Items by Sanchez, Hugo
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Number of items: 28.
2017
Halet, K. A. and Sanchez, H., 2017. Teacher classroom anxiety:a case study of immigrant, in-service teachers of English in East Asia. The European Journal of Applied Linguistics and TEFL
Sanchez, H. and Dikilitaş, K., 2017. Forthcoming. Developing academic writing literacy while responding to tutor written feedback. In: Literacy practices unbound. Springer.
2016
Tran, B. L. and Sanchez, H., 2016. The person and the teacher:a case study into language teacher identity formation. Argentinian Journal of Applied Linguistics, 4 (2), 1.
Sanchez, H., de Araújo Donnini Rodrigues, L. and de Pietri, É., 2016. Forthcoming. The relationships among experience, cognition, context and practice in pre-service language teachers' professional development. In: AILA 2017 The 18th World Congress of Applied Linguistics, 2017-07-23 - 2017-07-28.
Sanchez, H. and Dunworth, K., 2016. Forthcoming. The role of tutor-student written feedback in the development of teacher language awareness. In: AILA 2017 The 18th World Congress of Applied Linguistics, 2017-07-23 - 2017-07-28.
Dunworth, K. and Sanchez, H., 2016. Pedagogies for promoting transcultural/intercultural competence:an investigation into postgraduate taught programmes at one UK university. In: Education: A Global Perspective, 2016-06-21 - 2016-06-22, University of Worcester.
Dunworth, C. and Sanchez, H., 2016. Perceptions of quality in staff-student written feedback in higher education:a case study. Teaching in Higher Education, 21 (5), pp. 576-589.
2015
Sanchez, H., 2015. Conceptualizaciones de contextos pedagógicos y desarrollo de pedagogías apropiadas. In: XIV Seminário de Metodologia do Ensino de Língua Portuguesa, 2015-11-11 - 2015-11-13, University of Sao Paulo.
Van Praag, B. and Sanchez, H. S., 2015. Mobile technology in second language classrooms:insights into its uses, pedagogical implications, and teacher beliefs. ReCall, 27 (3), pp. 288-303.
Sanchez, H. and Dunworth, C., 2015. Written feedback in higher education:perceived issues, coping strategies and student agency. In: The 22nd International Conference on Learning, 2015-07-09 - 2015-07-11, Universidad San Pablo.
Sanchez, H. S. and Borg, S., 2015. Teacher research:looking back and moving forward. In: Borg, S. and Sanchez, H. S., eds. International Perspectives on Teacher Research. London, U. K.: Palgrave Macmillan, pp. 185-193. (International Perspectives in English Language Teaching)
Borg, S. and Sanchez, H. S., eds., 2015. International Perspectives on Teacher Research. Palgrave Macmillan. (International Perspectives in English Language Teaching)
Sanchez, H. S. and Dunworth, K., 2015. Issues and Agency:Postgraduate student and tutor experiences with written feedback. Assessment and Evaluation in Higher Education, 40 (3), pp. 456-470.
Borg, S. and Sanchez, H. S., 2015. Key Issues in Doing and Supporting Language Teacher Research. In: Borg, S. and Sanchez, H. S., eds. International Perspectives on Teacher Research. Palgrave Macmillan, pp. 1-13. (International Perspectives in English Language Teaching)
2014
Sanchez, H. and Dunworth, C., 2014. Student agency and tutor feedback in higher education. In: Cutting Edges Research Conference: Acknowledging the autonomy, creativity and criticality our students bring with them., 2014-07-01, University of Canterbury.
Sanchez, H. S. and Borg, S., 2014. Insights into L2 teachers’ pedagogical content knowledge:A cognitive perspective on their grammar explanations. System, 44 (1), pp. 45-53.
Sanchez, H. S., 2014. The impact of self-perceived subject matter knowledge on pedagogical decisions in EFL grammar teaching practices. Language Awareness, 23 (3), pp. 220-233.
2013
Sanchez, H., 2013. Insights into L2 teachers' pedagogical content knowledge: A cognitive perspective on their grammar explanations. In: 31st International Conference AESLA 2013, 2013-04-18 - 2013-04-20.
Sanchez, H. and Grimshaw, T., 2013. The Discourses of Feedback in UK Higher Education: Negotiating meanings and identities in the context of marketization. In: The i-Mean Identity and Language Conference, 2013-04-20 - 2013-04-20.
Sanchez, H. S., 2013. A cognitive perspective on pre-service and in-service language teaching. Babylonia, 21 (01), pp. 51-56.
2012
Sanchez, H. S., 2012. Research at the Centre for Applied Linguistics, Universityof Warwick, UK. Language Teaching, 45 (3), pp. 399-400.
2011
Sanchez, H. S., 2011. El impacto de las experiencias previas de aprendizaje de unasegunda lengua en la formación de profesores de idioma extranjero. Revista de Educacion, 3 (7), pp. 121-143.
2010
Sanchez, H., 2010. The impact of teacher training courses on the development of pre-training beliefs. In: ELTED research group meeting. Centre for Applied Linguistics. University of Warwick., 2010-03-24.
Sanchez, H. S., 2010. An Investigation into the Relationships among Experience, Teacher Cognition, Context, and Classroom Practice in EFL Grammar Teaching in Argentina. Thesis (Doctor of Philosophy (PhD)). University of Warwick.
2009
Sanchez, H., 2009. The manifestations of grammar-related pedagogical knowledge in the language teaching practices of an EFL secondary school teacher. In: 12th Warwick Postgraduate Conference in Applied Linguistics, 2009-06-17.
Sanchez, H. S., 2009. Building up literary reading responses in foreign language classrooms. English Language Teacher Education and Development, 12, 01-13.
2008
Sanchez, H., 2008. The relationship between prior language learning experiences and language teaching practices. In: 11th Warwick Postgraduate Conference in Applied Linguistics, 2008-06-18.
2007
Sanchez, H. S., 2007. Book Review: Teacher Cognition and Language Education: Research and Practice by Simon Borg. English Language Teacher Education and Development, 10, pp. 69-71.
