Publications
ORCID: https://orcid.org/0000-0001-7499-4755
- Peer-reviewed journal articles
Kos, T. (2026). From reading aloud to shared meaning-making: pre-service primary teachers learning to use picturebooks in English teaching. English in Education, 1–15. https://doi.org/10.1080/04250494.2026.2709146
Emilsson Peskova, R., Kos, T., Bahar, G., Boccou Kestřánková, M., & Poggi, C. (2026). Co-constructing positionalities, shared understandings, and emotional responses towards cross-linguistic mediation in Icelandic primary classrooms: Methodological considerations of a plurilingual research team. In Thinking, practising and living plurilingualism (Vol. 2). Masaryk University Press. https://doi.org/10.5817/CZ.MUNI.M280-0880-2026-13
Kos, T., Emilsson Peskova, R., Kopečková, R., Bahar, G., Poggi, C., & Boccou Kestřánková, M. (2026). From reflection to design: a plurilingual research team’s ecological approach to cross-linguistic mediation research in icelandic and german primary schools. International Journal of Research & Method in Education, 1–19. https://doi.org/10.1080/1743727X.2026.2698952
Kos, T., & Bergner, G. (2026). Tapping into pre-service teachers’ perspectives on Content and Language Integrated Learning (CLIL) based projects in the German Primary School context. Journal of Education for Teaching, 1–19. https://doi.org/10.1080/02607476.2026.2668507
Bahar, G., Kunter, G., & Kos, T. (2026). Errors, avoidance, and L1 transfer in English relative clauses: Evidence from Sorani Kurdish learners. Linguistik Online, 145(4), 35–50. https://doi.org/10.13092/yhrq8k15
Kos, T., & Bergner, G. (2026). Developing pre-service teachers’ instruction-giving practices through an explicit training intervention: Evidence from primary CLIL classrooms. Learning and Instruction, 104, 102357. https://doi.org/10.1016/j.learninstruc.2026.102357
Kos, T., & Friedrich, L. Z. (2026). Collaborative writing and learning of reported speech during mixed-age peer interactions in the English as a foreign language classroom. International Journal of Applied Linguistics, 1, 819–834. https://doi.org/10.1111/ijal.12810
Kos, T. (2025). “And now, let’s read it together!” A peer-mediated reading intervention in secondary EFL classrooms in Germany. LEND: Lingua e Nuova Didattica, 48(3). https://italia.lend.it/index.php/home/primopiano/713-pubblicato-il-n-3-2025-della-rivista-di-lend.html
Kos, T. (2024). Enhancing young learners’ peer collaboration through tasks: What can language pedagogy learn from research? TESL-EJ, 28(2), 1–20. https://doi.org/10.55593/ej.28110a2
Kos, T. (2024). Enhancing young learners’ peer collaboration: Pedagogical ideas for language teachers. TESOL Journal. https://doi.org/10.1002/tesq.3344
Kos, T. (2023). A teacher-researcher snapshot of task-based peer interactions in EFL secondary school classrooms in Germany. Language Teaching for Young Learners, 5(2), 170–195. https://doi.org/10.1075/ltyl.00039.kos
Kos, T. (2023). Young EFL learners collaboratively writing a dialogue during a regular classroom lesson. International Journal of English Studies, 23(1), 49–79. https://doi.org/10.6018/ijes.511241
Kos, T. (2023). Exploring peer support among young learners during regular EFL classroom lessons. International Journal of Applied Linguistics, 00, 1–21. https://doi.org/10.1111/ijal.12456
Kos, T. (2023). Peer support and learning of lexical chunks in mixed-age peer interactions of EFL young learners. ELIA: Estudios de Lingüística Inglesa Aplicada, 22, 45–91. https://revistas.uned.es/index.php/ELIA/article/view/37065
Kos, T., & Friedrich, Z. L. (2023). Exploring peer collaborative writing in EFL secondary mixed-age classrooms. Studies in English Language Teaching, 11(1), 55–74. https://doi.org/10.22158/selt.v11n1p55
Kos, T. (2022). Exploring same- and different-grade peer interactions among EFL young learners. Journal of Second Language Studies. https://doi.org/10.1075/jsls.21040.kos
Kos, T. (2021). Pedagogical challenges of foreign language teaching in mixed-age primary school classrooms: Teacher-researcher’s insights. Language Teaching for Young Learners, 3(1), 66–92. https://doi.org/10.1075/ltyl.19016.kos
Kos, T. (2021). Exploring young learners’ L2 development and perceptions of mixed-age and same-age peer interactions in EFL mixed-age classrooms. European Journal of Applied Linguistics, 9(2), 331–364. https://doi.org/10.1515/eujal-2020-0001
Kos, T. (2020). Exploring learning opportunities of pair work in mixed-age secondary school EFL classrooms in Germany. European Journal of Foreign Language Teaching, 4(4), 107–140. https://oapub.org/edu/index.php/ejfl/article/view/2960
