Content knowledge for language teaching: dialectical materialist stance on developing teacher language awareness
Author:
Affiliation:
1. Akita International University, Akita, Japan
2. University of Jyväskylä, Centre for Applied Language Studies, Jyvaskyla, Finland
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/09658416.2024.2394662
Reference31 articles.
1. Adams, J., & Lim, F. V. (2022). Raising science teachers’ language awareness: A functional literacy approach to teaching science. In L. H. Seah, R. E. Silver, & M. C. Baildon (Eds.), The role of language in content pedagogy: A framework for teachers’ knowledge (pp. 45–60). Springer Nature.
2. Andrews, S., & Lin, A. M. Y. (2017). Language awareness and teacher development. In P. Garrett & J. M. Cots (Eds.), The Routledge handbook of language awareness. Routledge.
3. Andrews, S. J., & Svalberg, A. M.-L. (2017). Teacher language awareness. In J. Cenoz, D. Gorter and S. May (Eds.), Language awareness and multilingualism (pp. 219–231). Springer.
4. Breeze, R., Llamas Saíz, C., Martínez Pasamar, C., & Tabernero Sala, C. (Eds.). (2014). Integration of theory and practice in CLIL. Brill.
5. Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.
1.学者识别学者识别
2.学术分析学术分析
3.人才评估人才评估
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