QTEL THEORETICAL FRAMEWORK
QTEL draws on theory and research in the areas of pedagogy, teaching and learning, and second language acquisition. The following researchers, and representative publications, are among the most influential in our work:
McGonigal, J. (1997). Using oral discourse in literacy studies.
Resnick, L., & Nelson-Le Gall, S. (1997). Socializing intelligence.
Rogoff, B. (2003). The cultural nature of human development.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. (1995). Fostering communities of teachers as learners.
Walqui, A. (2000). Access and engagement: Program design and instructional approaches for immigrant students in secondary school.
TEACHING AND LEARNING THEORY
Bruner, J. (1983). Child’s talk: Learning to use language.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation.
Lemke, J. (1990). Talking science: Language, learning and values.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes
SECOND LANGUAGE ACQUISITION AND TEACHING
Allwright, D. (1988). Observation in the language classroom.
Allwright, D., & Bailey, K. (1991). Focus on the language classroom.
Candlin, C. (1987). Towards task-based language learning.
Candlin, C., & Murphy, D. (1987). Language and learning tasks.
Ellis, R. (2008). Principles of instructed second language acquisition.
Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom.
Gibbons, P. (2003). Scaffolding academic language across the curriculum.
Oxford, R. (1997). Conditions for second language (L2) learning.
van Lier, L. (1988). The classroom and the language learner.
van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy and authenticity.