1
Evans M, Fisher L, Pachler N, et al. Learning to teach foreign languages in the secondary school: a companion to school experience. 4th ed. New York: : Routledge 2014. https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1582677#
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Driscoll P. Debates in Modern Languages Education. Routledge 2014. doi:10.4324/9781315856551
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Pachler N, Redondo A. A practical guide to teaching foreign languages in the secondary school. Second Edition. Abingdon: : Routledge 2014. https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/e/9780203095119
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Evans M, Fisher L, Pachler N, et al. Chapter 4: Transition from primary to secondary. In: Learning to teach foreign languages in the secondary school: a companion to school experience. New York: : Routledge 2014. 97–116.https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1582677#
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Driscoll P. Chapter 19: A new era for primary languages. In: Debates in modern languages education. London: : Routledge 2014. 259–72.https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/e/9781315856551
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Isaacs T. Assessment in education in England. SA-eDUC 2012;9.http://www.nwu.ac.za/sites/www.nwu.ac.za/files/files/p-saeduc/2_Assessment%20in%20Education%20in%20England.pdf
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Haydon G, Heilbronn R. Unit 7.1: Aims of Education. In: Learning to teach in the secondary school: a companion to school experience. London: : Routledge 2013. 457–67.https://ebookcentral.proquest.com/lib/UCL/detail.action?pq-origsite=primo&docID=4542844
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Christie C. Chapter 3: Making the most of the mixed experience Year 7 classroom. In: Christie C, Conlon C, eds. Success stories from secondary foreign languages classrooms: models from London school partnerships with universities. London: : UCL Institute of Education Press, University College London 2016.
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Jones J, Coffey S. Chapter 10: Transition from primary to secondary: Continuity, cohesion and progression. In: Modern Foreign Languages 5-11: A guide for teachers. United Kingdom: : Routledge Ltd 114–57.http://ucl-primo.hosted.exlibrisgroup.com/primo_library/libweb/action/display.do?tabs=detailsTab&ct=display&fn=search&doc=TN_dawson9780203606148&indx=1&recIds=TN_dawson9780203606148&recIdxs=0&elementId=0&renderMode=poppedOut&displayMode=full&frbrVersion=&frbrSourceidDisplay=dawson&frbrIssnDisplay=&dscnt=1&frbrRecordsSource=Primo+Central&vid=UCL_VU1&mode=Basic&tab=local&frbrJtitleDisplay=&dstmp=1494837255426&frbg=7432922039578085711&frbrVersion=9&frbrEissnDisplay=&scp.scps=scope%3A%28UCL%29%2Cprimo_central_multiple_fe&tb=t&fctV=7432922039578085711&srt=rank&fctN=facet_frbrgroupid&dum=true&vl(freeText0)=%3Cspan%20class%3D%22searchword%22%3EModern%3C%2Fspan%3E%20%3Cspan%20class%3D%22searchword%22%3EForeign%3C%2Fspan%3E%20%3Cspan%20class%3D%22searchword%22%3ELanguages%3C%2Fspan%3E%20%3Cspan%20class%3D%22searchword%22%3E5%3C%2Fspan%3E-%3Cspan%20class%3D%22searchword%22%3E11%3C%2Fspan%3E%3A%20A%20%3Cspan%20class%3D%22searchword%22%3Eguide%3C%2Fspan%3E%20for%20%3Cspan%20class%3D%22searchword%22%3Eteachers%3C%2Fspan%3E
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Evans M, Fisher L, Pachler N, et al. Chapter 1: Foreign Languages in the Secondary school curriculum. In: Learning to teach foreign languages in the secondary school: a companion to school experience. New York: : Routledge 2014. 9–23.https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1582677
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Johnstone R. Chapter 1: Languages over the past 40 years: Does history repeat itself? In: Debates in modern languages education. London: : Routledge 2014. 9–21.https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/e/9781315856551
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Johnson K. Chapter 5: Input, Interaction and Output. In: An introduction to foreign language learning and teaching. London: : Routledge 2013. http://UCL.eblib.com/patron/FullRecord.aspx?p=1521110
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Johnson K. Chapter 6: Some Learning Processes. In: An introduction to foreign language learning and teaching. London: : Routledge 2013. http://UCL.eblib.com/patron/FullRecord.aspx?p=1521110
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Lawes S. Chapter 3: Why learn modern foreign languages? In: Issues in modern foreign languages teaching. London : RoutledgeFalmer, 2000: 41–53.https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/9780203005682
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Rowlinson W. Chapter 1: The historical ball and chain. In: Teaching modern languages. London: : Routledge in association with The Open University 1994.
