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Migration and linguistic diversity in higher education: Implications for language teaching practice and policy
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In: Bruen, Jennifer orcid:0000-0002-9279-2978 and Kelly, Niamh (2020) Migration and linguistic diversity in higher education: Implications for language teaching practice and policy. In: Slowey, Maria, Schuetze, H. G. and Zubrzycki, Tanja orcid:0000-0003-0761-020X , (eds.) Inequality, Innovation and Reform in Higher Education: Challenges of migration and ageing populations. Lifelong Learning Book Series, 25 . Springer International Publishing, Dordrecht, pp. 119-130. ISBN 978-3-030-28226-4 (2020)
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The effects of home language and bilingualism on the realization of lexical stress in Welsh and Welsh English
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The effects of home language and bilingualism on the realization of lexical stress in Welsh and Welsh English
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Mother-tongue diversity in the foreign language classroom: perspectives on the experiences of non-native speakers of English studying foreign languages in an English-medium university.
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In: Bruen, Jennifer orcid:0000-0002-9279-2978 and Kelly, Niamh (2017) Mother-tongue diversity in the foreign language classroom: perspectives on the experiences of non-native speakers of English studying foreign languages in an English-medium university. Language Learning in Higher Education, 7 (2). ISSN 2191-6128 (2017)
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Language teaching in a globalised world: harnessing linguistic super-diversity in the classroom
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In: Bruen, Jennifer orcid:0000-0002-9279-2978 and Kelly, Niamh (2016) Language teaching in a globalised world: harnessing linguistic super-diversity in the classroom. International Journal of Multilingualism, 13 (3). pp. 333-352. ISSN 1479-0718 (2016)
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Translation as a pedagogical tool in the foreign language classroom. A qualitative study of attitudes and behaviours.
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In: Kelly, Niamh and Bruen, Jennifer orcid:0000-0002-9279-2978 (2015) Translation as a pedagogical tool in the foreign language classroom. A qualitative study of attitudes and behaviours. Language Teaching Research, 19 (2). pp. 150-168. ISSN 1477-0954 (2015)
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An experimental approach to the production and perception of Norwegian tonal accent
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Translation as a pedagogical tool in the language classroom: A qualitative study of attitudes and behaviours
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In: Kelly, Niamh and Bruen, Jennifer orcid:0000-0002-9279-2978 (2014) Translation as a pedagogical tool in the language classroom: A qualitative study of attitudes and behaviours. Language Teaching Research, 19 (2). ISSN 1477-0954 (2014)
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The Effect of Duration and Glottalization on the Perception of Rhythm
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In: Kelly, Niamh; Crowhurst, Megan; & Cobb, Crystal. (2014). The Effect of Duration and Glottalization on the Perception of Rhythm. Proceedings of the 40th Annual Meeting of the Berkeley Linguistics Society, 40(40), 215 - 232. Retrieved from: http://www.escholarship.org/uc/item/98b1v5zh (2014)
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The Effect of Duration and Glottalization on the Perception of Rhythm
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In: Annual Meeting of the Berkeley Linguistics Society; BLS 40: General and Special Sessions; 215-232 ; 2377-1666 ; 0363-2946 (2014)
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Does equal access mean treat the same? From theory to practice in the classroom of the English as an Additional Language learner in Ireland - towards a transformative agenda.
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In: Kelly, Niamh (2013) Does equal access mean treat the same? From theory to practice in the classroom of the English as an Additional Language learner in Ireland - towards a transformative agenda. International Journal of Inclusive Education, 18 (9). pp. 857-876. ISSN 1360-3116 (2013)
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Abstract:
While a substantial body of research exists on First and Second Language Acquisition (SLA), research on the language acquisition process that a language minority student goes through when they are acquiring a second language in an environment where both the host language and the language of instruction is the second language has been largely unexplored. Pedagogical practices that espouse language learning theories facilitate both the language development and integration of the language minority child into the classroom. This paper will look at various linguistic variables within the field of SLA which are of particular relevance to the language acquisition process of such students. By embedding these linguistic factors into pedagogical practices, educators can engage with a transformative framework which will not only aid their linguistic and cognitive development, but will also empower the students by developing their critical language skills and facilitate their ability to access the mainstream curriculum.
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Keyword:
EAL learner; Education; inquiry-based pedagogy; Language; problem-posing; second-language acquisition; transformative framework
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URL: http://doras.dcu.ie/19710/
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A Bourdieusian perspective on identity and its role in second language acquisition
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In: Kelly, Niamh (2010) A Bourdieusian perspective on identity and its role in second language acquisition. Cultus, 3 . pp. 45-63. ISSN 2035-2948 (2010)
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Morpheme order studies : a case study of five language minority children acquiring English as an L2 in Irish primary schools
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Kelly, Niamh. - : Trinity College (Dublin, Ireland). School of Education, 2010
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