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Hits 61 – 68 of 68
61
Apprenticing students into a culture of enquiry: Evaluating two courses of undergraduate skill provision in one New Zealand Polytechnic
Dale, Angela
. - 2010
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62
'Academic literacies approaches to genre'? Abordagens de gênero para letramentos acadêmicos'?
Brian Street
In: Revista Brasileira de Linguística Aplicada, Vol 10, Iss 2, Pp 347-361 (2010) (2010)
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63
A escrita nas práticas de letramento acadêmico Writing in academic literacy practices
Marildes Marinho
In: Revista Brasileira de Linguística Aplicada, Vol 10, Iss 2, Pp 363-386 (2010) (2010)
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64
Towards a 'pedagogy of connection' in critical research education: A REAL story
Cadman, K.
. - : Pergamon, 2005
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65
Discursive representation of international students
Kumar, Margaret
. - 2004
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66
Developing a land ethic for ecocomposition theory and pedagogy: A place-based approach to teaching critical and ecological literacies as part of academic literacy.
Salchak, Steven Patrick
. - 2003
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67
Discourse Itineraries in an EAP Classroom: A Collaborative Critical Literacy Praxis
Chun, Christian Wai
. - NO_RESTRICTION
Abstract:
This classroom ethnography documents the developing critical literacy pedagogy of an English for Academic Purposes (EAP) instructor over the course of several terms. My research, which involved extensive collaboration with the EAP instructor, explores how specific classroom practices and discourses are enacted and mediated through dialogic intertextualities, material objects, and social actions that frame representations about language, literacy, and what Lefebvre (1988) called “le quotidien” – the everyday, and how these affect the students’ meaning-making potential in specific ways. It also traces the contours (and detours) of the instructor’s classroom practices after the researcher’s mediation in the form of collaborative inquiries on functional grammar and critical literacy, and the effects of these classroom practices on making meaning in her EAP classes. I consider several issues from an integrated theory and practice perspective. Because of an urgent need to understand the students’ practices and epistemologies as they engage in ever newer forms of multimodal text productions, I contend that EAP classroom practices must be reshaped to facilitate more (inter)active engagements of the multimodal texts that saturate students’ lives, both inside the class and outside. Related to this, I highlight in my classroom data what actually counts as the ‘critical’ or the ‘uncritical’ in this EAP classroom and argue why these distinctions matter. Lastly, I suggest ways in which the role of a critical multiliteracies education in EAP can meet the pragmatic needs of both students and teachers. My research contributes to a much-needed dialogue between critically oriented researchers and practitioners in the field of TESOL/Applied Linguistics by bridging the gap between theory and practice. The lessons learned from this collaborative classroom praxis point to concrete ways to help EAP teachers and students utilize their meaning-making potential. This involves equipping them with an expanded social semiotic tool-kit that can enable them to not only meet their immediate academic needs, but also help create a more active and possibly transformative role in the social constructions of discourse, language, and society. This doctoral dissertation has implications for those who are involved in EAP teaching and research, curriculum planning, teacher training, and student needs assessment. ; PhD
Keyword:
0727
;
0745
;
academic discourse
;
academic literacies
;
action research
;
classroom ethnography
;
collaborative research
;
Critical applied linguistics
;
critical discourse analysis (CDA)
;
Critical English for Academic Purposes (CEAP)
;
critical literacy
;
Critical pedagogy
;
curriculum studies
;
English for Academic Purposes (EAP)
;
functional grammar
;
globalization
;
identity
;
intertextuality
;
mediated discourse analysis (MDA)
;
multiliteracies
;
multimodal discourse analysis
;
multimodality
;
neoliberalism
;
social semiotics
;
systemic functional linguistics
URL:
http://hdl.handle.net/1807/26414
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68
'Academic literacies approaches to genre'?
Brian Street
In: Revista Brasileira de Linguística Aplicada, Vol 10, Iss 2, Pp 347-361
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