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Foreign language education in Hungary: Concerns and controversies

Sociolinguistica, 2010-12, Vol.24 (1), p.61-84

2010

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Reflections on the purpose of methodology training

ELT journal, 1997-07, Vol.51 (3), p.242-250

Kontra, Edit H

1997

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Native-English-Speaking Teachers in Cultures Other Than Their Own

TESOL journal, 2000-09, Vol.9 (3), p.19-23

2000

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Foreign Language Learning Experiences of Deaf and Severely Hard-of-Hearing Czech University Students

Pedagogická orientace, 2019-12, Vol.29 (3), p.336-358

2019

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Foreign Language Learning Experiences of Deaf and Severely Hard-of-Hearing Czech University Students

Pedagogická orientace, 2019-12, Vol.29 (3), p.336–358-336–358

2019

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LANGUAGE LEARNERS WITH SPECIAL NEEDS: AN INTERNATIONAL PERSPECTIVE. Judit Kormos and Edit H. Kontra (Eds.). Clevedon, UK: Multilingual Matters, 2008. Pp. v + 233

Studies in second language acquisition, 2010-03, Vol.32 (1), p.158-158

Barlow, Jessica A.

2010

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Foreign Language Learning Experiences of Deaf and Severely Hard-of-Hearing Czech University Students 1

Pedagogická orientace, 2019-05, Vol.29 (3), p.336-358

2019

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The foreign-language learning situation of Deaf adults: An overview

Journal of Adult Learning, Knowledge and Innovation, 2017-12, Vol.1 (1), p.35-42

Kontra, Edit H.

2017

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“They can achieve their aims without native skills in the field of work or studies”: Hungarian students’ views on English as a lingua franca

Studies in second language learning and teaching, 2011, Vol.I (1), p.135-151

2011

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Deaf schoolchildren, adolescents, and adults on methods and strategies that work for them when learning foreign languages

English as a Foreign Language for Deaf and Hard of Hearing Learners, 2021, p.93-109

1, 2021

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The L2 Motivation of Learners with Special Educational Needs

The Palgrave Handbook of Motivation for Language Learning, p.495-513

Kontra, Edit H.

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Deaf EFL Learners Outside the School System

Language Learners with Special Needs, 2018, p.158-188

2018

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Introduction

Language Learners with Special Needs, 2018, p.1-10

2018

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Hungarian Teachers’ Perceptions of Dyslexic Language Learners

Language Learners with Special Needs, 2018, p.189-213

2018

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Language Learners with Special Needs: An international Perspective, Judit Kormos, Edit H. Kontra (Eds.). Multilingual Matters, Clevedon (2008). 233 pp

System, 2010, Vol.38 (1), p.142-143

Hilton, Heather

2010

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English as a Foreign Language for Deaf and Hard of Hearing Learners: Teaching Strategies and Interventions

1st, 2021

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Editorial: O sdílení a společném (po)kroku

Pedagogická orientace, 2019-05, Vol.29 (3), p.259-260

Minaříková, Eva

2019

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Fremdsprachen an den Schulen der Europäischen Union

2010

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Writing Abilities in First and Second Language Learners With and Without Reading Disabilities

Language Learners with Special Needs, 2018, p.36-62

2018

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An Experiment with Direct Multisensory Instruction in Teaching Word Reading and Spelling to Polish Dyslexic Learners of English

Language Learners with Special Needs, 2018, p.130-157

2018

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Teachers’ and Trainers’ Perceptions of Inclusive Education Within TEFL Certifi cate Courses in Britain

Language Learners with Special Needs, 2018, p.214-233

2018

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Second Language Assessment in Dyslexia: Principles and Practice

Language Learners with Special Needs, 2018, p.63-85

2018

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L1 and L2 Literacy, Aptitude and Affective Variables as Discriminators Among High- and Low-achieving L2 Learners with Special Needs

Language Learners with Special Needs, 2018, p.11-35

2018

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Vocabulary Learning in Dyslexia: The Case of a Hungarian Learner

Language Learners with Special Needs, 2018, p.110-129

2018

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Input, Processing and Output Anxiety in Students with Symptoms of Developmental Dyslexia

Language Learners with Special Needs, 2018, p.86-109

2018

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Foreign language education in Hungary: Concerns and controversies

Reflections on the purpose of methodology training

Native-English-Speaking Teachers in Cultures Other Than Their Own

Foreign Language Learning Experiences of Deaf and Severely Hard-of-Hearing Czech University Students

Foreign Language Learning Experiences of Deaf and Severely Hard-of-Hearing Czech University Students

LANGUAGE LEARNERS WITH SPECIAL NEEDS: AN INTERNATIONAL PERSPECTIVE. Judit Kormos and Edit H. Kontra (Eds.). Clevedon, UK: Multilingual Matters, 2008. Pp. v + 233

Foreign Language Learning Experiences of Deaf and Severely Hard-of-Hearing Czech University Students 1

The foreign-language learning situation of Deaf adults: An overview

“They can achieve their aims without native skills in the field of work or studies”: Hungarian students’ views on English as a lingua franca

Deaf schoolchildren, adolescents, and adults on methods and strategies that work for them when learning foreign languages

The L2 Motivation of Learners with Special Educational Needs

Deaf EFL Learners Outside the School System

Introduction

Hungarian Teachers’ Perceptions of Dyslexic Language Learners

Language Learners with Special Needs: An international Perspective, Judit Kormos, Edit H. Kontra (Eds.). Multilingual Matters, Clevedon (2008). 233 pp

English as a Foreign Language for Deaf and Hard of Hearing Learners: Teaching Strategies and Interventions

Editorial: O sdílení a společném (po)kroku

Fremdsprachen an den Schulen der Europäischen Union

Writing Abilities in First and Second Language Learners With and Without Reading Disabilities

An Experiment with Direct Multisensory Instruction in Teaching Word Reading and Spelling to Polish Dyslexic Learners of English

Teachers’ and Trainers’ Perceptions of Inclusive Education Within TEFL Certifi cate Courses in Britain

Second Language Assessment in Dyslexia: Principles and Practice

L1 and L2 Literacy, Aptitude and Affective Variables as Discriminators Among High- and Low-achieving L2 Learners with Special Needs

Vocabulary Learning in Dyslexia: The Case of a Hungarian Learner

Input, Processing and Output Anxiety in Students with Symptoms of Developmental Dyslexia

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