Doing language awareness

2018. The use of modern standard and spoken Arabic in mathematics lessons: the case of a diglossic language / El uso del árabe estándar moderno y del árabe hablado en las clases de matemáticas: el caso de una lengua diglósica. Cultura y Educación 30:4 ► pp. 730 ff.

2007.  In International Handbook of English Language Teaching, ► pp. 945 ff.

2015.  In Language Awareness and Multilingualism, ► pp. 1 ff.

2016.  In Language Awareness and Multilingualism, ► pp. 1 ff.

2017.  In Language Awareness and Multilingualism, ► pp. 219 ff.

2015. Language Awareness of Teacher Trainees. Journal of Language Teaching and Research 7:1 ► pp. 9 ff.

2020. What’s in a house name? Student-teachers’ dialogic encounters with multilingual texts in the environment. Language Awareness 29:3-4 ► pp. 199 ff.

2019. A Qualitative Inquiry Into the Impact of the Hong Kong LPATE Over the Past Decade and a Half: Changes, Challenges, and Implications. Language Assessment Quarterly 16:1 ► pp. 105 ff.

2010. Book review: Karen E. Johnson (2009). Second language teacher education: A sociocultural perspective. New York: Routledge. 160 pp. US$37.75 (paperback). ISBN: 978-0-41580-079-2. Language Teaching Research 14:3 ► pp. 338 ff.

2018. ‘Write it down and then what?’: Promoting pre-service teachers’ language awareness, metacognitive development and pedagogical skills through reflections on vocabulary acquisition and teaching. Language Awareness 27:4 ► pp. 277 ff.

2012. Teacher language awareness and cognitive linguistics (CL): building a CL-inspired perspective on teaching lexis in EFL student teachers. Language Awareness 21:1-2 ► pp. 113 ff.

2017.  In L3 Syntactic Transfer [Bilingual Processing and Acquisition, 5], ► pp. 299 ff.

2020.  In Teacher Development for Immersion and Content-Based Instruction [Benjamins Current Topics, 110], ► pp. 11 ff.

2018. Becoming a “language-aware” content teacher. Journal of Immersion and Content-Based Language Education 6:2 ► pp. 162 ff.

2020. Understanding subject teachers’ language-related pedagogical practices in content and language integrated learning classrooms. Language Awareness ► pp. 1 ff.

2021. Review of Richards & Rodgers (2001): Approaches and methods in language teaching. Australian Review of Applied Linguistics ► pp. 110 ff.

2008.  In Encyclopedia of Language and Education, ► pp. 2038 ff.

2015.  In Experiences of Second Language Teacher Education, ► pp. 198 ff.

2016. Teacher language awareness in supervisory feedback cycles. ELT Journal 70:1 ► pp. 28 ff.

2019. The intersection of language ideologies and language awareness among in-service teachers of emergent bilinguals. Journal of Immersion and Content-Based Language Education 7:1 ► pp. 61 ff.

2020. Teaching global English in a local context: teachers’ realities in Mongolian public schools. Asia Pacific Journal of Education ► pp. 1 ff.

2013. A case study of developing student-teachers’ language awareness through online discussion forums. Language Awareness 22:2 ► pp. 161 ff.

2013. Grammar matters: How teachers' grammatical knowledge impacts on the teaching of writing. Teaching and Teacher Education 36 ► pp. 77 ff.

2014. Does multilingualism influence plurilingual awareness of Polish teachers of English?. International Journal of Multilingualism 11:1 ► pp. 97 ff.

2017. English teachers’ language awareness: away with the monolingual bias?. Language Awareness 26:4 ► pp. 304 ff.

2009. Teacher language awareness education and pedagogy: a new discursive space. Language Awareness 18:3-4 ► pp. 422 ff.

2009. A sociocultural perspective on ESOL teachers’ linguistic knowledge for teaching. Linguistics and Education 20:2 ► pp. 109 ff.

2018.  In Language for Teaching Purposes, ► pp. 113 ff.

2017. ‘Educational Landscaping’: a method for raising awareness about language and communication. Language Awareness 26:4 ► pp. 325 ff.

2020. “Mr. Wang Doesn’t Really Care How We Speak!”: Responsiveness in the Practice of an Exemplary Asian-American Teacher. The Urban Review 52:2 ► pp. 351 ff.

2015.  In Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development [Advances in Linguistics and Communication Studies, ], ► pp. 238 ff.

2016.  In Teacher Education, ► pp. 1486 ff.

2019.  In Pre-Service and In-Service Teacher Education, ► pp. 1859 ff.

2020.  In Linguistic Approaches to Portuguese as an Additional Language [Issues in Hispanic and Lusophone Linguistics, 24], ► pp. 283 ff.

2012. Language Awareness in language learning and teaching: A research agenda. Language Teaching 45:3 ► pp. 376 ff.

2015. Understanding the Complex Processes in Developing Student Teachers’ Knowledge About Grammar. The Modern Language Journal 99:3 ► pp. 529 ff.

2018. Unravelling upper-secondary school teachers’ beliefs about language awareness: from conflicts to challenges in the EFL context. Language Awareness 27:4 ► pp. 331 ff.

2019. Stimulating language awareness in the foreign language classroom: exploring EFL teaching practices. The Language Learning Journal ► pp. 1 ff.

2012. Second Language Teacher Education: A Sociocultural Perspective. TESOL Quarterly 46:1 ► pp. 218 ff.