Academic literature on the topic 'Teacher language awareness'
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Journal articles on the topic "Teacher language awareness"
Komorowska, Hanna. "Teacher language awareness or language teacher awareness?" Glottodidactica. An International Journal of Applied Linguistics 49, no. 1 (June 30, 2022): 125–40. http://dx.doi.org/10.14746/gl.2022.49.1.08.
Full textAndrews, S. "Teacher Language Awareness." ELT Journal 62, no. 3 (April 17, 2007): 322–24. http://dx.doi.org/10.1093/elt/ccn033.
Full textAndrews, Stephen J. "Teacher language awareness and language standards." Journal of Asian Pacific Communication 12, no. 1 (July 18, 2002): 39–62. http://dx.doi.org/10.1075/japc.12.1.04and.
Full textArgaman, Osnat, and Vered Vaknin-Nusbaum. "Language Awareness of Teacher Trainees." Journal of Language Teaching and Research 7, no. 1 (December 31, 2015): 9. http://dx.doi.org/10.17507/jltr.0701.02.
Full textWuryaningrum, Rusdhianti, Arju Muti'ah, and Arief Rijadi. "Listening: Teacher Language Awareness (TLA)." International Journal of Social Sciences and Humanities Invention 9, no. 04 (April 4, 2022): 6874–78. http://dx.doi.org/10.18535/ijsshi/v9i04.01.
Full textLlurda, Enric. "A Review of “Teacher language awareness”." Language Awareness 19, no. 4 (December 21, 2010): 323–26. http://dx.doi.org/10.1080/09658416.2010.528218.
Full textBonness, Dania Jovanna, Sharon Harvey, and Mari Skjerdal Lysne. "Teacher Language Awareness in Initial Teacher Education Policy: A Comparative Analysis of ITE Documents in Norway and New Zealand." Languages 7, no. 3 (August 4, 2022): 208. http://dx.doi.org/10.3390/languages7030208.
Full textWu, Baiyinna. "English Teachers’ Beliefs About Multilingual Awareness in L3 Learning and Their Teaching Practice in Chinese EFL Context." Chinese Journal of Applied Linguistics 45, no. 3 (August 1, 2022): 416–32. http://dx.doi.org/10.1515/cjal-2022-0308.
Full textBorg, Simon. "Language awareness as methodology: Implications for teachers and teacher training." Language Awareness 3, no. 2 (January 1994): 61–71. http://dx.doi.org/10.1080/09658416.1994.9959844.
Full textLindahl, Kristen, Laura Baecher, and Zuzana Tomaš. "Teacher language awareness in content-based activity design." Journal of Immersion and Content-Based Language Education 1, no. 2 (June 28, 2013): 198–225. http://dx.doi.org/10.1075/jicb.1.2.03lin.
Full textDissertations / Theses on the topic "Teacher language awareness"
Patel, Chirayush C. "Cultural awareness in TESOL student and teacher material." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19969.
Full textENGLISH ABSTRACT: The aim of this thesis is a qualitative examination of TESOL material, specifically New Headway Advanced [NHA] -3rd Edition (Soars & Soars: 2002), and the degree to which Cultural Awareness [CA] is present in the material. CA is herein defined as the use of empathy to explicitly examine the contextual variations which give rise to different languages and cultures with the aim of avoiding stereotypes and promoting a mediated third linguistic and cultural place which incorporates the variations of context inherent in a student’s L1 and WEs. The thesis provides an overview of TESOL methodology together with issues arising from postmethod views of TESOL. Qualifications for ESOL teachers, namely the CELTA and Cert.TESOL, are also examined with specific attention to their inclusion of references to CA. The examination of NHA is carried out with the use of Hofstede & Bond’s (1980) Dimensions of Cultural Variability to provide a dimensional profile of NHA. Finally there is a discussion of the extent to which CA is present in NHA and recommendations for the future development of ESOL and TESOL material.
AFRIKAANSE OPSOMMING: Die doel van hierdie tesis is om ‘n waardebepaling van TESOL materiaal te doen, veral New Headway Advanced (NHA) – 3e weergawe (Soars & Soars:2002), en die mate waarin Kulturele Bewustheid (KB) in die materiaal teenwoordig is. KB word in hierdie konteks gedefinieer as die gebruik van empatie vir die deeglike ondersoek van kontekstuele variasies wat lei tot verskillende tale en kulture ten einde stereotipering te vermy en ‘n bemiddelde derde taalkundige en kulturele plek te bevorder wat die kontekstuele variasies inherent in ‘n student se L1 en WE insluit. Die tesis voorsien ‘n oorsig van die TESOL metodologie saam met kwessies voortspruitend uit sieninge na die aanbieding daarvan. Kwalifikasies van onderwysers, naamlik CELTA en die TESOL sertifikaat, word ook ondersoek met spesifieke verwysing na KB. Die ondersoek van NHA word gedoen met behulp van Hofstede & Bond se (1980) Dimensions of Cultural Variability om ‘n dimensionele profiel van NHA te verskaf. Laastens is daar ‘n bespreking van die mate waarin KB teenwoordig is in NHA en aanbevelings vir die toekomstige ontwikkeling van ESOL en TESOL materiaal.