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Broadly E. Chapter 1: Foreign language teaching: understanding approaches, making choices. In: A practical guide to teaching foreign languages in the secondary school. Abingdon: : Routledge 2014. 18–26.https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/e/9780203095119
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Field J. Chapter 2: Cognitive processing and foreign language use. In: Debates in modern languages education. London: : Routledge 2014. 22–36.http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=5235552410004761&institutionId=4761&customerId=4760
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Mitchell R. Chapter 15: Making the case for the future of languages. In: Debates in modern languages education. London: : Routledge 2014. 203–17.http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=5235552160004761&institutionId=4761&customerId=4760
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Zhang GX, Li LM. Chinese language teaching in the UK: present and future. Language Learning Journal 2010;38:87–97. doi:10.1080/09571731003620689
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Pachler N, Evans M, Redondo A, et al. Chapter 5: Pedagogical Approaches. In: Learning to teach foreign languages in the secondary school: a companion to school experience. New York: : Routledge 2014. 119–36.http://ucl.eblib.com/patron/FullRecord.aspx?p=1582677
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Field S. Chapter 3: Presenting new vocabulary and Structures. In: A practical guide to teaching foreign languages in the secondary school. Abingdon: : Routledge 2014. 18–26.https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1683211
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Hawkins E. How are foreign languages learned? In: Modern languages in the curriculum. Cambridge: : Cambridge University Press 1987. 213–37.https://contentstore.cla.co.uk/secure/link?id=19f1b7a9-7401-eb11-80cd-005056af4099
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Ellis R. Principles of instructed language learning. System 2005;33:209–24. doi:10.1016/j.system.2004.12.006
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Xing JZ. Teaching and learning Chinese as a foreign language: a pedagogical grammar. Hong Kong: : Hong Kong University Press 2006. https://ucl-new-primo.hosted.exlibrisgroup.com/permalink/f/5qfvbu/UCL_LMS_DS51316764630004761
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Xing JZ. Teaching and learning Chinese as a foreign language: a pedagogical grammar. Hong Kong: : Hong Kong University Press 2006. https://ucl-new-primo.hosted.exlibrisgroup.com/permalink/f/5qfvbu/UCL_LMS_DS51316764630004761
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Ellis R, Shintani N. Chapter 2: The method construct and theories of L2 learning. In: Exploring language pedagogy through second language acquisition research. London: : Routledge 2014. 31–51.http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=5235481140004761&institutionId=4761&customerId=4760
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Ellis R, Shintani N. Chapter 7: Teaching as ‘input’. In: Exploring language pedagogy through second language acquisition research. London: : Routledge 2014. 163–93.http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=5235481140004761&institutionId=4761&customerId=4760
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Macaro E. Chapter 12: Issues in target language teaching. In: Issues in modern foreign languages teaching. London : RoutledgeFalmer, 2000: 171–89.https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/9780203005682
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Brown K, Fletcher A. Disaffection or disruptive engagement? a collaborative inquiry into pupils’ behaviour and their perceptions of their learning in modern language lessons. Pedagogy, Culture & Society 2002;10:169–92. doi:10.1080/14681360200200138
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Allen M, Toplis R. Chapter 1.2: Student teachers’ roles and responsibilities. In: Learning to teach in the secondary school: a companion to school experience. London: : Routledge 2013. 106–43.https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1344533
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Evans M, Fisher L, Pachler N, et al. Chapter 2: On becoming a foreign languages teacher. In: Learning to teach foreign languages in the secondary school: a companion to school experience. New York: : Routledge 2014. 24–52.http://ucl.eblib.com/patron/FullRecord.aspx?p=1582677
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Evans M, Fisher L, Pachler N, et al. Chapter 8: Teaching in the target language. In: Learning to teach foreign languages in the secondary school: a companion to school experience. New York: : Routledge 2014. 191–213.http://ucl.eblib.com/patron/FullRecord.aspx?p=1582677
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Christie C. Speaking spontaneously in the modern foreign languages classroom: Tools for supporting successful target language conversation. The Language Learning Journal 2016;44:74–89. doi:10.1080/09571736.2013.836751
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Christie C, University of Cumbria. Interact!: learning through spontaneous speaking in modern foreign languages. Carlisle: : University of Cumbria 2013.
