Relevant bibliographies by topics / Language pedagogy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language pedagogy'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Language pedagogy"

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Habibullayevna, Ergasheva Sayyora, To’rayeva Komila Tohirjanovna, Maxsutkhodjayev Muzaffar Mutalifovich, and Nosirova Odina Dilshodbek Qizi. "Pedagogy Technologies In Foreign Language Teaching." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 701–7. http://dx.doi.org/10.37547/tajssei/volume03issue04-113.

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Widdowson, Henry. "Linguistics, language teaching objectives and the language learning process." Pedagogical Linguistics 1, no. 1 (February 17, 2020): 34–43. http://dx.doi.org/10.1075/pl.19014.wid.

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Abstract Linguistics has always been taken as the authoritative frame of reference for how language is represented as a pedagogic subject, and as approaches to linguistic description have changed so accordingly have approaches to language teaching. But the purposes that determine what aspects of language are to be abstracted as relevant for linguistic description do not correspond with those of language pedagogy. What linguistics provides are ways of specifying what is to be taught as the eventual learning objective in relative disregard of the learning process, a process that it is the essential purpose of pedagogy to promote. An alternative to this customary objective driven approach, would be to focus not on acquiring competence in a particular and separate L2 but on extending the general capability for using language as a communicative resource that learners have already acquired in their L1. Such an approach effectively makes the primary objective of pedagogy the development of the learning process itself.
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Allen, J. P. B., and N. S. Prabhu. "Second Language Pedagogy." TESOL Quarterly 22, no. 3 (September 1988): 498. http://dx.doi.org/10.2307/3587293.

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Holmen, Anne. "Additive Language Pedagogy." International Journal of Bias, Identity and Diversities in Education 3, no. 1 (January 2018): 1–9. http://dx.doi.org/10.4018/ijbide.2018010101.

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One of the strongholds of the philosophy of education in Danish primary schools is to build learning activities on students´ resources and knowledge base. This calls for a differentiated approach to learning in classrooms characterized by increased linguistic and cultural diversity. However, for students with language minority background this general principle is often superseded by a focus on homogenization and silencing of diversity. This article is based on Cummins´ distinction between additive and subtractive bilingualism, and it introduces the concept of additive language pedagogy and discusses how this can be developed as part of the teachers´ instructional practices in plurilingual settings.
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Crookes, Graham. "The practicality and relevance of second language critical pedagogy." Language Teaching 43, no. 3 (December 4, 2009): 333–48. http://dx.doi.org/10.1017/s0261444809990292.

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The paper reviews eight topics in the area of second language critical pedagogy: (i) historical inheritances and lines of development associated with critical pedagogies; (ii) advocacy (and the need for critical language teachers to engage in it); (iii) the diverse institutional contexts that could be explored for critical language pedagogy; (iv) the range of languages within which critical approaches have been explored; (v) EFL critical pedagogy; (vi) the broad range of categories of oppression addressed by critical language pedagogy; (vii) materials for critical language pedagogy, and (viii) the role of the ‘imaginary’ in encouraging critical language pedagogy. I suggest that these constitute matters which, if given attention by critical language pedagogy specialists, could enhance the perceived practicality and/or relevance of the area.
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Bernhardt, Elizabeth B., and Rod Ellis. "Second Language Acquisition and Language Pedagogy." Modern Language Journal 77, no. 3 (1993): 373. http://dx.doi.org/10.2307/329109.

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Zhang, Lawrence Jun. "Language Teaching Research and Language Pedagogy." System 40, no. 4 (December 2012): 565–67. http://dx.doi.org/10.1016/j.system.2012.10.006.

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Mitchell, R. "Language Teaching Research and Language Pedagogy." ELT Journal 68, no. 3 (June 12, 2014): 357–60. http://dx.doi.org/10.1093/elt/ccu022.

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Ellis, Rod. "SLA AND LANGUAGE PEDAGOGY." Studies in Second Language Acquisition 19, no. 1 (March 1997): 69–92. http://dx.doi.org/10.1017/s0272263197001058.

