Home Catalogue search

eng

Refine your search:

Search in the Catalogues and Directories






	Sort by
Simple Search

Page: 1 2 3 4 5...7

Hits 1 – 20 of 125

1	Place-Making Narrative Data: Management Issues in the Context of Open Science and Data Curation in France
	Kelleher, William; Bays, Hillary
	In: Journal of Open Humanities Data; Vol 8 (2022); 12 ; 2059-481X (2022)
	BASE
	Show details

2	Learners’ engagement on a social networking platform: An ecological analysis
	Lyu, Boning; Lai, Chun. - : University of Hawaii National Foreign Language Resource Center, 2022. : Center for Language & Technology, 2022. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2022
	BASE
	Show details

3	“We Can’t Become Robots who Reproduce Texts”: Brazilian Students’ Narratives About the Presence of Literature in English Language Classes
	Elisa Seerig; Christine Siqueira Nicolaides
	In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 181-210 (2022) (2022)
	BASE
	Show details

4	The Pedagogical Practices of an Immigrant Parent-Maintaining Heritage Language in the Home Context ...
	Chen, Emma. - : Zenodo, 2021
	BASE
	Show details

5	The Pedagogical Practices of an Immigrant Parent-Maintaining Heritage Language in the Home Context ...
	Chen, Emma. - : Zenodo, 2021
	BASE
	Show details

6	TOWARDS CRITICAL LITERACY IN KOREAN HIGH SCHOOL EFL CLASSROOMS: NARRATIVE INQUIRY INTO TEACHER EMOTIONS AND THE USE OF CRITICAL MATERIALS
	Jung, Hyeyoung. - : University of Hawai'i at Manoa, 2021
	Abstract: This dissertation explores the emotional landscapes of two Korean high school English as a foreign language (EFL) as they begin to incorporate critical literacy practices into their regular high school EFL instruction. Critical literacy focuses on the connection between literacy and power by giving literacy a socio-political dimension (Janks, 2010, 2013). Language teachers are encouraged to help their students achieve a deeper understanding of texts by discussing how power dynamics influence everyday life, engaging in active analysis of the text, and offering strategies for uncovering the underlying messages within texts (Luke, 2012). In the critical classroom, language teachers are no longer the sole source of authority or knowledge, and students take on the role of active agents who co-construct knowledge with their peers and teachers to transform their reality in a way that allows them to read both the ‘word’ and the ‘world’ (Freire & Macedo, 1987). This learning process is indispensable for cultivating mature democratic citizens who have creative and critical minds endowed with the profound empathy to change both their own lives and the world around them. Attempting to use critical literacy materials, however, can pose a number of challenges for teachers in Korean high school EFL classrooms given the country’s test-oriented and top-down educational system. For successful implementation of critical literacy in this context, it is important to develop an understanding of teacher emotions because knowing how teachers feel is essential to understanding their teacher identities and instructional practices (Benesch, 2012; Zembylas, 2013). To investigate teacher emotions, I draw on narrative inquiry framework and triangulate data from longitudinal teacher narratives (collected before, during, and after the implementation of critical materials), audio-recorded classroom interactions (collected over the course of a semester), student surveys, and official school documents. The findings show that the teachers experienced a range of emotions, both positive and negative. While they initially reported having negative emotions such as resistance, uncertainty, lack of confidence, and even bodily discomfort (e.g., ‘sweat on the back’), these negative emotions were changed into positive ones through emotional engagement with critical literacy practices as the teachers co-constructed knowledge with their students. The teachers used critical literacy as a mediation tool to overcome the dissonance between their beliefs and actual teaching practices, which in turn led to the formation of renewed, empowered, and legitimate teacher identities. This study provides teacher narratives and descriptions of classroom-based interactions for use in critical language teacher education, a discussion of pedagogical implications for critical materials development, and recommendations for a paradigm shift towards critical literacy in test-oriented Korean high school EFL classrooms and similar contexts. ; Ph.D.
	Keyword: critical literacy; critical pedagogy; English as a second language; high school EFL; materials; narrative inquiry; Pedagogy; Secondary education; teacher emotions
	URL: http://hdl.handle.net/10125/81667
	BASE
	Hide details

