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dc.contributor.authorAngelovska, Tanja
dc.contributor.authorKrulatz, Anna
dc.contributor.authorSurkalovic, Dragana
dc.date.accessioned2020-08-26T08:39:21Z
dc.date.available2020-08-26T08:39:21Z
dc.date.created2020-05-04T12:28:50Z
dc.date.issued2020
dc.identifier.issn2192-1032
dc.identifier.urihttps://hdl.handle.net/11250/2674054
dc.description.abstractWith the increasing linguistic and cultural diversity in EFL classrooms in Western European countries, the need to prepare language teachers to provide optimal learning conditions for multilingual EFL learners has become more apparent. In this paper, we examine the knowledge and beliefs about additional language acquisition and multilingualism of EFL teacher candidates at three European universities. The findings suggest a good level of awareness about the relevance of previous language knowledge for additional language learning and about the benefits of multilingualism. However, gaps were identified pertaining to knowledge related to linguistically and culturally responsive teaching. Implications for curriculum revisions are discussed.en_US
dc.language.isoengen_US
dc.publisherLinguaServe GbRen_US
dc.titlePredicting EFL teacher candidates' preparedness to work with multilingual learners: Snapshots from three European universities.en_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.description.versionacceptedVersionen_US
dc.source.volume9en_US
dc.source.journalThe European Journal of Applied Linguistics and TEFLen_US
dc.source.issue1en_US
dc.identifier.cristin1809217
dc.description.localcodeThis article will not be available due to copyright restrictions (c) 2020 by LinguaServe GbRen_US
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode1


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