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“…4542 Miles from Home…”: Repositioning English Language Learners as Power Brokers and Teachers as Learners in the Study Abroad Context
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In: Teaching and Learning Faculty Publications (2019)
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| 22 |
La Universidad Unit in a Comprehensible Input Classroom
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In: Theses/Capstones/Creative Projects (2019)
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| 23 |
Advances in Global Education and Research: Volume 3
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In: University of South Florida-- M3 Center Publishing (2019)
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| 24 |
From Creative Writing To a Self’s Liberation: A Monologue of a Struggling Writer
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In: Journal of Southeast Asian American Education and Advancement (2019)
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| 25 |
Book Review: Duran, C. S. (2017). Language and Literacy in Refugee Families. United Kingdom: Palgrave MacMillan.
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In: Journal of Southeast Asian American Education and Advancement (2019)
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| 26 |
Developing a Hands-On Food Science Curriculum with Bilingual, Elementary-Aged, Hispanic Heritage Students
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In: EURēCA: Exhibition of Undergraduate Research and Creative Achievement (2019)
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| 27 |
Developing a Hands-On Food Science Curriculum with Bilingual Elementary-Aged Hispanic Heritage Students
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In: Chancellor’s Honors Program Projects (2019)
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| 28 |
Does Lexical Frequency affect rater judgement of essays? An experimental design using quantitative and qualitative data
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In: Electronic Thesis and Dissertation Repository (2019)
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| 29 |
LEARNING TO WRITE IN AN ACADEMIC GENRE: ADULT ENGLISH LEARNERS’ USE OF SOCIOCULTURAL RESOURCES
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In: Theses and Dissertations--Curriculum and Instruction (2019)
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| 30 |
MAYAN LANGUAGES EDUCATION AND TECHNOLOGY: A CASE STUDY OF KAQCHIKEL AND K’ICHE’ EDUCATORS IN GUATEMALA
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2019)
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| 31 |
A SEMIOTIC ANALYSIS OF LINGUISTIC AND CONCEPTUAL DEVELOPMENT IN MATHEMATICS FOR ENGLISH LANGUAGE LEARNERS
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In: Doctoral Dissertations (2019)
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| 32 |
AN EXAMINED LIFE OF A LANGUAGE TEACHER OF CHINESE: AN AUTOETHNOGRAPHIC INVESTIGATION INTO AGENCY
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In: Doctoral Dissertations (2019)
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| 33 |
Language Learners as Agentive Meaning-Makers: Exploring Learners' Investment and Meaning-Making
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In: Doctoral Dissertations (2019)
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Abstract:
The motivation for this research is the subordinated position of writing in Japanese language education. As many studies indicate, writing in Japanese language education is often perceived as a space for teachers to monitor learners’ acquisition of grammar structures and kanji (Hirose, 2015; Kumagai & Fukai, 2009; Ramzan & Thomson, 2013). Such discourse of writing conceives Japanese writers, especially elementary writers, as individuals who have little agency in making meaning. The purpose of my dissertation study is to explore alternative discourses of writing that position elementary Japanese language learners as agentive meaning-makers. For this inquiry, first, I explore literatures that inform this dissertation study. This literature review explores systemic functional linguistics, or SFL, which explicitly situates one’s meaning-making in a social context. This review also explores critical instantiations of SFL, which emerged across disciplines. Then, I design a conceptual framework that is essential for my inquiry. I revisit (critical) SFL theories of text and context, and weave them together with post-structuralist theories of identity to investigate collegiate Japanese language learners’ identity and their meaning-making. Based on this conceptual framing, I propose a new pedagogy. This pedagogy resides in literacy practices which enhance learners’ awareness of linguistic choice in a social context (Rose & Martin, 2012), while it also actively incorporates literacy practices in which individuals can invest their time and effort in negotiation with their future affiliation (Norton Peirce, 1995; Norton 2013). I utilized this pedagogy to teach a personal narrative genre in a US college level elementary Japanese course. By drawing on Fairclough’s critical discourse analysis (1989; 1992; 2003), I conducted textual analysis on each participant’s personal narrative texts and interpreted the linguistic cues in reference to their negotiations with identities and writing tasks. Overall, the four case studies of Mary, Andrea, Jean, and Lapis showcase a complex picture of investment and meaning-making. Their meaning-making is, on the one hand, to achieve the intended goal and purpose of writing, but on the other hand, is to organize and reorganize who they are and how they relate to the social world (Norton, 2013, p. 4). This suggests L2 learners’ meaning-making is enabled and/or constrained in certain ways, and equally important, contingent on learners’ agency, investment, and identity.
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Keyword:
and Multicultural Education; Bilingual; Curriculum and Instruction; investment; Japanese language education; Language and Literacy Education; meaning-making; Multilingual; World language education; writing
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URL: https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=2701&context=dissertations_2
https://scholarworks.umass.edu/dissertations_2/1647
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| 34 |
Retrofitting Educators Through Sheltered Instruction Training: A Longitudinal Case Study Examining the Efficacy of a Five-year District-wide Intervention Effort
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In: Doctoral Dissertations (2019)
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| 35 |
Getting to What Is: Poetry as a Genre of Access for Multilingual Learners
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In: Teaching/Writing: The Journal of Writing Teacher Education (2019)
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