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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 10 of 10 1 “Some people get lost”: A Practitioner Inquiry into the Transnational, Diasporic, and Educative Experiences of Participants in an After School Reading and Writing Group Edwards, Will. - : University of Toronto, 2021 BASE Show details 2 Writing the Young Diasporic Muslim Female: A Study in Creating Culturally Sustaining Narratives Elsherief, Heba. - 2019 BASE Show details 3 (Re)Making Identities: Negotiating Critical Literacy in an Urban High School Stephens, Airin Calder. - 2016 BASE Show details 4 Critical Embodiment: Investigating the Intersection of Critical Pedagogy and Embodiment for the Prevention of Eating Disorders in Schools Grinberg-Panchuk, Tania. - 2015 BASE Show details 5 What is my Pedagogy? Shifting Understandings and Practices of Teachers in Government Schools in Kashmir, India Mir, Gulshan Ara Tabassum. - NO_RESTRICTION BASE Show details 6 Telling Our Truths: Exploring Issues of Immigration, Identity, and Literacy with Adult Language Learners Sheppard, Emma Claire Handman. - NO_RESTRICTION BASE Show details 7 Practising Critical Literacy Work with English Language Learners: An Integrative Approach Lau, Man Chu. - NO_RESTRICTION Abstract: Existing mainstream ESL pedagogy tends to be functionalist and assimilationist, ignoring the complex sociopolitical dimensions of language learning (Pennycook, 2001). In addition, critical inquiry is often deemed too difficult for English language learners (ELLs), hence seldom introduced in ESL classrooms. However, academic proficiency, deep understanding and critical literacy (CL) are needed for school success and world citizenship. This doctoral thesis describes a year-long participatory action research with a class of new immigrant ELLs (aged 12-14) in a city in Ontario, Canada. Informed by CL and critical pedagogy, the research aimed to find out how CL education played out in a beginning ESL classroom--the instructional choices made, negotiation of teacher and student identities, processes and challenges involved, and the extent to which students’ critical/literacy development was facilitated. Based on Cummins’ Academic Expertise Framework (2001), the sociocultural theory of learning (e.g., Lave & Wenger, 1991; Vygotsky, 1987) and Guthrie’s (1996, 2004) conception of literacy engagement, an integrative instructional approach was adopted for the design and implementation of the CL program. The program addressed ELLs’ academic language needs while affirming their cultural identities and developing their critical ability in dealing with struggles amidst their acculturation process. Following the principles of critical action research, this study was done through cycles of reflection, action and evaluation with different sets of qualitative data which were coded and analysed based on phenomenological research methods. The results showed a significant improvement in students’ level of self-confidence and critical/literacy development while the ESL teacher changed from being sceptical of doing CL work with beginning ELLs to fully embracing it and seeing herself as an advocate for ELLs. This research showed that with careful scaffolding and guided practice of functional, cultural and CL skills grounded in a collaborative learning community that set high expectations on students’ critical and creative abilities, students achieved substantial critical/literacy engagement and development. The question educators should ask is not “At which grade or language level can students be introduced to CL?”, but rather “Are we providing support and scaffolds to students’ learning that are geared towards helping them to gradually become critical language users?” ; PhD Keyword: critical literacy; critical pedagogy; English Language Learners; middle school; participatory action research URL: http://hdl.handle.net/1807/24804 BASE Hide details 8 The Influence of Drama and Dance on Urban Elementary Students Critical Engagement with Questions of Social Justice and Equity Papoff, Sarah. - WITHHELD_TWO_YEAR BASE Show details 9 Discourse Itineraries in an EAP Classroom: A Collaborative Critical Literacy Praxis Chun, Christian Wai. - NO_RESTRICTION BASE Show details 10 Drama Pedagogies, Multiliteracies and Embodied Learning: Urban Teachers and Linguistically Diverse Students Make Meaning Ntelioglou, Burcu Yaman. - WITHHELD_ONE_YEAR BASE Show details

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