Humboldt-Universität zu Berlin

Publications and Conferences

 

LIST OF PUBLICATIONS

 

Kos, T. (2024), Enhancing Young Learner's Peer Collaboration: Pedagogical Ideas for Language Teachers. TESOL J. https://doi.org/10.1002/tesq.3344

 

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. doi: 10.4324/9781003289043-6

 

Kos, T. (2024). Kamishibai: Diving into the culture of the rising sun and contemplating the potential for primary school CLIL. G. Bergner & C. Falkenhagen, (Eds.), Storytelling in Primary CLIL (pp.112-133). Gabriele Schäfer Verlag. ISBN 978-3-910594-04-3.

 

Kos, T. (2023). Exploring peer support among young learners during regular EFL classroom lessons. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12456

 

Kos, T. (2023). Kooperative Schreibaufgaben im Fremdsprachenunterricht. Blended Learning. Gute Aufgaben im digital gestützten Unterricht. Pädagogik, 7-8, 69 – 71. DOI: 10.3262/PAED2308069

 

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. & Friedrich, Z. L. (2023). Exploring peer collaborative writing in EFL secondary mixed-age classrooms. Studies in English Language Teaching, 11(1), 55-74. DOI: https://doi.org/10.22158/selt.v11n1p55

 

Kos, T. (2023). Wie können kooperative Lernstrategien vermittelt werden? Pädagogik 2/2023. 10.3262/PAED2302042.

 

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. (2022). Exploring same- and different grade peer interactions among EFL young learners. Journal of Second Language Studies. http://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). What exactly is mutuality? An analysis of mixed-age peer interactions on classroom tasks in German secondary school classrooms. In M. García Mayo (Eds.), Working Collaboratively in Second/Foreign Language Learning (pp. 59-88). Berlin, Boston: De Gruyter Mouton. 

 

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). 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

 

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

 

CONFERENCE PRESENTATIONS

 

  • INAUGURAL INTERNATIONAL ELLRA CONFERENCE, University of the National Education Commission (UKEN) Krakow, Poland, April, 2024, two presentations: a) Young EFL learners collaboratively writing a dialogue during a regular classroom lesson And b) Exploring peer support among young learners during regular EFL classroom lessons
  • The 24th Annual International Conference of the English Department, University of Bucharest, Romania; “An inquiry into peer support among young learners during common EFL classroom lessons.”
  • Language, Literature, and Media, May, 2023, Beograd, „Kamishibai" Diving into the culture of the rising sun”.
  • Psychological perspectives on second/foreign language learning and teaching, May, 2023, Szczyrk, Poland, “An inquiry into peer support among young learners during common EFL classroom lessons.”
  • The 6th International Conference on Research in Education (ICRECONF), March, 2023, Vienna,  Austria, Keynote Speaker, Peer Collaborative Learning among Young Learners in Foreign Language Classrooms: What Does the Research Say?”
  • The International Conference on Research in Education (ICRECONF), July 2022, Munich, Germany, “Young EFL learners collaboratively writing a dialogue during a regular classroom lesson.”
  • Fremdsprachendidaktisches Kolloquium 2022, June, Freie Universität Berlin, “Teaching young learners how to work together. Pedagogical ideas for language teachers”.
  • Storytelling in Primary CLIL, June, 2022, Martin-Luther Universität, Halle-Wittenberg, “Kamishibai, Diving into the culture of the rising sun”.
  • AELTE, 2022, Ankara, Turkey, 21st Century Challenges in ELT, “Teaching young learners how to work together. Pedagogical ideas for language teachers”.
  • IRAAL, 2021, Ireland, “Exploring the links between age differences, patterns of interaction, and second language development of EFL young learners”
  • LERC 2021, Greece, “Exploring the links between age differences, patterns of interaction, and second language development of EFL young learners”
  • 32nd International Conference on Foreign/Second Language Acquisition Szczyrk, Poland, 2021, Pedagogical challenges of foreign language teaching in mixed-age primary school classrooms and the implications for teacher ”
  • 32nd International Conference on Foreign/Second Language Acquisition Szczyrk, Poland, 2021, Exploring young learners’ L2 development and perceptions of mixed-age/proficiency and same-age/similar proficiency peer interactions in EFL classrooms in Germany
  • The H-INET International Spring Conference “Winds of Change: Evolving Pedagogies and Practices”, 2021, L2 Development and perceptions of mixed vs. same-age peer interactions
  • The International Online Conference Teachers and teacher educators: Education and professional development for early language learning, 2020. Pedagogical challenges of foreign language teaching in mixed-age primary school classrooms. Teacher-researcher’s insights
  • Okinawa JAL T's Virtual Trends in Language Teaching Conference, 2020, Pedagogical Challenges of Mixed-age Primary Classroom FL Teaching: Implications for Teacher Education
  • The Oral-Written Connection in the Learning of Second/Foreign Languages Conference in Vitoria-Gasteiz, Spain, 2018, What exactly is mutuality? An analysis of mixed-age peer interactions in secondary school classrooms in Germany (Research study presentation)
  • The European Second Language Association (EuroSLA) Conference in Reading 2017, Peer relations and peer assistance in mixed-age in foreign language classrooms (a research study presentation as a part of the colloquium on Exploring peer dynamics & learning in the foreign language classroom)
  • Task-based Language Teaching Conference in Loeven, Belgium, 2016, Peer interactions in mixed-age EFL secondary school classrooms
  • Lancaster University Postgraduate Research Conference in Lancaster, UK, 2015, Peer interactions in mixed-age EFL secondary school classrooms (Pilot study presentation), Peer interactions in mixed-age EFL secondary school classrooms (Pilot study presentation)