Relevant bibliographies by topics / Multisensory language teaching approach

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

Academic literature on the topic 'Multisensory language teaching approach'

Author: Grafiati
Published: 4 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Multisensory language teaching approach"

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Rashidova, Dildora. "MULTISENSORY APPROACH IN CREATING A COMMUNICATIVE SPACE IN TEACHING ENGLISH LANGUAGE." Frontline Social Sciences and History Journal 03, no. 01 (2023): 27–31. http://dx.doi.org/10.37547/social-fsshj-03-01-04.

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This paper provides a methodology for using progressive tools and methods of teaching a English language when using the language environment, and also takes into account the specific characteristics of virtual communication, which is a kind of creation and perception of text, including the anonymity of communication participants.
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Mirkina, Iu Z., and P. V. Enkuleva. "The multisensory approach to vocabulary skills development in young learners teaching." TIDINGS of the Baltic State Fishing Fleet Academy Psychological and pedagogical sciences (Theory and methods of professional education), no. 3(69) (October 2, 2024): 154–58. http://dx.doi.org/10.46845/2071-5331-2024-3-69-154-158.

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This article is devoted to the issue of the multisensory approach to foreign language teaching and developing vocabulary skills. The use of the multisensory approach at English classes implies acomplex activation of multiple sensory canals, which guarantees the better teaching performance. This article includes a set of tasks designed on the basis of the multisensory approach and also reveals the results of the pilot testing.
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Tatarnitseva, Svetlana, and Dana Gnatyuk. "Teaching Children with Dyslexia Reading in English in Artificial Language Environment." ARPHA Proceedings 5 (February 10, 2022): 1689–701. https://doi.org/10.3897/ap.5.e1689.

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The purpose of this research is to develop the techniques in teaching children with dyslexia to read in English and study their efficiency. The analysis is based on theoretical foundations of communicative, system-activity, and multisensory approaches in teaching foreign languages. The study was conducted in schools of Togliatti, the city in the Samara region in Russia. The sample comprised children aged 9-10 years with a diagnosed developmental phonological dyslexia, primary school foreign language teachers and speech pathologists. The process of acquiring reading skills in an artificial lang
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Kandikatla, Sherly, and Dr Ch Baby Prasuna. "A Study on Approaches for Effective Teaching of Basic Reading Skills to Children with Specific Learning Disability." International Journal of Research and Innovation in Applied Science X, no. VI (2025): 939–45. https://doi.org/10.51584/ijrias.2025.10060070.

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This study explores the multifaceted approaches to teaching basic reading skills, particularly focusing on approaches suited for students with specific learning disabilities. The study aims to understand and identify the most effective reading approach by examining seven different approaches: Phonics, Guided Reading, Linguistic, Language Experience, Multi-sensory, structural literacy and Science of Reading (SoR) Approach. Criteria have been defined to determine the effective approach. The Phonics method enhances sound-symbol recognition but may not foster reading comprehension effectively. The
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Et.al, Nurul Nabila Amirah Rostan. "The Use of Multisensory Technique in the Teaching Open Syllables Reading Skill for Preschoolers from a Teacher’s Perspective." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 820–28. http://dx.doi.org/10.17762/turcomat.v12i3.789.

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The ability to read is important for an individual as it is related to language proficiency. Therefore, language proficiency among children is the foundation of cognitive development which involves the process of knowledge acquisition through reading activities. Various ways and methods can be applied in order to improve children’s reading skills. This is to ensure that they are not experiencing any problems during a learning session. This study aims to identify the teacher’s perspective towards the use of multisensory technique in a teaching lesson for 6-year-old pre-schoolers on reading open
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Rostan, Nurul Nabila Amirah, Hazhari Ismail, and Anis Norma Mohamad Jaafar. "The use of multisensory technique in the teaching open syllables reading skill for preschoolers from a teacher’s perspective." Southeast Asia Early Childhood Journal 9, no. 2 (2020): 155–65. http://dx.doi.org/10.37134/saecj.vol9.no2.11.2020.

