Items where Author is "Bell, Huw"
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Article
Jones, Caroline Sarah ORCID: https://orcid.org/0000-0001-9899-5058 and Bell, Huw
(2024)
Under increasing pressure in the wake of COVID-19: a systematic literature review of the factors affecting UK undergraduates with consideration of engagement, belonging, alienation and resilience.
Perspectives: Policy and Practice in Higher Education.
pp. 1-11.
ISSN 1360-3108
Ainsworth, Steph and Bell, Huw ORCID: https://orcid.org/0000-0002-9695-9632
(2024)
Towards an aesthetics of grammar learning: lifting the veil on language.
Frontiers in Education, 8.
ISSN 2504-284X
Bell, Huw ORCID: https://orcid.org/0000-0002-9695-9632 and Ainsworth, Steph
(2021)
Difficulties assessing knowledge of grammatical terminology: implications for teacher education and teaching.
Language Awareness, 30 (2).
pp. 97-113.
ISSN 0965-8416
Ainsworth, Stephanie and Bell, Huw ORCID: https://orcid.org/0000-0002-9695-9632
(2020)
Affective knowledge versus affective pedagogy: the case of native grammar learning.
Cambridge Journal of Education, 50 (5).
pp. 597-614.
ISSN 0305-764X
Harrison, Michaela ORCID: https://orcid.org/0000-0003-1503-8696, Davies, Caroline, Fox, Samantha, Bell, Huw
ORCID: https://orcid.org/0000-0002-9695-9632, Goodley, Claire and Downing, Brigid
(2020)
(Un)teaching the ‘datafied student subject’: perspectives from an education-based masters in an English University.
Teaching in Higher Education, 25 (4).
pp. 401-417.
ISSN 1356-2517
Bell, Huw ORCID: https://orcid.org/0000-0002-9695-9632 and Hardman, William
(2018)
‘More fronted adverbials than ever before’. Writing feedback practices and grammatical metalanguage in an English primary school.
Language and Education, 33 (1).
pp. 35-50.
ISSN 0950-0782
Bell, Huw and Ainsworth, Stephanie (2017) Grammar’s best kept secrets: what every primary teacher should know. Primary Matters, Spring. pp. 44-47.
Wray, Alison, Bell, Huw ORCID: https://orcid.org/0000-0002-9695-9632 and Jones, Katy
(2016)
How native and non-native speakers of English interpret unfamiliar formulaic sequences.
European Journal of English Studies, 20 (1).
pp. 47-63.
ISSN 1382-5577
Bell, Huw ORCID: https://orcid.org/0000-0002-9695-9632
(2015)
The Dead Butler revisited: grammatical accuracy and clarity in the English Primary Curriculum 2013–2014.
Language and Education, 29 (2).
pp. 140-152.
ISSN 0950-0782
Book Section
Bell, Huw ORCID: https://orcid.org/0000-0002-9695-9632 and Ainsworth, Steph
(2019)
Hard to know or hard to say? Developing Explicit Grammar Knowledge among Primary Student Teachers.
In:
Voices and Practices in Applied Linguistics: Diversifying a Discipline.
White Rose University Press.
ISBN 978-1-912482-17-7