Going Beyond the Status Quo: A Longitudinal Self-Study of a School Based Science Teacher Preparation Program

Makki, Nidaa; Holliday, Gary M.

doi:10.1007/978-3-319-32447-0_14

Cited by 1 publication

(1 citation statement)

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“…The frequency of teacher engagement in reflective self‐evaluation reported in research varies. Reflections can be undertaken every lesson (Eilam, ), two to three times per week (Lee, ), monthly (Gilbert, Bull, Stevens, & Giroux, ), or yearly (Makki & Holliday, ), to name a few possibilities. Readers are encouraged to experiment with the frequency that is suitable for their goals, and language coordinators are encouraged to guide their staff into an exploration of periodical self‐evaluation.…”

Section: Resultsmentioning

confidence: 99%

Second language learning and teaching: From theory to a practical checklist

Dubiner

2018

TESOL Journal

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Over the past several decades, applied linguistics and second language (L2) acquisition and teaching have been areas of prolific research and have undergone continual development. The purpose of this article is to identify essential themes in the field of applied linguistics, focusing more intensely on teaching and learning second languages in a classroom setting. Given that the current professional literature enjoys a vast selection of high‐quality, comprehensive books on second language acquisition, the purpose of this article is to provide a concise yet overarching summary of the most pivotal aspects of second language acquisition research and their implementation in L2 teaching. The article provides theoretical background on linguistic factors involved in L2 learning (exposure and input, output, vocabulary, repetition, and automaticity) and extralinguistic factors (attitudes, motivation, culture, and the teaching/learning experience). Following the description of the theoretical background, pedagogical implications are suggested for each of the theoretical points covered. The discussion is situated in the framework of 21st‐century multilingualism in general and translanguaging approaches in particular.

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Section: Resultsmentioning

confidence: 99%

Second language learning and teaching: From theory to a practical checklist

Dubiner

2018

TESOL Journal

View full text Add to dashboard Cite

show abstract

Going Beyond the Status Quo: A Longitudinal Self-Study of a School Based Science Teacher Preparation Program

Cited by 1 publication

References 10 publications

Second language learning and teaching: From theory to a practical checklist

Second language learning and teaching: From theory to a practical checklist

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