Works matching DE "LANGUAGE teachers"
Results: 5000
Micro level language planning, agency, and ICT in community language schools: before, during and after the pandemic.
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- Current Issues in Language Planning, 2024, v. 25, n. 5, p. 553, doi. 10.1080/14664208.2023.2237376
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Greek heritage language teachers as emergency grassroots policy makers: reconciling learner centred responses with textbook heavy pedagogies during COVID-19 lockdown.
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- Current Issues in Language Planning, 2024, v. 25, n. 5, p. 571, doi. 10.1080/14664208.2023.2227545
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From policy to practice: how schools implement German language support policy in Austria.
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- Current Issues in Language Planning, 2024, v. 25, n. 2, p. 176, doi. 10.1080/14664208.2023.2269726
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Multilingual learning and language supportive pedagogies in sub-Saharan Africa: edited by Elizabeth J. Erling, John Clegg, Casmir M. Rubagumya, and Colin Reily, New York: Routledge, 2022, pp. 1 + 272. ISBN:978-0-367-67752-7 (pbk).
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- Current Issues in Language Planning, 2024, v. 25, n. 1, p. 113, doi. 10.1080/14664208.2023.2257494
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Teacher positioning in educational ICT policies: implications for digital teacher identity development in under-resourced contexts.
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- Journal of Education Policy, 2025, v. 40, n. 2, p. 242, doi. 10.1080/02680939.2024.2386309
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An Interview with Timothy Francis McNamara.
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- Language Assessment Quarterly, 2024, v. 21, n. 2, p. 125, doi. 10.1080/15434303.2024.2333246
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Reconsidering Context in Language Assessment: Transdisciplinary Perspectives, Social Theories, and Validity: by Fox, Janna & Artemeva, Natasha, Routeldge, New York, 2022, £31.19 (paperback), 10.4324/ ISBN 9781351184571.
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- Language Assessment Quarterly, 2024, v. 21, n. 1, p. 118, doi. 10.1080/15434303.2023.2296092
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Evert Van Emde Boas, Albert Rijksbaron, Luuk Huitink, and Mathieu De Bakker. Cambridge Grammar of Classical Greek.
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- 2021
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- Book Review
Marginalisation: non-dominant language learning and teaching from a comparative perspective.
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- Compare: A Journal of Comparative & International Education, 2025, v. 55, n. 2, p. 155, doi. 10.1080/03057925.2023.2234281
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Examination of the Relationship Between Teachers' Emotional Exhaustion and Students' Reading Comprehension and Achievement Emotions.
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- Scientific Studies of Reading, 2025, v. 29, n. 2, p. 161, doi. 10.1080/10888438.2024.2432262
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Language Teacher Noticing in Tasks.
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- 2023
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- Book Review
Reflective Practice for TESOL Teachers: "What, Why, When and How".
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- JALT Journal, 2023, v. 47, n. 1, p. 122, doi. 10.37546/JALTJJ45.1-6
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An Ecological Inquiry into Transnational English Language Teachers' Emotional Vulnerability and Agency.
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- British Journal of Educational Studies, 2025, v. 73, n. 1, p. 97, doi. 10.1080/00071005.2024.2388542
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- Article
"I Know I'm a Good Teacherw: An Inquiry into Literacy Teachers, Conceptions of Success.
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- Journal of Language & Literacy Education, 2024, v. 20, n. 2, p. 1
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MAKING CORE MEMORIES.
