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Research involving TPDL

Anschober, D., (2006) Increasing student output through interactive reading tasks.

Crowley, J. (2010). Improving Target Language written communicative output through real-life writing practice. The New Zealand Language Teacher, 36, 13-21.

Erlam, R. (2013) How varied are the tasks that TPDL participants design for their Learning Inquiry projects?

Erlam, R. (2016). 'I’m still not sure what a task is: Teachers designing language tasks. Language Teaching Research, 20(3), 279-299. https://researchspace.auckland.ac.nz/bitstream/handle/2292/26673/Teachers%20designing%20tasks%20review%20copy%20Dec%20%20docx.pdf?sequence=6

Erlam, R. (2016). Using evaluation to promote change in language teacher practice. Papers in Language Testing and Assessment5(1), 41-65. Available from: http://www.altaanz.org/uploads/5/9/0/8/5908292/3_erlam.pdf

Glenny, A., (2006) Can students’ German output be increased by forcing target language interaction – imposing short ‘German only allowed’ sessions three/four times a week.

Everleigh, T. (2006) Making a difference to student learning in languages: An Action Research Project in the Primary School.

Heeps, S., & Insley, S., (2010) Becoming a professional learning community: One school’s journey in Learning Languages.

Henry, S., & Erlam, R. (2011). Blogging in a Year 10 Japanese classroom.

Insley, S and Thomson, W. (2007) "Got a Donkey Anyone" How teachers can ensure that learning languages fits the vision and principles of the New Zealand curriculum (2007). The New Zealand Language Teacher, 36, 53-63.

Thomson, W., & Insley, S. (2008).  Supporting teachers to increase the quality and quantity of student target language use: Description and analysis of the ‘Teacher Professional Development in Languages’ (TPDL) programme. The New Zealand Language Teacher, 34, 21-30.


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