Launch week offerEnds in00h00m00s

annual Promonthly Pro

Tomas Kos

Has grant

Junior-Professor

Humboldt-Universität zu Berlin

Germany

Research Interests

ApplyKite TwinLearns as you apply

Make your next move.

Prepare your application

Review drafts before you send them.

Explore related searches

Professors in Germany

About

Dr. Tomas Kos is a Junior Professor at Humboldt-Universität zu Berlin, Germany. His research focuses on collaborative writing, peer interactions, and pedagogical strategies in English as a Foreign Language (EFL) classrooms. Recent publications include studies on enhancing peer collaboration among young learners and investigating mixed-age interactions in language education.

Recent Grants

Grant: Open

Mediation in CLIL primary classrooms

Open Date: 2026-12-01

Close Date: 2026-12-01

Grant: Open

Designing CLIL Teacher Training in Preparatory Service: A Cross-National Study in Secondary Schools in Germany and the Czech Republic

Open Date: 2026-01-01

Close Date: 2027-01-01

Grant: Close

The impact of cross-linguistic mediation on learners’ engagement and language development in multilingual primary classrooms

Open Date: 2025-01-01

Close Date: 2026-01-01

Grant: Close

Exploring plurilingual teaching practices to further teacher and student learning in language education contexts

Open Date: 2022-06-01

Close Date: 2023-03-01

Articles (17)

Year:

2026

Year:

2026

Year:

2026

Year:

2026

Year:

2026

Year:

2026

Year:

2025

Year:

2024

Year:

2024

Year:

2023

Year:

2023

Year:

2023

Year:

2023

Year:

2023

Year:

2022

Year:

2021

Year:

2021

Collaborators (2)

Renata Emilsson Peskova

Associate Professor

University of Iceland

ICELAND

View details

Marie Boccou Kestřánková

Ph.D. Lecturer

Charles University in Prague

CZECH REPUBLIC

View details

ApplyKite TwinLearns as you apply

Make your next move.

Prepare your application

Review drafts before you send them.

Tomas Kos

Research Interests

Make your next move.

Explore related searches

About

Recent Grants

Articles (17)

From reflection to design: a plurilingual research team’s ecological approach to cross-linguistic mediation research in icelandic and german primary schools

Co-constructing positionalities, shared understandings, and emotional responses towards cross-linguistic mediation in Icelandic primary classrooms

Developing pre-service teachers’ instruction-giving practices through an explicit training intervention: Evidence from primary CLIL classrooms

From reading aloud to shared meaning-making: pre-service primary teachers learning to use picturebooks in English teaching

Tapping into pre-service teachers’ perspectives on Content and Language Integrated Learning (CLIL) based projects in the German Primary School context

Errors, avoidance, and L1 transfer in English relative clauses: evidence from Sorani Kurdish learners

Collaborative Writing and Learning of Reported Speech During Mixed‐Age Peer Interactions in English as a Foreign Language Classroom

Enhancing Young Learners’ Collaboration Through Tasks–What Can Language Pedagogy Learn from Research?

Enhancing Young Learners’ Peer Collaboration: Pedagogical Ideas for Language Teachers

Kooperative Schreibaufgaben im Fremdsprachenunterricht

Exploring peer support among young learners during regular EFL classroom lessons

Young EFL Learners Collaboratively Writing a Dialogue During a Regular Classroom Lesson

Let’s Write a Comic Together! Exploring Peer Collaborative Writing in EFL Secondary Mixed-age Classrooms

A teacher-researcher snapshot of task-based peer interactions in EFL secondary school classrooms in Germany

Exploring same- and different grade peer interactions among EFL young learners

Exploring young learners’ L2 development and perceptions of mixed-age and same-age peer interactions in EFL mixed-age classrooms

Pedagogical challenges of foreign language teaching in mixed-age primary school classrooms

Collaborators (2)

Renata Emilsson Peskova

Marie Boccou Kestřánková

Make your next move.