Thema's en trends in de sociolinguistiek 5
  • ISSN 0169-7420
  • E-ISSN: 2213-4883
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For the implementation of content-based language instruction a better understanding is required of content teachers' behaviour and thinking. This understanding could form the basis of a strategically designed package of professional development activities as well as for the design of pre-service curricula. The results of seven case studies showT how teachers develop their interaction practice and their thinking about student participation in interaction. The findings show a hypothetical pattern in this development. The article discusses the consequences of the results for the context and conditions of implementation and professional development projects and outlines perspectives for future research.


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  • Article Type: Research Article
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