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Crichton H. ‘Value added’ modern languages teaching in the classroom: an investigation into how teachers’ use of classroom target language can aid pupils’ communication skills. Language Learning Journal 2009;37:19–34. doi:10.1080/09571730902717562
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Harris [et al] V. Starting Out: Presenting and Practising new language. In: Something to say?: promoting spontaneous classroom talk. London: : CILT 2001. 21–56.
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Meiring L, Norman N. Back on target: repositioning the status of target language in MFL teaching and learning. The Language Learning Journal 2002;26:27–35. doi:10.1080/09571730285200201
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Vanderplank R. Chapter 5: Listening and understanding. In: Debates in modern languages education. London: : Routledge 2014. 66–80.http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=5235715350004761&institutionId=4761&customerId=4760
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Woore R. Chapter 6: Developing reading and decoding in the modern languages classroom. In: Debates in modern languages education. London: : Routledge 2014. 81–95.http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=5235715350004761&institutionId=4761&customerId=4760
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Evans M, Fisher L, Pachler N, et al. Chapter 9: Teaching receptive skills: listening and reading. In: Learning to teach foreign languages in the secondary school: a companion to school experience. New York: : Routledge 2014. 214–33.http://ucl.eblib.com/patron/FullRecord.aspx?p=1582677
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Evans M, Fisher L, Pachler N, et al. Chapter 10: Teaching productive skills: speaking and writing. In: Learning to teach foreign languages in the secondary school: a companion to school experience. New York: : Routledge 2014. 234–51.https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1582677#
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Evans M, Fisher L, Pachler N, et al. Chapter 7: Planning and reflecting on classroom practice. In: Learning to teach foreign languages in the secondary school: a companion to school experience. New York: : Routledge 2014. 163–90.http://ucl.eblib.com/patron/FullRecord.aspx?p=1582677
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Turner K, Mitchell I, Swarbrick A. Chapter 1.1. In: Learning by ear and eye: focus on listening and reading. London: : CILT 2005. 7–11.
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Turner K, Mitchell I, Swarbrick A. Chapter 2.1. In: Learning by ear and eye: focus on listening and reading. London: : CILT 2005. 52–6.
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Horne K. Chapter 6: Speaking interactively. In: Debates in modern languages education. London: : Routledge 2014. 81–95.http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=5234925270004761&institutionId=4761&customerId=4760
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National curriculum in England: languages programmes of study - GOV.UK. https://www.gov.uk/government/publications/national-curriculum-in-england-languages-progammes-of-study/national-curriculum-in-england-languages-progammes-of-study
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National Curriculum - Languages key stages 1 to 2. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239042/PRIMARY_national_curriculum_-_Languages.pdf
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National Curriculum - Languages key stage 3. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239083/SECONDARY_national_curriculum_-_Languages.pdf
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Heilbronn R. Chapter 2: Planning Modern Foreign Languages Lessons. In: A Practical Guide to Teaching Modern Foreign Languages in the Secondary School. 2006. https://ucl-primo.hosted.exlibrisgroup.com/permalink/f/1klfcc3/TN_cdi_askewsholts_vlebooks_9781134162444
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Michael E. Everson. Viewing Diversity of Subject Matter: The Case of Reading in Chinese. https://www.researchgate.net/publication/255654987_Viewing_Diversity_of_Subject_Matter_The_Case_of_Reading_in_Chinese
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Chambers GN. Chapter 5: Developing listening skills in a foreign language. In: A practical guide to teaching foreign languages in the secondary school. Abingdon: : Routledge 2014. 42–50.https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/e/9780203095119
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Graham S. Chapter 6: Developing speaking skills in a foreign language. In: A practical guide to teaching foreign languages in the secondary school. Abingdon: : Routledge 2014. 51–7.https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/e/9780203095119
