M
Magdalena Kubanyiova
Researcher at University of Birmingham
Publications - 19
Citations - 989
Magdalena Kubanyiova is an academic researcher from University of Birmingham. The author has contributed to research in topics: Language education & Applied linguistics. The author has an hindex of 11, co-authored 19 publications receiving 870 citations. Previous affiliations of Magdalena Kubanyiova include University of Leeds.
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Book
Motivating Learners, Motivating Teachers: Building Vision in the Language Classroom
TL;DR: The results show that visionary teaching, visionary learning is more important than ever in the development of language teacher motivation.
Journal ArticleDOI
Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance
Magdalena Kubanyiova,Anne Feryok +1 more
TL;DR: This article revisited the domain's epistemological, conceptual, and ethical foundations, and set an agenda for reinvigorated inquiry into language teacher cognition that aims to redraw its current boundaries and thus reclaim its relevance to the wider domain of applied linguistics and to the real-world concerns of language teachers, language teacher educators, and language learners around the world.
Journal ArticleDOI
Rethinking Research Ethics in Contemporary Applied Linguistics: The Tension Between Macroethical and Microethical Perspectives in Situated Research
TL;DR: In this article, the authors propose a more contextualized code of practice that would integrate both perspectives and recognize the ability to reflect on the ethical consequences of research practice as a core competence of applied linguists.
Journal ArticleDOI
Re-Envisioning the Roles, Tasks, and Contributions of Language Teachers in the Multilingual Era of Language Education Research and Practice.
TL;DR: The authors argue that the rapid changes in 21st-century society, in which multilingualism is the norm, have presented new challenges, questions, and resources with regard to the roles, tasks, and contributions of language teachers.
Book
Teacher Development in Action : Understanding Language Teachers' Conceptual Change
TL;DR: Theories of Learning and Change in Psychology Pulling it together: An Integrated Model of Language Teacher Conceptual Change The study of language teachers' conceptual change: Grounded Theory Ethnography It's Not What They Know, It's Who They See: Ideal Selves as Central Cognitions in Conceptual Changes Emotional Dissonance: Essential but Insufficient Catalyst for Conceptual change When Change Threatens the Teachers' Sense of Self: Emotional Battles in Balancing Ideal, Ought-to and Feared Selves It's not as Simple as It Sounds: Teacher