Search
Now showing items 1-10 of 33
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. ...
A teacher’s moral role in mobilizing students’ motivation beyond L2 vision
(Centre for Applied Language Studies, University of Jyväskylä, 2017)
This paper concerns an exploratory practice (EP) project in a Japanese junior college EFL classroom. Central to it is an EFL course specifically designed to enhance language learners’ future visions of themselves as L2 ...
An evaluation of second language acquisition in postmodern era
(University of Jyväskylä, Centre for Applied Language Studies, 2017)
On looking back the history of second language learning (SLA), one can clearly see the shift beginning from structural approaches to cognitive, naturalist, socio-cultural, communicative approaches, then contextualized and ...
Book Review: Kiraly, D. & Signer, S. (2017). Scaffolded Language Emergence in the Classroom: From Theory to Practice.
(University of Jyväskylä, Centre for Applied Language Studies, 2017)
This is a book review for Donald Kiraly and Sarah Signer's co-written piece that provides a readers a new approach to language learning. In Scaffolded Language Emergence (SLE), the classroom environment is revised to ...
Challenges in developing in-service teacher training: Lessons learnt from two projects for teachers of Swedish in Finland
(Centre for Applied Language Studies, University of Jyväskylä, 2017)
Teacher education in Finland is widely respected and of high quality. However, there is a recognised need to develop the educational continuum from pre-service education to in-service training. This article deals with ...
CLIL teachers in Finland : The role of emotions in professional identity negotiation
(Centre for Applied Language Studies, University of Jyväskylä, 2017)
Research on emotions has yielded many theoretical perspectives and many concepts. Yet, most scholars have focused on how emotions influence the transformation and maintenance of teacher identities in the field of teacher ...
Co-constructing a rubric checklist with first year university students: A self-assessment tool
(Centre for Applied Language Studies, University of Jyväskylä, 2017)
This paper reports on a study in which students co-constructed a rubric checklist
with their lecturer and which they used to assess themselves. Data were collected
by means of a student questionnaire, tutor feedback, as ...
Colombia’s nationwide EFL policy and the construction of equity in policy documents
(Centre for Applied Language Studies, University of Jyväskylä, 2017)
The Colombia Bilingüe (Colombia Bilingual) 1 program was introduced by the
Ministry of Education (MEN) in 2004 with aims of increasing the teaching and
learning of English as a Foreign Language (EFL) at primary, secondary ...
Does Finland Need Raciolinguistics?
(Centre for Applied Language Studies, University of Jyväskylä, 2017)
Emerged challenges for English education in Japan: The emotional baggage of language learners
(University of Jyväskylä, Centre for Applied Language Studies, 2017)
Although Japanese students study English for 6 years as one of mandatory subjects in secondary school, they often demonstrate little success with it when they enter higher education. Many students come to university with ...