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Many SLA researchers have demonstrated an interest in language pedagogy (LP), yet the relationship between SLA and LP is a problematic one, not so much because of the limitations of SLA itself but because the two disciplines involve different “Discourses” (Gee, 1990). In this paper it is argued that an educational perspective is needed in order to examine how SLA can contribute to LP. Such a perspective suggests ways in which SLA can be appraised in a pedagogically relevant manner and, more importantly, what kinds of applications may be fruitful. It is suggested that relevance is more likely to be achieved if SLA is used to address issues that practitioners nominate as important to them. Different models of application are considered, reflecting different ways of viewing teaching. A behavioral model, according to which teachers implement those behaviors that research has shown to be effective, is rejected. However, SLA can serve as an important source of information that can help to shape practitioners' theories of teaching (a cognitive model). Most importantly, it constitutes a source of “provisional specifications” that practitioners can evaluate in their own contexts of action (an interpretation model). SLA also affords practitioners the means for conducting their own investigations. In short, an educational perspective suggests that for SLA to influence LP, practitioners need assistance in transforming knowledge about L2 acquisition into practice.
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Crookes, Graham. "SLA AND LANGUAGE PEDAGOGY." Studies in Second Language Acquisition 19, no. 1 (March 1997): 93–116. http://dx.doi.org/10.1017/s027226319700106x.

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The connection between SLA research and second and foreign language (S/FL) teaching is discussed in this paper, from the viewpoint that such a relationship is desirable and that it is advantageous to see it as one mediated by a variety of factors. At the same time, it is asserted that the relationship is presently often weaker than it should be. The conditions under which S/FL language teaching take place are identified as strongly contributing to this state of affairs, though other aspects of SLA research that might have limited its relevance to teaching are also considered. A call is made for empirical studies into the use by teachers of research.
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Dissertations / Theses on the topic "Language pedagogy"

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Zhu, Bo. "Chinese Cultural Values And Chinese Language Pedagogy." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1228349636.

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DiLoreto, Elizabeth. "American Sign Language as a Foreign Language Requirement: Curriculum, Pedagogy, and Standards." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1364150201.

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Baker, Amanda A. "Pronunciation Pedagogy: Second Language Teacher Cognition and Practice." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/alesl_diss/16.

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Over the past few decades, increasing research has examined the cognitions (knowledge and beliefs) of second language (L2) teachers. Such efforts have provided insight into what constitutes teachers' beliefs and knowledge about teaching, how these cognitions have developed and how they are reflected in classroom practice (see Borg, 2006). Although numerous studies have been conducted into the curricular areas of L2 grammar and, to a lesser extent, L2 literacy, far fewer have examined L2 teachers' cognitions concerning L2 pronunciation instruction. The purpose of the present study, therefore, was to explore some of the dynamic relationships that exist between L2 teachers’ cognitions and actual pedagogical practices, how these cognitions have developed over time, and what relationships exist between both students’ and teachers’ perceptions. In the study, the cognitions and practices - as they relate to the teaching of L2 pronunciation - of five experienced teachers in an Intensive English program were investigated. The teachers participated in three types of data collection procedures over one semester - three semi-structured interviews, five classroom observations, and two stimulated recall interviews. Also, their students completed questionnaires. Findings revealed that, in terms of the development of teachers' cognitions, a graduate course dedicated to pronunciation pedagogy had the greatest impact of the teachers’ cognitions. In addition, all teachers experienced some degree of insecurity about teaching pronunciation. This was especially true for teachers who had never taken a course in pronunciation pedagogy. Yet even those teacher with specific training in pronunciation pedagogy lacked confidence in certain areas, especially in how to diagnose and address problems with pronunciation. Furthermore, some of the teachers were hesitant to assess students' pronunciation, fearing that negative feedback might be damaging to the learners' identities. However, through viewing the results of the student questionnaires, the participant-teachers were surprised to learn that students favored receiving explicit feedback in class in front of their peers over other types of feedback. One final major finding was that the teachers predominantly employed controlled techniques when teaching pronunciation and that, of all the techniques used, guided techniques were used less frequently.
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Sellards, Regula. "Pedagogy and Successful Practices in Dual Language Programs." Thesis, Brandman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3689317.

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The purpose of this qualitative study was to identify and describe the opinions of experts and practitioners in the field of two-way immersion (TWI) programs on key factors and determine pedagogical strategies that support the successful transition of TWI students from elementary to middle and high school. This study used the normative Delphi technique, where the researcher synthesized the knowledge and experience of a panel of experts and practitioners in dual language programs to identify and describe key factors and determine pedagogical strategies that support the successful transition of TWI students from elementary to middle and high school. The Delphi process involved 3 rounds, and the researcher analyzed and summarized responses from each of the rounds. The expert panelists, consisting of 7 researchers/authors, 3 principals, and 6 teachers, all researching, working, or teaching in the field of dual language education for 5 years or more, identified many key factors and pedagogical and other strategies that support the successful transition of TWI students from elementary to middle and high school. Nonpedagogical factors seemed more important than pedagogical ones. Identified as most important were teacher qualification, curriculum and program planning, communication, and administrative support. The experts also came to a consensus that engaged teachers with high language proficiency are crucial for this transition. Recommendations related to pedagogical strategies were assigned to Vygotsky's sociocultural pedagogy and Jim Cummins's transformative pedagogy. The findings of this study may provide administrators, principals, and teachers as well as parents, community, and board members guidelines and suggestions when implementing, enhancing, or improving dual language programs for students. Additionally, the insights from experts and practitioners on key factors and strategies for dual language programs allow for the development of training programs for current administrators, principals, teachers, and other staff involved with dual language programs.