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The ability to read is important for an individual as it is related to language proficiency. Therefore, language proficiency among children is the foundation of cognitive development which involves the process of knowledge acquisition through reading activities. Various ways and methods can be applied in order to improve children’s reading skills. This is to ensure that they are not experiencing any problems during a learning session. This study aims to identify the teacher’s perspective towards the use of multisensory technique in a teaching lesson for 6-year-old preschoolers on reading open
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Huseynli, A. "EFFECTIVE TECHNIQUES FOR TEACHING ENGLISH VOCABULARY TO L2 STUDENTS." Slovak international scientific journal, no. 93 (March 12, 2025): 58–60. https://doi.org/10.5281/zenodo.15011180.

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Teaching English vocabulary to second language (L2) learners presents unique challenges, necessitating innovative and engaging pedagogical methods. This article explores four effective techniques: contextual learning through stories and dialogues, multisensory approaches, vocabulary journals, and interactive technology tools. Each method aims to enhance vocabulary acquisition while fostering a deeper understanding of language use in real-life contexts. Contextual learning through stories and dialogues is grounded in the idea that learners construct meaning from the language they hear and use i
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Bovshik, A., and S. Gaivoronskaya. "Storytelling in the Inclusive L2 Classroom." Linguistics & Polyglot Studies 8, no. 1 (2022): 80–93. http://dx.doi.org/10.24833/2410-2423-2022-1-30-80-93.

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This paper examines storytelling as a technology of teaching foreign languages with the help of fascinating stories in the inclusive environment. The relevance of developing inclusive education, i.e. integrating students with different individual characteristics (in particular, disabilities) into the learning process, is highlighted. In this regard, the concept of cognitive learning styles and Gardner’s theory of multiple intelligences are characterized as not quite suitable for the role of a general foundation of language teaching methodology in an inclusive classroom. Krashen’s Monitor Model
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Sukisno, Sukisno, Ninuk Lustyantie, and Uwes Anis Chaeruman. "CLIL-BASED MULTISENSORY INTENSIVE READING IN AN ESP PROGRAM." JURNAL BASIS 12, no. 1 (2025): 13–24. https://doi.org/10.33884/basisupb.v12i1.9457.

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This study aims to investigate the integration of a multisensory approach within a Content and Language Integrated Learning (CLIL) framework to enhance intensive reading skills among English for Specific Purposes (ESP) students. The theory of multisensory learning, which emphasizes engaging multiple learning modalities, informs the study. Data were collected from 25 pharmacy students at Universitas Muhammadiyah Kuningan, Indonesia. A qualitative case study design employed classroom observations, student interviews, and feedback surveys to evaluate the effectiveness of CLIL-based multisensory t
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Khasawneh, Mohamad Ahmad Saleem. "Adapting Multisensory Techniques for Dyslexic Learners in English Language Learning: A Case Study Approach." World Journal of English Language 14, no. 5 (2024): 553. http://dx.doi.org/10.5430/wjel.v14n5p553.

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This research investigated the effects of using multimodal teaching methods on the acquisition of English language skills in dyslexic students residing in the Asir area of Saudi Arabia. A quantitative study methodology was used to evaluate the language competency of 30 dyslexic learners before and after the application of the strategies. The learning outcomes were assessed by a comprehensive study that included paired t-tests, Pearson's correlation, multiple regression analysis, and ANCOVA. The findings demonstrated a substantial enhancement in students' performance after the intervention. Mor
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Dissertations / Theses on the topic "Multisensory language teaching approach"

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Pupo, Marie. "Teaching intellectually disabled students addition through a multisensory approach." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26312.

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This study was designed to see if children with intellectual disabilities could be taught to add pairs of single-digit numbers using the Touch Math method. Three intellectually disabled students who could add only by using physical representations of numbers were selected for the study. A multiple-probe design across the 3 students was used to evaluate the effectiveness of the intervention. The intervention consisted of a three-step addition program that was planned to teach students to add by counting the faded touch points of the smaller addend starting from the larger addend. The data show
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Newman, Tina Michelle. "The effectiveness of a multisensory approach for teaching addition to children with Down Syndrome." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26298.

