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Can EFL Teacher Education Become a Space for Social Justice Issues? Reflections From Chilean Preservice Teachers' Narratives About Their Curriculum Ideologies
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Exploring teacher identity development: Asian teaching assistants' experience at a U.S. university
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Veröffentlicht: (2024)

Instructional practices for secondary social studies teachers: Describing a curricular program designed to improve language, content knowledge and literacy outcomes for emergent bilinguals
von: Erin Hogan, et al.
Veröffentlicht: (2024)

Adult ESL classes as an avenue of parental support for immigrant families
von: Tamara Mae Roose, et al.
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The effects of placement method on multilingual learner success in higher education
von: William Key
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“I kept telling myself I have to learn; it is good for me and my children”: Motherhood, motivation and learning English amongst a group of Pakistani British women
von: Zanib Rasool, et al.
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Revisiting complex dynamic systems theory: Empowering language teachers and teaching
von: Juup Stelma, et al.
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Understanding the Baseline: Mainstream Educators' Preparation to Teach Multilingual Learners
von: Adrian Pasquarella, et al.
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Inside the crucible: Resistance and resilience in a decade of crisis and change for English teachers in Myanmar
von: Mary Shepard Wong
Veröffentlicht: (2024)

A framework for teaching a moral dilemma narrative to multilingual middle school students: A genre‐based approach
von: Jared McKee, et al.
Veröffentlicht: (2024)

ENGLISH L2 VOCABULARY LEARNING AND TEACHING: CONCEPTS, PRINCIPLES, AND PEDAGOGY , By LawrenceZwier and FrankBoersRoutledge. ISBN 978–1–032–00156–2 (hardcover), 978–0–367–77173–7 (paperback), 978–1–003–17299–4 (e–book). Price USD 128.00 (hardcover), USD 39.16 (paperback or e–book). ix + 274 pages
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LANGUAGE APTITUDE THEORY AND PRACTICE , Edited by Zhisheng(Edward) Wen, PeterSkehan, and Richard L.Sparks, Cambridge University Press. ISBN 978–13165–1399‐6. Price USD 155.00 (hardcover). 493 pages.
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Guidelines for culturally and linguistically responsive instruction in higher education
von: Hyunjin Jinna Kim
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Linguistically responsive teacher identity construction through reflections on sociocultural pedagogical practices: Collaborating with secondary content area teachers of emergent bilinguals
von: Jorge Solís, et al.
Veröffentlicht: (2024)

(Re)negotiating Asian and Asian American identities in solidarity as language teacher educators: An AsianCrit discourse analysis
von: Kevin M. Wong 黃浩文, et al.
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Differentiated instruction for English learners: Teachers' understanding and practices
von: Hamed Shafiei Rezvani Nejad
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Exploring a TESOL supervisor's role in building mentor teacher community in professional learning sessions
von: Amanda Moody Maestranzi
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Repositioning the role of supervisors on short initial preparation courses
von: Richard Chinn, et al.
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Transnational literacies and praxis responding to refugee‐background students and their families from Burma/Myanmar
von: Chatwara Suwannamai Duran, et al.
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Language teacher educators' identity development through self‐study: A case for collaboration and community
von: Elena Andrei, et al.
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Translanguaging with gendered and racialized bodies: A duoethnography of two transnational Asian women teacher‐scholars
von: Miso Kim, et al.
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The four strands: A simplified approach to SLA for CLIL
von: Marie Alina Yeo, et al.
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Synergizing with AI and AI‐assisted Technologies in L2 academic writing: A response to Carlson et al. (2023)
von: Albert W. Li
Veröffentlicht: (2024)

Are we language teacher educators? Using linguistic cartography to support teacher identity development around language
von: Christine Montecillo Leider, et al.
Veröffentlicht: (2024)