Citations (25)
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Aisling Ní Dhiorbháin. (2023) A Sociocultural Rationale for an Explicit-Inductive Approach to Grammar Teaching in L2 Teacher Education. Teaching Education 34:3, pages 319-334.
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Aisling Ní Dhiorbháin & Pádraig Ó Duibhir. (2022) Exploring student primary teachers’ linguistic knowledge of Irish. The Language Learning Journal 50:6, pages 732-746.
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Jimmy H.M van Rijt, Astrid Wijnands & Peter-Arno J.M Coppen. (2022) Investigating Dutch teachers’ beliefs on working with linguistic metaconcepts to improve students' L1 grammatical understanding. Research Papers in Education 37:1, pages 1-29.
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Astrid Wijnands, Jimmy van Rijt & Peter-Arno Coppen. (2021) Learning to think about language step by step: a pedagogical template for the development of cognitive and reflective thinking skills in L1 grammar education. Language Awareness 30:4, pages 317-335.
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Huw Bell & Steph Ainsworth. (2021) Difficulties assessing knowledge of grammatical terminology: implications for teacher education and teaching. Language Awareness 30:2, pages 97-113.
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Azam Pourmohammadi, Firooz Sadighi & Mohammad Javad Riasati. (2021) Iranian EFL teachers’ receptive and productive metalinguistic knowledge: Does teaching context matter?. Cogent Education 8:1.
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Jimmy H.M. van Rijt, Astrid Wijnands & Peter-Arno J.M. Coppen. (2020) How secondary school students may benefit from linguistic metaconcepts to reason about L1 grammatical problems. Language and Education 34:3, pages 231-248.
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Jimmy van Rijt, Peter de Swart & Peter-Arno Coppen. (2019) Linguistic concepts in L1 grammar education: a systematic literature review. Research Papers in Education 34:5, pages 621-648.
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Sandra Radinger. (2018) Language awareness and agency in the availability of linguistic resources. A case study of refugees and locals in Austria. Language Awareness 27:1-2, pages 61-78.
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Monika Chavez. (2016) Students’ accounts of grammatical forms of German that are difficult, unattainable, and irrelevant for self-expression. Language Awareness 25:3, pages 197-221.
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Agneta M-L. Svalberg. (2016) Language Awareness research: where we are now. Language Awareness 25:1-2, pages 4-16.
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Misty Adoniou. (2015) Teacher knowledge: a complex tapestry. Asia-Pacific Journal of Teacher Education 43:2, pages 99-116.
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Articles from other publishers (13)
Jimmy van Rijt, Arina Banga & Martijn Goudbeek. (2023) Getting a load of linguistic reasoning: How L1 student teachers process rules of thumb and linguistic manipulations in discussions about grammar. Applied Linguistics.
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Björn Rothstein, Katharina Staubach, Saskia Ripp, Julia Waldeyer & Julian Roelle. (2023) Is ‘more’ really more?. Pedagogical Linguistics 4:1, pages 77-97.
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Rhian WEBB. (2022) The impact of an explicit grammar knowledge course on the development of grammatical awareness in UK native speakers’ pre-service TESOL education. The Literacy Trek 8:1, pages 31-51.
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Jimmy van Rijt, Debra Myhill, Sven De Maeyer & Peter-Arno Coppen. (2022) Linguistic metaconcepts can improve grammatical understanding in L1 education evidence from a Dutch quasi-experimental study. PLOS ONE 17:2, pages e0263123.
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Jimmy H.M. van Rijt, Hans Hulshof & Peter-Arno J.M. Coppen. (2021) ‘X is the odd one out, because the other two are more about the farmland’ – Dutch L1 student teachers’ struggles to reason about grammar in odd one out tasks. Studies in Educational Evaluation 70, pages 101007.
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Jimmy H.M van Rijt & Peter-Arno J. M. Coppen. (2021) The conceptual importance of grammar. Pedagogical Linguistics 2:2, pages 175-199.
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Mari Nygård & Heidi Brøseth. (2021) Norwegian teacher students’ conceptions of grammar. Pedagogical Linguistics 2:2, pages 129-152.
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Ana Bravo. (2021) Students’ errors in L1 Spanish grammar from the perspective of formal linguistics. Pedagogical Linguistics 2:2, pages 153-174.
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Daniela Elsner. (2021) Knowledge about grammar and the role of epistemological beliefs. Pedagogical Linguistics 2:2, pages 107-128.
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İ̇zzet ŞEREF & Behice VARIŞOĞLU. (2020) The investigation into prospective teachers’ Turkish metalinguistic awareness. Dil ve Dilbilimi Çalışmaları Dergisi 16:2, pages 959-977.
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Jimmy H.M. van Rijt, Peter J.F. de Swart, Astrid Wijnands & Peter-Arno J.M. Coppen. (2019) When students tackle grammatical problems: Exploring linguistic reasoning with linguistic metaconcepts in L1 grammar education. Linguistics and Education 52, pages 78-88.
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Michele Hinton Herrington & Mary Macken-Horarik. (2015) Linguistically informed teaching of spelling: Toward a relational approach. The Australian Journal of Language and Literacy 38:2, pages 61-71.
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Misty Adoniou. (2014) What should teachers know about spelling?. Literacy 48:3, pages 144-154.
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