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- ATA News, 2025, v. 59, n. 9, p. 16
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- Article
Issue Information.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.917
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- Article
Translanguaging Formative Assessment Tools for Bilingual Teachers of Multilingual Students.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.914
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Teachable moments in support of K‐12 social and emotional learning in the TESOL Practicum.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.911
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Redefining inclusive teacher education: All students means all students.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.910
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"I shouldn't have to fumble my way around": An investigation of the current state of TESOL teacher trainers' professional development in the United States.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.907
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Task design and rater effects in task‐based language assessment.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.904
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Sustained collaborative inquiry with teachers of multilingual learners.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.900
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"Who says Singlish cannot be used?": An EIL‐aware teacher professional development course in Singapore.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.899
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Transforming teacher attitudes and practices: The efficacy of sustained professional development in culturally responsive education.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.896
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Content and language integrated learning in Cambodia's higher education: A study of an Introduction to ASEAN course.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.895
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R.A.I.C.E.S. (Roots): A conceptual framework for community‐building that connects linguistic and cultural wealth to support emergent bilinguals.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.894
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Broadening definitions of impact: A case study of competing tensions when evaluating the impact of National Professional Development grants.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.893
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Advocacy‐oriented language teacher educator identity as ethical self‐formation: A polyvocal exploration.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.891
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How teachers' beliefs and pedagogical practices are impacted by the experience of being labeled as an English learner.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.890
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A transnational language teacher educator's autoethnographic pursuit of reflexivity in Hong Kong.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.888
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The four strands: A simplified approach to SLA for CLIL.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.887
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Are we language teacher educators? Using linguistic cartography to support teacher identity development around language.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.886
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"I felt like I was being judged...": A duoethnography exploring international language teacher educator identities.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.884
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Critical Collaborative Reflection With Linguistic Landscapes and Material Culture in Teacher Preparation.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.70022
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- Article
DigiLex—A Checklist for the Evaluation of Digital Tools for Second and Foreign Language Lexical Learning.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.70016
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Repositioning English Language Teacher Education for Global Competence and Local Realities: Adopting the Cline of Glocality.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.70012
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Pragmatic Awareness and the Need for Greater Emphasis on Pragmatic Preparation in TESOL Programs.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.70011
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From Saying to Communicating: The Generic Development of Classroom Academic Presentations by Chinese First‐Year College Students.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.70010
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Differentiation in Dutch Secondary EFL Education: Used Strategies and Identified Challenges.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.70009
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Identity Development in Transition: A Duoethnography of Language Teachers Becoming Teacher Educators From an Ecological Perspective.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.70003
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- Article
Improving K‐12 Teachers' Use of Sheltered Instructional Practices to Support Multilingual Learners: Results From a National Professional Development Grant.
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- TESOL Journal, 2025, v. 16, n. 1, p. 1, doi. 10.1002/tesj.70002
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- Article
Understanding Preschool Educators' Writing Knowledge: Insights from the Early Writing Knowledge Assessment.
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- Reading Research Quarterly, 2025, v. 60, n. 1, p. 1, doi. 10.1002/rrq.589
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- Article
Emotion-related theories in classroom language learning: the conceptualization and causation of emotions.
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- Frontiers in Psychology, 2025, p. 1, doi. 10.3389/fpsyg.2025.1551640
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- Article
Emotional resiliency and life satisfaction among teachers of Chinese as a foreign language: mediating chain model with grit and employability and gender moderation.
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- Frontiers in Psychology, 2025, p. 1, doi. 10.3389/fpsyg.2025.1450617
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- Article
Urgent, but How? Developing English Foreign Language Teachers' Digital Literacy in a Professional Learning Community Focusing on Large Language Models.
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- European Journal of Education, 2025, v. 60, n. 1, p. 1, doi. 10.1111/ejed.12899
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- Article
Dimensions of Parental Involvement in Refugee and Migrant Students' Education: Views of Parents and Teachers of Zones of Educational Priority (ZEP) Classes of a Greek Intercultural High School.
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- European Journal of Education, 2025, v. 60, n. 1, p. 1, doi. 10.1111/ejed.12843
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- Article
AI‐Mediated Communication in EFL Classrooms: The Role of Technical and Pedagogical Stimuli and the Mediating Effects of AI Literacy and Enjoyment.
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- European Journal of Education, 2025, v. 60, n. 1, p. 1, doi. 10.1111/ejed.12813
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An Online Course as a Way to Work on Socio Affective Learning Strategies in the EFL Classroom.
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- Saber, Ciencia y Libertas, 2024, v. 19, n. 2, p. 300, doi. 10.18041/2382-3240/saber.2024v19n2.12013
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Las herramientas digitales del profesorado para la docencia. Un estudio comparativo mediante Symbaloo.
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- Digital Education Review, 2025, n. 46, p. 15, doi. 10.1344/der.2025.46.14-25
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Quantitative Estimation of Accuracy/Fluency Dominance in EFL Learners' Speaking: A State-of-the-Art Survey-Assessment Study.
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- Research Papers in Language Teaching & Learning, 2025, v. 15, p. 152
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- Article