Foreign-language teaching and studying in Chilean and Finnish classrooms as seen by teachers

Alanen, R. (2000). Kolmannen muodon tapaus: Miten kieliopista puhutaan englannin kielen luokassa. In Teoksessa P. Kalaja & L. Nieminen (toim.), Kielikoulussa – kieli koulussa (s. 139–163). AFinLAn vuosikirja, 58. Jyväskylä: Suomen soveltavan kielitieteen yhdistys AFinLA.Search in Google Scholar

Anderson, J. R. (1995). Learning and memory: An integrated approach. New York: Wiley.Search in Google Scholar

Bergman, J., Oksanen, H., & Veikkolainen, K. (2009). Viestinnällisyys ranskan oppikirjojen tehtävissä Suomessa, Ruotsissa ja Kanadassa. Pedagoginen tutkielma. Aineenopettajankoulutus. Soveltavan kasvatustieteen laitos. Helsingin yliopisto.Search in Google Scholar

Borg, S. (1999). The use of grammatical strategy in the second language classroom: A qualitative study of teachers' practices and cognition. Applied Linguistics, 20, 95–126.10.1093/applin/20.1.95Open DOISearch in Google Scholar

Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.Search in Google Scholar

Brown, D. H. (2001). Teaching by principles: An interactive approach to language pedagogy. 2nd edition. San Francisco, CA: State University.Search in Google Scholar

CEFR = Common European framework of reference for languages: Learning, teaching, assessment (2001). Council for Cultural Co-operation. Education Committee. Modern Languages Division, Strasbourg. Council of Europe. Cambridge: Cambridge University Press.Search in Google Scholar

Díaz, C., Alarcón, P., & Ortiz, M. (2015). A case study on EFL teachers’ beliefs about the teaching and learning of English in public education. Revista Porta Linguarum, 21, 171–86.Search in Google Scholar

Díaz, C., & Morales, H. (2015). Creencias de estudiantes de primaria sobre el aprendizaje del inglés en un establecimiento educacional chileno. Revista Actualidades Investigativas en Educación, 15(1), 1–21. Universidad de Costa Rica.Search in Google Scholar

Donato, R. (2000). Sociocultural contributions to understanding the foreign and second language classroom. In J. Lantolf (Ed.), Sociocultural theory and second language learning. Oxford: Oxford University Press, 27–50.Search in Google Scholar

Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.Search in Google Scholar

Ellis, R. (2012). Language teaching research and pedagogy. Chichester: Wiley–Blackwell.10.1002/9781118271643Search in Google Scholar

Gatbonton, E., & Segalowitz, N. (2005). Rethinking communicative language teaching: A focus on access to fluency. The Canadian Modern Language Review, 61(3), 325–353.10.3138/cmlr.61.3.325Open DOISearch in Google Scholar

Glass, K. (2013). Teaching English in Chile: A Study of Teacher Perceptions of their Professional Identity, Student Motivation and Pertinent Learning Contents. Frankfurt: Peter Lang Edition.10.3726/978-3-653-03076-1Search in Google Scholar

Harjanne, P. (2006). “Mut ei tää oo hei midsommarista!” – ruotsin kielen viestinnällinen suullinen harjoittelu yhteistoiminnallisten skeema- ja elaborointitehtävien avulla. Helsingin yliopisto. Soveltavan kasvatustieteen laitos. Tutkimuksia 273. Retrieved June 9, 2009, from http://ethesis.helsinki.fi/julkaisut/kay/sovel/vk/harjanne/Search in Google Scholar

Harjanne, P., & Tella, S. (2007). Task-based language teaching: Challenging emphases. Poster presentation at 2nd International Conference on Task-Based Language Teaching. 20.–22.9.2007. Honolulu, USA. Retrieved May 29, 2016 from http://www.hawaii.edu/tblt2007/PP/presentations.htmSearch in Google Scholar

