Buchumschlag

Who do learners of English as a lingua franca want to sound like? English speaker role models and envisioned selves in imagined communities

Fuente: Wiley Open Access

Gespeichert in:

Bibliographische Detailangaben
Hauptverfasser:	Lilia Savova, Maryam Azarnoosh
Format:	Artículo Open Access
Veröffentlicht:	Wiley 2024
Schlagworte:	TESOL Journal
Online-Zugang:	Acceder al recurso
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Ähnliche Einträge

English as a lingua franca, world Englishes, and the preparation of language teachers: An awareness‐raising experience in an English teacher education program in Colombia
von: Diego Fernando Macías, et al.
Veröffentlicht: (2024)

Inclusive learning communities: An English learner framework for all educators
von: Annela Teemant, et al.
Veröffentlicht: (2024)

Differentiated instruction for English learners: Teachers' understanding and practices
von: Hamed Shafiei Rezvani Nejad
Veröffentlicht: (2024)

How teachers' beliefs and pedagogical practices are impacted by the experience of being labeled as an English learner
von: Jennifer Altavilla‐Giordano, et al.
Veröffentlicht: (2024)

Rethinking English Phonics Instruction for Early Childhood English Learners
von: Linda Ventriglia‐Navarrette, et al.
Veröffentlicht: (2025)

Global Englishes in English Language Teaching: Evaluating Coursebooks Used in an Undergraduate Program in Vietnam
von: Nu Anh Vo, et al.
Veröffentlicht: (2025)

Decolonizing English language testing
von: Jamie L. Schissel
Veröffentlicht: (2024)

Beyond Proficiency: Rethinking Preparedness in English‐Medium Instruction
von: Jim McKinley
Veröffentlicht: (2025)

Influence of the wider educational context on the English language teaching practicum
von: Tunay Taş, et al.
Veröffentlicht: (2024)

Correction to “Beyond Proficiency: Rethinking Preparedness in English‐Medium Instruction”
Veröffentlicht: (2025)

The Seal of Biliteracy and English Learners: Current Status and Future Directions
von: Amy J. Heineke
Veröffentlicht: (2025)

The EAP‐AIAS: Adapting the AI Assessment Scale for English for Academic Purposes
von: Jasper Roe, et al.
Veröffentlicht: (2026)

Inside the crucible: Resistance and resilience in a decade of crisis and change for English teachers in Myanmar
von: Mary Shepard Wong
Veröffentlicht: (2024)

Sustained collaborative inquiry with teachers of multilingual learners
von: Cathy Coulter, et al.
Veröffentlicht: (2024)

Meeting the Needs of English Learners With and Without Disabilities: A Team Approach to Intervention
von: Silvana M. R. Watson, et al.
Veröffentlicht: (2025)

The Impact of the ProELT Training Program on Malaysian English Teachers' Self‐Efficacy
von: Azlin Zaiti Zainal, et al.
Veröffentlicht: (2025)

Research Brief Video Title: “I've had to take the TELPAS for so long even though I speak English fluently”: Using TikTok to Claim an English Language Identity
von: Jacqueline Zapata
Veröffentlicht: (2025)

Critical learner autonomy in the digital language learning context
von: Li‐Mei Chen, et al.
Veröffentlicht: (2024)

A case study of an English teacher in Ukraine: Where gender and national identity intersect
von: Oksana Moroz
Veröffentlicht: (2024)

Translanguaging in Action: Authentic Teaching Practices in the High School English as an Additional Language Classroom
von: Kimberly Ridley, et al.
Veröffentlicht: (2025)

Book Review: Affective Dimensions in English‐Medium Instruction: Insights and Implications for Higher Education
von: Lin Zheng
Veröffentlicht: (2025)

A Participatory Narrative Approach to Understanding One English Language Teacher's Relational Advocacy
von: Amber N. Warren, et al.
Veröffentlicht: (2025)

‘It's like English is given more emphasis than the topic’ : Designing materials in English language teacher education
von: Luis Carabantes
Veröffentlicht: (2024)

The effects of placement method on multilingual learner success in higher education
von: William Key
Veröffentlicht: (2024)

Preparing Inclusive Early Childhood Educators ( PIECE ): A conceptualization of multilingualism, English learning, and inclusivity
von: Leanne M. Evans, et al.
Veröffentlicht: (2024)

ASEAN English Language Teachers' and Teacher Educators' Situated Praxis During Times of Crises and Change
von: Faridah Pawan, et al.
Veröffentlicht: (2025)

Transnational Black feminism: L.O.V.E. as a practice of freedom, equity, and justice in English language teaching
von: Quanisha Charles
Veröffentlicht: (2024)

Developing Professionally in a Third Space: The Case of Indonesian English Teacher Educators Engaging in an Online Professional Development Community
von: Faishal Zakaria
Veröffentlicht: (2025)

Creating a Social and Emotional Learning Community Through Storytelling Journals: English Language Learning During Disruptive Times
von: Ellen Yeh, et al.
Veröffentlicht: (2025)

Empowering Education: Evaluating and Enhancing Culturally Responsive Instruction for Teachers of English Learners in K‐8 Classrooms
von: Shannon Sampson, et al.
Veröffentlicht: (2025)

Office of English Language Acquisition National Professional Development Grant Program: Research on Schools, Teachers, and Communities
von: Elena Andrei, et al.
Veröffentlicht: (2025)

Are Contrived Lecture Passages From International Academic English Assessments Lexically Comparable to Actual University Lectures?
von: Masaya Kaneko
Veröffentlicht: (2026)

Exploring a TESOL supervisor's role in building mentor teacher community in professional learning sessions
von: Amanda Moody Maestranzi
Veröffentlicht: (2024)

The Professional Identity of Native English‐Speaking Teachers: A Study on the Professional Development of Novice and Experienced EPIK Teachers
von: Jasmine Pham
Veröffentlicht: (2026)

Navigating Policy and Practice: Examining the Realization of Malaysia's Education Blueprint (2013–2025) for English Teachers' Continuous Professional Development
von: Muhammad Kamarul Kabilan, et al.
Veröffentlicht: (2025)

Culturally and linguistically responsive pedagogy: Examining teachers' conceptualizations of affirmative instructional practices for multilingual learners
von: Sabrina Wesley‐Nero, et al.
Veröffentlicht: (2024)

Relating preservice teacher's bilingual teaching self‐efficacy to lesson differentiation practices for multilingual learners
von: Ana M. Hernández, et al.
Veröffentlicht: (2024)

From everyday language to disciplinary discourse: Culturally and linguistically sustaining dialogic instruction with multilingual learners
von: Kongji Qin, et al.
Veröffentlicht: (2025)

Teacher Agency and Curriculum Changes: A Case Study of Two English Teachers in Vietnam and Their Implementation of the New Textbooks Policy at the Classroom Level
von: Trang Thi Doan Dao, et al.
Veröffentlicht: (2025)

Improving mathematics outcomes for multilingual learners in dual language programs through targeted teacher professional development
von: Marco A. Bravo, et al.
Veröffentlicht: (2024)