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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 – 13 of 13 1 “We Can’t Become Robots who Reproduce Texts”: Brazilian Students’ Narratives About the Presence of Literature in English Language Classes Elisa Seerig; Christine Siqueira Nicolaides In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 181-210 (2022) (2022) BASE Show details 2 Understanding how time flies and what it means to be on cloud nine: English as an Additional Language (EAL) learners’ metaphor comprehension Hessel, AK; Murphy, VA. - 2018 BASE Show details 3 Teenagers at a Crossroad: Exploring Newcomer Teenagers’ Identity as Learners of Mathematics and English as an Additional Language Fellus, Olga Osnat. - : Université d'Ottawa / University of Ottawa, 2018 Abstract: This PhD thesis was set to examine newcomer teenagers’ identity as learners of mathematics and English as an Additional Language (EAL) in the context of their transition into the Canadian educational system. Drawing on Ivanič (1998) who suggests a four-part model for the conceptualization of identity as a co-constitutive multi-dimensional framework, and addressing Ricoeur’s (1992) etymological distinction between idem and ipse (identity as sameness and identity as selfhood), a research design was set up to allow for an exploration of newcomer teenagers’ identity as learners of mathematics and of English as an Additional Language (EAL). The theoretical framework of this study draws on Ivanič’s (1998) four identity-related dimensions of (a) autobiographical identities, (b) authorial identities, (c) discoursal identities, and (d) socioculturally available selfhoods. The research design comprised three sets of data collection through family and individual interviews and focus group discussions. Following a dissemination of a Call for Participants, six families who have recently emigrated from Israel to Canada expressed interest to participate in the research. In total, six sessions of 90-minute family-unit interviews, 16 sessions of 90-minute individual interviews, and two sets of all-parent and all-teenage focus groups lasting 90-minute each yielded 26 interviews of over 39 hours. Data were organized according to the four identity-related dimensions that are developed in the theoretical framework of this study. Multiple, iterative rounds of analyses were conducted to first examine how identity is formulated in and through each of the four dimensions identified in the research literature and later explore the inter-relationship between the four identified dimensions and emergent themes. Findings reveal that teenage newcomers’ identity as learners of mathematics and EAL is multifarious, multidirectional, and inter-animated. While the teenage newcomers struggle with their developing identities as speakers of EAL and learners of mathematics in a new educational system, their collective identity as Israelis who make it against all odds, their developing stances in relation to EAL and mathematics, and the socioculturally available selfhoods draw a complex picture that depicts identity work in its making. Given the findings, the study adds to our understanding of the multifaceted and multidirectional nature of identity as crucial in the learning of EAL and mathematics among teenage newcomers. Keyword: Authorial Identity; Autobiographical Identity; Discoursal Identity; English as an Additional Language; Identity; Identity Dimensions; Mathematics Education; Newcomers; Socioculturally Available Identities; Teenagers URL: https://doi.org/10.20381/ruor-22730 http://hdl.handle.net/10393/38477 BASE Hide details 4 "I want to grow my country": refugee-background Karen students in transitions: experiences in the move from language school to mainstream schooling Hiorth, Amanda. - 2017 BASE Show details 5 A diachronic analysis of the cultural aspect of local English coursebooks Dahmardeh, Mahdi; Parsazadeh, Abbas; Parsazadeh, Hossein. - : University of Bedfordshire, 2017 BASE Show details 6 English-as-an-additional-language job interviews: pragmatics training for candidates and analyzing performance on both sides of the table Travers, Nicholas. - 2017 BASE Show details 7 Multilingualism as legitimate shared repertoires in school communities of practice: students’ and teachers’ discursive constructions of languages in two schools in England Liu, Yongcan; Evans, Michael. - : Informa UK Limited, 2016. : Cambridge Journal of Education, 2016 BASE Show details 8 Disquietude: A Sonata-Form Inquiry Into Multiliteracies Practices in an EAL Classroom Burgess, Julianne. - 2014 BASE Show details 9 Genre Features of Personal Statements by Chinese English-as-an-Additional-Language Writers: A Corpus-Driven Study Chen, Sibo. - 2013 BASE Show details 10 An investigation of explicit strategy instruction on EFL reading of undergraduate English majors in Thailand Khaokaew, Burana. - : University of Bedfordshire, 2012 BASE Show details 11 Strategies in Working with Children Learning English as a Second Language Mhic Mhathuna, Maire; Hill, Una In: Conference papers (2008) BASE Show details 12 Learning to teach English in Hong Kong: effects of the changeover in sovereignty Urmston, Alan. - : University of Bedfordshire, 2003 BASE Show details 13 Realising the Pedagogical Potential of Multilingual Pre-service Primary Teachers In: http://exchanges.warwick.ac.uk/index.php/exchanges/article/download/54/145/ BASE Show details

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