Teacher Cognition and Language Education: Research and Practice

By Simon Borg. 2007

991 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c0d64c42a071092a03a84aeddfe5d07aaabb1fbf

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Citations in the corpus

The practice of policy: Teacher attitudes toward “English only” (2011, background): “Teachers, as reflective practitioners and professional decision-makers (Borg, 2008), should be encouraged by program managers (see Dunne et al., 2000) to develop localized strategies for maximizing TL comprehension and productiondstrategies which are supported by research and in keeping with…”
Teaching oral English in higher education: challenges to EFL teachers (2011, background): “Although increasing efforts have been made to understand teachers’ beliefs in the teaching of reading, writing and grammar, research in listening and speaking instruction has attracted far less attention (Borg 2006).”
Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, background): “Agreeing on what to look for is thus an on-going issue for quantitative researchers, understandably so perhaps given the complex nature of teachers’ work and the constant re-conceptualizing of what being a teacher involves (Borg 2006).”
Integrating Grammar in Adult TESOL Classrooms (2008, background): “Both perspectives have valuable contributions to make to our understandings of L2 grammar teaching; seeking ways of reconciling them, as Borg (2006) has argued, is key to the continuing development of research into language teaching and learning more generally.”
Narrative Approaches to Exploring Language, Identity and Power in Language Teacher Education (2016, background): “Over the years, the study of language teaching and teacher education has acknowledged this, and the current focus on teacher cognitions (i.e. their thinking, beliefs, attitudes, and decision-making) is evidence of this shift (see Borg, 2006).”
The relationship between SLA research and language pedagogy: Teachers’ perspectives (2012, background): “…currently ample literature that has discussed the relationship between researching and teaching; for example, the literature on action research or studies that have explored the role of research in teacher’s thinking, beliefs, and development (e.g. Borg, 2006; Richards & Farrell, 2005; Tsui, 2003).”
Task-based learning and teaching in China: Secondary school teachers’ beliefs and practices (2014, background): “In the past two decades or so research on language teachers’ beliefs and practices has witnessed a rapid growth (Borg, 2006) but specific analyses of TBLT from teachers’ perspectives have been limited.”
Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes (2019, background): “It is also reasonable to assume that one’s behavior is strongly suggestive of one’s beliefs and in the context of the language classroom, language teachers’ practices are indeed directly linked to their thoughts and beliefs (Borg, 2003, 2006).”
The Role of Teachers in Task-Based Language Education (2016, background): “pdf Borg, S. (2006). Teacher cognition and language education: Research and practice.”
Exploring teacher identity from a holistic perspective: reconstructing and reconnecting personal and professional selves (2015, neutral): “Teacher knowledge has been considered an important part of a teacher’s makeup (e.g. Björklund, 2008; Borg, 2003, 2006; Brookfield, 1995; Clandinin, 2000; Day, 1991; Johnson & Golombek, 2002, Shulman, 1986; Woods, 1996).”
Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition (2015, neutral): “…Gatbonton (1999) 2000–2004 Borg (2003a) Borg (2001) MacDonald, Badger & White (2001) Borg (2003b) Peacock (2001) Urmston (2003) Tsang (2004) 2005–2009 Borg (2006) (Single author, conceptual) da Silva (2005) Farrell & Lim (2005) Mullock (2006) Mattheoudakis (2007) Gatbonton (2008) Farrell…”
Competence and Performance in Language Teaching (2010, background): “Learner-centredness as a characteristic of expert teachers is seen in some of the research Borg reviews (Borg, 2006), where the characteristics of expert teachers include: 1.”
Teachers’ beliefs about multilingualism and a multilingual pedagogical approach (2016, background): “Language teachers’ beliefs Teachers’ beliefs strongly influence their pedagogical decisions, and such beliefs are typically resistant to change (Borg, 2006; Pajares, 1992).”
Intentions and realities in implementing communicative curriculum reform (2009, background): “Borg / System 37 (2009) 243–253”
English Language Teachers' Conceptions of Research. (2009, background): “…of questionnaires are countered by certain limitations [Dörnyei (2003) lists a number], particularly when respondents are being asked to report their beliefs [see Borg (2006c) for a discussion of methodological issues involved in using self-report instruments to study teachers’ beliefs].”
Language Teacher Immunity: A Double-Edged Sword (2015, background): “Existing work on language teacher identity has tackled the field-specific link between L2 teachers’ experience and cognitions, and their socioculturally embedded practices (Morgan 2004; Tsang 2004; Varghese et al. 2005; Borg 2006; Tsui 2007).”
Re-Envisioning the Roles, Tasks, and Contributions of Language Teachers in the Multilingual Era of Language Education Research and Practice. (2016, background): “For example, in addition to teachers’ knowledge, beliefs, and attitudes—sometimes subsumed under the umbrella of language teacher cognition (Borg, 2006)—teachers need to ‘know’ metaknowledge: conceptual material at a higher level than mere facts.”
Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance (2015, background): “Even though the call for including the study of practices into language teacher cognition research has repeatedly been made (cf. Borg, 2006), viewing cognition through the participation metaphor differs significantly from stated cognitions–observed practice designs that are typically employed to…”