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Lazarus E. Chapter 7: Developing reading and writing skills in a foreign language. In: A practical guide to teaching foreign languages in the secondary school. Abingdon: : Routledge 2014. 58–64.https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/e/9780203095119
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Manchón RM. Chapter 7: Learning and teaching writing in the foreign languages classroom: Fostering writing-to-learn approaches. In: Debates in modern languages education. London: : Routledge 2014. 96–107.https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/e/9781315856551
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Brandford V. Chapter 7: Use of Storylines to develop reading and writing skills. In: A practical guide to teaching modern foreign languages in the secondary school. London: : Routledge 2006. https://ucl-new-primo.hosted.exlibrisgroup.com/permalink/f/luapog/UCL_LMS_DS51316807300004761
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Grenfell M, Harris V. Chapter 14: Learning strategies, autonomy and self-regulated learning. In: Debates in modern languages education. London: : Routledge 2014. 186–99.https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/e/9781315856551
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Macaro E, Graham S, Woore R. Chapter 4: Developing the learner through writing: Recursion and compromise. In: Improving foreign language teaching: towards a research-based curriculum and pedagogy. London: : Routledge/Taylor & Francis Group 2016. https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/9781315771229
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Erler L. Finding out about learners’ approaches to written French through the development of a strategies questionnaire. Language Learning Journal 2007;35:141–52. doi:10.1080/09571730701599195
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Nicolson M, Adams H. The languages classroom: place of comfort or obstacle course? Language Learning Journal 2010;38:37–49. doi:10.1080/09571730903545202
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Pachler N, Redondo A, Evans M, et al. Chapter 15: Assessment for and of learning. In: A Practical Guide to Teaching Modern Languages in the Secondary School. Hoboken: : Taylor and Francis 2014. 363–84.http://ucl.eblib.com/patron/FullRecord.aspx?p=1683211
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Haydn G. 6.1 ‘First do no harm’: Assessment, pupil motivation and learning. In: Learning to teach in the secondary school: a companion to school experience. London: : Routledge 2013. 417–38.https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1344533
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Black P, Jones J. Formative assessment and the learning and teaching of MFL: sharing the language learning road map with the learners. Language Learning Journal 2006;34:4–9. doi:10.1080/09571730685200171
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Mutton T. Chapter 4: Developing foreign language skills through formative assessment. In: A practical guide to teaching foreign languages in the secondary school. Abingdon: : Routledge 2014. 27–41.https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/e/9780203095119
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William D. What is wrong with our educational assessments and what can be done about it. https://pdfs.semanticscholar.org/056c/bfcb2a9dc9b67a7acadd896849e6393cfdc3.pdf
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Wiliam D. Education: The meanings and consequences of educational assessments. Critical Quarterly 2000;42:105–27. doi:10.1111/1467-8705.00280
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Jones J. Chapter 11: Developments in formative assessment: A retrograde step for teaching and learning? In: Debates in modern languages education. London: : Routledge 2014. 150–62.https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/e/9781315856551
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Moore A. Theories of teaching and learning. In: Teaching and learning: pedagogy, curriculum and culture. London: : Routledge 2012. 1–40.http://dx.doi.org/10.4324/9780203134061
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Watkins, Chris; Lodge, Caroline; Whalley, C; Wagner, P; Carnell, Eileen. Effective Learning. http://ucl-primo.hosted.exlibrisgroup.com/primo_library/libweb/action/display.do?tabs=detailsTab&ct=display&fn=search&doc=UCL_IOE_EPR_DS2819&indx=3&recIds=UCL_IOE_EPR_DS2819&recIdxs=2&elementId=2&renderMode=poppedOut&displayMode=full&frbrVersion=2&vl(2235576UI3)=all_items&&dscnt=0&vl(1UIStartWith0)=contains&vl(1UIStartWith2)=contains&vid=UCL_VU1&mode=Advanced&vl(50210315UI1)=creator&vl(boolOperator1)=AND&tab=local&vl(18346185UI4)=all_items&vl(drEndMonth5)=00&vl(freeText1)=Watkins&vl(drEndDay5)=00&dstmp=1494945147412&vl(drEndYear5)=Year&vl(50210435UI2)=any&vl(50210261UI0)=title&frbg=&vl(drStartMonth5)=00&scp.scps=scope%3A%28UCL%29%2Cprimo_central_multiple_fe&tb=t&vl(1UIStartWith1)=contains&srt=rank&vl(boolOperator0)=AND&Submit=Search&vl(freeText2)=&vl(boolOperator2)=AND&vl(drStartYear5)=Year&vl(freeText0)=Effective%20learning&dum=true&vl(drStartDay5)=00