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Красуля, Алла Вікторівна, Алла Викторовна Красуля, and Alla Viktorivna Krasulia. "The Convergence of Technology, Pedagogy, and Language Learning." Thesis, ТзОВ "Трек-ЛТД", 2020. https://essuir.sumdu.edu.ua/handle/123456789/82711.

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Introduction. With digital education on the rise educational technologies are transforming the way we live, work, and learn. They are gradually becoming a useful tool for English language teaching and learning. Modern students, who are considered to be ‘digital natives’, are inquisitive in nature. They become tech-savvy experts in operating various functions of contemporary gadgets that are more advanced and sophisticated with every coming year. In this light, it has been proven by an array of EFL practitioners to be a very useful and convenient tool for teaching and learning anywhere anytime (Kukulska-Hulme et al, 2015; Macianskiene 2016; Venkatesh et al, 2016). To contribute to a rapidly growing body of theoretical research on educational technologies and language education, we developed a curriculum for a new interactive blended learning course ‘Innovative Educational Technologies in English as a Foreign Language Learning/Teaching’ for the undergraduate students within the Department of Germanic Philology, Faculty of Foreign Philology and Social Communications, Sumy State University, Ukraine. The course comprises a number of successful practices / approaches to digital literacy learning, current innovative instructional technologies for fostering intercultural communicative competency in EFL learning. The course is elaborated to provide pedagogical theories (primarily, cognitivism, constructivism and connectivism) and practical strategies for implementing technology in the university language learning and humanities curriculum to enhance student success. Thus far, the proposed course is innovative because it develops and optimizes well-known teaching / learning techniques; enables the implementation of better pedagogical solutions, learning strategies and educational technologies.
Українська асоціація дослідників освіти (УАДО)
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Youngs, Marisa B. "THE LANGUAGE OF MUSIC: LINGUISTICS IN TRUMPET PEDAGOGY." UKnowledge, 2018. https://uknowledge.uky.edu/music_etds/115.

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For decades, many brass teachers have relied heavily upon speech as a means of conveying pedagogical concepts. Additionally, a significant number of teachers in the brass community continue to use speech sounds to teach specific kinesthetic responses (i.e. using specific vowels for tone production, particular consonants for articulation, and variations of vowels for different pitch registers). These teaching concepts have been perpetuated over time, though many intricate aspects of human anatomy were yet to be understood at the inception of these methods, including the physiological processes used during speech. As technology has evolved, researchers in the field of linguistics have made significant discoveries regarding the production and perception of speech. As a result of these innovations, researchers now understand more about individual languages than ever before. This document aims to critique popular beliefs regarding speech directives often utilized in trumpet pedagogy, such as guiding a student by saying “tah,” “too,” “tee,” etc. to produce a desired sound concept. A significant portion of this document also outlines an ultrasound experiment conducted by the author in the Phonetics Laboratory at the University of Kentucky, in which exercises were designed to determine if speech vowels are in fact used during trumpet playing. During this study, subjects wore a lightweight headset with an ultrasound probe placed under the chin. The ultrasound probe allowed the researcher a midsaggital (side) view of the subject’s oral cavity, displaying vowel placements and articulatory phenomena. While using the ultrasound imaging technology, subjects played a short selection of musical exercises on B-flat trumpet and then read aloud a pre-selected list of English words, designed to display multiple combinations of vowel and consonant pairings. Both the trumpet exercises and reading of the word list were audio recorded and simultaneously paired with the corresponding ultrasound video data. After playing the selected exercises, subjects completed a brief written questionnaire of personal language history to ascertain possible influences upon dialect. The ultrasound videos were then analyzed with the audio recordings to map each individual’s tongue placements during speech as compared to the placements utilized during trumpet playing. The author concluded that a majority of participants did not use the specific placements of speech vowels while playing the trumpet, although some participant data displayed a slightly stronger correlation than others. While many conclusions could be drawn from this research study, the corresponding data is intended for a purely observational understanding of the influence of linguistics upon trumpet performance and pedagogy. This document is presented in two parts: Part I contains introductory research material, as well as the process, analysis, and conclusions from the experiment outlined above. Part II contains recital programs and corresponding program notes in fulfillment of the degree of Doctor of Musical Arts in Trumpet Performance, as well as a personal vita.
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Zheng, Lingzhen. "Contemporary American Political Speeches : A Study of Sexist Language." Thesis, Högskolan Kristianstad, Enheten för lärarutbildning, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-5913.

