BARNARD, ROGER, & ANNE BURNS. (Eds.). Researching Language Teacher Cognition and Practice: International Case Studies. Bristol, UK: Multilingual Matters, 2012. Pp. x, 190. $39.95, paper. ISBN 967-1-84769-789-9.

2013 ◽  
Vol 97 (2) ◽  
pp. 569-570
Author(s):  
Maureen Snow Andrade
Keyword(s):  
Case Studies ◽  
Teacher Cognition ◽  
Language Teacher

A Context-Based Approach to Web 2.0 and Language Education

2009 ◽  
pp. 119-136 ◽  
Author(s):  
Gary Motteram ◽  
Susan Brown
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Case Studies ◽  
Language Education ◽  
Language Teacher ◽  
Web 2.0 Tools ◽  
Teachers Perceptions ◽  
The University ◽  
University Of Manchester

Web 2.0 offers potentially powerful tools for the field of language education. As language teacher tutors exploring Web 2.0 with participants on an MA in Educational Technology and TESOL at the University of Manchester, UK, we see that the potential of Web 2.0 is intimately linked with teachers’ perceptions of their teaching contexts. This chapter will describe a “context-based” approach to the exploration of Web 2.0 on a module focusing on the potential role of distributed courseware in language education. It will begin by giving an overall picture of where and how the exploration of Web 2.0 tools fits into the MA program. It will then describe the main aims and aspects of the module and discuss in some detail our context-based approach in relation to participants as well as Web 2.0 in existing literature. The chapter will conclude with two case studies concerning how teachers incorporate Web 2.0 technologies in courseware for their contexts.

scholarly journals Educazione linguistica inclusiva e Language Teacher Cognition Proposta di uno strumento di indagine e alcuni dati da un’indagine in Lombardia

2021 ◽  
Author(s):  
Paola Solerti
Keyword(s):  
Language Education ◽  
Time Span ◽  
Teacher Cognition ◽  
Ministry Of Education ◽  
Language Teacher ◽  
The Past ◽  
Teachers Attitudes

Italy has always been a multilingual country. Over the past fifty years, globalisation has brought a new multilingualism to schools. During approximately the same time span, many scholars and linguists have outlined a vision of language education as a global process, which has gradually found its way into Italian Ministry of Education documents. The implementation of language education, however, is ultimately entrusted to teachers and is therefore conditioned by their ‘language teacher cognition’. This contribution, based on data derived from a larger survey conducted in Lombardy, focuses on teachers’ attitudes to and opinions about pluringual and pluri/intercultural activities.

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