Using language learning strategies to transform teaching and learning experiences in mainstream classrooms

Book chapter

Moya, M. 2021. Using language learning strategies to transform teaching and learning experiences in mainstream classrooms. in: Wearmouth, J. and Lindley, K. (ed.) Bringing the Curriculum to Life: Engaging Learners in the English Education System McGraw Hill. pp. 196-210
AuthorsMoya, M.
EditorsWearmouth, J. and Lindley, K.
Book titleBringing the Curriculum to Life: Engaging Learners in the English Education System
Page range196-210
Year2021
PublisherMcGraw Hill
File
License
File Access Level
Anyone
Publication dates
Print14 Jun 2021
Publication process dates
Deposited06 Apr 2021
ISBN0335249876
9780335249879
Web address (URL)https://www.mheducation.co.uk/9780335249879
Copyright holder© 2022 McGraw Hill. All Rights Reserved.
Permalink -

https://repository.uel.ac.uk/item/892x8

Log in to edit

Download files

File
Moya Pages from 9780335249879.pdf
License: All rights reserved
File access level: Anyone

  • 283
    total views
  • 66
    total downloads
  • 5
    views this month
  • 6
    downloads this month

Export as

Related outputs

Participatory Assessment: Designing a Learner-driven Test
Moya, M. 2022. Participatory Assessment: Designing a Learner-driven Test. XLV FAAPI Conference 2021: First Latin American Conference on Language Testing and Assessment. Online 17 - 19 Sep 2021 Federación Argentina de Asociaciones de Profesores de Inglés.
Using Linguistically Appropriate Practice (LAP) in the language classroom
Moya, M. 2021. Using Linguistically Appropriate Practice (LAP) in the language classroom. 3rd Applied Linguistic & Language Teaching International Conference. Online 18 - 20 Mar 2021
Empowering Multilingual Learners through Critical Liberating Literacy Practices in English-dominated Speech Communities
Moya, M. 2020. Empowering Multilingual Learners through Critical Liberating Literacy Practices in English-dominated Speech Communities. in: Neokleous, G., Krulatz, A. and Farrelly, R. (ed.) Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms IGI Global. pp. 210-233
Positive Psychology in the Language Classroom: What is all the hype?
Moya, M. 2019. Positive Psychology in the Language Classroom: What is all the hype? European Conference on Educational Research. Hamburg, DE 03 - 06 Sep 2019 European Educational Research Association.
Un modelo de aprendizaje estratégico para el aprendizaje de idiomas
Moya, M. 2019. Un modelo de aprendizaje estratégico para el aprendizaje de idiomas. RELEN: Revista Estudios de Lenguas. 2 (1), pp. 19-41.
“Englishing” the L1: Reconsidering the use of the mother tongue EFL classroom
Moya, M. 2019. “Englishing” the L1: Reconsidering the use of the mother tongue EFL classroom. in: Zoghbor, Wafa, Al Alami, Suhair and Alexiou, Thomaï (ed.) Proceedings of the Applied Linguistics and Language Teaching Conference 2018: Teaching and Learning in a Globalized World Zayed University Press. pp. 160-174
An Examination and Analysis of a Learner’s Errors from the Perspective of a Pedagogical Grammar
Chaudary, Farah and Moya, M. 2019. An Examination and Analysis of a Learner’s Errors from the Perspective of a Pedagogical Grammar. in: Zoghbor, Wafa, Al Alami, Suhair and Alexiou, Thomaï (ed.) Proceedings of the Applied Linguistics and Language Teaching Conference 2018: Teaching and Learning in a Globalized World Zayed University Press. pp. 255-267
Bilingualism and Multilingualism in Secondary Education (England)
Moya, M. 2019. Bilingualism and Multilingualism in Secondary Education (England). Bloomsbury Education and Childhood Studies (BECS). https://doi.org/10.5040/9781350996274.0005
Developing a strategy-based instruction approach to teaching and learning modern languages to train ab-initio primary PGCE trainees
Moya, M. 2014. Developing a strategy-based instruction approach to teaching and learning modern languages to train ab-initio primary PGCE trainees. Journal of Pedagogic Development. 4 (1), pp. 3-12.
El modelo de cognitive apprenticeship y la técnica de la charla estructurada como herramienta de reflexión en el desarrollo de las competencias profesionales en la formación docente inicial
Moya, M. 2015. El modelo de cognitive apprenticeship y la técnica de la charla estructurada como herramienta de reflexión en el desarrollo de las competencias profesionales en la formación docente inicial. Diálogos Pedagógicos. 13 (25), pp. 76-85.
Hacia el diseño de un modelo estratégico de aprendizaje de idiomas. Un estudio de caso basado en un grupo de discentes mayores en el marco de una comunidad de práctica profesional
Moya, M. 2017. Hacia el diseño de un modelo estratégico de aprendizaje de idiomas. Un estudio de caso basado en un grupo de discentes mayores en el marco de una comunidad de práctica profesional. Masters Thesis National University of Cordoba, Argentina Faculty of Languages
Reconsidering a strategy-based instruction (SBI) to teaching and learning another language using transferrable language learning strategies within a sociocultural framework
Moya, M. 2014. Reconsidering a strategy-based instruction (SBI) to teaching and learning another language using transferrable language learning strategies within a sociocultural framework. Revista Electrónica Matices en Lenguas Extranjeras. 8, pp. 49-79.
Cognitive Apprenticeship and Structured Debriefing as Tools to develop Reflective Practice in Initial Teacher Training
Moya, M. 2015. Cognitive Apprenticeship and Structured Debriefing as Tools to develop Reflective Practice in Initial Teacher Training. Argentinian Journal of Applied Linguistics. 03 (01), pp. 05-13.