⌘+K

Pulse Explore Communities Researchers Journals

Home Communities Explore

September 1, 1991Language Learning Journal

Promoting use of the target language in the classroom

Francine Chambers

View at Publisher

Ask AI

Bookmark

Share

Abstract

(1991). Promoting use of the target language in the classroom. The Language Learning Journal: Vol. 4, No. 1, pp. 27-31.

Discussion

No takes yet. Share an insight, caveat, or question.

Cite This Study

Francine Chambers (1991) studied this question.

synapsesocial.com/papers/6a182ae1aeefdf6d9c137153 https://doi.org/10.1080/09571739185200411

View at Publisher

Ask AI

Bookmark

Share

Keep reading

Synapse has enriched 5 related papers. Consider them for comparative context:

1A cold spot analysis of language degrees in England by language: implications for sector leaders, government and universitiesLanguage Learning Journal · Mon,
2Language brokering as a site of language learning: linguistic practices amongst Turkish migrant adolescents in LondonLanguage Learning Journal · Wed,
3Assessing historical literacy using the Common European Framework of Reference (CEFR): developing macrodescriptors through AI-assisted codingLanguage Learning Journal · Tue,
4Aligning A-level Mandarin Chinese listening and reading to the CEFR: a teacher-based inquiryLanguage Learning Journal · Tue,
5Reanchoring language other than English motivation in English-dominant ecologies: a case study of a relational multilingual self-guideLanguage Learning Journal · Thu,

More from Language Learning Journal

Cognitive-affective dynamics in L2 oral performance: interplay of working memory, task emotions, and task complexityFri,
Understanding school-wide dispositions toward second language acquisition and the role of home languages in Flemish primary educationMon,
Equalising opportunity in secondary languages in England: how school policies shape SEND pupils’ access to language learningMon,
Captions and the young learner: the role of visual processing in L2 acquisitionTue,
Beyond performance: cognitive extension, affective co-regulation, and agency in AI-mediated L2 writingMon,