Description
This session reveals how using Lesson Study to support pre-service primary teachers to teach mathematics in the Irish immersion setting supported the bridging the language and content gap. The knowledge demands related to designing and implementing content lessons alongside the features of effective pedagogy that balances language and content instruction are explored.| Period | 2 Mar 2017 → 4 Mar 2017 |
|---|---|
| Event title | Language in Focus: Multiple Perceptual Frames on ELT and SLA |
| Event type | Conference |
| Degree of Recognition | International |
Related content
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Research output
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Using architecture as a context to enhance students’ understanding of symmetry
Research output: Contribution to journal › Article › peer-review
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Comhtháthú an ábhair agus na teanga i gcomhthéacs an tumoideachais: Múinteoirí bunscoile réamhsheirbhíse ag foghlaim le fócas
Research output: Contribution to journal › Article › peer-review
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Developing potentiality: pre-service elementary teachers as learners of language immersion teaching
Research output: Contribution to journal › Article › peer-review
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Unpacking Dimensions of Immersion Teacher Educator Identity.
Research output: Contribution to journal › Article › peer-review
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Activities
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Lesson Study Planning Group Meetings
Activity: Participation/Organisation of Events › Collaborative practice-based engagements