Humboldt-Universität zu Berlin

Publications and Conferences

 

LIST OF PUBLICATIONS

 

Kos, T. (2017). Peer assistance among mixed-age pairs in mixed-age EFL secondary school classrooms in Germany. European Journal of Applied Linguistics.

Kos, T. (2019). Patterns of Interaction: Analysis of Mixed-Age Peer Interactions in Secondary School Classrooms in Germany. The Journal of Language Teaching and Learning, 9(1).

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).

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.

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,

Kos, T. (2021). Patterns of interaction and opportunities for learning in same- and different grade peer interactions among EFL young learners, Journal of Second Language Studies (under review).

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). 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.

Kos, T. (2022). Peer support and learning of lexical chunks in mixed-age peer interactions of EFL young learners, Fremdsprachen Lehren und Lernen (FLuL) (under review).

Kos, T. (2022). Exploring peer support among EFL young learners during everyday lessons. International Journal of Applied Linguistics (under review).

Kos, T. (2022). Wie können kooperative Lernstrategien vermittelt werden? Pädagogik (under review).

Kos, T. (2022). Young EFL learners collaboratively writing a dialogue during a regular classroom lesson. International Journal of English Studies (under review)

Kos, T. (2022). Exploring same- and different grade peer interactions among EFL young learners. Journal of Second Language Studies (under review).

Kos, T. (2022). Teaching young learners how to work together. Pedagogical ideas for language teachers. (The Language Learning Journal) (under review).

 

 

CONFERENCE PRESENTATIONS

 

  • 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)