The study addresses the question of how preschool teachers who work in regular state inclusive preschools can be qualified to teach English as a foreign language. Through the longitudinal case study, which followed the principles of participatory action research, substantial insights were gained which can be transferred to other pre-primary contexts.
Teaching Young Learners in Bilingual Settings : A teacher cognition study in the context of CLIL at the Dortmund International Primary Schools (DIPS) network
Paul Berge
book
EFL Learners' Task Perceptions and Agency in Blended Learning : An Exploratory Mixed-Methods Study on the 'U.S. Embassy School Election Project'
Joannis Kaliampos
book
English in Inclusive Multilingual Preschools : Researching the Potential of a Teacher Education Model for In-Service Teachers
Kirsten Birsak de Jersey
book