{
  "creator": [
    "Noghabi, Rasool Kord",
    "Slawinski, Elzbieta"
  ],
  "date": [
    "2006-05-30"
  ],
  "description": [
    "Teacher’s talk is an expected and extensive routine of classroom life.  Many aspects of Instructional clarity as a preparation to the lecture  were addressed already  by many authors (e.g.,  Gliessman, Pugh, Brown,  Archer, and Snyder, 1989; Metclaf, 1992; Hiller, 1971; Rogien, 1995;  Rosenshine and Furst, 1971). In spite instructional clarity having waned  from research studies in recent years, it is still alive with respect  to bilingual instructions and their outcomes. The work is going in the  American and World Universities with respect to the training of  bilingual’s teacher and it contact with students. Bilingualism can  affect the instructor clarity, because knowledge of English among  bilinguals is usually not the same as that of the monolingual (English)  instructors (e.g, Best, McRoberts, and Goodal, 2001; Snow, 1993;  Strange, Yamada, Kubo, Trent, and Niski, 2001)."
  ],
  "format": [
    "text/html"
  ],
  "identifier": [
    "https://ejop.psychopen.eu/index.php/ejop/article/view/328",
    "10.5964/ejop.v2i2.328"
  ],
  "language": [
    "eng"
  ],
  "publisher": [
    "PsychOpen GOLD / Leibniz Institut for Psychology (ZPID)"
  ],
  "relation": [
    "https://ejop.psychopen.eu/index.php/ejop/article/view/328/328.html"
  ],
  "rights": [
    "https://creativecommons.org/licenses/by/3.0"
  ],
  "source": [
    "Europe’s Journal of Psychology; Vol. 2 No. 2 (2006)",
    "1841-0413"
  ],
  "title": [
    "Instructional Clarity: The Effect of Bilingualism and Instructor’s Preparation"
  ],
  "type": [
    "info:eu-repo/semantics/article",
    "info:eu-repo/semantics/publishedVersion"
  ]
}