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Graham S. Chapter 13: The many faces of motivation. In: Debates in modern languages education. London: : Routledge 2014. 174–85.http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-05-16T16%3A34%3A00IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Debates%20in%20Modern%20Languages%20Education&rft.aulast=Driscoll&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Driscoll,%20Patricia&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=9780415658324&rft.isbn=9781317931041&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://ucl.eblib.com/patron/FullRecord.aspx?p=1588670&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002686105%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
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Pachler N, Evans M, Redondo A, et al. Chapter 3: Foreign Language learning and second language acquisition research. In: Learning to Teach Foreign Languages in the Secondary School: A companion to school experience.53–96.http://ucl-primo.hosted.exlibrisgroup.com/primo_library/libweb/action/display.do?tabs=detailsTab&ct=display&fn=search&doc=TN_dawson9780203181928&indx=1&recIds=TN_dawson9780203181928&recIdxs=0&elementId=0&renderMode=poppedOut&displayMode=full&frbrVersion=&frbrSourceidDisplay=dawson&frbrIssnDisplay=&dscnt=1&frbrRecordsSource=Primo+Central&vid=UCL_VU1&mode=Basic&tab=local&frbrJtitleDisplay=&dstmp=1494945407327&frbg=7379821931971082827&frbrVersion=4&frbrEissnDisplay=&scp.scps=scope%3A%28UCL%29%2Cprimo_central_multiple_fe&tb=t&fctV=7379821931971082827&srt=rank&fctN=facet_frbrgroupid&dum=true&vl(freeText0)=%3Cspan%20class%3D%22searchword%22%3ELearning%3C%2Fspan%3E%20to%20%3Cspan%20class%3D%22searchword%22%3ETeach%3C%2Fspan%3E%20%3Cspan%20class%3D%22searchword%22%3EForeign%3C%2Fspan%3E%20%3Cspan%20class%3D%22searchword%22%3ELanguages%3C%2Fspan%3E%20in%20the%20%3Cspan%20class%3D%22searchword%22%3ESecondary%3C%2Fspan%3E%20%3Cspan%20class%3D%22searchword%22%3ESchool%3C%2Fspan%3E%3A%20A%20companion%20to%20%3Cspan%20class%3D%22searchword%22%3Eschool%3C%2Fspan%3E%20experience
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Barton A. Chapter 2: Motivating pupils to learn foreign languages. In: A practical guide to teaching foreign languages in the secondary school. Abingdon: : Routledge 2014. 11–7.http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-05-16T16%3A39%3A15IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=A%20practical%20guide%20to%20teaching%20foreign%20languages%20in%20the%20secondary%20school&rft.aulast=Pachler&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=9780415633321&rft.isbn=9780203095119&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://www.tandfebooks.com.libproxy.ucl.ac.uk/isbn/9780203095119&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002693336%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
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Pachler N, Evans M, Redondo A, et al. Chapter 11: Teaching and learning grammar. In: Learning to Teach Foreign Languages in the Secondary School: A companion to school experience. 2013. 252–76.https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1582677
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Macaro E. Chapter 8: Grammar: The never-ending debate. In: Debates in modern languages education. London: : Routledge 2014. 108–20.https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/e/9781315856551
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Meiring L, Norman N. Chapter 8: Grammar in the foreign language classroom. In: A Practical Guide to Teaching Foreign Languages in the Secondary School.65–75.https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/e/9780203095119
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Xing JZ. Teaching and learning Chinese as a foreign language: a pedagogical grammar. Hong Kong: : Hong Kong University Press 2006. https://ucl-new-primo.hosted.exlibrisgroup.com/permalink/f/5qfvbu/UCL_LMS_DS51316764630004761
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Klapper J. Taking communication to task? A critical review of recent trends in language teaching. The Language Learning Journal 2003;27:33–42. doi:10.1080/09571730385200061
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Mitchell R. Rethinking the concept of progression in the National Curriculum for Modern Foreign Languages: a research perspective. The Language Learning Journal 2003;27:15–23. doi:10.1080/09571730385200041
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Doughty C, Williams J. Chapter 10: Pedagogical choices in focus on form. In: Focus on form in second language acquisition. Cambridge: : Cambridge University Press 1998.