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Bell, Diana C. Neuleib Janice. "Motivation and critical pedagogy a view from within /." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633384.

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Thesis (D.A.)--Illinois State University, 1995.
Title from title page screen, viewed May 9, 2006. Dissertation Committee: Janice Neuleib (chair), Ronald Strickland, Heather Graves. Includes bibliographical references (leaves 216-228) and abstract. Also available in print.
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Thomas, Stephen F. "The implications of translation theories for language teaching pedagogy." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10019137/.

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The following thesis is an attempt to explore the relationship between translating and language learning. Chapter one is an attempt to relate the theory of Translating with that of Second Language Teaching. In the second chapter a review will be given of the history of translating within language teaching methodology, particularly noting the reasons why translating as a language teaching activity fell into disfavour. It will isolate and evaluate the criticisms which have been levelled at translating as a pedagogical device. Chapter three will look at the notion of Communicative Competence and this will include an investigation of the pragmatic and strategic dimension to language teaching. This will lead to a discussion of translating within the framework of developments along this dimension. The argument will centre around the point that within a discourse framework translating as a teaching method is much more relevant and that the criticisms and arguments against it discussed in chapter two therefore no longer apply. In chapter four the relationship between Translating Strategies and Interlanguage Strategies will be examined. This chapter will look at and compare the kind of processes at work within pidgins and creoles and first and second language acquisition with those used in Translating. Chapter five will follow on from the previous chapter with an empirical study of translating strategies and will test the hypothesis that translators and language users make use of similar strategies; and will include a description of data collection, a statistical study and conclusions. In chapter six the relationship between translating and communicative methodology will be examined. I will look particularly at how translating relates to questions of syllabus design and the polarities of accuracy and fluency Chapter seven will contain specific proposals for pedagogy looking at particular areas within linguistic, pragmatic and strategic competence. This chapter will include materials which have been piloted both with Arab learners of English and English learners of Arabic. Chapter eight concludes the thesis arguing that translating does have a vital role to play within a broader communicative approach to language teaching and looks at a number of potential areas for further research.
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Tatman, James J. "Culturally Responsive Leadership: Critical Pedagogy for English Language Proficiency." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1616614308056987.

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Books on the topic "Language pedagogy"

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Prabhu, N. S. Second language pedagogy. Oxford: ELBS with Oxford University Press, 1991.

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Prabhu, N. S. Second language pedagogy. Oxford: Oxford University Press, 1987.

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Ellis, Rod. Second language acquisition & language pedagogy. Clevedon: Multilingual Matters, 1992.

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Language teaching research and language pedagogy. Malden, MA: John Wiley & Sons Inc., 2011.

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Ellis, Rod. Language Teaching Research and Language Pedagogy. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118271643.

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Lambert, Richard D., and Elana Shohamy, eds. Language Policy and Pedagogy. Amsterdam: John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/z.96.

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Brutt-Griffler, Janina, and Manka M. Varghese, eds. Bilingualism and Language Pedagogy. Bristol, Blue Ridge Summit: Multilingual Matters, 2004. http://dx.doi.org/10.21832/9781853597565.

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1966-, Brutt-Griffler Janina, and Varghese Manka 1969-, eds. Bilingualism and language pedagogy. Clevedon: Multilingual Matters, 2004.

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Semiotics and second-language pedagogy. New York: P. Lang, 1991.

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Bhatnagar, Y. C. Second language pedagogy in India. Delhi: Ajanta, 2000.

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Book chapters on the topic "Language pedagogy"

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Spolsky, Bernard, and Elana Shohamy. "Language Practice, Language Ideology, and Language Policy." In Language Policy and Pedagogy, 1. Amsterdam: John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/z.96.02spo.

