Library

Sources

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Baecher, L., & Bell, A. B. (2011). A “continuum” model of collaboration in ESL. Academic Exchange Quarterly, 15(1), 56–61.

Bell, A. B., & Baecher, L. (2012). Points on a continuum: ESL teachers reporting on collaboration. TESOL Journal, 3(3), 488-515.

Bryk Anthony (2017). Accélérer la manière dont nous apprenons à améliorer. Education & didactique, 11(2), 11-29.

Creese, A. (2010). Content-focused classrooms and learning English: How teachers collaborate. Theory into Practice, 49(2), 99-105.

Cross, R. (2011). Troubling literacy: Monolingual assumptions, multilingual contexts, and language teacher expertise. Teachers and Teaching, 17(4), 467-478.

Davison, C. (2006). Collaboration between ESL and content teachers: How do we know when we are doing it right? International Journal of Bilingual Education and Bilingualism, 9(4), 454-475.

Dobinson, T. J., & Buchori, S. (2016). Catering for EAL/D students’ language needs in mainstream classes: Early childhood teachers’ perspectives and practices in one Australian setting. Australian Journal of Teacher Education, 41(2), 32-52.

Friend, M. (2008). Co-teach! A Manual for Creating and Sustaining Classroom Partnerships in Inclusive Schools. Greensboro, NC: Marilyn Friend.

Gándara, P., Maxwell-Joly, J. & Driscoll, A. (2005). Listening to Teachers of English Language Learners: A Survey of California Teachers’ Challenges, Experiences, and Professional Development Needs. Santa Cruz: The Center for the Future of Teaching and Learning.

Gibbons, P. (2015). Scaffolding Language, Scaffolding Learning: Teaching English Language Learners in the Mainstream Classroom (2nd Edition). Portsmouth, NH: Heinemann.

Gilbert, A.-F. (2018). Le travail collectif enseignant, entre informel et institué. Dossier de veille de l’Institut français de l’éducation (IFÉ). 124. Lyon : École normale supérieure de Lyon.

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Honigsfeld, A., & Dove, M. (2014). Collaboration and co-teaching for English learners: A leader’s guide. Corwin.

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Honigsfeld, A., & Dove, M. (2019). Preparing teachers for co-teaching and collaboration. In L. C. d. Oliveira (Ed.), The Handbook of TESOL in K-12 (pp. 405-421). John Wiley & Sons Ltd.

Hue Nguyen, M. (2021). Teacher’s collaboration-mediated practices in meeting the needs of refugee EAL students in the Victorian secondary science classroom. Journal of Asian Pacific Communication, 31(1), 38-57.

Kelikwele Bense Georgine (2016). La communauté professionnelle d’apprentissage : une stratégie pour améliorer la qualité de l’enseignement en Afrique. Paris: L’Harmattan.

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Letor Caroline (2015). Conditions institutionnelles et organisationnelles d’un travail collaboratif enseignant. In Luc Ria (dir.), Former les enseignants au XXIe siècle. Vol. 1 : Établissement formateur et vidéoformation. Louvain-La-Neuve : De Boeck, pp. 73-92.

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Miller, J. (2009). Teaching refugee learners with interrupted education in science: Vocabulary, literacy and pedagogy. International Journal of Science Education, 31(4), 571-592.

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Premier, J. A., & Parr, G. (2019). Toward an EAL community of practice: A case study of teaching in a multicultural primary school in Melbourne, Australia. Australian Journal of Language and Literacy, 42(1), 58-68.

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York-Barr, J., Ghere, G. & Sommerness, J. (2007). Collaborative Teaching to Increase ELL Student Learning: A Three-Year Urban Elementary Case Study. Journal of Education for Students Placed at Risk (jespar), 12, 301-335.