceived constraints. In F. Vieira (Ed.), Struggling for autonomy in langage education (pp. 119-143). Frankfurt: Peter Lang. Feryok, A. (2009). Activity theory, imitation and their role in teacher development. Language Teaching Research, 13, 279-299. Golombek, P. R. (2009). Personal practical knowledge in l2 teacher education. In A. Burns & J. C. Richards (Eds.), The cambridge guide to second language teacher education (pp. 155-162). Cambridge: Cambridge University Press. Harper, H., & Rennie, J. (2009). `i had to go out and get myself a book on grammar': A study of pre-service teachers' knowledge about language. Australian Journal Of Language And Literacy, 32, 22-37. Hayes, D. (2009). Non-native English-speaking teachers, context and English language teaching. System, 37(1), 1-11. Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. London: Routledge. Lane, H., Hudson, R., Leite, W., Kosanovich, M., Strout, M. T., Fenty, N., & Wright, T. (2009). Teacher knowledge about reading fluency and indicators of students' fluency growth in reading first schools. Reading and Writing Quarterly, 25(1), 57-86. Lee, I. (2009). Ten mismatches between teachers' beliefs and written feedback practice. Elt Journal, 63(1), 13-22. Lee, J. F. K. (2009). Esl student teachers' perceptions of a short-term overseas immersion programme. Teaching and Teacher Education, 25(8), 1095-1104. Liaw, E.-C. (2009). Teacher efficacy of pre-service teachers in taiwan: The influence of classroom teaching and group discussions. Teaching and Teacher Education, 25(1), 176-180. Lynch, J. (2009). Preschool teachers' beliefs about children's print literacy development. Early Years, 29(2), 191-203. McCutchen, D., Green, L., Abbott, R. D., & Sanders, E. A. (2009). Further evidence for teacher knowledge: Supporting struggling readers in grades three through five. Reading and Writing, 22(4), 401-423. Orafi, S. M. S., & Borg, S. (2009). Intentions and realities in implementing communicative curriculum reform. System, 37(2), 243-253. Pahissa, I., & Tragant, E. (2009). Grammar and the non-native secondary school teacher in Catalonia. Language Awareness, 18, 47-60. Pass, C., & Mantero, M. (2009). (un)covering the ideal: Investigating exemplary language arts teachers' beliefs and instruction of English language learners. Critical Inquiry in Language Studies, 6(4), 269-291. Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380-390. Polat, N. (2009). Matches in beliefs between teachers and students, and success in l2 attainment: The Georgian example. Foreign Language Annals, 42, 229-249. Reeves, J. (2009). A sociocultural perspective on ESOL teachers' linguistic knowledge for teaching. Linguistics and Education, 20(2), 109-125. Schaetzel, K. (2009). A review of "teacher cognition and language education". Language And Education, 23(3), 284-287. Sefero, lu, G., Korkmazgil, S., & Olcu, Z. (2009). Gaining insights into teachers' ways of thinking via metaphors. Educational Studies, 35, 323-335. Sinclair, B. (2009). The teacher as learner: Developing autonomy in an interactive learning environment. Autonomy in language learning: Maintaining control, 175-198. 8
Steinbach, E. (2009). Ethnography of writing challenges among preservice English teachers: Beliefs and l2 writing practices. In L. Makalela (Ed.), Language teacher research in africa (pp. 95-108). Alexandria, VA: TESOL. Tavakoli, P. (2009). Investigating task difficulty: Learners' and teachers' perceptions. International Journal of Applied Linguistics, 19(1), 1-25. Theriot, S., & Tice, K. C. (2009). Teachers' knowledge development and change: Untangling beliefs and practices. Literacy Research And Instruction, 48, 65-75. Wu, H. D., & Badger, R. (2009). In a strange and uncharted land: Esp teachers' strategies for dealing with unpredicted problems in subject knowledge during class. English for Specific Purposes, 28, 19-32. Wyatt, M. (2009). Practical knowledge growth in communicative language teaching. TESL-EJ, 13(2). http://www.teslej.org/pdf/ej50/a2.pdf Xu, S., & Connelly, F. M. (2009). Narrative inquiry for teacher education and development: Focus on English as a foreign language in china. Teaching