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Teacher-mediated Multilingual Conversion Errors (MCE-T): A Conceptual Model of Instructional Language Pathway Formation
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Outgoing claims: the papers this work cites, builds on, or argues with.
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Pre-service teachers’ perceptions of technological pedagogical content knowledge in mainland China: A survey of teachers of Chinese as a second language
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Teaching EFL students to write with ChatGPT: Students' motivation to learn, cognitive load, and satisfaction with the learning process
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Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study
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English-medium instruction in Chinese higher education: a case study
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Exploring tensions between teachers’ grammar teaching beliefs and practices
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Cognitive Load Theory: Recent Theoretical Advances
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Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do
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Second language acquisition, teacher education and language pedagogy
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Own-language use in language teaching and learning
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Research into practice: Grammar learning and teaching
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Ba in the Chinese Ba-Construction: A Cardiff Grammar Approach
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What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation
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Translanguaging and transnational literacies in multilingual classrooms: a biliteracy lens
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Code-switching and Learning in the Classroom
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What next? Towards an agenda for classroom codeswitching research
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L2-accented speech in L3 production
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Speaking out of turn? Taking the initiative in teacher-fronted classroom interaction
inferredcites →https://doi.org/10.1093/applin/amx039openalex-snapshot
Translanguaging as a Practical Theory of Language
inferredcites →https://doi.org/10.1093/elt/ccm090openalex-snapshot
Student use of the mother tongue in the task-based classroom
inferredcites →https://doi.org/10.1111/j.1540-4781.2009.00986.xopenalex-snapshot
Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?
inferredcites →https://doi.org/10.1111/j.1540-4781.2011.01207.xopenalex-snapshot
Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging
inferredcites →https://doi.org/10.1177/0267658309349410openalex-snapshot
What variables condition syntactic transfer? A look at the L3 initial state
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L3 syntactic transfer selectivity and typological determinacy: The typological primacy model
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Measuring teacher cognition: Comparing Chinese EFL teachers’ implicit and explicit attitudes toward English language teaching methods
inferredcites →https://doi.org/10.1177/1362168820933447openalex-snapshot
Exploring an ESL teachers’ beliefs and practices of teaching literary texts: A case study in Hong Kong
inferredcites →https://doi.org/10.1177/13670069030070010501openalex-snapshot
The additive effect of bilingualism on third language acquisition: A review
inferredcites →https://doi.org/10.1515/applirev-2013-0009openalex-snapshot
Classroom code-switching: three decades of research
inferredcites →https://doi.org/10.21832/9781847690050openalex-snapshot
Third or Additional Language Acquisition
inferredcites →https://doi.org/10.3138/cmlr.57.3.402openalex-snapshot
Using the First Language in the Classroom
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Crosslinguistic Influence in Language and Cognition
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Metalinguistic Awareness and Second Language Acquisition
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