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Results: 26
Number of items: 26
  • Open Access
    Bannink, A., & Van Dam , J. (2021). Teaching via Zoom: Emergent Discourse Practices and Complex Footings in the Online/Offline Classroom Interface. Languages, 6(3), Article 148. https://doi.org/10.3390/languages6030148
  • Open Access
    Van Dam, J., & Bannink, A. (2017). The first English (EFL) lesson: Initial settings or the emergence of a playful classroom culture. In N. Bell (Ed.), Multiple Perspectives on Language Play (pp. 245-279). (Language Play and Creativity; Vol. 1). De Gruyter Mouton. https://doi.org/10.1515/9781501503993-011
  • Bannink, A., & van Dam van Isselt, J. (2016). Competenties in Context. Web publication or website http://www.cic.humanities.uva.nl/
  • van Dam van Isselt, J., & Bannink, A. (2016). Bending the rules: language play, creativity and iconicity in a learners' school diary. In A. Bannink, & W. Honselaar (Eds.), From variation to iconicity: festschrift for Olga Fischer on the occasion of her 65th birthday (pp. 85-103). Uitgeverij Pegasus.
  • Bannink, A., & Van Dam, J. (2013). Voices, grins and laughter in the lecture room. Linguistics and Education, 24(4), 572-584. https://doi.org/10.1016/j.linged.2013.06.003
  • Bannink, A., & Van Dam, J. (2013). The first lecture: playing upon identities and modeling academic roles. Linguistics and Education, 24(4), 556-571. https://doi.org/10.1016/j.linged.2013.03.001
  • van Dam van Isselt, J. (2009). Mixed genres in lecture room discourse: a structural analysis. Linguistics in the Netherlands, 26, 39-50. https://doi.org/10.1075/avt.26.05dam
  • Open Access
    van Dam van Isselt, J. (2009). Spelen met identiteiten: het schooldagboek van twee tieners, 1971-1974. Biografie Bulletin, 19(1), 13-21.
  • Bannink, A., & Van Dam, J. (2007). Premature closure and guided reinvention: a case study in a web-based learning environment. Teachers and teaching: Theory and practice, 13(6), 565-586. https://doi.org/10.1080/13540600701683499
  • Bannink, A., & Van Dam, J. (2007). Bootstrapping reflection on classroom interactions: discourse contexts of novice teachers' thinking. Evaluation and Research in Education, 20(2), 81-99. https://doi.org/10.2167/eri400.0
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