By Dr Michael Michell

Book Chapters

Michell M, 2023, '‘PROGRESSING PROGRESSIONS’: Design considerations in the development of language learning progressions for community language learners', in Community and Heritage Languages Schools Transforming Education: Research, Challenges, and Teaching Practices, pp. 113 - 133, http://dx.doi.org/10.4324/9781003302704-7

Michell M; Davison C, 2020, '‘Bringing the Teacher Back In’: Toward L2 Assessment Praxis in English as an Additional Language Education', in Educational Linguistics, pp. 23 - 41, http://dx.doi.org/10.1007/978-3-030-35081-9_2

Michell M; Davison C, 2020, 'Bringing the teacher back in: Toward L2 assessment praxis in English as an additional language education', in Poehner M; Inbar-Lourie O (ed.), Toward a reconceptualization of L2 classroom assessment: Praxis and researcher-teacher partnership., Springer, New Yok, pp. 23 - 40, http://dx.doi.org/10.1007/978-3-030-35081-9

Thompson R; Michell M, 2019, 'Vygotsky, Threshold Concepts and Liminality: Using Vygotsky to illuminate the edge of conceptual understanding.', in Timmermans JA; Land R (ed.), Threshold Concepts on the Edge, Brill Sense, Leiden, The Netherlands, pp. 71 - 88, http://dx.doi.org/10.1163/9789004419971_005

Michell M, 2014, 'Dramatic Interactions: From Vygotsky's life of drama to the drama of life', in Davis S; Ferholt B; Grainger Clemson H; Jansson S-M; Marjanovic-Shane A (ed.), Dramatic Interactions in Education : Vygotskian and Sociocultural Approaches to Drama, Education and Research, Bloomsbury, Sydney, pp. 19 - 38, http://www.bloomsbury.com/us/dramatic-interactions-in-education-9781472576903/

Back to profile page