Facun-Granadozo, Ruth. "Teacher Candidates’ Perplexities on Phonemic Awareness, Phonics, and Morphemic Awareness: Implications for Early Childhood Teacher Educators." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4331.
Full textRuiz, Vázquez Luis. "Teacher training through literature building teacher awareness on the process of shift in identity on ESL learners /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1366.
Full textTaylor, Linda. "Teachers' awareness and use of language for setting up teacher-independent activities in the language class : a case study and a chess game." Thesis, University of Nottingham, 2004. http://eprints.nottingham.ac.uk/13228/.
Full textSnell, C. A. "The impact of daily writing on kindergarten students' phonemic awareness." ScholarWorks, 2007. https://scholarworks.waldenu.edu/dissertations/561.
Full textChristensen, Jamie Lynn. "Enhancing Students' Science Content Knowledge Through Text Structure Awareness." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2564.pdf.
Full textLittlefair, Alison B. "An exploration into pupil and teacher awareness of the register and genres of books used in school." Thesis, Open University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329114.
Full textHong, Huili, Karin Keith, and Renee Rice Moran. "Reflection on and for Actions: Probing into English Language Art Teachers' Personal and Professional Experiences with English Language Learners." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5575.
Full textRydahl, Susanna. "Oral Feedback in the English Classroom : Teachers' Thoughts and Awareness." Thesis, Karlstad University, Division for Culture and Communication, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84.
Full textThe main aim of this paper was to find out if and how teachers in upper secondary school use oral feedback when they correct their students' oral mistakes. I also wanted to find out which approach the teachers find most useful and if they use different approaches depending on the error made by the student.
I have found that the majority of the teachers find oral feedback as an important tool to help students achieve a higher proficiency in a second and foreign language. My results also show that feedback is most often used when the student makes errors regarding content and pronunciation. Most of my respondents are aware of the necessity of applying different feedback approaches to different errors made by the students. My investigation shows that teachers chose to give feedback on different occasions, both directly, but more commonly, indirectly, to a single student or later on to a full class. Most teachers also prefer a mix of feedback approaches depending on the specific student and situation.
My intention with this study has also been to determine what factors influence the students' uptake. My respondents have, among several factors, stressed the importance of comfortable learning situations, students' personal interest and size of group.
O'Connor, Kevin Michael. "Learning to teach academic language: A mixed methods study of secondary teacher candidates' development of linguistic awareness and ability to support academic language for English learners." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104233.
Full textEnglish learners (ELs) in US K-12 classrooms are falling behind their peers as they struggle to develop the proficiency needed to succeed in an academic setting (NCELA, 2012). The majority of teacher preparation programs are not preparing teacher candidates (TCs) with the skills needed to help recently mainstreamed ELs succeed in their content area classrooms (Bunch, 2011). This study examined how one undergraduate, secondary education teacher candidates who had participated in supplemental trainings developed their ability to recognize linguistic demand, shelter instruction, and promote academic language proficiency. Using a Sequential Mixed Design (Teddlie & Tashakkori, 2006), this longitudinal study examined the journals and lesson plans submitted by 31 undergraduate, secondary education TCs as they progressed through their prepractica. Six of these TCs were followed as case studies, with observations and interviews collected during their full practica. Collective data analysis indicates that TCs scored higher on all measures when they were in a linguistically diverse classroom. Furthermore, recognition of linguistic demand precedes ability to plan instruction: many TCs were able to recognize linguistic demand in lessons they observed, but few were adept at describing or designing sheltered instruction that could promote academic language development. For many participants, the attention to linguistic demand was focused largely on content-specific vocabulary that is challenging for all learners. However, a small number of TCs were able to attend to the morphological and lexical aspects of their content areas that would be especially difficult for ELs. In classroom observations a few participants were able to plan instruction that sheltered content and promoted academic language. Findings also indicate that supplemental trainings and infusions into methods courses helped TCs to realize the linguistic challenges of their respective content areas. Most importantly, the findings suggest that TCs are better able to focus on the language of instruction when they witness instruction that is focused on language. Therefore, TCs learn best how to support ELs when they observe and teach in linguistically diverse classrooms with knowledgeable mentoring teachers and field supervisors
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Books on the topic "Teacher language awareness"
Teacher language awareness. New York: Cambridge University Press, 2007.
Find full textPro-active language teacher education in a multicultural society. Frankfurt am Main: P. Lang, 2001.
Find full textMittins, W. H. Language awareness for teachers. Milton Keynes: Open University Press, 1991.
Find full textMittins, William Henry. Language awareness for teachers. Milton Keynes [England]: Open University Press, 1991.
Find full textPaul, Harvey, and Nuttall John 1942-, eds. Alive to language: Perspectives on language awareness for English language teachers. Cambridge, UK: Cambridge University Press, 2000.
Find full textAndrews, Larry. Language exploration & awareness: A resource book for teachers. New York: Longman, 1993.
