Dòng Nội dung
1
An introduction to pragmatics : social action for language teachers / Virginia LoCastro
Ann Arbor, Mich. : Univ. of Michigan Press, 2006
XI, 366 p. : graph. Darst. ; 23 cm.
2
Contemporary topics 3 : advanced listening and note-taking skills : Teacher s pack / David Beglar, Neil Murray; Michael Rost editor.
New York : Longman, 2002.
i-viii, 42p : ill. ; 28 cm.
3
Early language development and education: teachers, parents and children as agents / Mila Schwartz, Kutlay Yagmur. // Language, Culture and Curriculum Volume 31, 2018 - Issue 3
2018
p. 215-219



4
EFL Learners Perceptions of Mobile-Assisted Feedback on Oral Production / Qi Xu, Xiuqing Dong, Lin Jiang. // Volume 51, Issue 2 June 2017.

Pages 408–417.

2nd language learning research.
5
Equity and enrichment in the TESOL practicum / Amanda Brown, Heather Ruiz. // ELT Journal, Volume 71, Issue 3, 1 July 2017, Pages 284–294.https://doi.org/10.1093/elt/ccw092
2017.
p. 284–294.

Explicit and implicit discrimination against so-called non-native English-speaking teachers of English (NNESTs) continues to exist in professional TESOL contexts; however, inequities may emerge earlier, for example in TESOL preparation programme practicums, where the participation of NNESTs may be hindered, restricted, or even excluded. This article discusses a model for implementing a multilingual and multicultural, team-based practicum in contexts where trainee teachers are native and non-native speakers of the target language. Qualitative data obtained from surveys, journals, and informal interviews reveal that the practicum model, which draws on complementary strengths in knowledge and experience of language and language learning, has the potential to offer a rich, engaging, and equitable educational experience for all: trainee teachers, administrators, and classroom learners alike.