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ZNumber of items: 13.
G
Graham, S. and Santos, D.
(2020)
Becoming a good teacher of listening.
In: Griffiths, C. and Tajeddin, Z. (eds.)
Lessons from Good Language Teachers.
Cambridge University Press.
Graham, S., Fisher, L., Hofweber, J. and Krüsemann, H.
(2020)
Getting creative in the languages classroom.
In: Kohl, K., Dudrah, R., Gosler, A., Graham, S., Maiden, M., Ouyang, W.-c. and Reynolds, M. (eds.)
Creative Multilingualism: A Manifesto.
Open Book Publisher, pp. 151-176.
ISBN 9781783749294
doi: https://doi.org/10.11647/obp.0206.07
Graham, S., Woore, R., Porter, A., Courtney, L. and Savory, C.
(2020)
Navigating the challenges of L2 reading: self-efficacy, self-regulatory reading strategies and learner profiles.
Modern Language Journal, 104 (4).
pp. 693-714.
ISSN 1540-4781
doi: https://doi.org/10.1111/modl.12670
P
Perumal, R., Flynn, N., 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
Powell, D.
ORCID: https://orcid.org/0000-0002-3607-2407 and Atkinson, L.
(2020)
Unraveling the links between rapid automatized naming (RAN), phonological awareness, and reading.
Journal of Educational Psychology.
ISSN 0022-0663
doi: https://doi.org/10.1037/edu0000625
S
Sahan, K.
ORCID: https://orcid.org/0000-0003-4423-3108
(2020)
ELF interactions in English-medium engineering classrooms.
ELT Journal, 74 (4).
pp. 418-427.
ISSN 1477-4526
doi: https://doi.org/10.1093/elt/ccaa033
Speed, H.
(2020)
What is the effect of contextualised grammar teaching using
Functional Linguistics strategies
on the understanding of Year 9 learners in writing tasks?
PhD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00097046
Stainthorp, R.
(2020)
A national intervention in teaching phonics: a case study from England.
The Educational and Developmental Psychologist, 37 (2).
pp. 114-122.
ISSN 2059-0776
doi: https://doi.org/10.1017/edp.2020.14
T
Trakulphadetkrai, N. V., Courtney, L., Clenton, J., Treffers-Daller, J. and Tsakalaki, A.
(2020)
The contribution of general language ability, reading
comprehension and working memory to mathematics
achievement among children with English as additional
language (EAL): an exploratory study.
International Journal of Bilingual Education and Bilingualism, 23 (4).
pp. 463-487.
ISSN 1367-0050
doi: https://doi.org/10.1080/13670050.2017.1373742
V
Visram, Z.
(2020)
A pluralistic approach to multicultural group work.
EdD thesis, University of Reading.
doi: https://doi.org/10.48683/1926.00097048
Z
Zhang, P. and Graham, S.
(2020)
Learning vocabulary through listening: the role of vocabulary knowledge and listening proficiency.
Language Learning, 70 (4).
pp. 1017-1053.
ISSN 0023-8333
doi: https://doi.org/10.1111/lang.12411
Zhang, P. and Graham, S.
(2020)
Vocabulary learning through listening: which words are easier or more difficult to learn and why?
In: Clenton, J. and Paul, B. (eds.)
Vocabulary and the four skills.
Routledge.
ISBN 9780367249977
Zhang, P. and Graham, S.
(2020)
Vocabulary learning through listening: comparing L2
explanations, teacher codeswitching, contrastive focus-on form and incidental learning.
Language Teaching Research, 24 (6).
pp. 765-784.
ISSN 1477-0954
doi: https://doi.org/10.1177/1362168819829022
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