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“We Can’t Become Robots who Reproduce Texts”: Brazilian Students’ Narratives About the Presence of Literature in English Language Classes
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In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 181-210 (2022) (2022)
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Understanding how time flies and what it means to be on cloud nine: English as an Additional Language (EAL) learners’ metaphor comprehension
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Teenagers at a Crossroad: Exploring Newcomer Teenagers’ Identity as Learners of Mathematics and English as an Additional Language
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"I want to grow my country": refugee-background Karen students in transitions: experiences in the move from language school to mainstream schooling
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A diachronic analysis of the cultural aspect of local English coursebooks
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English-as-an-additional-language job interviews: pragmatics training for candidates and analyzing performance on both sides of the table
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Multilingualism as legitimate shared repertoires in school communities of practice: students’ and teachers’ discursive constructions of languages in two schools in England
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Disquietude: A Sonata-Form Inquiry Into Multiliteracies Practices in an EAL Classroom
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Abstract:
This narrative case study describes an English as an Additional Language teacher’s struggle to understand her young adult learners’ apparent resistance toward multiliteracies pedagogical practices in a college setting. Multiliteracies Pedagogy (New London Group, 1996) advocates the use of digital media, and home languages and culture, to engage diverse youth in designing personally meaningful multimodal texts that can significantly impact learner identity, voice, and agency. This arts-based study uses an innovative sonata-style format to document the making of a class documentary, accompanied by teacher reflections on the video project in the form of poetry, journal excerpts, and classroom dialogue. The sonata form provides a unique methodology for teacher inquiry, allowing the teacher-researcher to explore the ways in which curriculum, pedagogy, and sociocultural influences intersect in the classroom. The study does not end with a clear resolution of the problem; instead, the process of inquiry leads to deeper understandings of what it means to teach in the complex worlds of diverse learners.
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Keyword:
English as an Additional Language; learner resistance; multiliteracies and multimodality; young adult newcomers
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URL: http://hdl.handle.net/10464/5562
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Genre Features of Personal Statements by Chinese English-as-an-Additional-Language Writers: A Corpus-Driven Study
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An investigation of explicit strategy instruction on EFL reading of undergraduate English majors in Thailand
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Strategies in Working with Children Learning English as a Second Language
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In: Conference papers (2008)
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Learning to teach English in Hong Kong: effects of the changeover in sovereignty
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Realising the Pedagogical Potential of Multilingual Pre-service Primary Teachers
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In: http://exchanges.warwick.ac.uk/index.php/exchanges/article/download/54/145/
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