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Tác giả CN	Lindahl, Kristen.
Nhan đề	Teacher language awareness in supervisory feedback cycles / Kristen Lindahl and Laura Baecher
Thông tin xuất bản	2016.
Mô tả vật lý	p. 28-38.
Tùng thư	Oxford University Press.
Tóm tắt	This study investigates pre- and post-observation feedback provided to TESOL teacher candidates who are preparing to work in content-based instruction/content and language integrated learning contexts, extending the conceptualization of teacher language awareness (TLA) to candidate supervision. It examines the extent to which TLA is manifested by supervisors and teacher candidates within supervision cycles, and explores how supervisors’ focus on language may influence the pedagogical decisions of the teacher candidates. The results suggest that supervisors with high TLA provide feedback to candidates’ lessons differently to supervisors with lower language awareness. These findings have implications for the role supervisors play in TEFL/TESOL practica.
Thuật ngữ chủ đề	Ngôn ngữ-Giảng dạy-Tiếng Anh-TVĐHHN
Từ khóa tự do	Teacher language.
Từ khóa tự do	Upervisory feedback cycles.
Từ khóa tự do	Awareness.
Tác giả(bs) CN	Baecher, Laura.
Nguồn trích	ELT journal.- 2016, Vol. 70, No. 1.


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041	0 \|aeng
044	\|aenk
100	1 \|aLindahl, Kristen.
245	10\|aTeacher language awareness in supervisory feedback cycles /\|cKristen Lindahl and Laura Baecher
260	\|c2016.
300	\|ap. 28-38.
362	0 \|aVol. 70, No. 1 (Jan. 2016)
490	\|aOxford University Press.
520	\|aThis study investigates pre- and post-observation feedback provided to TESOL teacher candidates who are preparing to work in content-based instruction/content and language integrated learning contexts, extending the conceptualization of teacher language awareness (TLA) to candidate supervision. It examines the extent to which TLA is manifested by supervisors and teacher candidates within supervision cycles, and explores how supervisors’ focus on language may influence the pedagogical decisions of the teacher candidates. The results suggest that supervisors with high TLA provide feedback to candidates’ lessons differently to supervisors with lower language awareness. These findings have implications for the role supervisors play in TEFL/TESOL practica.
650	17\|aNgôn ngữ\|xGiảng dạy\|xTiếng Anh\|2TVĐHHN
653	0 \|aTeacher language.
653	0 \|aUpervisory feedback cycles.
653	0 \|aAwareness.
700	1 \|aBaecher, Laura.
773	\|tELT journal.\|g2016, Vol. 70, No. 1.
890	\|a0\|b0\|c0\|d0

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