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1968 and rural Japan as a site of struggle. Approaches to rural landscapes in the history of Japanese documentary film
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Reducing anxiety in the foreign language classroom: a positive psychology approach
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Translanguaging spaces as safe space for psycho-social support in refugee settings in the Kurdistan region of Iraq
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Irrumpiendo en el presente: Estrategias de reinscripción en la Historia para leer la obra filosófica de Rosa Chacel
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Differences in emotional reactions of Greek, Hungarian and British users of English when watching English television
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| 48 |
On being, subject and truth in the works of Pablo Neruda and Alain Badiou
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| 49 |
The role of language and cultural engagement in emotional fit with culture: an experiment comparing Chinese-English bilinguals to monolingual Brits and Chinese
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Appagamento, atteggiamento/motivazione e ansia nello studio della lingua madre e della lingua straniera in una scuola italiana all’estero
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| 51 |
‘The English language enables me to visit my pain’. Exploring experiences of using a later-learned language in the healing journey of survivors of sexuality persecution
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Vacíos de la bomba atómica. El Memorial por la Paz de Hiroshima como lugar de ritual.
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La Nueva Ola Japonesa. Nūberu Bāgu como fenómeno (trans)nacional
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| 55 |
Sustainable development of EFL/ESL learners’ willingness to communicate: the effects of teachers and teaching styles
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| 56 |
Extensive reading in an EFL classroom: impact and learners’ perceptions
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Predicting the emotional labor strategies of Chinese English foreign language teachers
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| 58 |
Science in exile: EAL academic literacies development of established Syrian academics
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Abstract:
This study aimed to investigate English as an Additional Language (EAL) academic literacies development of four Syrian established academics in exile in relation to their (i) academic networking, (ii) co-authorship practices, (iii) and authorial voice. Ethnography was used as a method via talk-around-text interviews; as a methodology, via questionnaires, semi-structured interviews, writing logs, academic network plots, and Text Histories; and as deep theorizing (Lillis, 2008) via conducting analysis of both conceptual as well as textual authorial voice. In relation to academic networking, it was found that all the types of networks, i.e., strong/weak, formal/informal, symmetrical/asymmetrical, durable/temporary, direct/indirect, and local/global played a role in the development of EAL academic literacies. Additionally, the relevant properties of nodes the co-authors possessed, i.e., the ability to conduct network, text-production, disciplinary, and publishing interventions, were essential for the Syrian academics’ EAL academic literacies development. Co-authorship was found to be a two-way interactive relation where EAL academic literacies development occurred as a result of a mutual investment by both sides. The participants and their co-authors invested in the collaborative work to different extents each depending on their level of motivation. Authorial voice was examined as conceptualisation and as a textual practice; the latter was investigated through a combination of a priori categories (metadiscourse features) and a posteriori categories, emerging as relevant from the data (disciplinary discourse conventions, textual positioning, and textual ownership). These components of voice were found to be in a dynamic interactive relationship, with the participants’ use of the relevant textual features becoming more frequent, more appropriate, and employed with more awareness as they progressed in their academic journeys. The study concludes with theoretical, methodological, and pedagogical implications.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/45822/
https://eprints.bbk.ac.uk/id/eprint/45822/1/Baraa%20Khuder-%20PhD%20thesis.pdf
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