7	“The Hidden Door That Leads to Several Moments More”: Finding Context for the Literacy Narrative in First Year Writing
	Goldman, Denise
	In: The Journal of the Assembly for Expanded Perspectives on Learning (2021)
	BASE
	Show details

8	"HE USED TO BE A LATE TALKER” : PARENTS’ NARRATION OF A FIVE YEAR OLD CHILD NAMED HASAN
	Emy Sudarwati; Ary Setya Budhi Ningrum
	In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 2, Pp 81-105 (2021) (2021)
	BASE
	Show details

9	Investigating EFL Teachers' Emotional Regulation Strategies in Second Language Classroom Contexts
	kristian florensio wijaya
	In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 1, Pp 97-108 (2021) (2021)
	BASE
	Show details

10	Syrian Female Refugees: Exploring Identity and Online Language Learning
	Hadid, Alia. - : Digital Commons @ University of South Florida, 2020
	In: Graduate Theses and Dissertations (2020)
	BASE
	Show details

11	Subjectivity movement and Teaching-Orienteering Activity ; Movimiento de la subjetividad y Teaching-Orienteering Activity
	Muñoz, Luz Adriana Cadavid; Quiceno, Diana Victoria Jaramillo
	In: Obutchénie. Revista de Didática e Psicologia Pedagógica ; 2020: v.4, n.2 (maio/ago. 2020) ; 408-433 ; 2526-7647 (2020)
	BASE
	Show details

12	A Narrative Inquiry of Chinese Science Teacher Candidates Cross-cultural Learning Experience in Canada
	Liu, Chunlei; Smith, Clayton; Zhou, George...
	In: Education Publications (2020)
	BASE
	Show details

13	Identity construction and perception of violence by female residents of a domestic violence shelter
	Reinboldt, Rosicler Saloan. - : University of Stirling, 2020
	BASE
	Show details

14	What Do Students Say about Writing? How Student Experiences Can Inform Canadian Writing Studies Pedagogy
	Eaton, Christopher
	In: Electronic Thesis and Dissertation Repository (2020)
	BASE
	Show details

15	Living with IELTS: the stories of IELTS test candidates
	Yucel, Megan. - : The University of Queensland, School of Languages and Cultures, 2020
	BASE
	Show details

16	Reflective practice on lesson planning among EFL teacher educators
	Lulu Laela Amalia; Utami Widiati; Yazid Basthomi...
	In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 153-160 (2020) (2020)
	BASE
	Show details

17	Living Language Policy Through Stratified Space: A Linguistic Ethnography in the United Arab Emirates
	Cook, William Robert Amilan. - 2020
	BASE
	Show details

18	Plus qu'une langue: The construction of identity via French as an additional language in Hong Kong
	De Beaufort, Lorraine
	In: ISSN: 1479-0718 ; International Journal of Multilingualism ; https://hal.archives-ouvertes.fr/hal-02490775 ; International Journal of Multilingualism, Taylor & Francis (Routledge), 2019, pp.1-19. ⟨10.1080/14790718.2019.1629936⟩ (2019)
	BASE
	Show details

19	Transnational sojourners’ investment in learning English: a multi-case study of partners of international students in Australia ...
	Gilanyi, Lisa. - : UNSW Sydney, 2019
	BASE
	Show details

20	Transforming Literacy Learning: Action Research by a Reading Specialist
	Katz, Anne; Sexton, Mitchell; Hamilton, Krissy...
	In: Curriculum, Foundations, & Reading Faculty Presentations (2019)
	BASE
	Show details

Page: 1 2 3 4 5...7

© 2013 - 2024 Lin|gu|is|tik | Imprint | Privacy Policy | Datenschutzeinstellungen ändern