Find full textAndrews, Larry. Language Exploration and Awareness: A Resource Book for Teachers. 3rd ed. Mahwah, USA: Lawrence Erlbaum Associates, Inc., 2006.
Find full textAndrews, Larry. Language exploration and awareness: A resource book for teachers. 2nd ed. Mahwah, N.J: L. Erlbaum Associates, 1998.
Find full textHeather, Murray. Tracing the development of language awareness: An exploratory study of language teachers in training. Bern: Institut für Sprachwissenschaft, 2003.
Find full text1948-, Andrews Stephen, ed. The L1 in L2 learning: Teachers' beliefs and practices. Muenchen: LINCOM Europa, 2009.
Find full textBook chapters on the topic "Teacher language awareness"
Andrews, Stephen, and Agneta M. L. Svalberg. "Teacher Language Awareness." In Language Awareness and Multilingualism, 219–31. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02240-6_17.
Full textAndrews, Stephen, and Agneta M.-L. Svalberg. "Teacher Language Awareness." In Language Awareness and Multilingualism, 1–12. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02325-0_17-1.
Full textAndrews, Stephen, and Agneta M.-L. Svalberg. "Teacher Language Awareness." In Language Awareness and Multilingualism, 1–13. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02325-0_17-2.
Full textWright, Tony. "Doing language awareness." In Language in Language Teacher Education, 113–30. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.4.09wri.
Full textWach, Aleksandra. "Language Awareness in EFL Teachers, Teacher Trainees and Advanced Learners." In Awareness in Action, 51–66. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00461-7_4.
Full textMurray, Heather. "Developing language awareness and error detection." In Language in Language Teacher Education, 187–98. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.4.13mur.
Full textSakamoto, Nami. "English Language Education Reform and Assistant Language Teachers in Japan." In Teacher Awareness as Professional Development, 7–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88400-0_2.
Full textAndrews, Stephen, and Angel M. Y. Lin. "Language Awareness and Teacher Development." In The Routledge Handbook of Language Awareness, 57–74. First edition. | Abingdon, Oxon ; New York :: Routledge, 2017. http://dx.doi.org/10.4324/9781315676494-4.
Full textGao, Xuesong. "Language Education and Teacher Awareness." In International Handbook on Education Development in Asia-Pacific, 1–18. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-2327-1_30-1.
Full textGarcía, Ofelia. "Critical Multilingual Language Awareness and Teacher Education." In Language Awareness and Multilingualism, 263–80. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02240-6_30.
Full textConference papers on the topic "Teacher language awareness"
Nazhafah, Venna Syifaa Nur, and Achmad Bukhori Muslim. "Indonesian Pre–Service Teachers’ Intercultural Awareness in SEA Teacher Project." In Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211119.107.
Full textPrasad, Gail. "Raising Teacher Candidates' Critical Multilingual Language Awareness Through Language Learning." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1437360.
Full textAbeysena, Hashini, and Rohan Abeywickrama. "LINGUISTIC SHAME AND SHAMING: TEACHER EDUCATOR AWARENESS AND ENGLISH LANGUAGE TEACHER EDUCATION IN SRI LANKA." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1245.
Full textMyers, Marie J. "BRIDGING LANGUAGE GAPS OF L2 (SECOND LANGUAGE) TEACHERS BY OPTIMIZING THEIR SELF-AWARENESS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end112.
Full textYuan, Limin. "Raising Native English–Speaking Science Teachers' Language Awareness in Teaching EFL Students Through Teacher-Researcher Collaboration." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1685946.
Full textMirici, Ismail Hakki. "Outputs of a PhD Course on the European Policy of Foreign Language Teacher Education." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.69.
Full textAbeysena, Hashini, and Indika Liyanage. "LINGUISTIC SHAME AND SHAMING: TEACHER AWARENESS AND ENGLISH LANGUAGE TEACHING IN SRI LANKA." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0321.
Full textDelplancq, Véronique, Ana Maria Costa, Cristina Amaro Costa, Emília Coutinho, Isabel Oliveira, José Pereira, Patricia Lopez Garcia, et al. "STORYTELLING AND DIGITAL ART AS A MEANS TO IMPROVE MULTILINGUAL SKILLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end073.
Full textSonina, Snejina, and Sylvia Mittler. "Business French and Translation in the Era of Google Translate: Variations on the Action-based Approach in Language Courses." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8009.
Full textHerget, Katrin, and Noemí Pérez. "Analysis of the speech act of request in the foreign language classroom." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9097.
Full textReports on the topic "Teacher language awareness"
Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.
Full textKravtsov, Hennadiy M., and Olga O. Gnedkova. Методи використання хмарних сервісів у навчанні іноземної мови. [б. в.], August 2018. http://dx.doi.org/10.31812/0564/2456.
Full textShapovalov, Yevhenii B., Zhanna I. Bilyk, Artem I. Atamas, Viktor B. Shapovalov, and Aleksandr D. Uchitel. The Potential of Using Google Expeditions and Google Lens Tools under STEM-education in Ukraine. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2665.
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