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1
Ethnic Content Integration and Local Curriculum in Myanmar
In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 155-172 ; Multicultural Lingual and Multicultural Education (2022)
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2
Integration of local texts and cultural practices in localised EFL classrooms:An ethnographic study of a rural Indonesian school
Lestari, Yuni Budi. - : The University of Queensland, School of Education, 2020
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3
Promoting the use of local literacies in EFL pre-service teachers to inspire their teaching practice
In: Colombian Applied Linguistics Journal, Pp 249-263 (2018) (2018)
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4
Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 11 of 12
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Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 7 of 12
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Student interview for Place-Based WAC/WID writing instruction in Management, clip 14 of 14
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Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 2 of 18
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Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 12 of 12
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Student interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 2 of 15
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Student interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 8 of 15
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Instructor interview for Place-Based WAC/WID writing instruction in Management, clip 12 of 13
Abstract: This item includes a segment of an an instructor interview in a Writing Intensive course in Management at the University of Hawaiʻi at Mānoa. The interview was conducted in 2013 and in this clip the interviewee is explaining the meaning of hoʻoponopono. ; Brief excerpt from interview: Whenever a community had problems, people would get together and discuss what happened, and nobody left until everything was resolved . . . over the last twenty years I've done some research and writing also on Hawaiʻi . . . in one of our papers we discovered how . . . basic elements of culture . . . were used to basically take over this land . . . and then they lost their language, because we made that language illegal.
Keyword: anecdotal evidence; business; Christianity; community; community problems; conflict resolution; culture; disease; educational context; English; general education requirements; Hawaii; hooponopono; identity; kinds of learning; land; land reform; language; lawsuit; literature; local community; loss of land; loss of language; management; Native Hawaiian; place-based writing; pono; problem-solving; publicity firm; religion; research; resolution; scholarship of teaching and learning; Sheraton hotels; socialization; transfer; writing across the curriculum; writing in the disciplines; Writing Intensive courses; writing pedagogy
URL: http://hdl.handle.net/10125/38328
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12
Student interview for Place-Based WAC/WID writing instruction in Animal Science, clip 10 of 14
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13
Student interview for Place-Based WAC/WID writing instruction in Animal Science, clip 14 of 14
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14
Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 18 of 18
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15
Student interview for Place-Based WAC/WID writing instruction in Communicology, clip 9 of 13
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16
Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 1 of 18
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17
Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 16 of 18
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18
Instructor interview for Place-Based WAC/WID writing instruction in Management, clip 11 of 13
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19
Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 3 of 18
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20
Instructor interview for Place-Based WAC/WID writing instruction in Social Work, clip 20 of 21
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