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Source or target first? Comparison of two post-editing strategies with translation students
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In: https://hal.archives-ouvertes.fr/hal-03546151 ; 2022 (2022)
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A shared cabin in the woods: The presence and presents of writing in residential academic writing retreats
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The Complex, Dynamic and Co-adaptive Relationship between Pronunciation Teachers’ Cognitions, Pedagogical Practices and Wider Contexts: A Case from Vietnamese Tertiary Education
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What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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Abstract:
This qualitative narrative study investigated the relationship between emerging adults’ understandings of themselves as writers and their autobiographical memories of writing. Narrative data, largely elicited through semi-structured interviews, were collected from 14 participants who were recruited from six postsecondary institutions. Recruitment efforts aimed to yield participants who had divergent educational experiences, career ambitions, and dispositions towards writing, and who inhabited divergent racial, social, and cultural identities. The study contributes to writer identity research by applying a sociocultural framework that holds memory, narrative, identity, and culture as reflections—and, often, distortions—of each other. The research questions, asked through this lens, aimed to provide insight into the emotional residues of pre-college writing experiences, the potential patterning of narrated memories or identities among participants, and the ways in which the stories participants shared and the identities they storied shape each other. While this is fundamentally an inquiry into the narrative features of writer identity, it is also a study about how certain lived writing experiences reincarnate as highly emotive autobiographical memories; even if such memories tend to be unstable, unreliable, and suggestable, they are nonetheless meaningful reflections of the lingering effects of the past. Through this retrospective study, a portrait emerges of classroom conditions and writing experiences that are particularly hospitable to the nurturement of positive memories and healthy writing identities, as well as to the inverse. This research is intended to speak to both secondary English teachers and English teacher educators and college composition instructors by bridging secondary and postsecondary understandings of how student writers are moving between worlds, the memories they are bringing with them, and the ways in which they might be storying their writer identities en route.
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Keyword:
Autobiography; College students; Creative writing (Higher education)--Study and teaching; Education; English language--Study and teaching (Higher); English teachers--Training of
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URL: https://doi.org/10.7916/xj2t-ja03
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| 8 |
Understanding the Learning Experiences of Highly Educated refugees from Iraq and Syria en route to Economic Integration in Luxembourg
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Speech and Debate Educators’ Perceptions About the Programs in Primary School
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| 10 |
Exploring the Learning Experiences of Study Abroad Participants
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| 11 |
Energy Conservation Theory for Second Language Acquisition (Ect-l2a): A Partial Validation of Kinetic Energy– Aptitude and Motivation
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| 12 |
Teachers’ Transition From Teacher-Centered to Learner-Centered Classrooms Using the Next Generation Science Standards as a Tool
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Professional Testimony: Construction and Analysis of a “Graphic Object” in a Physics Class in a 12th Grade Science Major
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In: Objects to Learn About and Objects for Learning 1 ; https://hal.archives-ouvertes.fr/hal-03589558 ; Joël Bisault, Roselyne Le Bourgeois, Jean-François Thémines, Mickaël Le Mentec, Céline Chauvet-Chanoine. Objects to Learn About and Objects for Learning 1, Wiley, 2022, Online ISBN: 9781119902171 Print ISBN: 9781786306715. ⟨10.1002/9781119902171.ch5⟩ (2022)
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| 14 |
Implicit Instruction of Direct and Indirect Object Pronouns in Spanish through Technology-Mediated Task-Based Language Teaching
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| 15 |
Thirty Years of Machine Translation in Language Teaching and Learning: A Review of the Literature
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In: L2 Journal, vol 14, iss 1 (2022)
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| 16 |
A “Hands-On” Approach to Raise Awareness of Technologies: A Pilot Class and its Lessons
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In: L2 Journal, vol 14, iss 1 (2022)
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| 17 |
Current Practices in Translation and L2 Learning in Higher Education: Lessons Learned
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In: L2 Journal, vol 14, iss 2 (2022)
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| 18 |
Lessons from a distanced stage: embedding a Zoom-mediated drama workshop in a language classroom
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In: L2 Journal, vol 14, iss 3 (2022)
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| 19 |
A Comparative Study of Mathematics Classroom Practices in Chile, Colombia, and Mexico
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The use of online translators by students not enrolled in a professional translation program: beyond copying and pasting for a professional use
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In: EAMT2022 (European Association for Machine Translation) ; https://hal.archives-ouvertes.fr/hal-03656029 ; EAMT2022 (European Association for Machine Translation), Jun 2022, Ghent, Belgium ; https://eamt2022.com/ (2022)
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