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Slimani A. The role of topicalization in classroom language learning. System 1989;17:223–34. doi:10.1016/0346-251X(89)90035-3
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Swain M. Chapter 4: The output hypothesis and beyond: mediating acquisition through collaborative dialogue. In: Sociocultural theory and second language learning. Oxford: : Oxford University Press 2000. 97–114.
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Pachler N, Evans M, Redondo A, et al. Section 2 Chapter 6: The role of digital technologies. In: Learning to Teach Foreign Languages in the Secondary School: A companion to school experience.https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1582677
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Field S. Chapter 3: Presenting New Vocabulary and Structures. In: A practical guide to teaching foreign languages in the secondary school. Abingdon: : Routledge 2014. 18–26.https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/e/9780203095119
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Fawkes S, Centre for Information on Language Teaching and Research. With a song in my scheme of work. London: : Centre for Information on Language Teaching and Research 1995.
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Fawkes S, Centre for Information on Language Teaching and Research. Using authentic materials and media in key stages 3 and 4. London: : CILT 2001.
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Jones B. Chapter 11: Developing cultural awareness. In: Issues in modern foreign languages teaching. London : RoutledgeFalmer, 2000: 158–70.https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdoi.org%2F10.4324%2F9780203005682&data=02%7C01%7C%7C372bfb2bf9714c8c632e08d74658833b%7C1faf88fea9984c5b93c9210a11d9a5c2%7C0%7C0%7C637055218273537269&sdata=l4AX4tQveN6wYuz5O4Jyp3BNzzZARG55JrIChImDfOc%3D&reserved=0
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Hennebry M. Chapter 10: Cultural awareness: Should it be taught? Can it be taught? In: Debates in modern languages education. London: : Routledge 2014. 135–49.http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-05-16T17%3A57%3A30IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Debates%20in%20Modern%20Languages%20Education&rft.aulast=Driscoll&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Driscoll,%20Patricia&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=9780415658324&rft.isbn=9781317931041&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://ucl.eblib.com/patron/FullRecord.aspx?p=1588670&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002686105%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
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Hood P. Chapter 17: Content and language integrated learning: Has its time come? In: Debates in modern languages education. London: : Routledge 2014. 186–99.http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-05-16T18%3A01%3A30IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Debates%20in%20Modern%20Languages%20Education&rft.aulast=Driscoll&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Driscoll,%20Patricia&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=9780415658324&rft.isbn=9781317931041&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://ucl.eblib.com/patron/FullRecord.aspx?p=1588670&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002686105%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
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Pachler N, Evans M, Redondo A, et al. Chapter 13: Pupil differences and differentiation. In: Learning to Teach Foreign Languages in the Secondary School: A companion to school experience.307–37.https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1582677
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Brandford V. Chapter 7: Foreign language education: preparing for diversity. In: Critical practice in teacher education: a study of professional learning. London: : Institute of Education, University of London 2010. 90–101.http://libproxy.ucl.ac.uk/login?url=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780854739318
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Llewellyn-Williams J. Chapter 18: Managing learners’ needs: Policy, research and practice. In: Debates in modern languages education. London: : Routledge 2014. 245–58.http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-05-16T18%3A46%3A39IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Debates%20in%20Modern%20Languages%20Education&rft.aulast=Driscoll&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Driscoll,%20Patricia&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=9780415658324&rft.isbn=9781317931041&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://ucl.eblib.com/patron/FullRecord.aspx?p=1588670&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002686105%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
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Anderson J. Chapter 13: Making a diversified and inclusive language curriculum work: from principles into practice. In: A practical guide to teaching foreign languages in the secondary school. Abingdon: : Routledge 2014. 120–9.http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-05-16T18%3A49%3A17IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=A%20practical%20guide%20to%20teaching%20foreign%20languages%20in%20the%20secondary%20school&rft.aulast=Pachler&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=9780415633321&rft.isbn=9780203095119&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://www.tandfebooks.com.libproxy.ucl.ac.uk/isbn/9780203095119&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002693336%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
