Socio-cognitive alignment and the eco-social environment: The case of an EFL pre-service-teacher and his beginner learners-Reference-Cited by-同舟云学术

Socio-cognitive alignment and the eco-social environment: The case of an EFL pre-service-teacher and his beginner learners

Published:2023-09-21 Issue:2 Volume:10 Page:
ISSN:2331-186X
Container-title:Cogent Education
language:en
Short-container-title:Cogent Education

Author:

Sagre Baboza Ana María¹^ORCID,Becerra Posada Tatiana¹^ORCID,Cardona Brando López¹^ORCID,García Montes Paula Andrea¹^ORCID,Ramos Cano Luis Manuel¹

Affiliation:

1. Universidad de Córdoba, Montería, Colombia

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2023.2256203

Reference46 articles.

1. Amador, L., & Adams, G. (2013). Affiliative behaviors that increase language learning opportunities in infant and adult classrooms. In D. Joaquin & J. Schumann (Eds.), Exploring the interactional instinct (pp. 133–17). Cambridge University Press.

2. Arrubla, A., Pareja, J., & Londoño, C. (2019). Are preservice teachers ready to become in-service tutors? Possibilities of sociocognitive alignment in EFL tutoring practices Conference Presentation Abstract. Proceedings of the III Congreso de Prácticas Innovadoras e Investigativas en Lenguas Extranjeras, November 4, 2019, Universidad de Córdoba. https://repositorio.unicordoba.edu.co/bitstream/handle/ucordoba/2498/MEMORIAS%20ICTEFOL.pdf?sequence=5&isAllowed=y

3. Extended, Embodied Cognition and Second Language Acquisition

4. Alignment and Interaction in a Sociocognitive Approach to Second Language Acquisition

5. Language Learning Great and Small: Environmental Support Structures and Learning Opportunities in a Sociocognitive Approach to Second Language Acquisition/Teaching