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The effectiveness of the Touch Math method of instruction was examined in count-all addition procedures with Down Syndrome children. Four children with Down Syndrome were selected for a multiple probe design study. The participants, two male and two female, are students at a school for intellectually handicapped children and adolescents. They were ascertained to have the minimum required skills in rote counting, one-to-one correspondence, and recognition and identification of numbers. In a multiple pretest procedure with 15 simple addition problems, they demonstrated ineffective addition strat
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Burlaka, Iryna. "Intercultural approach in foreign language teaching." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13000.

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Tatlilioglu, Kasim, and Nadiia Senchylo-Tatlilioglu. "Language Training and Teaching: Interdictiplinary approach." Thesis, National Aviation University, 2021. https://er.nau.edu.ua/handle/NAU/51107.

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In this study are discussed different disciplines that constitute the database of the field of language teaching. Many language trainig and teaching curriculums have been developed in line with the changing educational policies over time. After the 1940s, scientific studies have started to adopt the interdisciplinary approach, as a result of the positivist understanding. The use of the data in different disciplines is now considered to be an indispensable part of the studies in the field of language education. The main objective of the study is to determine the interdisciplinary boundaries of
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Dalla, Libera Sara <1985&gt. "Dyslexia and learning English as a foreign language: the phonological/orthographic teaching through the multisensory method." Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/7457.

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This project is based on my personal experience of being tutor of students with special needs and of all ages. However, in this paper I focus on dyslexic students of the Lower Secondary School in the process of learning English as a foreign language. Moreover, i attempt to present how the phonological/orthographic teaching can help pupils to progress in all other skills. In the first part I provide insight into learning disabilities, in particular into dyslexia and its connected difficulties from both a learning and a psychological perspective. Moreover, I will introduce a part dedicated to t
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Asip, Michael Patrick. "Program evaluation of a school district's multisensory reading initiative." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618666.

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The purpose of this study was to conduct a formative program evaluation of a school district's multisensory reading initiative. The mixed methods study involved semi-structured interviews, online survey, focus groups, document review, and analysis of extant special education student reading achievement data. Participants included elementary special education teachers of high incidence students with disabilities, elementary assistant principals, central office special education leaders, and contracted training partners. Facilitating conditions that supported multisensory reading instruction inc
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Stewart, Mary Louise. "Teaching expository writing a process approach /." Thesis, Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38627693.

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Qin, Shuoqian. "Applying an intercultural approach to Chinese college language teaching." Thesis, Durham University, 2015. http://etheses.dur.ac.uk/11091/.

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This thesis seeks to investigate how the integration of intercultural dimensions in an English as Foreign Language (EFL) syllabus can provide Chinese university students with opportunities to develop their intercultural communicative competence (ICC). It presents both theoretical and practical implications for constructing an ICC framework and intercultural methodology suitable for the EFL context in China. An action research study was planned and carried out over a six-week Intercultural English Course (IEC) among multi-majored undergraduate students in China through an action research study.
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Lam, Lit Ming Charles. "Process approach to teaching writing : a case study." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/358.

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Weiny, Lori Arlene. "An approach to teaching English composition in Micronesian cultures." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/510.

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Books on the topic "Multisensory language teaching approach"

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Slingerland, Beth H. The slingerland multisensory approach: A practical guide for teaching reading, writing and spelling. Slingerland Institute for literacy, 2008.

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Slingerland, Beth H. The slingerland multisensory approach: A practical guide for teaching reading, writing and spelling. Edited by King Nancy B. Slingerland Institute for literacy, 2008.

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Slingerland, Beth H. The slingerland multisensory approach: A practical guide for teaching reading, writing and spelling. Edited by King Nancy B. Slingerland Institute for literacy, 2008.

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R, Birsh Judith, ed. Multisensory teaching of basic language skills. 2nd ed. P.H. Brookes Pub. Co., 2005.

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R, Birsh Judith, ed. Multisensory teaching of basic language skills. P.H. Brookes Pub. Co., 2000.

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Hickey, Kathleen. The Hickey multisensory language course. 3rd ed. Whurr, 2001.