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Graf M. Including and supporting learners of English as an additional language. London: : Continuum 2011. http://UCL.eblib.com/patron/FullRecord.aspx?p=655499
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Holmes B. Chapter 14: Differentiation. In: Aspects of teaching secondary modern foreign languages: perspectives on practice. London: : RoutledgeFalmer 2002. 211–21.http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-05-16T18%3A55%3A41IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Aspects%20of%20teaching%20secondary%20modern%20foreign%20languages%20:%20perspectives%20on%20practice&rft.aulast=Swarbrick&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=9781315013206&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://dx.doi.org/10.4324/9781315013206&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002726943%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
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Pachler N, Evans M, Redondo A, et al. Chapter 15: Assessment for and of learning. In: Learning to Teach Foreign Languages in the Secondary School: A companion to school experience.363–84.https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1582677
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Wiliam, Dylan ; Black, Paul. Meanings and Consequences: A Basis for Distinguishing Formative and Summative Functions of Assessment? https://www-jstor-org.libproxy.ucl.ac.uk/stable/1501668
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Ellis R, Shintani N. Chapter 10 (Part III): Corrective feedback. In: Exploring language pedagogy through second language acquisition research. London: : Routledge 2014. 249–82.https://ebookcentral.proquest.com/lib/UCL/detail.action?pq-origsite=primo&docID=1331869
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Youens B. Chapter 6.2: External assessment and examinations. In: Learning to Teach in the Secondary School: A Companion to School Experience. Florence: : Taylor and Francis 2013. 439–53.http://UCL.eblib.com/patron/FullRecord.aspx?p=1344533
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Swarbrick A. Chapter 3: Evidence-informed practice as an effective approach to teacher development. In: Debates in modern languages education. London: : Routledge 2014. 37–50.https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/e/9781315856551
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Christie C, Conlon C. Chapter 6: Breaking out: film in the foreign languages classroom. In: Christie C, Conlon C, eds. Success stories from secondary foreign languages classrooms: models from London school partnerships with universities. London: : UCL Institute of Education Press, University College London 2016. https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=5302096
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Bailey R, Dugard C. Chapter 3: Planning film-making projects. In: Lights, camera, action!: digital video in the languages classroom. London: : CILT, the National Centre for Languages 2007. 41–59.https://contentstore.cla.co.uk/secure/link?id=208b6aa5-7501-eb11-80cd-005056af4099
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Pachler N, Evans M, Redondo A, et al. Chapter 4: Transition from primary to secondary. In: Learning to Teach Foreign Languages in the Secondary School: A companion to school experience.97–116.https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1582677
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Barton A. Chapter 12: Making progress in languages: Issues around transition. In: Debates in modern languages education. London: : Routledge 2014. 163–73.https://ucl-new-primo.hosted.exlibrisgroup.com/permalink/f/5qfvbu/UCL_LMS_DS21147020210004761
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Driscoll P. Chapter 19: A new era for primary languages. In: Debates in modern languages education. London: : Routledge 2014. 259–72.https://ucl.userservices.exlibrisgroup.com/view/action/uresolver.do;jsessionid=463BDB944323E20A3957C53A303B2DBD.app02.eu02.prod.alma.dc03.hosted.exlibrisgroup.com:1801?operation=resolveService&package_service_id=4047782220004761&institutionId=4761&customerId=4760
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Jones J, Coffey S. Modern foreign languages, 5-11: a guide for teachers. 2nd ed. London: : Routledge 2013. http://dx.doi.org/10.4324/9780203606148
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Jindal-Snape D. Chapter 3.4: Primary-Secondary Transitions. In: Learning to Teach in the Secondary School: A Companion to School Experience. Florence: : Taylor and Francis 2013. http://UCL.eblib.com/patron/FullRecord.aspx?p=1344533
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Jones N, Barnes A, Hunt M. Thinking through languages: a multi-lingual approach to primary school languages. The Language Learning Journal 2005;32:63–7. doi:10.1080/09571730585200201
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Gallagher-Brett A. What do learners’ beliefs about speaking reveal about their awareness of learning strategies? Language Learning Journal 2007;35:37–49. doi:10.1080/09571730701315675
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