and Teacher Education, 25(2), 219-227. Antenos-Conforti, E. (2008). How far is Georgia: New jersey's teachers of italian evaluate their preparation. Foreign Language Annals, 41, 542-561. Barnard, R., & Scampton, D. (2008). Teaching grammar: A survey of eap teachers in new zealand. New Zealand Studies in Applied Linguistics, 14(2), 59-82. Bateman, B. E. (2008). Student teachers' attitudes and beliefs about using the target language in the classroom. Foreign Language Annals, 41(1), 11-28. Borg, S., & Burns, A. (2008). Integrating grammar in adult TESOL classrooms. Applied Linguistics, 29(3), 456-482. Burden, P. (2008). ELT teacher views on the appropriateness for teacher development of end of semester student evaluation of teaching in a Japanese context. System, 36(3), 478-491. Cabaroglu, N., & Yurdaisik, A. (2008). University instructors’ views about and approaches to reading instruction and reading strategies. The Reading Matrix, 8(2), 133-154. Chen, Y.-L. (2008). A mixed-method study of EFL teachers' internet use in language instruction. Teaching and Teacher Education, 24(4), 1015-1028. Chiang, M.-H. (2008). Effects of fieldwork experience on empowering prospective foreign language teachers. Teaching and Teacher Education, 24(5), 1270-1287. Chiang, M. H. (2008). Effects of fieldwork experience on empowering prospective foreign language teachers. Teaching and Teacher Education, 24(5), 1270-1287. Chou, C. (2008). Exploring elementary English teachers' practical knowledge: A case study of EFL teachers in taiwan. Asia Pacific Educational Review, 9, 529-541. Clarke, M. (2008). Language teacher identities. Clevedon: Multilingual Matters. Cummings, A. (2008). Spanish teacher's beliefs and practices on computers in the classroom. Hispania, 91, 73-92. Farrell, T. S. C. (2008). Novice language teachers: Insights and perspectives for the first year. Farrell, T. S. C. (2008). Insights and perspectives for the first year of language teaching. Novice language teachers: Insights and perspectives for the first year, 1-10. Farrell, T. S. C. (2008). Learning to teach in the first year: A singapore case study Novice language teachers: Insights and perspectives for the first year, 43-56. Farrell, T. S. C., & Kun, S. T. K. (2008). Language policy, language teachers' beliefs, and classroom practices. Applied Linguistics, 29(3), 381-403. Feryok, A. (2008). An armenian English language teacher’s practical theory of communicative language teaching System, 36(2), 227-240. Gao, X. (2008). Teachers' professional vulnerability and cultural tradition: A chinese paradox. Teaching and Teacher Education, 24(1), 154-165. Gatbonton, E. (2008). Looking beyond teachers' classroom behaviour: Novice and experienced esl teachers' pedagogical knowledge. Language Teaching Research, 12(2), 161-182. Hacker, P., & Barkhuizen, G. (2008). Autonomous teachers, autonomous cognition: Developing personal theories through reflection in language teacher education. In T. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts, realities and responses (pp. 161-183). Amsterdam: John Benjamins. Hindman, A. H., & Wasik, B. A. (2008). Head start teachers' beliefs about language and literacy instruction. Early Childhood Research Quarterly, 23(4), 479-492. Johnson, K. E. (2008). Exploring teachers' mental lives: Teacher cognition and language education: Research and practice. Linguistics and Education, 19, 195-196. 9
Page 1 and 2: Language Teacher Cognition Bibliogr
Page 3 and 4: Schmid, E. C., & Whyte, S. (2012).
Page 5 and 6: Pan, L., & Block, D. (2011). Englis
Page 7: McIntyre, E., Kyle, D., Chen, C. T.
Page 11 and 12: Amengual-Pizarro, M. (2007). How to
Page 13 and 14: Hyland, K., & Anan, E. (2006). Teac
Page 15 and 16: Applegate, A. J., & Applegate, M. D
Page 17 and 18: Watson Todd, R. (2003). Studying th
Page 19 and 20: Poulson, L., Avramidis, E., Fox, R.
Page 21 and 22: Borg, S. (1998). Data-based teacher
Page 23 and 24: Karavas-Doukas, E. (1996). Using at
Page 25 and 26: Nunan, D. (1992). The teacher as de

Language Teacher Cognition Bibliography - School of Education

Create successful ePaper yourself

Delete template?

Save as template?