The Invisible Multilingual Teacher: The Contribution of Language Background to Australian ESL Teachers' Professional Knowledge and Beliefs

By E. Ellis. 2004

106 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/a68d3965397dfb9d2e3ed4aaf6d216de5b147218

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. Julie Mathews-Aydınlı
2. G. D. Angelis
3. Åsta Haukås
4. Ulrike Gut
5. Otilia Martí
6. Laura Portolés

In Literature and Literary Theory

1. Julie Mathews-Aydınlı
2. G. D. Angelis
3. Åsta Haukås
4. Otilia Martí
5. Laura Portolés

Citations in the corpus

• Teachers' beliefs about the role of prior language knowledge in learning and how these influence teaching practices (2011, background): “Previous research already found that teachers’ actions in the classroom are informed by their knowledge of foreign languages (Ellis, 2004 ), and parents do not necessarily turn to multilingual teachers for advice.”
• Overlooked and Understudied? A Survey of Current Trends in Research on Adult English Language Learners (2008, background): “” Her results reveal such recommended personal attributes as being a respectful professional, a cultural mediator, caring and patient but also a student belief in the importance of the teacher being a native English speaker—an interesting point when we consider the findings of Maum and Ellis and the”