Part of
Teacher Development for Immersion and Content-Based Instruction
Edited by Laurent Cammarata and T.J. Ó Ceallaigh
[Benjamins Current Topics 110] 2020
► pp. 1139
Andrews, S. J.
(2007) Teacher language awareness. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Andrews, S. J., & Lin, A. M. Y.
(2017) Language awareness and teacher development. In Peter Garrett & Josep Maria Cots (Eds.), The Routledge Handbook of Language Awareness (pp. 57–74). London: Routledge. DOI logoGoogle Scholar
Andrews, S. J., & Svalberg, A. M-L.
(2017) Teacher language awareness. In J. Cenoz, D. Gorter, & S. May (Eds.), Language awareness and multilingualism (pp. 219–231). Dordrecht: Springer.Google Scholar
Banegas, D. L.
(2012) Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges. Studies in Second Language Learning and Teaching, 2 (1), 111–136. DOI logoGoogle Scholar
Borg, S.
(2011) The impact of in-service teacher education on language teachers’ beliefs. System, 39 (3), 370–380. DOI logoGoogle Scholar
Cammarata, L.
(2009) Negotiating curricular transitions: Foreign language teachers’ learning experience with content-based instruction. The Canadian Modern Language Review/La Revue Canadienne des la Langues Vivantes, 65 (4), 559–585. DOI logoGoogle Scholar
Clandinin, D. J., & Connelly, F. M.
(1987) Teachers’ personal knowledge: What counts as personal in studies of the personal. Journal of Curriculum Studies, 19 , 487–500. DOI logoGoogle Scholar
Edge, J.
(1988) Applying linguistics in English language teacher training for speakers of other languages. ELT Journal, 42 (1), 9–13. DOI logoGoogle Scholar
Elbaz, F.
(1983) Teacher thinking: A study of practical knowledge. London: Croom Helm.Google Scholar
Freeman, D., Katz, A., Gomez, P. G., & Burns, A.
(2015) English-for-Teaching: Rethinking teacher proficiency in the classroom. ELT Journal, 69 (2), 129–139. DOI logoGoogle Scholar
Glaser, B. G., & Strauss, A. L.
(1967) The discovery of grounded theory. Chicago, IL: Aldine.Google Scholar
Lin, A. M. Y.
(2016) Language across the curriculum and CLIL in English as an Additional Language (EAL) contexts: Theory and practice. Singapore: Springer. DOI logoGoogle Scholar
Lindahl, K. M.
(2013) Exploring an invisible medium: Teacher language awareness among pre-service educators of English language learners (Unpublished doctoral dissertation). University of Utah.Google Scholar
Lindahl, K. M., & Baecher, L.
(2016) Teacher language awareness in supervisory feedback cycles. ELT Journal, 70 (1), 28–38. DOI logoGoogle Scholar
Lindahl, K. M., Baecher, L., & Tomas, Z.
(2013) Teacher language awareness in content-based activity design. Journal of Immersion and Content-Based Language, 1 (2), 198–225. DOI logoGoogle Scholar
Lindahl, K. M., & Watkins, N. M.
(2015) Creating a culture of language awareness in content-based contexts. TESOL Journal, 6 (4), 777–789. DOI logoGoogle Scholar
Lyster, R., & Ballinger, S.
(2011) Content-based language teaching: Convergent concerns across divergent contexts. Language Teaching Research, 15 (3), 279–288. DOI logoGoogle Scholar
Merriam, S. B.
(1998) Qualitative research and case study applications in Education. San Francisco, CA: Jossey-Bass.Google Scholar
Miles, M. B., & Huberman, A. M.
(1994) Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.Google Scholar
Rose, D., & Martin, J. R.
(2012) Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney School. Sheffield, UK: Equinox.Google Scholar
Schön, D. A.
(1983) The reflective practitioner. London: Basic Books.Google Scholar
Shulman, L. S.
(1987) Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57 (1), 1–23. DOI logoGoogle Scholar
Tsui, A. B. M.
(2003) Understanding expertise in teaching: Case studies of second language teachers. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Tsui, A. B. M., & Law, D. Y. K.
(2007) Learning as boundary-crossing in school-university partnership. Teaching and Teacher Education, 23 (8), 1289–1301. DOI logoGoogle Scholar
Tsui, A. B. M.
(2011) Teacher education and teacher development. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. II, pp. 21–39). New York, NY: Routledge.Google Scholar
Wenger, E.
(1998) Communities of Practice: Learning, meaning and identity. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
(2004) Communities of practice: A brief introduction. [URL]> (7 February 2018).
Wright, T.
(2002) Doing language awareness: Issues for language study in language teacher education. In H. Trappes-Lomax & G. Ferguson (Eds.). Language in language teacher education (pp. 113–130). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Wright, T., & Bolitho, R.
(1993) Language awareness: A missing link in language teacher education? ELT Journal, 47 (4), 292–304. DOI logoGoogle Scholar