Kos, T. (2019). Exploring peer perceptions of mixed-age peer interactions in mixed-age secondary school EFL classrooms in Germany. European Journal of Foreign Language Teaching, 4(1). https://oapub.org/edu/index.php/ejfl/article/view/2223
Kos, T. (2019). Peer assistance among mixed-age pairs in mixed-age EFL secondary school classrooms in Germany. European Journal of Applied Linguistics, 7(1), 61–112. https://doi.org/10.1515/eujal-2017-0013
Kos, T. (2019). Patterns of interaction: Analysis of mixed-age peer interactions in secondary school classrooms in Germany. Journal of Language Teaching and Learning, 9(1), 1–29. https://www.jltl.com.tr/index.php/jltl/article/view/72
- Peer-reviewed book chapters
Kos, T., & Bergner, G. (2026). Project-based learning as a tool for enhancing primary CLIL teacher training. In J. Rokita-Jaśkow & M. Ellis (Eds.), Global challenges facing early language teaching: Exploring English language learning in diverse plurilingual contexts (pp. 125–139). Routledge. https://doi.org/10.4324/9781003643333-12
Kos, T. (2026). The impact of learner proficiency in peer interactions: What can L2 pedagogy learn from research? In E. Pladevall-Ballester (Ed.), Peer interaction in the foreign language classroom (pp. 1–24). Multilingual Matters. https://doi.org/10.21832/PLADEV9226
Kos, T. (2024). Mixed-age primary classroom foreign language teaching: Implications for teacher education. In S. Mourão & C. Leslie (Eds.), Researching educational practices, teacher education and professional development for early language learning (pp. 66–79). Routledge. https://doi.org/10.4324/9781003289043-6
Kos, T. (2024). Kamishibai: Diving into the culture of the rising sun and contemplating the potential for primary school CLIL. In G. Bergner & C. Falkenhagen (Eds.), Storytelling in Primary CLIL (pp. 112–133). Gabriele Schäfer Verlag.
Kos, T. (2021b). What exactly is mutuality? An analysis of mixed-age peer interactions on classroom tasks in German secondary school classrooms. In M. García Mayo (Ed.), Working collaboratively in second/foreign language learning (pp. 59–88). De Gruyter Mouton.
- Other Publications (Professional / Practitioner)
Kos, T. (2023). Kooperative Schreibaufgaben im Fremdsprachenunterricht. In Blended Learning: Gute Aufgaben im digital gestützten Unterricht, Pädagogik, 7–8, 69–71. https://doi.org/10.3262/PAED2308069
Kos, T. (2023). Wie können kooperative Lernstrategien vermittelt werden? Pädagogik, 2. https://doi.org/10.3262/PAED2302042
- Articles under review
Kos, T. Integrating storytelling and CLIL in primary English teacher education: Insights from a case study.
Kos, T. “More than stories and language practice”: Picturebooks as pedagogical tools in pre-service CLIL teacher education.
Kos, T. Peer-mediated learning in the secondary EFL classroom: Effects on reading comprehension and self-efficacy.
Kos, T., Otsuki, Y., & Wang, W. T. Adopting input-based tasks in a Japanese primary EFL classroom: A longitudinal case of teacher learning and classroom implementation.
Kopečková, R., Emilsson Peskova, R., Kos, T., Boccou Kestrankova, M., Bahar, G., & Poggi, C. Visualizing plurilingualism: A comparative schoolscape study in Iceland and Germany.
Kos, T., Kopečková, R., Emilsson Peskova, R., Boccou Kestrankova, M., & Bahar, G. From reflection to design: A plurilingual research team’s ecological approach to mediation research in Icelandic and German primary schools.
Emilsson Peskova, R., Kos, T., Bahar, G., Boccou Kestřánková, M., & Poggi, C. Co-constructing positionalities, shared understandings, and emotional responses towards cross-linguistic mediation in Icelandic primary classrooms: Methodological considerations of a plurilingual research team. In Thinking, Practising and Living Plurilingualism, 2. Masaryk University Press.
Kos, T., Otsuki, Y., & Wang, W. T. Adopting input-based tasks in a Japanese primary EFL classroom: A longitudinal case of teacher learning and classroom implementation.
Kopečková, R., Emilsson Peskova, R., Kos, T., Boccou Kestrankova, M., Bahar, G., & Poggi, C. Visualizing plurilingualism: A comparative schoolscape study in Iceland and Germany.
Kos, T., Kopečková, R., Emilsson Peskova, R., Boccou Kestrankova, M., & Bahar, G. From reflection to design: A plurilingual research team’s ecological approach to mediation research in Icelandic and German primary schools.
Kos, T. From classroom discourse to reflection: What pre-service teachers notice in their own CLIL teaching?
- Articles in press
Kos, T. From Coursework to Classroom Practice: Developing CLIL Teaching through a Practice-Based Module in Czech Secondary Teacher Education
Kos, T., Otsuki, Y., & Wang, W. T. Developing teacher understanding of input-based tasks in Japanese elementary English education