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1	“Going down the Tower of Babel” through telecollaboration in the context of Internationalization at Home
	Rodrigo Schaefer
	In: Domínios de Lingu@gem, Vol 16, Iss 1, Pp 7-40 (2022) (2022)
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2	Student Centered Language Teaching: A Focus on Student Identity
	Mano, Rachel
	In: All Graduate Plan B and other Reports (2022)
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3	Role of literature in teaching Urdu as foreign language in France ; Rôle de la littérature dans l'apprentissage de l'ourdou comme langue étrangère en France
	Haque, Shahzaman
	In: https://hal-inalco.archives-ouvertes.fr/hal-03284607 ; 2021 (2021)
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4	Reading and Copying Latin Texts in a Greek-speaking Area ; Reading and Copying Latin Texts in a Greek-speaking Area: The Ways of Diffusion of Latin Literary Culture in Constantinople
	Rochette, Bruno
	In: ISSN: 0221-5896 ; KTÈMA Civilisations de l'Orient, de la Grèce et de Rome antiques ; https://hal.archives-ouvertes.fr/hal-03591660 ; KTÈMA Civilisations de l'Orient, de la Grèce et de Rome antiques, Université de Strasbourg, 2021, La communication dans l'Empire romain tardif (IIIe-VIIe siècle). Problèmes linguistiques et interprétatifs, 46, pp.83-110 (2021)
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5	Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project
	Van Winkle, Kristina A.
	In: All Antioch University Dissertations & Theses (2021)
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6	Educational Character of Comprehended Reading in Russia (18701900) ...
	Sergei I. Belentsov, Olga N. Malykhina. - : TuEngr Group, 2021
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7	OER Guide for WR 227 Instructors: Using Open Educational Resources (OERs) in WR 227 Courses
	Read, Sarah; Bowen, Jordana; Covey, Henry
	In: PDXOpen: Open Educational Resources (2021)
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8	Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ...
	Kunnel, Johnson. - : Werklund School of Education, 2021
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9	Role of literature in teaching Urdu as foreign language in France ; Rôle de la littérature dans l'apprentissage de l'ourdou comme langue étrangère en France
	Haque, Shahzaman
	In: https://hal-inalco.archives-ouvertes.fr/hal-03284607 ; 2021 (2021)
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10	De litteris Latinis Latine docendis: El comentario humanístico de textos clásicos y su aplicación didáctica en la actualidad
	Ramos Maldonado, Sandra Inés
	In: eClassica - 2019, Vol. 5, pp. 136-151. (2021)
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11	BORN OR MADE: PROBLEMS OF PROSE STYLE & STYLISTIC IMPROVABILITY AT THE SENTENCE LEVEL, AN INTERDISCIPLINARY APPROACH
	McCarthy, Hope Petrash. - 2021
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12	EXPLORING LANGUAGE, CULTURE AND IDENTITY: PERSPECTIVES FROM NON-NATIVE ARABIC UNIVERSITY TEACHERS IN THE US
	Oulbeid, Brahim
	In: Doctoral Dissertations (2021)
	Abstract: This dissertation explores how six non-native (NN) university Arabic teachers make sense of language, culture, and identity. Specifically, it aims to understand how their experiences as Arabic language learners, preservice teachers, and classroom practitioners shape their classroom work, especially as they relate to their conceptions of teaching culture and the negotiation of their personal and professional identities. Four questions guide this study: how NN Arabic teachers perceive culture, what their culture teaching practices are, what identities they enact, and what their contributions to the teaching of Arabic as foreign language (TAFL) field are. To address these issues, the study draws on sociocultural theory to understand language, culture, and identity, along with Wenger’s (1998) concept of communities of practice to examine NN Arabic teachers’ practices in relation to teaching language and culture and the development of their identities as teachers. This study employs qualitative case study research methods. The data were collected via an online survey questionnaire, in-depth semi-structured interviews, and teacher documents. The procedure for data analysis draws on thematic analysis. Analysis of the data shows that most of the participants desire to provide better learning experiences to their students than they have had, and that cultural competence is peripheral to linguistic competence in the Arabic language classroom. Additionally, they enjoy collegial connections with their students, other faculty, and administrators. However, while some of the teachers show self-confidence, others struggle with anxiety, intimidation, and inadequacy. Furthermore, most teachers acknowledge their contributions to Arabic pedagogy despite their recognition of their limited linguistic and cultural knowledge. However, some of the teachers struggle with the native speaker ideology. Their struggle results in feeling outside the inner circle and, therefore, as inadequate teachers. Nevertheless, some participants argue that their limited linguistic and cultural knowledge can be transformed into opportunities for their professional training. Implications point to the need for efforts to promote teacher preparation programs that meet the specific needs of NN Arabic teachers. Failure to learn a dialect alongside Modern Standard Arabic (MSA) and insufficient teacher training are found to account for the anxieties and insecurities of NN Arabic teachers. Therefore, programs focusing on second language pedagogy and a deeper understanding of teacher identity development are needed. The end goal is to build Arabic education programs that foster empowering learners and teachers to enable them to overcome their challenges and become successful Arabic learners and teachers.
	Keyword: Arabic Language and Literature; Arabic language teaching; Education; Higher Education and Teaching; Language and Literacy Education; Modern Languages; non-native teacher identity; positioning; Scholarship of Teaching and Learning; teacher education; teaching culture
	URL: https://scholarworks.umass.edu/dissertations_2/2208 https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=3279&context=dissertations_2
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13	FACE-SAVING AND FACE-THREATENING NEGOTIATION BY LECTURERS: GENDER AND TEACHING EXPERIENCE DIFFERENCES
	Sheila Agustina
	In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 590-599 (2021) (2021)
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14	DEVELOPMENT OF TEACHING MATERIALS IN WRITING DESCRIPTIVE TEXTS OF VOCATIONAL SCHOOL STUDENTS
	Risnawaty Risnawaty; Yulia Arfanti; Milisi Sembiring...
	In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 106-116 (2021) (2021)
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15	Fostering Learners' Online Dictionary Skills through Active Dictionary Rubrics
	Mari Carmen Campoy-Cubillo
	In: Lexikos, Vol 31, Pp 487-510 (2021) (2021)
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16	ENGLISH TEACHERS’ PERCEPTIONS OF STUDENT EVALUATION OF TEACHING IN AN INDONESIAN UNIVERSITY
	Rentauli Maria Silalahi
	In: TEFLIN Journal, Vol 32, Iss 2, Pp 316-341 (2021) (2021)
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17	Literature in the initial years and the BNCC ; Literatura em anos iniciais e a BNCC
	Zappone, Mirian Hisae Yaegashi; Quadros, Camila Mossi de
	In: Acta Scientiarum. Language and Culture; Vol 43 No 1 (2021): Jan.-June; e53280 ; Acta Scientiarum. Language and Culture; v. 43 n. 1 (2021): Jan.-June; e53280 ; 1983-4683 ; 1983-4675 (2021)
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18	Interconnected literacy practices. Exploring classroom work with literature in adult second language education ...
	Walldén, Robert. - : University Electronic Press, 2020
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19	Sprachbetrachtung im Literaturunterricht? Integration von sprachlichem und literarischem Lernen in der Sekundarstufe II. Eine kritisch-systematische Untersuchung ...
	Landgraf, Thomas. - : Waxmann, 2020
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20	Interconnected literacy practices. Exploring classroom work with literature in adult second language education
	Walldén, Robert
	In: European journal for Research on the Education and Learning of Adults 11 (2020) 1, S. 45-63 (2020)
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