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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 7...9 Hits 41 – 60 of 167 41 Exploring linguistic repertoires : applications for writing D'warte, Jacqueline (R16971). - : Melbourne, Vic., Pearson Australia, 2016 BASE Show details 42 Diverse languages and dialects Arthur, Leonie (R7211); D'warte, Jacqueline (R16971). - : Erskineville, N.S.W., MultiVerse Publishing, 2016 BASE Show details 43 On multiple literacies and language learning : video production and embodied subjectivities Bradley, Joff P.; Cole, David R. (R16972). - : Singapore, NUS Centre for English Language Communication, 2016 BASE Show details 44 Cosmopolitanism, contemporary communication theory and cultural literacy in the EAL/D classroom Reid, Carol (R8461); Jones-Diaz, Criss (R7925); Alsaiari, Hussain (S30119). - : Hindmarsh, S.A., Austaralian Council of TESOL Associations, 2016 BASE Show details 45 Embedding learning for future and imagined communities in portfolio assessment Romova, Zina; Andrew, Martin B.. - : Unitec ePress, 2015 BASE Show details 46 Learning to identify and actualize affordances in a new tool Haines, Karen. - : the National Foreign Language Resource Center (NFLRC) at the University of Hawai’i, University of Hawai‘i Center for Language and Technology (CLT), and the Center for Language Education, and Research (CLEAR) at Michigan State University, 2015 BASE Show details 47 Embedding learning for future and imagined communities in portfolio assessment Romova, Zina; Andrew, Martin B.. - : Unitec ePress, 2015 Abstract: In tertiary contexts where adults study writing for future academic purposes, teaching and learning via portfolio provides them with multiple opportunities to create and recreate texts characteristic of their future and imagined discourse communities. This paper discusses the value of portfolios as vehicles for rehearsing membership of what Benedict Anderson (1983) called “imagined communities”, a concept applied by such scholars as Yasuko Kanno and Bonny Norton (2003). Portfolios can achieve this process of apprenticeship to a specialist discourse through reproducing texts similar to the authentic artefacts of those discourse communities (Flowerdew, 2000; Hyland, 2003, 2004). We consider the value of multi-drafting, where learners reflect on the learning of a text type characteristic of the students’ future imagined community. We explore Hamp-Lyons and Condon’s belief (2000) that portfolios “critically engage students and teachers in continual discussion, analysis and evaluation of their processes and progress as writers, as reflected in multiple written products” (p.15). Introduced by a discussion of how theoretical perspectives on learning and assessing writing engage with portfolio production, the study presented here outlines a situated pedagogical approach, where students report on their improvement across three portfolio drafts and assess their learning reflectively. A multicultural group of 41 learners enrolled in the degree-level course Academic Writing [AW] at a tertiary institution in New Zealand took part in a study reflecting on this approach to building awareness of one’s own writing. Focus group interviews with a researcher at the final stage of the programme provided qualitative data, which was transcribed and analysed using textual analysis methods (Ryan and Bernard, 2003). Students identified a range of advantages of teaching and learning AW by portfolio. One of the identified benefits was that the selected text types within the programme were perceived as useful to the students’ immediate futures. This careful choice of target genre was reflected in the overall value of the programme for these learners. Keyword: 130207 LOTE; 190302 Professional Writing; adult learners; discourse community; English as an additional language (EAL); ESL and TESOL Curriculum and Pedagogy (excl. Māori); imagined community; portfolio assessment; TESOL URL: https://hdl.handle.net/10652/3030 BASE Hide details 48 Learning to identify and actualize affordances in a new tool Haines, Karen. - : the National Foreign Language Resource Center (NFLRC) at the University of Hawai’i, University of Hawai‘i Center for Language and Technology (CLT), and the Center for Language Education, and Research (CLEAR) at Michigan State University, 2015 BASE Show details 49 Supporting Language Learning on the Move. An evaluative framework for mobile language learning resources. Reinders, Hayo; Pegrum, Mark. - : London: Taylor & Francis, 2015 BASE Show details 50 Learning for the long haul : developing perceptions of learning affordances in CALL teachers Haines, Karen. - : WorldCALL, 2015 BASE Show details 51 Supporting Language Learning on the Move. An evaluative framework for mobile language learning resources. Reinders, Hayo; Pegrum, Mark. - : London: Taylor & Francis, 2015. : Unitec Institute of Technology, 2015. : University of Western Australia, 2015 BASE Show details 52 Changes in two migrant learners’ beliefs, learning strategy use and language achievements in a New Zealand context Zhong, Qunyan (Maggie). - : Elsevier, 2015 BASE Show details 53 The role of translation in vocabulary acquisition : a replication study Alroe, Michael John; Reinders, Hayo. - : Eurasian Journal of Applied Linguistics, 2015 BASE Show details 54 Learning for the long haul : developing perceptions of learning affordances in CALL teachers Haines, Karen. - : WorldCALL, 2015 BASE Show details 55 Supporting Language Learning on the Move. An evaluative framework for mobile language learning resources. Reinders, Hayo; Pegrum, Mark. - : London: Taylor & Francis, 2015 BASE Show details 56 The role of translation in vocabulary acquisition : a replication study Alroe, Michael John; Reinders, Hayo. - : Eurasian Journal of Applied Linguistics, 2015 BASE Show details 57 Changes in two migrant learners’ beliefs, learning strategy use and language achievements in a New Zealand context Zhong, Qunyan (Maggie). - : Elsevier, 2015 BASE Show details 58 Silences in growing up bi/multilingual in multicultural globalised societies : educators', families' and children's views of negotiating languages, identity and difference in childhood Jones-Diaz, Criss (R7925). - : Port Melbourne,Vic., Cambridge University Press, 2015 BASE Show details 59 Building knowledge about and with students : linguistic ethnography in two secondary school classrooms D'warte, Jacqueline (R16971). - : Kensington Gardens, S.A., Australian Association for the Teaching of English, 2015 BASE Show details 60 Teaching Chinese language and culture to Australian high school beginners through intercultural language teaching Zhao, Dacheng (R12033); Cole, David R. (R16972). - : U.S., Nova Science, 2015 BASE Show details Page: 1 2 3 4 5 6 7...9

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