The classroom language use of a Korean elementary school EFL teacher: Another look at TETE

By Dae-Min Kang. 2008

98 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/240f9df366f268ebe8eae339ac17454018a3176a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Mileidis Gort
2. R. Pontier
3. W. Littlewood
4. Baohua Yu
5. G. Hall
6. Philip Hiver
7. Guy Cook
8. R. Erlam

In Literature and Literary Theory

1. Mileidis Gort
2. R. Pontier
3. W. Littlewood
4. Baohua Yu
5. G. Hall
6. Philip Hiver
7. Guy Cook
8. R. Erlam

Citations in the corpus

• Coordinated Translanguaging Pedagogy as Distributed Cognition: A Case Study of Two Dual Language Bilingual Education Preschool Coteachers’ Languaging Practices During Shared Book Readings (2016, background): “…students as emerging experts in various activities characteristic of local culturally based practices (Auleear Owodally, 2012; Creese & Blackledge, 2010, 2011; De Mejía, 1998; Kang, 2008; Probyn, 2009; Sayer, 2013), allowing students to operate at rich cognitive and cultural levels (Forman, 2007).”
• The interplay of possible language teacher selves in professional development choices (2013, background): “Awareness of the limitations of a language teacher who is an expert pedagogue in every way yet lacks reasonable ability in the language being taught results in extreme anxiety about teaching self-efficacy (Chacón, 2005; Kang, 2008; Lee, 2002; Liu, Ahn, Baek, & Han, 2004; Medgyes, 1999; Park, 1992).”
• First language and target language in the foreign language classroom (2009, background): “In Korea, for example, S.-Y. Kim (2008: 68) advises teachers seeking to implement the TETE policy to explore ‘which types of tasks call for easy English’ in order to ‘gradually introduce teachers to the use of English in their classes’.”
• Own-language use in language teaching and learning (2012, background): “…2009); Italy (Moore 2002); Japan (Hobbs, Matsuo & Payne 2010); Malta (Camilleri 1996); South Africa (Adendorff 1996); South Korea (Liu et al. 2004; Kang 2008); Spain (Unamuno 2008); Sri Lanka (Canagarajah 1999); Sweden (Cromdal 2005); Thailand (Forman 2007, 2008); and Turkey (Eldridge 1996;…”