| 1 |
Jay Walker on the world's english mania
|
|
|
|
In: http://www.ted.com/talks/jay_walker_on_the_world_s_english_mania.html (2011)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Computer-Assisted Second Language Teaching, Learning, and Research
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
An Interview with APPLE Lecture 2011 Guest Speaker Prof. Tom Cobb
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Glorification of violence in British films depicting football hooliganism [Online resource]
|
|
|
|
In: Uniwersytet Rzeszowski: Zeszyty naukowe Uniwersytetu Rzeszowskiego / Seria filologiczna / Studia anglica Resoviensia 8 (2011) 69/2011, 393-409
|
|
Linguistik-Repository
|
|
Show details
|
|
|
| 6 |
Computer-Assisted Second Language Teaching, Learning, and Research ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
An Interview with APPLE Lecture 2011 Guest Speaker Prof. Tom Cobb ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
The Impact of Changes in the TOEFL® Exam on Teaching in a Sample of Countries in Europe: Phase 3, The Role of the Coursebook Phase 4, Describing Change
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
L2 Learning as Social Practice: Conversation-Analytic Perspectives ; Pragmatics & Interaction, Volume 2
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
El discurso generado en el aula de español como lengua extranjera: ¿Un discurso con características propias?.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
La linguistique appliquée à l’enseignement des langues secondes aux États-Unis ; en France et en Grande-Bretagne
|
|
: PERSEE, 2011
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Identity, belonging, and the transmigrant experiences of adult ESL learners enrolled in an intensive English program
|
|
|
|
Abstract:
text ; This dissertation reports on the narrated experiences of nine adult ESL learners enrolled in an Intensive English Program (IEP) as they negotiated a sense of belonging to new linguistic communities of practice outside of their home countries. In this qualitative multiple-case study, I analyzed first-person accounts of the language socialization process by which the learners’ participation in new social communities resulted in shifts in their social positionings and changes in their self-concept. In my analysis, I drew upon theoretical frameworks that view learning as a situated social practice in which individuals form new identities as a result of their (non)participation in communities of practice (Lave & Wenger, 1991; Wenger, 1998). In order to investigate the research problem, I conducted ethnographic forms of data collection over a six-month period. I became a participant observer in an advanced level Listening and Speaking course during one semester and conducted regular formal classroom observations. In addition to observations, I conducted individual in-depth interviews with the learners, and they participated in a photo-narrative assignment in which they documented their experiences through photography. This camera project culminated in a formal, narrative presentation to the class, which was recorded and used for analysis. The five women and four men who became the focal participants of the study were diverse in age, academic and professional ambitions, and cultural and linguistic background. The findings of the study presented in this dissertation represent my interpretive analysis of the participants’ narratives of departing their home countries and negotiating a meaningful sense of self vis-à-vis the host community as well as the various transmigrant communities that were important to them. The findings show that, through the process of L2 learning and transmigration, the participants constructed migrant identities (Block, 2007), and these identities could be both expansive and restrictive. Additionally, the findings show the ways in which these language learners were agentic in accessing L2 communities and forging attachments within them, and how these moves were designed as “answers” to how they were discursively positioned within the worlds that were important to them. ; Foreign Language Education
|
|
Keyword:
Adult learners; Applied linguistics; English as a second language; ESL; Foreign language learning; Immigration and emigration; Intensive English programs; L2 learning; Second language acquisition; Second language identity; Second language learning
|
|
URL: http://hdl.handle.net/2152/ETD-UT-2011-05-2907
|
|
BASE
|
|
Hide details
|
|
|
| 15 |
EL NOMBRE DE MARCA: INTERRELACIÓN DE FACTORES LINGÜISTICOS Y CORPORATIVOS
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