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R, Birsh Judith, ed. Multisensory teaching of basic language skills activity book. Paul H. Brookes Pub. Co, 2011.

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Schupack, Helaine. Reading, writing and spelling: The multisensory structured language approach. 2nd ed. International Dyslexia Association, 2001.

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Baines, Lawrence. A Teacher's Guide to Multisensory Learning. ASCD, 2009.

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Bradley, Rose F. Bradley reading & language arts: A multisensory, multiskills approach : teacher's guide, kindergarten level. 2nd ed. Bradley Institute for Reading & Language Arts, 1999.

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Book chapters on the topic "Multisensory language teaching approach"

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Nijakowska, Joanna. "Multisensory Structured Learning Approach in Teaching Foreign Languages to Dyslexic Learners." In Second Language Learning and Teaching. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00044-2_14.

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Trojszczak, Marcin. "Similarities and Contrasts in Multisensory Metaphorical Conceptualisations of Memories in Polish and English." In Second Language Learning and Teaching. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04981-2_7.

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Holmes, Kerry P., Jerilou J. Moore, and Stacy V. Holmes. "Problems and Pitfalls Planning Multisensory STEAM Unit Plans." In A Sensory Approach to STEAM Teaching and Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003290889-13.

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Köpke, Barbara. "Chapter 9. A neuropsycholinguistic approach to complexity." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/lllt.48.10kop.

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von Bonsdorff, Pauline, and Aila Marjomäki. "Inclusive language teaching." In Embodied Learning and Teaching using the 4E Cognition Approach. Routledge, 2024. http://dx.doi.org/10.4324/9781003341604-6.

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Li, Qiong, and Naoko Taguchi. "Chapter 11. Usage-based approach to teaching L2 pragmatics." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.58.11liq.

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Adopting usage-based approaches, this study analysed second language L2 Chinese learners’ development of Chinese sentence final particles (SFPs) in two computer-mediated communication (CMC) conditions: CMC with and without instruction. The experimental condition provided opportunities to interact with native speakers via CMC and provided direct instruction on SFPs, while the control condition only offered opportunities to interact in CMC. Two L2 Chinese groups participated in the CMC with native speakers. This study examined whether the SFP use in the input coming from native speakers has any
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Nguyen, Thi Thuy Minh, and Thi Thanh Thuy Pham. "Chapter 10. Skill acquisition based approach to teaching L2 pragmatics." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.58.10ngu.

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Skill Acquisition Theory describes second language (L2) learning as a gradual transition from effortful use to more automatic use of L2 knowledge, as a result of deliberate and systematic practice. In this chapter, we address the skill-acquisition based approach to teaching L2 pragmatics by first presenting the theory and its constructs of declarative knowledge, proceduralisation and automatisation and reviewing existing instructional L2 pragmatics research that lends support to the theory. We then illustrate how the theory can be applied to design L2 pragmatic instruction by reporting an empi
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Nicholas, Allan, and Jeremy Perkins. "Chapter 12. A concept-based approach to teaching L2 pragmatics." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.58.12nic.

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We use a concept-based instruction (CBI) approach to teach L2 English oral requests among Japanese EFL learners. Control (n = 30) and enrichment groups (n = 26) participated in a classroom-based investigation of CBI and requests. The enrichment group engaged in a short CBI programme, while the control group received no instruction. Pre- and post-enrichment phases for both groups consisted of role play-type tasks in dyads, and self-assessment of performances. Comparing these phases, the enrichment group saw a significant increase in self-evaluation scores; similarly, analysis of request perform
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Son, Jeong-Bae. "Language Skill-Based Approach." In Teacher Development in Technology-Enhanced Language Teaching. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75711-7_6.

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Barón, Júlia. "Chapter 13. A task-supported language approach to teaching L2 pragmatics." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.58.13bar.

