Laura Nap
Biographic Data
| ID | 5191028 |
|---|---|
| NAME | Laura Nap |
| GIVEN NAMES | Laura |
| FAMILY NAME | Nap |
| SIGNATURE | NAP L |
| AFFILIATIONS | University of Groningen |
| ORCID | 0000-0001-7398-7705 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
‘I Would Like to Learn Papiamento’—Teachers’ Appreciation of Multilingualism in Whole Class Interaction
This qualitative study explores teachers’ explicit displays of appreciation regarding multilingualism as a behavioural aspect of teachers’ positive attitudes. How these attitudes manifest themselves in classroom interaction is an important aspect of how teachers’ attitudes towards multilingualism can influence pupils’ engagement and school performance. Conversation analysis was used to describe the position and function of displays of appreciatio…
Sharing and comparing languages – how teachers and pupils co-construct language comparison interactions
By focusing on differences and similarities between languages, pupils can increase their learning of abstract principles, metalinguistic awareness and language learning strategies (Duarte, J., & Günther- Van der Meij, M. (2018). A holistic model for multilingualism in education. EuroAmerican Journal of Applied Linguistics and Languages, 5(2), 24–43; Star, J. R., & Rittle-Johnson, B. (2009). It pays to compare: An experimental study on computation…
‘Do you know a few words?’ – developing an evidence-based model to analyse multilingual classroom interaction
In the field of applied linguistics, the use of multiple languages in educational settings has often been studied from a pedagogical perspective, focusing on teacher practices. In order for multilingual teaching pedagogies, such as translanguaging to reach their full potential, pupils should participate actively in classroom interaction and be stimulated to discuss different ideas, as in dialogic interaction (Alexander. 2008. Towards Dialogic Tea…
More than a few words
Research shows that multilingual pupils’ school achievements and socio-affective development may improve when their home languages are valued positively and used as educational resources. Meaningful shifts in education for social justice must therefore be based on valuing pupils’ home languages and implementing sustainable translanguaging methods. However, the implementation of these methods is often limited to symbolic interactional acts and sup…
No prominent works on this page.
‘Do you know a few words?’ – developing an evidence-based model to analyse multilingual classroom interaction
In the field of applied linguistics, the use of multiple languages in educational settings has often been studied from a pedagogical perspective, focusing on teacher practices. In order for multilingual teaching pedagogies, such as translanguaging to reach their full potential, pupils should participate actively in classroom interaction and be stimulated to discuss different ideas, as in dialogic interaction (Alexander. 2008. Towards Dialogic Tea…
More than a few words
Research shows that multilingual pupils’ school achievements and socio-affective development may improve when their home languages are valued positively and used as educational resources. Meaningful shifts in education for social justice must therefore be based on valuing pupils’ home languages and implementing sustainable translanguaging methods. However, the implementation of these methods is often limited to symbolic interactional acts and sup…
Sharing and comparing languages – how teachers and pupils co-construct language comparison interactions
By focusing on differences and similarities between languages, pupils can increase their learning of abstract principles, metalinguistic awareness and language learning strategies (Duarte, J., & Günther- Van der Meij, M. (2018). A holistic model for multilingualism in education. EuroAmerican Journal of Applied Linguistics and Languages, 5(2), 24–43; Star, J. R., & Rittle-Johnson, B. (2009). It pays to compare: An experimental study on computation…
‘I Would Like to Learn Papiamento’—Teachers’ Appreciation of Multilingualism in Whole Class Interaction
This qualitative study explores teachers’ explicit displays of appreciation regarding multilingualism as a behavioural aspect of teachers’ positive attitudes. How these attitudes manifest themselves in classroom interaction is an important aspect of how teachers’ attitudes towards multilingualism can influence pupils’ engagement and school performance. Conversation analysis was used to describe the position and function of displays of appreciatio…
EFL/ESL Teaching and Learning (4 works) · Linguistics (3 works) · Mathematics education (3 works) · Multilingual Education and Policy (3 works) · Multilingualism (3 works) · Pedagogy (3 works) · Psychology (3 works) · Second Language Learning and Teaching (3 works) · Sociology (3 works) · Computer Science (2 works)