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Youn Ock Kim, Soyoung Yun & Yang Hwan Sol. (2022) Effects of enhancing multicultural knowledge competence through an international teaching practicum programme for Korean student-teachers. Asia Pacific Journal of Education 42:4, pages 679-698.
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Stephanie C. Sanders-Smith & Liv T. Dávila. (2021) ‘It has to be in a natural way’: a critical exploration of co-teaching relationships in trilingual preschool classrooms in Hong Kong. Journal of Multilingual and Multicultural Development 0:0, pages 1-15.
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Clara V. Bauler & Emily J. S. Kang. (2020) Elementary ESOL and content teachers’ resilient co-teaching practices: a long-term analysis. International Multilingual Research Journal 14:4, pages 338-354.
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Ana María Relaño Pastor & David Poveda. (2020) Native speakerism and the construction of CLIL competence in teaching partnerships: reshaping participation frameworks in the bilingual classroom. Language and Education 34:5, pages 469-487.
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Ana Maria Relaño-Pastor & Alicia Fernández-Barrera. (2019) The ‘native speaker effects’ in the construction of elite bilingual education in Castilla-La Mancha: tensions and dilemmas. Journal of Multilingual and Multicultural Development 40:5, pages 421-435.
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Liz Dale, Ron Oostdam & Marjolijn Verspoor. (2018) Searching for identity and focus: towards an analytical framework for language teachers in bilingual education. International Journal of Bilingual Education and Bilingualism 21:3, pages 366-383.
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Yongcan Liu, Linda Fisher, Karen Forbes & Michael Evans. (2017) The knowledge base of teaching in linguistically diverse contexts: 10 grounded principles of multilingual classroom pedagogy for EAL. Language and Intercultural Communication 17:4, pages 378-395.
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Megan Madigan Peercy, Melinda Martin-Beltrán, Bedrettin Yazan & Megan DeStefano. (2017) “Jump in Any Time”: How Teacher Struggle with Curricular Reform Generates Opportunities for Teacher Learning. Action in Teacher Education 39:2, pages 203-217.
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Liv T. Dávila, Lan Q. Kolano & Heather Coffey. (2017) Negotiating Co-Teaching Identities in Multilingual High School Classrooms. NABE Journal of Research and Practice 8:1, pages 28-43.
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James Whiting. (2017) Caught Between the Push and the Pull: ELL Teachers’ Perceptions of Mainstreaming and ESOL Classroom Teaching. NABE Journal of Research and Practice 8:1, pages 9-27.
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Yongcan Liu & Michael Evans. (2016) Multilingualism as legitimate shared repertoires in school communities of practice: students’ and teachers’ discursive constructions of languages in two schools in England. Cambridge Journal of Education 46:4, pages 553-568.
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Melinda Martin-Beltran & Megan Madigan Peercy. (2014) Collaboration to teach English language learners: opportunities for shared teacher learning. Teachers and Teaching 20:6, pages 721-737.
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Megan
Madigan Peercy & Melinda Martin-Beltran. (2012) Envisioning collaboration: including ESOL students and teachers in the mainstream classroom. International Journal of Inclusive Education 16:7, pages 657-673.
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Carla Chamberlin‐Quinlisk. (2010) Cooperative learning as method and model in second‐language teacher education. Intercultural Education 21:3, pages 243-255.
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KarenL. Newman, Keiko Samimy & Kathleen Romstedt. (2010) Developing a Training Program for Secondary Teachers of English Language Learners in Ohio. Theory Into Practice 49:2, pages 152-161.
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Mari Haneda. (2009) Learning about the past and preparing for the future: a longitudinal investigation of a grade 7 ‘sheltered’ social studies class. Language and Education 23:4, pages 335-352.
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James Spencer. (2023) Working together: why language policies of international schools must evolve to incorporate collaborative strategies between EAL and the mainstream. Journal of Research in International Education.
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Ming-Fang Hsieh & Timothy Teo. (2021) Examining Early Childhood Teachers’ Perspectives of Collaborative Teaching with English Language Teachers從幼兒教師觀點探討與英語教師之協同教學. English Teaching & Learning 47:1, pages 1-20.
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Sabrina F Sembiante, Alain Bengochea & Mileidis Gort. (2022) Morning circle as a community of practice: Co-teachers’ transmodality in a dual language bilingual education preschool classroom. Journal of Early Childhood Literacy, pages 146879842211442.
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Khaula Amelia Khusna, Mutmainnah Mustofa, Wensi Alka, M. Faruq Ubaidillah, Huan Yik Lee & Suatmo Pantja Putra. (2022) Portrait of Teacher Talk and Language Choices in EFL Classroom: Insights for Children’s Language Learning. Child Education Journal 4:2, pages 139-174.
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Minh Hue Nguyen & Thi Kim Anh Dang. (2020) Exploring teachers’ relational agency in content–language teacher collaboration in secondary science education in Australia. The Australian Educational Researcher 48:4, pages 1-18.
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Emma Dafouz & Abbie Hibler. (2013) ‘Zip your lips’ or ‘Keep quiet’: Main teachers' and language assistants' classroom discourse in CLIL settings. The Modern Language Journal 97:3, pages 655-669.
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Li-Yi Wang. (2013) Non-native EFL Teacher Trainees’ Attitude towards the Recruitment of NESTs and Teacher Collaboration in Language Classrooms. Journal of Language Teaching and Research 4:1.
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Angela B. Bell & Laura Baecher. (2012) Points on a Continuum: ESL Teachers Reporting on Collaboration. TESOL Journal 3:3, pages 488-515.
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