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POSTGRADUATE STUDENTS ACADEMIC WRITING:CORRECTIVE FEEDBACK STRATEGIES
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BELYAEVA ELENA GENNADYEVNA. - : Негосударственное высшее профессиональное образовательное учреждение Уральский гуманитарный институт, 2016
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Особенности формирования межкультурной коммуникативной компетенции при обучении китайскому языку
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КОРНЕЕВА ЛАРИСА ИВАНОВНА; МА ЖУНЮЙ. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Уральский государственный педагогический университет», 2016
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ПРОБЛЕМЫ ФОРМИРОВАНИЯ КОММУНИКАТИВНОЙ КУЛЬТУРЫ ЛИЧНОСТИ
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ИГНАТЕНКО ИРИНА ИВАНОВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Московский педагогический государственный университет», 2016
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Disentangling French tongues in a German classroom
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In: New Sounds ; https://hal.archives-ouvertes.fr/hal-01406327 ; New Sounds, Jun 2016, Aarhus, Denmark (2016)
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Metacognitive Awareness of Reading Strategies Reported by Emirati Learners Enrolled in Post-Secondary Education in the United Arab Emirates ...
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ОСОБЕННОСТИ ФОРМИРОВАНИЯ ЯЗЫКОВОЙ МОДЕЛИ МИРА ИСТОРИЧЕСКОГО ПРОШЛОГО ... : FEATURES OF THE DEVELOPMENT OF LINGUISTIC WELTBILD OF THE HISTORICAL PAST ...
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A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions ...
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Putting grammar in its place: interactions and identity in a Master of TESOL course
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Abstract:
This chapter reports on the development of language awareness and second language identities of a cohort of Chinese TESOL teachers that arose as a result of incidental classroom interactions during a TESOL Masters course in Australia. The experiences of such interactions appeared to help the Chinese teachers make stronger connections between form and meaning, and, while they also reflected deeply on the pedagogies of grammar, they gained a wider view of language teaching and learning that included pragmatic and sociolinguistic awareness. The impact of cultural and educational exchanges and the resulting formations of second language identities is an emerging focus of research (Benson, Barkhuizen, Bodycott and Brown, 2013). In the field of TESOL, such movements and exchanges are creating opportunities to develop a richer discourse, by drawing on diverse traditions of professionalism in different communities and contexts, and calls are increasingly being made for a plural professional knowledge and more inclusive relationships (Canagarajah, 2005; Holliday, 2005; Widdowson, 2004). The People’s Republic of China has been one of the major contributors to student and teacher mobility in recent years; English language is now a priority subject in China, and all students entering university must take the English college test whether they intend to major in English or not, and therefore there has been much interest in upskilling cohorts of Chinese teachers of English to meet this demand. An increasingly typical initiative is to award scholarships to gain professional qualifications in English-speaking countries. A cohort of English teachers from Jiangsu province, China, is the focus of the present study. During their Masters in TESOL course in Queensland, Australia, they experienced interactions with native speakers inside and outside of the classroom. As their course lecturer for several TESOL units, I was interested in the nature of the incidental language awareness arising from course activities with their native-speaking peers. I was also interested in whether they felt that these experiences had implications for their sense of identity in a second language. The following sections therefore discuss the key themes: interaction in higher education contexts, language awareness, and second language identities.
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Keyword:
higher education; language awareness; second language identity; TESOL
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URL: http://hdl.handle.net/10536/DRO/DU:30083962
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Phonics, Phonemic Awareness, and Phonological Awareness—Oh My!
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In: ETSU Faculty Works (2016)
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The development of knowledge about language in teacher training: what works?
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Neilsen, Roderick. - : Faculty of Humanities and Social Sciences, University of Rijeka, 2016
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Focus on local diversity and learn about global community: Incorporating Diversity and Social Justice into Japan’s English language education
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In: Sociology Faculty Presentations (2016)
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Crossing the bridge: foreign language students’ reciprocal images in (inter)cultural mediation between Portugal and Turkey ; Language and intercultural communication
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Crossing the bridge: foreign language students’ reciprocal images in (inter)cultural mediation between Portugal and Turkey
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THE IMPACT OF A SUPPLEMENTAL READING INTERVENTION ON THE LITERACY SKILLS OF ENGLISH LANGUAGE LEARNERS AND NATIVE ENGLISH-SPEAKING FIRST GRADE CHILDREN
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In: Dissertations - ALL (2016)
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Developing phonological awareness in English language through poems and nursery rhymes ; Desenvolvendo a consciência fonológica em língua inglesa através de poems e nursery rhymes
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In: ArReDia; v. 5, n. 9 (2016); 1-14 ; 2316-6169 (2016)
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The Effects of Training in Music and Phonological Skills on Phonological Awareness in 4- to 6-Year-Old Children of Immigrant Families
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In: Frontiers in Psychology 7:1647 doi:10.3389/fpsyg.2016.01647 (2016)
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Polacy, Rosjanie i Niemcy wobec wartości. Hierarchia i sposoby rozumienia jednostek aksjologicznych
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Archeologia świadomości językowej Polaków i Rosjan. Analiza porównawcza na materiałach polskiego i rosyjskiego słownika asocjacyjnego
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The Linguistic Peculiarities of the English Substantive Constructions in Oral Monologues ; ЛІНГВІСТИЧНІ ОСОБЛИВОСТІ АНГЛІЙСЬКИХ СУБСТАНТИВНИХ КОНСТРУКЦІЙ У МОНОЛОГІЧНОМУ МОВЛЕННІ
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In: Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology"; № 21 (2012): № 21 ; ВІСНИК КИЇВСЬКОГО НАЦІОНАЛЬНОГО ЛІНГВІСТИЧНОГО УНІВЕРСИТЕТУ. Серія Педагогіка та Психологія; № 21 (2012): Випуск 21 ; 2518-1408 ; 2412-9283 (2016)
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Fazendo política linguística em sala de aula : ações didático-pedagógicas pela manutenção da língua minoritária hunsrückisch
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