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An Exploration of the Two-Generation Approach for Single Mother Degree or Certificate Attainment
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In: Dissertations (2021)
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| 45 |
Retention Starts with Preparation: Preparing Black and Latinx Teachers through Alternative Routes to Licensure
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In: Policy Issues in Nevada Education (2021)
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| 46 |
Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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| 47 |
The Relationship Between New Graduate Registered Nurse Knowledge, Experiences, Attitudes, and Age Bias Toward the Older Adult
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Fox, Michelle. - : Digital Commons @ University of South Florida, 2021
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In: Graduate Theses and Dissertations (2021)
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| 48 |
Humans, higher education and technology - a corpus-assisted discourse and genealogical analysis of the idea of a university
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| 49 |
Semantic cues in language learning: an artificial language study with adult and child learners
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| 50 |
Enhancing Social Justice and Multicultural Counseling Competence through Cultural Immersion: A Guide for Faculty
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In: The Journal of Counselor Preparation and Supervision (2021)
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| 51 |
Ethnic minority teachers' perceived concerns, challenges and expectations prior to teaching practicums
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| 52 |
Preliminary Indicators of the use of Lesson Study as a Teaching Practice Capable of Enabling an Inclusive Perspective in Higher Education
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| 53 |
The assessment of integrated functional adult education program in Oromia Regional State, Ethiopia: reflection on practice
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| 54 |
Perspectives of Ontario School Board Administrators on Fostering Plurilingualism in Secondary Level International Languages Classrooms
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| 55 |
Honorable Firsts: The Experience of First-Generation Students in Honors Programs
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In: Public Access Theses, Dissertations, and Student Research from the College of Education and Human Sciences (2021)
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| 56 |
The DISC® Personal Profiles of Emerging Sign Language Interpreters
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In: Journal of Interpretation (2021)
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| 57 |
Caught between Spaces: Korean Adult EFL/ESL Female Speakers’ Negotiating Social Identities in Online English Study Groups
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In: Doctoral Dissertations (2021)
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Abstract:
The focus in this study was to investigate how Korean female learners of English understand and negotiate social identities in online English discussions and how their online encounters influenced their identity positioning. In this virtual ethnographic study of an online English study group of Korean learners, I observed and collected 22 hours of sessions during which the members discussed sociopolitical issues and role-played hypothetical situations of conflicts in English. I engaged in thematic analysis and discourse analysis (Blommaert, 2005) to analyze the sessions. Using chronotope (Agha, 2007; Bakhtin, 1981) as a central construct, this dissertation includes three findings chapters, each with a focus on different aspects of social identities (i.e., gender, language, and race). The focus in Chapter 4 is on images of personhood and their associated moralized behavioral scripts to explicate gender ideologies. Following images of the stigmatized womanhood, ajumma, I trace how the social type was invoked and discussed in English conversations. Findings showed these learners selectively aligned themselves with the ajumma identity when they sought to transgress the Korean gender norms that are restrictive to women. In Chapter 5, I focus on a specific type of chronotope––the modernist chronotope. This notion maps time into space in one’s imagination of cultures and languages, often putting two cultures or languages in comparison of forwardness and backwardness. The findings revealed the members constructed images of Korean as a moral language and English as a logical language. These specific images of language had consequences for their language learning and practice. In Chapter 6, I focus on temporal aspects of chronotope using the notion of social tense (Povinelli, 2011; Rosa, 2016). In the discussion of Korea’s racial/ethnic diversity, the participants actively used the social tense of negative present to talk about Korea’s diversity as “not ready yet.” This description was paradoxically articulated side-by-side with the current and growing presence of non-Korean immigrants in Korea. I used the results of this study to propose a new framework to examine online spaces based on the understanding of chronotope as a more dynamic conceptualization of context. Additionally, educators and researchers in intercultural education and TESOL can use the results to more critically examine students’ identities as intersecting with their gender, language, and culture.
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Keyword:
Adult and Continuing Education; and Multicultural Education; Bilingual; esl; Identity; language and gender; Multilingual; race and language; TESOL
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URL: https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=3259&context=dissertations_2
https://scholarworks.umass.edu/dissertations_2/2223
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| 58 |
“Mama, Let’s Read!”: Critical Race Perspectives and the Centrality of Language in Everyday Literacies
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In: Korina Jocson (2021)
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| 59 |
Meeting the Needs of Adult Language Learners: A Focus on Communication and Literacy
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In: All Graduate Plan B and other Reports (2021)
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| 60 |
The construction of a collaborative language teacher education network ; A construção de uma rede colaborativa de formação de professores de línguas
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In: Revista Horizontes de Linguistica Aplicada; Vol. 20 No. 1 (2021): Dossiê "Ensino de línguas em tempos de crise" e Fluxo contínuo; AG2 ; Revista Horizontes de Linguistica Aplicada; v. 20 n. 1 (2021): Dossiê "Ensino de línguas em tempos de crise" e Fluxo contínuo; AG2 ; 2237-0951 ; 1677-9770 ; 10.26512/rhla.v20i1 (2021)
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