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Foreign language teacher training on dyslexia: DysTEFL resources

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Foreign language teacher training on dyslexia: DysTEFL resources. / Nijakowska, Joanna; Kormos, Judit.
Multilingualism, Literacy and Dyslexia: Breaking down barriers for educators. 2nd edition . ed. London: Taylor and Francis Group, 2016. p. 104-114.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

Harvard

Nijakowska, J & Kormos, J 2016, Foreign language teacher training on dyslexia: DysTEFL resources. in Multilingualism, Literacy and Dyslexia: Breaking down barriers for educators. 2nd edition edn, Taylor and Francis Group, London, pp. 104-114. https://doi.org/10.4324/9781315708478-9

APA

Nijakowska, J., & Kormos, J. (2016). Foreign language teacher training on dyslexia: DysTEFL resources. In Multilingualism, Literacy and Dyslexia: Breaking down barriers for educators (2nd edition ed., pp. 104-114). Taylor and Francis Group. https://doi.org/10.4324/9781315708478-9

Vancouver

Nijakowska J, Kormos J. Foreign language teacher training on dyslexia: DysTEFL resources. In Multilingualism, Literacy and Dyslexia: Breaking down barriers for educators. 2nd edition ed. London: Taylor and Francis Group. 2016. p. 104-114 doi: 10.4324/9781315708478-9

Author

Nijakowska, Joanna ; Kormos, Judit. / Foreign language teacher training on dyslexia : DysTEFL resources. Multilingualism, Literacy and Dyslexia: Breaking down barriers for educators. 2nd edition . ed. London : Taylor and Francis Group, 2016. pp. 104-114

Bibtex

@inbook{3d99affbb802490794aca07d23424740,
title = "Foreign language teacher training on dyslexia: DysTEFL resources",
abstract = "This chapter discusses the importance of teacher knowledge, beliefs and attitudes in inclusive foreign language education. It outlines the pedagogical principles of an award-winning teacher training course, the Dyslexia for Teachers of English as a Foreign Language (DysTEFL) course that assists language teachers to apply inclusive teaching practices for dyslexic language learners. Teacher training schemes and teacher training materials, among other factors, directly impact the foreign language education ecosystem, and shape the way both teachers and their learners function in it. Teacher-knowledge studies highlight the potential of professional training in increasing and strengthening teacher knowledge, which in turn leads to facilitating student achievement via the use of effective instructional and classroom management practices. The DysTEFL course was designed so that it offers a broad array of expected learning outcomes in terms of knowledge, skills and social competence. The social interactions in the guided learning tasks help trainee teachers to co-construct knowledge and contribute to their development as teachers.",
author = "Joanna Nijakowska and Judit Kormos",
note = "Publisher Copyright: {\textcopyright} 2016 selection and editorial matter, L. Peer and G. Reid.",
year = "2016",
month = jan,
day = "1",
doi = "10.4324/9781315708478-9",
language = "English",
isbn = "9781138898639",
pages = "104--114",
booktitle = "Multilingualism, Literacy and Dyslexia",
publisher = "Taylor and Francis Group",
edition = "2nd edition ",

}

RIS

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T1 - Foreign language teacher training on dyslexia

T2 - DysTEFL resources

AU - Nijakowska, Joanna

AU - Kormos, Judit

N1 - Publisher Copyright: © 2016 selection and editorial matter, L. Peer and G. Reid.

PY - 2016/1/1

Y1 - 2016/1/1

N2 - This chapter discusses the importance of teacher knowledge, beliefs and attitudes in inclusive foreign language education. It outlines the pedagogical principles of an award-winning teacher training course, the Dyslexia for Teachers of English as a Foreign Language (DysTEFL) course that assists language teachers to apply inclusive teaching practices for dyslexic language learners. Teacher training schemes and teacher training materials, among other factors, directly impact the foreign language education ecosystem, and shape the way both teachers and their learners function in it. Teacher-knowledge studies highlight the potential of professional training in increasing and strengthening teacher knowledge, which in turn leads to facilitating student achievement via the use of effective instructional and classroom management practices. The DysTEFL course was designed so that it offers a broad array of expected learning outcomes in terms of knowledge, skills and social competence. The social interactions in the guided learning tasks help trainee teachers to co-construct knowledge and contribute to their development as teachers.

AB - This chapter discusses the importance of teacher knowledge, beliefs and attitudes in inclusive foreign language education. It outlines the pedagogical principles of an award-winning teacher training course, the Dyslexia for Teachers of English as a Foreign Language (DysTEFL) course that assists language teachers to apply inclusive teaching practices for dyslexic language learners. Teacher training schemes and teacher training materials, among other factors, directly impact the foreign language education ecosystem, and shape the way both teachers and their learners function in it. Teacher-knowledge studies highlight the potential of professional training in increasing and strengthening teacher knowledge, which in turn leads to facilitating student achievement via the use of effective instructional and classroom management practices. The DysTEFL course was designed so that it offers a broad array of expected learning outcomes in terms of knowledge, skills and social competence. The social interactions in the guided learning tasks help trainee teachers to co-construct knowledge and contribute to their development as teachers.

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U2 - 10.4324/9781315708478-9

DO - 10.4324/9781315708478-9

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SN - 9781138898639

SP - 104

EP - 114

BT - Multilingualism, Literacy and Dyslexia

PB - Taylor and Francis Group

CY - London

ER -