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The aim of the present study is to explore the effects of a Task-Supported Language Teaching approach on second/foreign language (L2) pragmatic performance. The participants were 35 English as a Foreign Language learners with a C1 proficiency level, enrolled in a summer intensive language course. Three ‘podcast’ topic-related units were designed and incorporated into the classroom syllabus. First, students were introduced to the topic through input and metapragmatic explanations on ways of agreeing/disagreeing and showing interest that activated their schemata. Second, students were asked to w
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Conference papers on the topic "Multisensory language teaching approach"

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Roilidou, Sofia, Ifigenia Georgiadou, and Maria Skiada. "A GAME-BASED APPROACH TO TEACHING GREEK AS A FOREIGN / SECOND LANGUAGE." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1470.

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Puspitaloka, Nina, Hermawati Syarif, and Ermanto. "Teacher’s Perception on How Multisensory Approach in Teaching Reading for EYL with Dyslexia." In Ninth International Conference on Language and Arts (ICLA 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210325.033.

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Wood, Jennifer. "Promoting Inclusive Practice: Video CVs as a Teaching & Learning Tool in the Language Classroom." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13088.

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This paper considers the benefits and results of the introduction of a video CV assessment into an intermediate, mixed-ability undergraduate Spanish-language class. This task was designed both to modernize an existing written task and to provide students with dyslexia and other language-processing difficulties with the opportunity to best display their capabilities in the second language (L2). Dyslexia is a Specific Learning Difference (SpLD) whose characteristics can vary in form and severity, but which particularly affect language-processing. Dyslexic individuals often display a “paradoxical
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Saifeeva, K. "Multisensory approach in teaching Russian as a foreign language. Application experience with Serbian and Chinese students." In Russian cultural space: language – mentality – understanding. XX International scientific and practical conference. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1468.rcs_xx-2019/271-276.

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Pellerin, Martine. "Multimodal and Multisensory Approach to Teaching and Learning Vocabulary." In The International Conference on Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/icreconf.2019.04.224.

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Wang, Weihua, Xiaofei Li, Yanzhi Dong, Jun Xie, Di Guo, and Huaping Liu. "Natural Language Instruction Understanding for Robotic Manipulation: a Multisensory Perception Approach." In 2023 IEEE International Conference on Robotics and Automation (ICRA). IEEE, 2023. http://dx.doi.org/10.1109/icra48891.2023.10160906.

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Tubele, Sarmite. "Multisensory Approach in Speech Therapy for Preschool Children." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.55.

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The paper is devoted to topical issue – multisensory approach in speech therapy. The aim of the paper is to substantiate the neccessity of multisensory approach in speech therapy sessions for pre-schoolers. The number of children with speech and language disorders is increasing every year and help is needed to alleviate the disorders. Children with developmental language disorder (DLD) have to work hard to overcome developmental difficulties. They have common features because of language problems, nevertheless they are so different in their learning styles, individual and personal characterist
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Burikova, Svetlana, and Elena Sinitsyna. "INTERCULTURAL APPROACH IN FOREIGN LANGUAGE TEACHING." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0768.

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Kocheva, Olga, and Maria Guzikova. "QUESTIONING THE CONVENTIONAL LANGUAGE TEACHING METHODS: TRANSFORMATIONAL TEACHING APPROACH." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0074.

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Stoica, Diana. "A NEW APPROACH IN TEACHING ROMANIAN AS A FOREIGN LANGUAGE � COMMUNICATIVE LANGUAGE TEACHING." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.6/s14.002.

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Reports on the topic "Multisensory language teaching approach"

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Mills, Kathy, Elizabeth Heck, Alinta Brown, Patricia Funnell, and Lesley Friend. Senses together : Multimodal literacy learning in primary education : Final project report. Institute for Learning Sciences and Teacher Education, Australian Catholic University, 2023. http://dx.doi.org/10.24268/acu.8zy8y.

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[Executive summary] Literacy studies have traditionally focussed on the seen. The other senses are typically under-recognised in literacy studies and research, where the visual sense has been previously prioritised. However, spoken and written language, images, gestures, touch, movement, and sound are part of everyday literacy practices. Communication is no longer focussed on visual texts but is a multisensory experience. Effective communication depends then on sensory orchestration, which unifies the body and its senses. Understanding sensory orchestration is crucial to literacy learning in t
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Prykhodko, Alona M., Oksana O. Rezvan, Nataliia P. Volkova, and Stanislav T. Tolmachev. Use of Web 2.0 technology tool – educational blog – in the system of foreign language teaching. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3252.

