Results 181 to 190 of about 264,355 (382)

Perception and production of word-initial voiced and voiceless labial stops by eight English and eight Spanish monolinguals and eight English-Spanish bilinguals [PDF]

, 1974
Lindi Williams
openalex   +1 more source

Let's Hear it from Them: An Interview‐Based Exploration of Male Teachers' Perceptions of Gender Imbalance in the English Language Teaching Profession

TESOL Quarterly, EarlyView.
Abstract The presence of gender disparities, marked by a shortage of male teachers, has been a longstanding concern within the TESOL profession. Drawing on the concept of human flourishing, which advocates for equality and respect beyond gender and social standing, this research seeks to challenge gender stereotyping in foreign language teaching ...
Natalia Wright
wiley   +1 more source

“English Is Not Really a Subject”: Language Ideologies and Language Learning in an Introduction Program

TESOL Quarterly, EarlyView.
Abstract This paper explores the construction of language ideologies and language learning within English‐language education in a Language Introduction Program (LIP) in Sweden. LIP is an individual transitional program for newly arrived migrant students that seeks to quickly transition adolescents into further education or the job market.
Jenny Bergström, Carla Jonsson, Annika Norlund Shaswar   +2 more
wiley   +1 more source

Bilingualism versus multilingualism in the Netherlands [PDF]

, 2012
Oostendorp van, M.
core   +3 more sources

Tone spacing: evidence from bilingual speakers [PDF]

, 1978
Ian Maddieson
openalex   +1 more source

English in Displacement: Language Learning and Test Preparation Experiences of Refugees and Asylum Seekers

TESOL Quarterly, EarlyView.
Abstract In an effort to better support adult and refugee English language learners, this paper aims to focus on understanding the needs and experiences of one specific group, that is, refugee and asylum seeker healthcare professionals (RASHPs), based in the United Kingdom. RASHPs tend to be highly educated and experienced learners.
Brigita Séguis, Heidi Miu, Ross Goldstone   +2 more
wiley   +1 more source

MAINSTREAM TEACHERS’ ATTITUDE AND APPROACHES TO SUPPORT CHILDREN’S BILITERACY DEVELOPMENT IN AUSTRALIAN CLASSROOM CONTEXT

TEFLIN Journal, 2010
This article examines the role of mainstream teachers in supporting children’s biliteracy development and bilingualism in a public primary school where English is the medium of instruction.
Muhammad Basri Jafar
doaj  

Approaching Polyglot Programming: What Can We Learn from Bilingualism Studies? [PDF]

, 2020
Glassman, Elena L., Hao, Rebecca L.
core   +1 more source

Intensity Matters Inside and Outside Primary School: Evidence from High‐CLIL, Low‐CLIL, and Non‐CLIL Learners

TESOL Quarterly, EarlyView.
Abstract Research involving secondary school EFL learners has demonstrated that greater intensity of exposure, via CLIL lessons, yields notable benefits. However, studies in primary school are scarce and less optimistic. Furthermore, little is known about the effects of different degrees of CLIL intensity and of learners' exposure to Extramural English
Amparo Lázaro‐Ibarrola
wiley   +1 more source

“I Feel like a Power Plant”: TESOL Teacher Educators' Directed Motivational Currents

TESOL Quarterly, EarlyView.
Abstract In TESOL, motivation research has usually examined learners and teachers. However, less is known about teacher educators, who play a crucial role in the architecture of language teaching and learning processes. In response to this niche, this article describes the directed motivational currents (DMCs) of a group of 36 TESOL teacher educators ...
Darío Luis Banegas, Huixin Wang, Fumika Koshiba   +2 more
wiley   +1 more source