Haku
Aineistot 82171-82180 / 82252
A teacher-in-context: Negotiating professional identity in a job promotion examination
(Centre for Applied Language Studies, University of Jyväskylä, 2017)
Although there is an increasing body of research on the formation/re-formation of
language teacher identity, there are still contexts within the professional p ractice of
language teachers that remain relatively unexplored. ...
Between theory and practice : foreign language teacher students’ cognition of oral proficiency and grammar teaching in Sweden
(Centre for Applied Language Studies, University of Jyväskylä, 2019)
The present study explores patterns of cognition among 14 foreign language (FL)
teacher students in Sweden regarding teaching oral proficiency and grammar in
French German, Italian and Spanish. It is based on reflective ...
Multilingual Students´ Self-reported Use of their Language Repertoires when Writing in English
(Centre for Applied Language Studies, University of Jyväskylä, 2015)
Recent research suggests that multilingual students tend to use their complete language repertoires, particularly their L1, when writing in a non-native language (e.g. Cenoz & Gorter 2011; Wang 2003). While there is some ...
Tackling sustainability: First steps towards co-designing teacher professional development
(Centre for Applied Language Studies, University of Jyväskylä, 2017)
Transformative, innovative practices and sustainable professional development are not achieved just by attending workshops, seminars and specific designed teacher education courses, though these programmes may often include ...
Repositioning teachers as assessors : Compromised aspirations and contested agency
(Centre for Applied Language Studies, University of Jyväskylä, 2021)
The global trend to emphasise assessment for learning brings up the issue of repositioning teachers in assessment. The contemporary curricular policy reforms encourage teachers to take an agentic role in assessment, but ...
Language Narratives from Adult Upper Secondary Education: Interrelating agency, autonomy and identity in foreign language learning
(Centre for Applied Language Studies, University of Jyväskylä, 2014)
Foreign language (FL) learning is increasingly examined in terms of the language learning person’s agency, autonomy and identity. What agency refers to in FL learning and how it relates to autonomy and identity nevertheless ...
The planning and building of a new residential community: A discourses survey
(Centre for Applied Language Studies, University of Jyväskylä, 2016)
The study introduces the results of a discourses survey mapping the media content and public views on the emergence of a residential community in a northern Finnish city. Three major discourses were seen to be at play in ...
Pupils Doing Language Policy: Micro-interactional insights from the English as a foreign language classroom
(Centre for Applied Language Studies, University of Jyväskylä, 2014)
In this paper, we examine instances of the methods pupils deploy to do language policy in an English as a foreign language classroom in Sweden, where there is a locally practised English-only rule. Although we exemplify ...
Where do my words come from? : towards methods for analyzing word choice in primary level writing
(Centre for Applied Language Studies, University of Jyväskylä, 2019)
Few intellectual tools exist for characterizing word choice development in primary
level writing. The aim of this study was to identify categories for describing the
development of word choice in young children’s narrative ...
New Challenges to Motivate Remedial EFL Students to Read Extensively
(Centre for Applied Language Studies, University of Jyväskylä, 2012)
Although one of the keys to improving language ability lies in the continuous and prolonged exposure to the target language, providing learners with the opportunities in the EFL environment is not easy. For Japanese learners ...