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Navigating Refugee Subjecthood: Cambodian American Education, Identity, and Resilience
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In: Journal of Southeast Asian American Education and Advancement (2020)
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| 4 |
Walking with the Ghost: Contested Silences, Memory-Making, and Cambodian/American Histories of Violence
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Chhun, Lina. - : eScholarship, University of California, 2019
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In: Chhun, Lina. (2019). Walking with the Ghost: Contested Silences, Memory-Making, and Cambodian/American Histories of Violence. UCLA: Gender Studies 006L. Retrieved from: http://www.escholarship.org/uc/item/93f7419q (2019)
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Revealing the Resistant Capital of Cambodian Youth: Using Photovoice as a Tool for Advocacy and Policy Change
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In: Journal of Southeast Asian American Education and Advancement (2019)
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Two Poems: Chanda Says; Dropping Chanda Off at Nursery School
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In: Journal of Southeast Asian American Education and Advancement (2019)
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CAMBODIAN EFL STUDENTS’ INVESTMENT IN LEARNING ENGLISH: PERSPECTIVES AND PRACTICES
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In: TEFLIN Journal, Vol 29, Iss 1, Pp 45-71 (2018) (2018)
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| 8 |
Visual literacy instruction in Cambodian ELT: an action research study and a new pedagogical framework
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Khan, Bophan. - : Sydney, Australia : Macquarie University, 2017
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Abstract:
Theoretical thesis. ; Bibliography: pages 282-313. ; Chapter 1. Introduction -- Chapter 2. Literature review -- Chapter 3. Methodology -- Chapter 4. Results and discussion for Part One’s case study -- Chapter 5. Literature review for Part Two’s action research -- Chapter 6. Results and discussion for Part Two’s action research -- Chapter 7. Implications of the thesis : a new pedagogical framework and two approaches for visual literacy instruction -- Chapter 8. Conclusion -- References -- Appendices. ; Visual literacy complements verbal literacy (Braden, 2001; Dwyer, 1988; Stokes, 2002), and the synergy between the two enable language learners to effectively utilise visual resources that saturate their learning spaces. However, visual literacy along with multimodality is an underresearched area in ELT and TESOL (Early, Kendrick, & Potts, 2015; Kress, 2000). ; Guided by the social semiotics (Kress & van Leeuwen, 2006), multiliteracies pedagogy (Cope & Kalantzis, 2015), and socio-cultural theory of learning (Vygotsky, 1978), this thesis set out to address this gap through a qualitative study in two parts, conducted at a leading public university in Cambodia. Part One was a case study of visual teaching and learning practices among six EFL lecturers and four groups of learners, using classroom observations, document analyses, interviews, and a survey. Part Two probed the issue further by implementing action research in a class at the same research site, using the four instruments in Part One plus student focus groups and diaries. The action research entailed two cycles of interventions. The first cycle implicitly taught questions the students could use to approach a visual resource more critically. The second cycle explicitly taught visual literacy metalanguage and provided visual analysis practices through an adapted model of the Teaching and Learning Cycle (da Silva Joyce, 2014). Part One suggested that the lecturer and student participants had varying degrees of visual literacy, were better at interpreting than creating visual resources, and generally agreed on the facilitative potential of visual literacy instruction for language learning. Part Two revealed that the visual teaching interventions in both cycles ameliorated learning attitudes, engagement, motivation, memory, vocabulary and grammar learning, and critical thinking. ; A pedagogical framework and two visual literacy instructional approaches have been proposed for ELT researchers and practitioners who believe in the educational value of visual multimodal resources and seek practical ways to use visual literacy to help achieve language learning, educational, and professional goals. ; Mode of access: World wide web ; 1 online resource (xx, 374 pages) colour illustrations
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Keyword:
Action research; Cambodian ELT; ELT; English language -- Study and teaching -- Foreign speakers; Language and languages -- Study and teaching -- Methodology; multiliteracies; multimodality; pedagogical framework; social semiotics; Teaching -- Aids and devices; teaching and learning cycle; Visual literacy; visual literacy instruction
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URL: http://hdl.handle.net/1959.14/1261106
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| 9 |
Academic Needs and Family Factors in the Education of Southeast Asian American Students: Dismantling the Model Minority Myth
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In: Journal of Southeast Asian American Education and Advancement (2017)
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| 10 |
Compte-rendu de John Haiman, Cambodian. Khmer, London Oriental and African Language Library, Vol. 16, John Benjamins Publishing Company, Amsterdam/Philadelphie, 2011, xx + 425 p.
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In: ISSN: 0037-9069 ; EISSN: 1783-1385 ; Bulletin de la Société de Linguistique de Paris ; https://hal.archives-ouvertes.fr/hal-01439908 ; Bulletin de la Société de Linguistique de Paris, Peeters Publishers, 2015, 2 (CX), pp.79-93 ; www.peeters-leuven.be (2015)
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| 11 |
Compte-rendu de John Haiman, Cambodian. Khmer, London Oriental and African Language Library, Vol. 16, John Benjamins Publishing Company, Amsterdam/Philadelphie, 2011, xx + 425 p.
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In: ISSN: 0037-9069 ; EISSN: 1783-1385 ; Bulletin de la Société de Linguistique de Paris ; https://hal.archives-ouvertes.fr/hal-01439908 ; Bulletin de la Société de Linguistique de Paris, Peeters Publishers, 2015, 2 (CX), pp.79-93 ; www.peeters-leuven.be (2015)
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| 12 |
Acculturative and Psychosocial Predictors of Academic-Related Outcomes among Cambodian American High School Students
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In: Journal of Southeast Asian American Education and Advancement (2015)
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| 13 |
[Special Issue on SEA Demographics] Response - Language Policy: Using the American Community Survey to Investigate Bilingualism and Biliteracy among Immigrant Communities
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In: Journal of Southeast Asian American Education and Advancement (2015)
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| 14 |
Cambodian Family-School Partnership: Toward an Evolving Theory
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In: Journal of Southeast Asian American Education and Advancement (2015)
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| 15 |
Heritage Language Maintenance and Use among 1.5 Generation Khmer College Students
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In: Journal of Southeast Asian American Education and Advancement (2015)
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| 17 |
Ty Lam oral history interview and transcript
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In: Houston Asian American Archives oral history interviews, MS 573, Woodson Research Center, Fondren Library, Rice University (2014)
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| 18 |
Descriptions linguistiques du khmer ; Descriptions linguistiques du khmer: différentes approches de la singularité
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In: ISSN: 0249-3047 ; Péninsule : Etudes Interdisciplinaires sur l’Asie du Sud- Est Péninsulaire ; https://halshs.archives-ouvertes.fr/halshs-00964052 ; Péninsule : Etudes Interdisciplinaires sur l’Asie du Sud- Est Péninsulaire, Cercle de culture et de recherches laotiennes, 2012, 2 (65), pp.181-199 (2012)
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| 19 |
Descriptions linguistiques du khmer ; Descriptions linguistiques du khmer: différentes approches de la singularité
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In: ISSN: 0249-3047 ; Péninsule : Etudes Interdisciplinaires sur l’Asie du Sud- Est Péninsulaire ; https://halshs.archives-ouvertes.fr/halshs-00964052 ; Péninsule : Etudes Interdisciplinaires sur l’Asie du Sud- Est Péninsulaire, Cercle de culture et de recherches laotiennes, 2012, 2 (65), pp.181-199 (2012)
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| 20 |
The Benefits and Challenges for Cambodian Teachers Implementing Peer Coaching
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Mom, Pheng. - : Victoria University of Wellington, 2012
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