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Employing Dominant Language Constellation in Teacher Professional Development: The Impact on EAL Teachers’ Beliefs, Practices, and Multilingual Identity
16 references·2 citing·50 second hop
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References

  • 2017Qualitative Inquiry and Research Design : Choosing Among Five Approaches16,035 cited
  • 2017Effective Teacher Professional Development4,242 cited
  • 2003Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do2,541 cited
  • 2004Educational Leadership2,536 cited
  • 2016Translanguaging with Multilingual Students844 cited
  • 2011Pedagogies and Practices in Multilingual Classrooms: Singularities in Pluralities635 cited
  • 2013Preparing Linguistically Responsive Teachers: Laying the Foundation in Preservice Teacher Education582 cited
  • 2015Teachers’ beliefs about multilingualism and a multilingual pedagogical approach395 cited
  • 2004Teacher Identity as Pedagogy: Towards a Field-Internal Conceptualisation in Bilingual and Second Language Education348 cited
  • 2020Teaching English through pedagogical translanguaging335 cited
  • 2011Narrative Knowledging in TESOL290 cited
  • 2011The Transformative Power of Narrative in Second Language Teacher Education263 cited
  • 2011Teachers' beliefs about the role of prior language knowledge in learning and how these influence teaching practices254 cited
  • 2012Multilingualism253 cited
  • 2019Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity

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252 cited
  • 2005Affirming identity in multilingual classrooms235 cited
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    • 2025‘I'm probably even more multilingual than I thought’: exploring Norwegian teachers’ experiences and multilingual identity2 cited
    • 2025Exploring teachers’ multilingual beliefs and practices in Argentina: insights from Ungspråk-TEACH1 cited