Harjanne, P., & Tella, S. (2008). Vieraiden kielten opetuksen didaktisia, yhteiskunnallisia ja metodologisia lähtökohtia – tutkimushankkeen teoreettisen taustan kehittelyä. Teoksessa A. Kallioniemi (toim.), Uudistuva ja kehittyvä ainedidaktiikka: Ainedidaktinen symposiumi 8.2.2008 Helsingissä. Osa 2 (s. 737–750). Helsingin yliopisto. Soveltavan kasvatustieteen laitos. Tutkimuksia 299. Retrieved June 9, 2009, from http://www.seppotella.fi/harjannetella299.pdfSearch in Google Scholar

Hinkkanen, H.-M., & Säde, A.-M. (2003). Puhutaanko kielestä vai kielellä? Tapaustutkimus englannin kielen tunnilla käytetyn kielen kohteista, sisällöistä ja merkityksistä. Kasvatustieteen pro gradu -tutkielma. Opettajankoulutuslaitos. Jyväskylän yliopisto. Retrieved June 9, 2009, from https://jyx.jyu.fi/dspace/bitstream/handle/123456789/10443/G0000201.pdf?sequence=1Search in Google Scholar

Jalkanen, L. & Ruuska, J. (2007). Affektiiviset tekijät vieraan kielen opiskelussa: Tapaustutkimus alakoulun englannin tunneista oppilaiden kokemana. Kasvatustieteen pro gradu -tutkielma. Opettajankoulutuslaitos. Jyväskylän yliopisto. Retrieved June 9, 2009, from https://jyx.jyu.fi/dspace/bitstream/handle/123456789/10684/URN_NBN_fi_jyu-2007883.pdf?sequence=1Search in Google Scholar

Kaukonen, H. (2010). L’entraînement à la production écrite dans des manuels de français et d'anglais : un point de vue communicationnel. Mémoire de master. Institut des langues modernes et classiques, Université de Jyväskylä. Retrieved March 10, 2015, from http://urn.fi/URN:NBN:fi:jyu-201011093076Search in Google Scholar

Kivilahti, S. & P. Kalaja. (2013). Kirjoitustehtävät englannin ja ruotsin kielen opetuksessa: oppikirja-analyysia. Föredrag. Språkpedagogik-konferens “Merkitys ja merkityksellistäminen kielenopetuksessa” (KieliPeda 2013), 16.5. 2013, Jyväskylä.Search in Google Scholar

Lantolf, J. (Ed.) (2000). Sociocultural theory and second language learning. Oxford: Oxford University Press.Search in Google Scholar

Nikula, T. (2007). The IRF pattern and space for interaction: Comparing CLIL and EFL classrooms. In C. Dalton-Puffer & U. Smit (Eds.), Empirical Perspectives on CLIL Classroom Discourse (pp. 179–204). Frankfurt am Main: Peter Lang.Search in Google Scholar

Nunan, D. (Ed.) (1992). Collaborative Language Learning and Teaching. Cambridge: Cambridge University Press.Search in Google Scholar

Richards, J. C., & Rogers, T. S. (2014). Approaches and methods in language teaching. Cambridge: Cambridge University Press. Cambridge Language Teaching Library.10.1017/9781009024532Search in Google Scholar

Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher 27, 4–13.10.3102/0013189X027002004Search in Google Scholar

Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.Search in Google Scholar

Skehan, P. (2003). Task-based instruction. Language Teaching 36, 1–14.10.1017/S026144480200188XSearch in Google Scholar

Säljö, R. (2000). Lärande i praktiken: Ett sociokulturellt perspektiv. Stockholm: Prisma. The assessment of pupils' skills in English in eight European countries (2002). A European Project commissioned by The European network of policy makers for the evaluation of education systems. (Edited by Gérard Bonnet.) Retrieved April 18, 2009, from http://cisad.adc.education.fr/reva/pdf/assessmentofenglish.pdfSearch in Google Scholar

Thompson, G. (1996). Some misconceptions about communicative language teaching. ELT Journal 50, 9–15.10.1093/elt/50.1.9Search in Google Scholar

van Lier, L. (2000). From input to affordance: Social-interactive learning from an ecological perspective. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning. Oxford: Oxford University Press, 245–259.Search in Google Scholar

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, Mass.: Harvard University Press.Search in Google Scholar