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This paper discusses the use of a Web 2.0 technology tool – educational blog – in the system of teaching foreign languages for enhancement of teaching effectiveness and optimization of students’ performance. The authors describe the content, characteristics and didactic properties of an educational blog as an alternative or auxiliary educational environment, define its methodological objectives and list a number of advantages of this approach versus conventional teaching model. The effectiveness of the above-mentioned Web 2.0 technology tool was confirmed by the experiment which showed that an
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GORSHKOVA, K. V., and L. N. LUBOZHEVA. PRACTICE-ORIENTED NATURE OF TEACHING A FOREIGN LANGUAGE AT THE UNIVERSITY THROUGH THE «FLIPPED CLASS» METHOD. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-16-25.

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This study presents the study of the practise-oriented nature of teaching of a foreign language at a university. The work reveals the concept of “practice-oriented learning” and the principles of this approach. The study demonstrates the “Flipped class” method as the method that has the main characteristics of a student-centered approach to learning. Besides the results of the application of this method by foreign researchers are illustrated in this work. The main purpose of the article is to attract the interest of Russian researchers to the application of the “Flipped class” method in univer
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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
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BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.

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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structu
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Goh, Ailsa Ee Ping, Carol Soo Ching Tan, and Cher Chong Tan. Positive teacher language: Improving teacher-student relationships and engaging low progress students. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22613.

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Teachers need to create a safe and nurturing environment, and build strong relationships with students, as these are critical enablers for ensuring that students rediscover the joy of learning in school. Low progress students who perceive high emotional support from teachers are more likely to be engaged in class (Chong, Huan, Quek, Yeo, &amp; Ang, 2010; Martin &amp; Rimm-Kaufman, 2015). Strong teacher-student relationships have also been associated with increased academic achievement and reduced school dropout (Croninger &amp; Lee, 2001; Murray &amp; Malmgren, 2005). The Responsive Classroom
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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning develo
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Mridula, Kashpia Afroz, and Wahid bin Ahsan. Bridging the English Proficiency Gap: The Higher Education Challenges of Bangla-Medium Students in Bangladesh. Userhub, 2025. https://doi.org/10.58947/journal.svfz89.

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This study examines the challenges Bangla-medium students in Bangladesh face when transitioning to English-based higher education. Despite over a decade of English instruction, many struggle with comprehension, academic writing, and classroom engagement due to exam-oriented learning, ineffective pedagogy, and limited exposure to spoken English. Socioeconomic disparities further widen the language gap, restricting access to English-medium education and supplementary learning resources. Using a qualitative approach, semi-structured interviews with 15 students, teachers, and guardians explored th
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ZATONA, D. S., and I. V. SHATOKHINA. METHODICAL APPROACHES AND EXPERIENCE OF THE FORMATION OF THE COMMUNICATIVE UNIVERSAL LEARNING SKILLS OF YOUNGER SCHOOLCHILDREN USING DIGITAL TECHNOLOGIES (LITERATURE REVIEW). Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-71-79.

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The article is devoted to the problem of formation of communicative universal learning skills of junior schoolchildren in the process of primary lingual education. The authors consider the organization of communicative interaction of the agents of the educational process at the lessons using digital technologies to be one of the important conditions for solving this problem. The article contains a theoretical review of researches on the role and capabilities of those technologies in both lingual education and the development of primary school students. The components of digital technologies, t
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Kalra, Prachi. Impact of storytelling and children’s literature on developing teachers. Indian Institute for Human Settlements, 2023. https://doi.org/10.24943/tesf1202.2025.

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This report is based on a year-long project that studied the impact of the Storytelling and Children’s Literature (STCL) course, offered as part of the Bachelor of Elementary Education (BElEd) programme, on the personal and professional trajectories of BElEd alumni and teacher educators. The study examines the ways in which BElEd alumni negotiate their agency as teachers and professionals in other educational contexts while working in conservative spaces that are dominated by a skill-based approach to teaching language and literacy. Using narrative interviews, the project intends to capture th
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