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Researching Identity and L2 Pragmatics in Digital Stories: A Relational Account.
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In: García Pastor, María Dolores 2020 Researching Identity and L2 Pragmatics in Digital Stories: A Relational Account. CALICO Journal 37 1 46 65 (2020)
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Disfemia y ansiedad en el aprendizaje de inglés como lengua extranjera.
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In: García-Pastor, María Dolores Miller, Ronan 2019 Disfemia y ansiedad en el aprendizaje de inglés como lengua extranjera. Revista española de discapacidad 7 1 87 109 (2019)
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Learners’ identifies at stake: Digital identity texts in the ELF classroom
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Learner identity in EFL: An analysis of digital texts of identity in higher education
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In: Digital Education Review; Number 33 June 2018 [Monographic] Learning Across Settings and Time in the Digital Age; 55-76 ; 2013-9144 (2018)
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Abstract:
This study explores learner identity (LI) in digital texts of identity (DTI) produced by college learners in English as a foreign language (EFL). In so doing, it aims to shed light on learners’ connections of their learning experiences across time and settings, and their impact on the various learner identities that form their LI. It also intends to elucidate how learners construct powerful learner identities in and through their digital discourses. To this end, 51 DTI were collected and scrutinized, following studies on LI, critical and poststructuralist discourse analysis, and “thematic” and “dialogic/performative” analysis within narrative research. Learners established connections between their family and daily life spaces, school, and the foreign language community that account for, and shape their construction of their identities as learners in general, and language learners in particular. Students also empowered themselves by identifying with an intercultural speaker, using authority claims, and, in general, enhancing their authoritativeness in and through their texts. These findings underscore the potential of DTI to reinforce learners’ identities, and create more equitable learning spaces.
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Keyword:
digital communication; Education; EFL learning and teaching; identity; Language Education; learner identity; Second Language Acquisition; TEFL
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URL: http://revistes.ub.edu/index.php/der/article/view/21632
https://doi.org/10.1344/der.2018.33.55-76
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"If I has a lot of money.": learner errors in foreign language writing ; "Si yo tuvieras mucho dinero…": errores del aprendiz en la escritura en lengua extranjera
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Digital Storytelling as a Pedagogical Tool within a Didactic Sequence in Foreign Language Teaching
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In: Digital Education Review; Number 22 December 2012; 1-18 ; 2013-9144 (2012)
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| 7 |
Digital Storytelling as a Pedagogical Tool within a Didactic Sequence in Foreign Language Teaching
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In: Reyes Torres, Agustín Pich Ponce, Eva García Pastor, María Dolores 2012 Digital Storytelling as a Pedagogical Tool within a Didactic Sequence in Foreign Language Teaching Digital Education Review 22 1 18 (2012)
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| 8 |
Rutinas en ELE: la enseñanza de verbos reflexivos desde una aproximación pragmática ; Routines in SFL: teaching reflexive verbs from a pragmatic approach
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| 9 |
Rutinas en ELE: La enseñanza de verbos reflexivos desde una aproximación pragmática
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In: Garcia Pastor, Maria Dolores. Rutinas en ELE: La enseñanza de verbos reflexivos desde una aproximación pragmática. En Porta Linguarum 11, enero 2009 pp 163-178. (2009)
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A Socio-Cognitive Approach To Political Interaction: An Analysis of Candidates Discourses in U.S. Political Campaign Debates.
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