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| 61 |
Role of Dialect in Contemporary African American Literature, The ...
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| 62 |
The Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language
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In: Canadian Journal of Education/Revue canadienne de l'éducation; Vol. 44 No. 4 (2021): Winter 2021 | Hiver 2021; 1024-1050 ; Revue canadienne de l'éducation; Vol. 44 No. 4 (2021): Hiver 2021; 1024-1050 ; 1918-5979 ; 0380-2361 (2021)
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| 63 |
The Changing Landscape of Education (25 September 2020) ...
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Gleeson, Margaret. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021
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| 64 |
The Changing Landscape of Education (25 September 2020) ...
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Gleeson, Margaret. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021
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| 66 |
A Phenomenological Study of High School Academic Subject Teachers’ Experiences Differentiating for English Language Learners
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In: Doctoral Dissertations and Projects (2021)
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| 67 |
Determining Pre-Service Teachers’ Intention of Using Technology for Teaching English as a Second Language (ESL)
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In: Sustainability; Volume 13; Issue 14; Pages: 7568 (2021)
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| 68 |
Teaching Lexical Stress: Effective Practice in a Mandarin ELL Context
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In: Senior Honors Theses (2021)
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| 69 |
Enhancing ESL Learners’ Identity Lexico-Grammatically in Language Learning Histories Writing.pdf ...
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| 70 |
Enhancing ESL Learners’ Identity Lexico-Grammatically in Language Learning Histories Writing.pdf ...
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| 71 |
Service-Learning: A Translation of Documents into Spanish on Behalf of Learning for ALL
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In: Theses/Capstones/Creative Projects (2021)
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| 72 |
Pedagogy or Andragogy?: Which teaching method produces successful ESL tutoring that involves musical activities?
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In: Theses/Capstones/Creative Projects (2021)
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| 73 |
A comparison of Chinese and American student academic email requests to faculty in higher education in the United States
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| 74 |
England is blue and China is red: a case study of two Chinese adolescents’ expression of linguistic identity through the construction of English as a second language (ESL) poetry
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| 75 |
Unpacking the efficacy of Reading to Learn using Cognitive Load Theory
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| 76 |
Homeless in Hawai‘i: Developing Critical Materials for an Intensive English Program
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| 77 |
Working with Multilingual Student Writers
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In: Purdue Writing Lab/Purdue OWL Creative Materials (2021)
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| 78 |
Introduction : reframing language in teaching and learning : leveraging students' meaning-making repertoires
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Abstract:
In recent years, in the context of rapidly changing globalization, global movement and evolving ‘super-diversity’ (Vertovec, 2007, 2017) within populations in many countries, an ‘unpredictable and unprecedented variation in individual linguistic repertoires’ have evolved (Taylor & Snoddon, 2013, p. 440). While linguistic diversity has long existed in many societies (e.g. Vaughan & Singer, 2018), the rapid diversification of expression through different modes of communication – technological or performative (dance, music, storytelling) – for example, has made these practices more vibrantly visible (e.g. Finegan & Rickford, 2004; Heller, 2011; Pennycook & Otsuji, 2015). For research scholarship looking at second or additional language acquisition, these shifts have helped problematize the act of classifying languages as bound entities. Challenged by the idea of language as practice, a distinct research perspective has emerged whereby multilingualism is viewed as a lived experience, focused on languaging, or ‘a way of making use of all linguistic means from diverse sources to act semiotically’ (Costley & Leung, 2020, p. 2). These practices are complex and interrelated; they do not transpire in a linear pattern nor function separately but encompass the ‘linguistic, cognitive, social and emotional components of speakers’ languaging’ or translanguaging practices (Seltzer & Garćia, 2020, p. 2). The linguistic repertoire of any individual speaker, therefore, is framed as dynamic and characterized by the language varieties people acquire, know and use within their communities. Languages can be expressed separately or intertwined for different purposes, in different places and spaces, or with different people, with these myriad communicative practices resulting in the development of rich and complex repertoires (Moore & Gajo, 2009).
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Keyword:
160302 - Pedagogy; 390102 - Curriculum and pedagogy theory and development; 390108 - LOTE; 390307 - Teacher education and professional development of educators; education; ESL and TESOL curriculum and pedagogy; language and languages; linguistics; translanguaging (linguistics)
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URL: http://hdl.handle.net/1959.7/uws:57906
https://doi.org/10.1177/1362168820971753
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| 79 |
Literacy Gatekeepers in the Ontario Education System. Why ESL Students Fail? A Bordieuan Perspective
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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| 80 |
ESL Student Plagiarism Prevention Challengesand Institutional Interventions
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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