Liz Dale
Dados Biográficos
| ID | 6176278 |
|---|---|
| NOME | Liz Dale |
| PRENOMES | Liz |
| SOBRENOME | Dale |
| ASSINATURA | DALE L |
| AFILIAÇÕES | Amsterdam University of Applied Sciences |
| ORCID | 0000-0001-7063-9748 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 2 |
| OBRAS COMO AUTOR | 4 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2018 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 1 |
Exploring pre-service English teachers’ beliefs about plurilingualism
This study investigates how pre-service Teachers of English in Bilingual Streams' (TEBs) perceptions of plurilingualism are elicited through carrying out small-scale research with learners. It builds on previous studies showing positive relations between teacher education and shifts in pre-service teachers' predispositions towards plurilingual education, particularly when opportunities for critical reflection on the interplay between course- and …
Plurilingualism in vocational education & training
Towards a professional development tool for teachers of English in bilingual streams
This study highlights tensions and challenges experienced by language teachers in CLIL contexts. Using an example from the Netherlands, it explores the pedagogical and collaborative practices of Teachers of English in Bilingual streams (TEBs). The study shows how, using formal and practical theories (Borg and Burns 2008 Borg, S., and A. Burns. 2008. “Integrating Grammar in Adult TESOL Classrooms.” Applied Linguistics 29 (3): 456–482. doi:10.1093/…
Searching for identity and focus
In CLIL contexts, school subjects are taught in an additional language, allowing learners to acquire the target language through meaningful use. This places language teachers in an ambiguous position. What is their role in this context? On the one hand, language teachers are expected to collaborate with subject teacher colleagues; on the other hand, they teach separate language lessons. This double role provides language teachers and their educat…
Searching for identity and focus
In CLIL contexts, school subjects are taught in an additional language, allowing learners to acquire the target language through meaningful use. This places language teachers in an ambiguous position. What is their role in this context? On the one hand, language teachers are expected to collaborate with subject teacher colleagues; on the other hand, they teach separate language lessons. This double role provides language teachers and their educat…
Towards a professional development tool for teachers of English in bilingual streams
This study highlights tensions and challenges experienced by language teachers in CLIL contexts. Using an example from the Netherlands, it explores the pedagogical and collaborative practices of Teachers of English in Bilingual streams (TEBs). The study shows how, using formal and practical theories (Borg and Burns 2008 Borg, S., and A. Burns. 2008. “Integrating Grammar in Adult TESOL Classrooms.” Applied Linguistics 29 (3): 456–482. doi:10.1093/…
Plurilingualism in vocational education & training
Exploring pre-service English teachers’ beliefs about plurilingualism
This study investigates how pre-service Teachers of English in Bilingual Streams' (TEBs) perceptions of plurilingualism are elicited through carrying out small-scale research with learners. It builds on previous studies showing positive relations between teacher education and shifts in pre-service teachers' predispositions towards plurilingual education, particularly when opportunities for critical reflection on the interplay between course- and …
EFL/ESL Teaching and Learning (4 obras) · Mathematics education (4 obras) · Pedagogy (4 obras) · Psychology (4 obras) · Second Language Learning and Teaching (4 obras) · Multilingual Education and Policy (3 obras) · Sociology (3 obras) · Focus group (2 obras) · Linguistics (2 obras) · Multilingualism (2 obras)