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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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Abstract:
The paper reports on the findings of a 12-month project within a broader research programme that looks at a group of East European students with English as an Additional Language (EAL) in England. The data are derived from interviews with the students and teachers in two schools. The findings show that EAL students had a keen interest in English. This attitude contrasted with their reluctance to use and talk about their home language, as a result of language loss and fear of being bullied. Teachers’ attitudes towards languages were also mixed, ranging from support for ‘free use of languages’ , to ‘restricted use of home language’ , and to ‘use of English only’. The paper further argues that multilingualism can be theorised as legitimate shared repertoires of school communities of practice. Practical implications are drawn which suggest that students’ and teachers’ voices should be acted upon and translated into school language policies. ; This work was supported by a three-year grant from the Bell Foundation. We are grateful to the Bell Foundation and Diana Sutton for supporting the research on which this article was based and to the research team which included Madeleine Arnot, Deb Davies-Tutt, Linda Fisher, Karen Forbes, Mei Hu, Claudia Schneider, Oakleigh Welply. We are grateful to the participants in the schools and communities who gave their time to help this project. The views expressed here are those solely of the named authors of this article. ; This is the author accepted manuscript. The final version is available from Taylor & Francis via http://dx.doi.org/10.1080/0305764X.2015.1091441
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Keyword:
Bilingual Learner; Community of Practice; English as an Additional Language; Multilingualism; School Language Policy
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URL: https://www.repository.cam.ac.uk/handle/1810/250495
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Disquietude: A Sonata-Form Inquiry Into Multiliteracies Practices in an EAL Classroom
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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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