This week, Dr. Robert S. Murphy (Citation 40, Citation 63) joins us as a contributing interviewer! His guest is Dr. Mary Helen Immordino-Yang, Professor of Education
and Professor of Psychology at the University of Southern California.
Building meaning builds teens’ brains
The International Mind Brain and Education Society
Google Scholar
If you are interested in being a contributing interviewer, please email us (LostInCitations@gmail.com) or visit the website for more details: Guide For Contributors
#44 - Dewaele, J.M. (2020). What psychological, linguistic and sociobiographical variables power EFL/ESL teacher‘s motivations? The emotional rollercoaster of language teaching (pp. 269-287).
#43 - Lawrence, C. B. (2010). The verbal art of borrowing: Analysis of English borrowing in Korean pop songs. Asian Englishes, 13(2), 42-63.
#42 - Falout, J. (2020). Past L2 selves, emotions and classroom group dynamics: The don‘t ask, can‘t tell policy. The emotional rollercoaster of language teaching (pp. 111-130).
#41 - Cook, M. (2021). Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges (Life and Education in Japan). Candlin & Mynard ePublishing Limited.
#40 - Murphy, R. S. (2018). The Concept of Syllabus Design and Curriculum Development: A Look at Five Major Syllabus Designs. In Issues in Syllabus Design (pp. 1-23). Brill Sense.
#39 - Maher, K., & King, J. (2020). Observing anxiety in the foreign language classroom: Student silence and nonverbal cues. Journal for the Psychology of Language Learning, 2(1), 116-141.
#38 - Raine, P. (2018). Developing web-based English learning applications: Principles and practice. CALL-EJ, 19(2), 125-138.
#37 - Hahn, A. D. (2018). Uncovering the ideologies of internationalization in lesson plans through critical discourse analysis. The New English Teacher, 12(1), 121.
#36 - Oxford, R. L., Olivero, M. M., Harrison, M., & Gregersen, T. (Eds.). (2020). Peacebuilding in language education: Innovations in theory and practice. Multilingual Matters.
#35 - Bao, D. (2020). Silence, talk and in-betweens. In J. King & S. Harumi (Eds.), East asian perspectives on silence in English language education (pp. 17-36). Multilingual Matters.
#34 - Brown, H. (2017). Final thoughts: Have we seen this before? The information technology parallel. Bristol: Multilingual Matters.
#33 - Nagatomo, D. H., Brown, K. A. & M. L. Cook (Eds.) (2020). Foreign female English teachers in Japanese higher education: Narratives from our quarter. Candlin & Mynard.
#32 - De Costa, P., et al., (2020). Should I stay or leave? In C. Gkonou, J.M. Dewaele & J. King (Eds.), The emotional rollercoaster of language teaching (pp. 211-227). Multilingual Matters.
#31 - Hino, N. (2012). Endonormative models of EIL for the Expanding Circle. In Matsuda, A. (Ed.) Principles and Practices of Teaching English as an International Language (pp.) 28-43.
#30 - Muller, T. (2018). An exploration of the experiences of Japan-based English language teachers writing for academic publication. PhD thesis. The Open University.
#29 - Nation, I. S. P., & Waring, R. (2019). Teaching extensive reading in another language. London: Routledge.
#28 - Zeilhofer, L. (2020). Mindfulness in the foreign language classroom: Influence on academic achievement and awareness. Language Teaching Research, 1362168820934624.
#27 - King, J. (2013). Silence in the second language classrooms of Japanese universities. Applied Linguistics, 34(3), 325-343.
#26 - Bradford, A., & Brown, H. (Eds.). (2018). English-medium instruction in Japanese higher education: Policy, challenges and outcomes. Bristol: Multilingual Matters.
#25 - Gillis-Furutaka, A. (2019). Making a lecture course student centered: Steps and issues. In JALT 2019 Proceedings (pp.18-26).
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