Number of items: 24.
Viesca, K. M., Ailsaari, J., Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Hammer, S., Lemmrich, S., Routarinne, S. and Teemant, A.
(2024)
Orientations for co-constructing a positive climate for diversity in teaching and learning.
In: Braselmann, S., Eibensteiner, L. and Volkmann, L. (eds.)
Teacher Education in (Post-)Pandemic and (Post-)Digital Times: International Perspectives on Intercultural Learning, Diversity and Equity.
Peter Lang, Oxford, pp. 59-78.
ISBN 9783631872222
doi: https://doi.org/10.3726/b21759
Mansouri, K., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910
(2024)
An exploratory study on teachers’ and learners’ self-efficacy beliefs in foreign language listening in Algeria.
In: Wyatt, M. and Faez, F. (eds.)
Building the self-efficacy beliefs of English language learners and teachers: New perspectives for research, teaching and learning.
Routledge, New York.
doi: https://doi.org/10.4324/9781003379300 Pages
Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Teemant, A., Mitchell Viesca, K. and Perumal, R.
(2023)
Effective teachers of multilingual learners:
a mixed method study of UK and US critical sociocultural teaching practices.
TESOL Quarterly.
ISSN 1545-7249
doi: https://doi.org/10.1002/tesq.3224
Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736, Majid, S., Yap, N. T. and Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910
(2022)
Explaining the diversity in Malay-English code-switching patterns: the contribution of typological similarity and bilingual optimization strategies.
Languages, 7 (4).
299.
ISSN 2226-471X
doi: https://doi.org/10.3390/languages7040299
Mitchell Viesca, K., Teemant, A., Alisaari, J., Enser-Kananen, J., Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Hammer, S., Perumal, R. and Routarinne, S.
(2022)
Quality content teaching for multilingual students: an international examination of excellence in instructional practices in four countries.
Teaching and Teacher Education, 113.
103649.
ISSN 0742-051X
doi: https://doi.org/10.1016/j.tate.2022.103649
Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Stainthorp, R. and Stuart, M.
(2021)
Training teachers for phonics and early reading: developing research-informed practice.
Journal of Research in Reading, 44 (2).
pp. 301-318.
ISSN 1467-9817
doi: https://doi.org/10.1111/1467-9817.12336
Perumal, R., Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Mitchell Viesca, K., Ennser-Kananen, H. and Routarinne, S.
(2020)
What is effective pedagogy for multilingual learners? Observations of teaching that challenges inequity. The OPETAN project in England.
In: Kirsch, C. and Duarte, J. (eds.)
Multilingual Approaches for Teaching and Learning. From Acknowledging to Capitalising on Multilingualism in European Mainstream Education.
Routledge Research in Languages Education.
Routledge, pp. 52-72.
ISBN 9780367181352
Mitchell Viesca, K., Strom, K., Hammer, S., Masterson, J., Hammer Linzell, C., Mitchell-McCollough, J. and Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910
(2019)
Developing a complex portrait of content teaching for multilingual learners via nonlinear theoretical understandings.
Review of Research in Education, 43 (1).
pp. 304-335.
ISSN 0091-732X
doi: https://doi.org/10.3102/0091732X18820910
Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910
(2019)
Facilitating evidence-informed practice.
Teacher Development, 23 (1).
pp. 64-82.
ISSN 1747-5120
doi: https://doi.org/10.1080/13664530.2018.1505649
Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910
(2019)
Teachers and Polish children: capturing changes in the linguistic field.
British Journal of Sociology of Education, 40 (1).
pp. 65-82.
ISSN 0142-5692
doi: https://doi.org/10.1080/01425692.2018.1481366
Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910 and Curdt-Christiansen, X.-L.
(2018)
Intentions versus enactment: making sense of policy and practice for teaching English as an additional language.
Language and Education, 32 (5).
pp. 410-427.
ISSN 1747-7581
doi: https://doi.org/10.1080/09500782.2018.1475484
Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910
(2017)
Language and literacy for children who are English language learners(ELLs): developing linguistically responsive teachers.
In: Goodwin, P. (ed.)
The Literate Classroom (4th edition).
Routledge, Abingdon, UK, pp. 87-100.
ISBN 9781138282605
Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910
(2015)
Turning a Bourdieuian lens on English teaching in primary schools: linguistic field, linguistic habitus and linguistic capital.
In: Murphy, M. and Costa, C. (eds.)
Theory as Method in Research: On Bourdieu, Social Theory and Education.
Routledge, London, pp. 155-170.
ISBN 9781138900332
Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Pim, C. and Coles, S.,
(2015)
Teaching English as an additional language: a MESHGuide.
MESH Guides.
www.meshguides.org
Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910
(2015)
Disambiguating with Bourdieu: unravelling policy from practice in the teaching of children with English as an additional language.
Literacy, 49 (1).
pp. 20-27.
ISSN 1741-4369
doi: https://doi.org/10.1111/lit.12049
Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Mclean-Davies, L., Procter, R. and Younie, S.
(2015)
Mapping Educational Specialist knowHow (MESH): the building of a knowledge management system for research informed practice.
Education Perspectives (The Bi Annual journal of the research and development branch, Ministry of Education, Sri Lanka), 4 (1).
pp. 4-22.
ISSN 2279-1450
Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910
(2015)
Teachers' habitus for teaching English.
English in Australia, 50 (1).
pp. 21-28.
ISSN 0155-2147
Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910
(2014)
Realities and perceptions for English teachers of Polish children.
In: Boyd, P., Szplit, A. and Zbróg, Z. (eds.)
Teacher educators and teachers as learners: international perspectives.
Libron-Filip Lohner, Krakow, Poland, pp. 237-258.
ISBN 9788364275913
Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910
(2013)
Encountering migration: English primary school teachers’ responses to Polish children.
Pedagogies: An International Journal, 8 (4).
pp. 336-351.
ISSN 1554-480X
doi: https://doi.org/10.1080/1554480X.2013.829273
Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910
(2013)
Linguistic capital and the linguistic field for teachers
unaccustomed to linguistic difference.
British Journal of Sociology of Education, 34 (2).
pp. 225-242.
ISSN 0142-5692
doi: https://doi.org/10.1080/01425692.2012.710004
Hepburn, E., Egan, B. and Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910
(2010)
Vocabulary acquisition in young children: the role
of the story.
Journal of Early Childhood Literacy, 10 (2).
pp. 159-182.
ISSN 1741-2919
doi: https://doi.org/10.1177/1468798410363754
Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910
(2007)
What do effective teachers of literacy do? Subject knowledge and pedagogical choices for literacy.
Literacy, 41 (3).
pp. 137-146.
ISSN 1741-4369
doi: https://doi.org/10.1111/j.1467-9345.2007.00452.x
Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910
(2007)
Good practice for pupils learning English as an additional language; lessons from effective literacy teachers in inner city primary schools.
Journal of Early Childhood Literacy, 7 (2).
pp. 175-196.
ISSN 1741-2919
doi: https://doi.org/10.1177/1468798407079286
Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910 and Stainthorp, R.
(2006)
The learning and teaching of reading and writing.
WileyBlackwell, Chichester.
ISBN 9780470019399
This list was generated on Mon Oct 14 02:52:46 2024 UTC.