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Items where Author is "Bell, Huw"

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Article

Bell, Huw ORCID logoORCID: 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

Harrison, Michaela ORCID logoORCID: https://orcid.org/0000-0003-1503-8696, Davies, Caroline, Fox, Samantha, Bell, Huw ORCID logoORCID: 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

Ainsworth, Stephanie and Bell, Huw ORCID logoORCID: 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

Bell, Huw ORCID logoORCID: 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.

Book Section

Bell, Huw ORCID logoORCID: 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

This list was generated on Sun Nov 27 04:39:38 2022 GMT.