Bibliotheek

Bronnen

Arkoudis, S. (2003). Teaching English as a second language in science classes: Incommensurate epistemologies? Language and Education, 17(3), 161-173.

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.

Goï, C. (2015). Des élèves venus d’ailleurs. Futuroscope Poitiers : Canopé.

Hammond, J. (2014). An Australian perspective on standards-based education, teacher knowledge, and students of English as an additional language. TESOL Quarterly, 48(3), 507-532.

Hargreaves, A. (1994). Changing Teachers, Changing Times: Teachers’ Work and Culture in the Postmodern Age. London: Cassell.

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

Honigsfeld, A., & Dove, M. (2015). Co-teaching ells: Riding a tandem bike. Educational Leadership, 73(4), 56-60.

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.

Letor, C. (2010). Moments de coopération entre enseignants : entre logiques institutionnelle, organisationnelles et professionnelles. Travail et formation en éducation, 7.

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.

Marcel, J.-F. et Murillo, A. (2014). Analyse du fonctionnement de collectifs d’enseignants : proposition méthodologique. Questions Vives [En ligne], n° 21. URL : http://journals.openedition.org/questionsvives/1507

Meunier, D., & Gloesener, P. (Other coll.). (2020). Les élèves allophones et le français langue de scolarisation : quels dispositifs pour quels besoins ? Liège, Belgium: Université de Liège.

Miller, J., Mitchell, J., & Brown, J. (2005). African refugees with interrupted schooling in the high school mainstream : Dilemmas for teachers. Prospect, 20(2), 19-33.

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

Murawski, W. & Dieker, L. (2004). Tips and Strategies for Co-Teaching at the Secondary Level. TEACHING Exceptional Children. 36. 52-58.

Premier, J. A., & Miller, J. (2010). Preparing pre-service teachers for multicultural classrooms. Australian Journal of Teacher Education, 35(2), 34-48.

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.

Theoharis, G., & O’Toole, J. (2011). Leading inclusive ELL: Social justice leadership for English language learners. Educational Administration Quarterly, 47, 646-688.

Thomazet, S & Mérini, C. (2014). Le travail collectif, outil d’une école inclusive ? Questions Vives, 21.

Thomazet, S. Mérini, C. & Gaime, E. (2014). Travailler ensemble au service de tous les élèves. La nouvelle revue de l’adaptation et de la scolarisation, 65, 69-80.

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.