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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 – 16 of 16 1 Writing Difference: Student Ideologies and Translingual Possibilities Vaneyk, Kristin. - 2021 BASE Show details 2 Ideologies of Language, Authority, and Disability in College Writing Peer Review Keating, Benjamin. - 2018 BASE Show details 3 Efficiency, Correctness, and the Authority of Automation: Technology in College Basic Writing Instruction Gibson, Gail. - 2017 BASE Show details 4 Understanding the Literacies of Working Class First-Generation College Students Schiavone, Aubrey. - 2017 BASE Show details 5 Languages, Literacies, and Translations: Examining Deaf Students' Language Ideologies through English-to-ASL Translations of Literature. Spooner, Ruth Anna. - 2016 Abstract: Educators have long grappled with how print literacy might be best taught to deaf students and which language might best serve this purpose: spoken English, American Sign Language (ASL), or another communication mode. Over the decades, pedagogical approaches have been introduced and critiqued according to the various ideologies of different stakeholders. We know very little, however, about the ideologies that deaf students themselves carry about language and the complex ways these ideologies may be contributing to or interfering with their acquisition of print literacy. This dissertation, thus, explores deaf high school students’ attitudes and beliefs about language and interrogates how their ideologies are confirmed, contradicted, or complicated through their encounters with English and ASL via ASL translations of literature in their English classroom. This qualitative study collected data on how deaf students’ ideologies played out when their teacher integrated a unit consisting of ASL translations of English literary works into their English class. The findings highlight how the students’ language ideologies are neither predictable nor consistent, and that many students carry conflicting and even mistaken ideologies about each language that lead them to believe that ASL has no grammar rules and disparage English for being too strict. Moreover, the students’ ideologies profoundly affect the degree of alienation or ownership that they feel towards each language, and especially towards print literacy, which nearly all of the students identify as being a “hearing” practice. The students’ complex relationship with each language is illuminated especially clearly in their reactions to ASL translations of English texts, an experience that many of them found to be enriching and deeply validating because for the first time, they could bring their literacy practices and linguistic strengths from ASL to the experience of reading in the English classroom, and thus achieve a more meaningful and evocative reading of the stories. The ways these students interacted with the ASL translations challenge us to broaden our understanding of literacy and reading so that it is inclusive of the literacy practices that they brought to the table while working with the translations. ; PhD ; English and Education ; University of Michigan, Horace H. Rackham School of Graduate Studies ; http://deepblue.lib.umich.edu/bitstream/2027.42/133217/1/raspoon_1.pdf Keyword: American Sign Language; deaf education; Education; English Language and Literature; Humanities; language ideologies; literacy; Social Sciences; translation URL: https://hdl.handle.net/2027.42/133217 BASE Hide details 6 Linguistic and Rhetorical Ideologies in the Transition to College Writing: A Case Study of Southern Students. Swofford, Sarah Catherine. - 2015 BASE Show details 7 An Investigation of Transfer in the Literacy Practices of Religiously Engaged Christian College Students. Pugh, Melody C.. - 2015 BASE Show details 8 Engaging Students in the Margins: A Mixed-Methods Case Study Exploring Student and Instructor Response to Feedback in the First-Year Writing Classroom. Neiderhiser, Justine A.. - 2015 BASE Show details 9 In Your Own Words: Ideological Dilemmas in English Teachers' Talk about Plagiarism. Engel, Steven John. - 2014 BASE Show details 10 Developing Meta-Awareness about Composition through New Media in the First-Year Writing Classroom. VanKooten, Crystal L.. - 2014 BASE Show details 11 Stance and Reader Positioning in Upper-Level Student Writing in Political Theory and Economics. Lancaster, Carlton Isaac. - 2012 BASE Show details 12 When God's Word Isn't Good Enough: Exploring Christian Discourses in the College Composition Classroom. Thomson, Heather E.. - 2009 BASE Show details 13 Exploring Literacy Sponsorship in the Digital Extracurriculum: How Students' Participation in Fan Fiction Sites can Inform Composition Pedagogy. Shultz, Staci Lynn BASE Show details 14 Enduring Patterns: Standard Language and Privileged Identities in the Writing Classroom. Davila, Bethany Townsend BASE Show details 15 Curricular Approaches to Linguistic Diversity: Code-Switching, Register-Shifting and Academic Language. Brown, David West BASE Show details 16 Understanding Language to Support Equitable Teaching: How Beginning English Teachers Engage Complexity, Negotiate Dilemmas, and Avoid Deficit Ideologies. McBee Orzulak, Melinda J. BASE Show details

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