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1	A shared cabin in the woods: The presence and presents of writing in residential academic writing retreats
	Ratković, Snežana; McGinn, Michelle K.; Martinovic, Dragana. - : Equinox Publishing, 2022
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2	What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
	Campbell, Jessica. - 2022
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3	Thirty Years of Machine Translation in Language Teaching and Learning: A Review of the Literature
	Jolley, Jason R; Maimone, Luciane
	In: L2 Journal, vol 14, iss 1 (2022)
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4	Adopter une approche diachronique et contextualisante pour explorer le rapport à l’écrit : l’intérêt d’une prise en compte des répertoires langagiers et des environnements de socialisation.
	Delebarre, Justine
	In: ISSN: 2706-6312 ; EISSN: 2708-0633 ; Akofena - Revue scientifique des Sciences du Langage, Lettres, Langues & Communication, ; https://hal.archives-ouvertes.fr/hal-03551355 ; Akofena - Revue scientifique des Sciences du Langage, Lettres, Langues & Communication, , L3DL-CI, Université Félix Houphouët-Boigny, 2022 (2022)
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5	A argumentatividade na aula de Português Língua Materna: Uma competência crucial para o desenvolvimento da escrita nos Ensino Básico e Secundário
	Folgado, Joana Filipa De Aranha Martins. - 2022
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6	The Effect of Constant Time Delay and Sentence Frames on Correct Word Selection for Sentences Constructed Using Technology-Aided Instruction During a Story-Based Lesson
	Williams, Thai
	In: Electronic Theses and Dissertations (2022)
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7	English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
	Kelly, Teresa Marie; Thompson, Stephanie; Bone, Sheryl
	In: Georgia International Conference on Information Literacy (2022)
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8	Improving English Writing Performance for High School Students through the Think-Pair-Share Technique ...
	Yen, Tran Thi; Ngoc, Tran Minh. - : Zenodo, 2022
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9	Improving English Writing Performance for High School Students through the Think-Pair-Share Technique ...
	Yen, Tran Thi; Ngoc, Tran Minh. - : Zenodo, 2022
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10	Specialized writing instruction for deaf students: A randomized controlled trial
	Wolbers, Kimberly A; Dostal, Hannah; Graham, Steve...
	In: Theory and Practice in Teacher Education Publications and Other Works (2022)
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11	Dewey in the Digital Age: Experiential Composition and Reflection as Transformation
	Page, Danielle
	In: Dissertations, Theses, and Student Research: Department of English (2022)
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12	Argumentación y tabú en publicidad
	Ventura, Daniela; Sabina de la Maza, Cristina
	In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 55, 2022, pags. 115-132 (2022)
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13	Using ‘How To …’ Videos in Feedforward Practices to Support the Development of Academic Writing
	Quinn, Sally, Dr
	In: Journal on Empowering Teaching Excellence (2022)
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14	“I Kind of Pushed Back”: Efficiency and Urgency in a No-Excuses Writing Curriculum
	Nagrotsky, Katie
	In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
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15	Cross-linguistic transfer of writing strategies : interactions between foreign language and first language classrooms
	Forbes, Karen. - Blue Ridge Summit : Multilingual Matters, 2021
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	UB Frankfurt Linguistik
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16	Genre in world language education : contextualized assessment and learning
	Troyan, Francis John (Herausgeber). - London : Routledge, 2021
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	UB Frankfurt Linguistik
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17	Reading and Writing as Social Action: A Case Study of Literacy and Critical Social Thinking in the Migrant Student Leadership Institute
	Estrella, Octavio. - : eScholarship, University of California, 2021
	Abstract: This dissertation investigates the apprenticeship of students in the Migrant Student Leadership Institute (MSLI) into the practice of critical social thinking. From 1993 to 2006, the MSLI was a summer residential college outreach program for high school aged youth from migrant farmworker families in California. In California and across the United States, the children of migrant farmworkers face significant social, economic, and educational barriers to accessing post-secondary pathways (Nu�ez & Gildersleeve, 2016; Nu�ez & Jaramillo, 2009). Every year, the MSLI brought over 100 students to engage in a month-long program oriented toward developing their academic and college-going literacies, while also engaging them in a critical social analysis of the historical and political dimensions of their lives. This dissertation contributes to a body of work documenting the learning and literacy practices of students and teachers in the MSLI (Espinoza, 2008, 2009, 2020; Guti�rrez, 2008, 2019; Nu�ez & Gildersleeve, 2016; Pacheco & Nao, 2009; Vossoughi, 2011, 2014). This study utilized classroom audio-video recordings, student writing portfolios, and interview data to provide new perspectives on the routine teaching practices, classroom talk, and social interaction in the MSLI. In particular, it investigated how students were apprenticed into the social practice of critical social thinking through the everyday engagement of social theoretical texts and academic writing. To this end, I asked: (a) How were students in the MSLI apprenticed into the practice of critical social thinking in the context of reading social theoretical texts? (b) If and how did students apply critical social thinking in the writing of academic essays? Through the analysis of student and teacher interactions in the context of reading circles, this study found that the routine practices of close-text analysis created opportunities for students to build conceptual understanding and engage in critical social thinking. The analysis of student writing portfolios and interviews found that students utilized social theoretical concepts to write texts aimed at contesting dominant narratives and reframing their lived experiences. These findings contest current literacy approaches that seek to restrict access to robust academic literacies to historically underserved students. Additionally, this dissertation study argues against common perceptions that radical or critical educational approaches and practices are distinct from or “soft” on academic skills.
	Keyword: language; literacy; migrant; reading; Social research; teaching; writing
	URL: https://escholarship.org/uc/item/9ps1w58h
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18	Methods for developing literacy in professional and academic contexts: Using protocol-assisted modeling
	Dressen-Hammouda, Dacia
	In: Academic Literacy Development: Perspectives on Multilingual Scholars’ Approaches to Writing ; https://hal.uca.fr/hal-03473195 ; Laura-Mihaela Muresan; Concepión Orna-Montesinos. Academic Literacy Development: Perspectives on Multilingual Scholars’ Approaches to Writing, Palgrave Macmillan, pp.81-100, 2021, ⟨10.1007/978-3-030-62877-2⟩ (2021)
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19	Fostering Learners' Online Dictionary Skills through Active Dictionary Rubrics
	Campoy-Cubillo, Mari Carmen
	In: Lexikos; Vol. 31 (2021); 487-510 ; 2224-0039 (2021)
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20	Textproduktion von schwach schreibenden Jugendlichen. Eine empirische Studie zum Schreibprozess im Kontext des persuasiven Argumentierens
	Lindauer, Nadja. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
	In: Münster ; New York : Waxmann 2021, 306 S. - (Sprachliche Bildung – Studien; 9) (2021)
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