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Greenberg, Rosario Diaz, and Ann Nevin. "4. Listen to the Voices of Foreign Language Student Teachers: Implications for Foreign Language Educators." In Critical Pedagogy, 48–61. Bristol, Blue Ridge Summit: Multilingual Matters, 2004. http://dx.doi.org/10.21832/9781853597541-005.

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Reagan, Timothy G., and Terry A. Osborn. "Language and Language Mythology." In World Language Education as Critical Pedagogy, 15–42. New York : Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003029267-2.

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Shaules, Joseph. "Language and Culture Pedagogy." In Language, Culture, and the Embodied Mind, 89–103. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0587-4_7.

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Piazzoli, Erika. "Navigating Performative Language Pedagogy." In Embodying Language in Action, 183–221. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77962-1_8.

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Clark, Urszula. "Language, Literacy and Pedagogy." In Developing Language and Literacy in English across the Secondary School Curriculum, 37–88. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93239-2_2.

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Psoinos, Dionysios I. "Online Language Teaching Pedagogy." In SpringerBriefs in Education, 49–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79919-9_3.

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Mugford, Gerrard. "Foreign language politeness pedagogy." In Towards a New Pedagogy for Teaching Foreign Language Politeness, 142–64. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003326052-6.

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Train, Robert. "Language ideology and foreign language pedagogy." In Language Learning & Language Teaching, 238–69. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/lllt.16.14tra.

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Turpin, Kristen M. "Multiliteracies Pedagogy." In Education for Sustainable Development in Foreign Language Learning, 34–49. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003080183-4.

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Conference papers on the topic "Language pedagogy"

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Hrinak, Jakub. "OBSERVATION IN ENGLISH LANGUAGE PEDAGOGY RESEARCH." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0304.

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Kapustina, O. N. "Professionally-oriented teaching of Russian as a foreign language." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-05-2020-04.

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Lushnikova, I. I., and E. A. Drozdova. "The process of mastering a foreign language in modern conditions." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-08-2019-05.

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Moiseeva, N. D. "Communicatively-oriented approach to teaching a foreign language speaking in secondary school." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-05-2020-06.

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Kalmykova, L. O., N. V. Kharchenko, and I. N. Mysan. "Speech and language competence as a basis for functional classification of the world languages." In PEDAGOGY AND PSYCHOLOGY IN THE MODERN WORLD: INTERACTION VECTORS. Baltija Publishing, 2021. http://dx.doi.org/10.30525/978-9934-26-078-0-32.

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SHvec, V. M., and M. A. Ekimov. "Features of students transferring a regional language specialty onyms from Russian into English." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-08-2019-07.

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Kazimirchuk, A. D. "On the specifics of teaching the Russian language to the Chinese at the initial stage." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-05-2020-03.

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Prokopenko, YU A., and L. V. Siradegyan. "Theoretical foundations of the formation of linguistic concepts in Russian lessons language in elementary school." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-05-2020-07.

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Maximova, Olga. "CRITICAL PEDAGOGY APPROACH TO IMPROVE FOREIGN LANGUAGE READING SKILLS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0957.

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Heift, Trude, and Paul McFetridge. "Exploiting the student model to emphasize language teaching pedagogy in natural language processing." In a Symposium. Morristown, NJ, USA: Association for Computational Linguistics, 1999. http://dx.doi.org/10.3115/1598834.1598845.

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Reports on the topic "Language pedagogy"

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PARSHUTKINA, T., O. BERKU, and T. KALENTSOVA. FORMATION OF THE FOUNDATIONS OF THE CONTEXTUAL APPROACH IN HIGHER DOMESTIC FOREIGN LANGUAGE EDUCATION IN THE 1970-1980S OF THE XX CENTURY. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-59-66.

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The article is devoted to the problem of the formation of the foundations of the contextual approach in foreign language education as the most important scientific foundation of modern pedagogy. In the historical path of development of this approach, the authors distinguish the 1970-1980s of the XX century, since its main structural characteristics were formed during this period. The article concludes that the structuring of the contextual approach in teaching foreign languages in higher education was caused by the need to create a professional context in the conditions of educational activity. To this end, researchers and methodologists used the pedagogical and methodological tools of the contextual approach.
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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.publication.2022.0001.

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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice is comprised of over 350 annotations from both recent and seminal literature (released between 1984–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as: bilingual teacher preparation, teaching and professional development, university and district partnerships, digital learning for ELs, social emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including: English language arts, history, mathematics, science, visual & performing arts, and STEM. In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.
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You might also be interested in the extended bibliographies on the topic 'Language pedagogy' for particular source types:
Journal articles Dissertations / Theses Books
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