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Authors: RALUCA POP.
Dörnyei, Z., Ushioda, E. (2009). Motivation, language identity and the L2 self. Multilingual Matters: Bristol.
European Commission, Strengthening teaching in Europe: New evidence from teachers compiled by Eurydice and CRELL, June 2015, Office for Official Publications of the European Communities, Luxembourg, 2015.
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. USA: Basic Books.
Garnett, S., (2005). Using Brainpower in the Classroom: Five Steps to Accelerate Learning. USA, Canada: Routledge.
Gregory, G.H., Chapman, C. (2002). Differentiated Instructional Strategies. One Size Doesn’t Fit All. California, London, New Delhi: Corwin Press Inc.
Heacox, D. (2002). Differentiating Instruction in the Regular Classroom. How to Reach and Teach all Learners, grades 3-12. USA: Free Spirit Publishing Inc.
Lightbrown, P.M., Spada, N. (2001). Factors Affecting Second Language Learning. In Candlin C., Mercer N., English Language Teaching in Its Social Context: A Reader (pp 28-43). London, New York: Routledge.
Petruș, R. (2013). A reader – The Didactics of the English Language (Ghid de bune practici - Didactica limbii engleze). București: Editura Matrix Rom.
Ryan, K., Cooper, J., Tauer, S. (2011). Teaching for Student Learning: Becoming a Master Teacher. USA, UK, Australia: Wadsworth Cengage Learning.
Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
Sternberg, R.J., Zhang, L. (2011). Perspectives on Thinking, Learning, and Cognitive Styles. New York: Routledge.
Tomlinson, C.A. (2017). How to Differentiate Instruction in Academically Diverse Classrooms, Third edition. USA: ASCD.
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