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COMMUNICATING CARE: A CRITICAL COMMUNICATION PEDAGOGY OF CARE IN THE UNIVERSITY CLASSROOM
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In: Dissertations (2014)
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| 82 |
'Things fall apart so they can fall together': Uncovering the hidden side of writing a teaching award application
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| 83 |
Autoethnography as a research method: Advantages, limitations and criticisms
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In: Colombian Applied Linguistics Journal, Vol 15, Iss 2, Pp 279-287 (2014) (2014)
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| 84 |
The transition from participation to facilitation of supervision: an autoethnography
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2014)
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| 85 |
ESL Teachers/ESL Students: Looking at Autoethnography through the Lens of Personetics
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In: Lapidus, Alec; Kaveh, Yalda M.; & Hirano, Mamiko. (2013). ESL Teachers/ESL Students: Looking at Autoethnography through the Lens of Personetics. L2 Journal, 5(1). doi:10.5070/L25115889. Retrieved from: http://www.escholarship.org/uc/item/7b733911 (2013)
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| 86 |
Politico-economic influence and social outcome of English language among Filipinos: An autoethnography ...
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| 87 |
Politico-economic influence and social outcome of English language among Filipinos: An autoethnography ...
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Abstract:
Deeply rooted with the influence of the American culture to Philippine Education, most curricula are centered on the English language as the medium of instruction. Until today, most of the classes are taught in English while inconspicuously discourage the use of the lingua franca during discussions and even within school premises. The culture of reverse ethnocentricity in communication is motivated by the assumed status symbol in the community. This autoethnographic study analyzed the positive and ill effects of English-centered curriculum among bilingual and multilingual Filipino students. Noble consequences include: (1) considerably comprehensible to good command of the International language; (2) prodigious chances of employability in foreign countries; and (3) tourism, education and business attraction. Proficiency in the English language as a status symbol has unfavorable effects which include: (1) poor mastery of the lingua franca both in oral and written communication; (2) perceiving the lingua franca ... : {"references": ["Abrams, D. M., & Strogartz, H. S. (2003). Modeling the dynamics of language death. Nature, 424, 900.", "Benson, C, (2004). The importance of mother tongue-based schooling for educational quality. The Quality Imperative: Education for All Global Monitoring Report 2005.", "Berg, B.L. (2001). Qualitative research methods for the social sciences. Needham Heights, MA: Allyn & Bacon, Pearson Education Company.", "Bernardo, A. B. I. (2005). Bilingual code-switching as a resource for learning and teaching: Alternative reflections on the language and education issue in the Philippines. In Dayag, D. T., & Quakenbush, J. S. (Eds.), Linguistics and language education in the Philippines and beyond: A Festschrift in honor of Ma. Lourdes S. Bautista. Manila: Linguistic Society of the Philippines. pp. 151-169.", "Bernardo, A. B. I., & Gaerlan, M. J. M. (2011). Non-native English students learning in English: Reviewing and reflecting on the research. In Jaidev, R., Sadorra, M. L. C., Wong, J. ...
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Keyword:
autoethnography, bilingual/multilingual, culture, English, Filipino
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URL: https://zenodo.org/record/1682014
https://dx.doi.org/10.5281/zenodo.1682014
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| 88 |
Mediation, internalization, and perezhivanie in second language learning: An autoethnographic case study of learning Mandarin as an L2 through Livemocha
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| 89 |
Performing the new public school: embodied narratives in a Chicago charter school
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| 90 |
Ventriloqueer: Finding Voice in the Strange Boyhoods of Disney Princesses
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| 91 |
My Chicano education : the importance of edgewalkers to the field of art education.
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| 92 |
Confessing Takes Courage
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 8 ; 1 ; 5 (2012)
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| 93 |
How Did I Get to Princess Margaret? (And How Did I Get Her to the World Wide Web?)
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 8 ; 3 ; 9 (2012)
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| 95 |
To Make A Difference: Re-viewing the Practice of Critical Pedagogy through the Lens of Cultural Myths about Teaching
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| 97 |
To Make A Difference: Re-viewing the Practice of Critical Pedagogy through the Lens of Cultural Myths about Teaching
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| 98 |
A Chinese beginning teacher's professional identity transformation : an auto-ethnographic study
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| 99 |
Decolonizing Texts: A Performance Autoethnography
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In: Masters Theses 1911 - February 2014 (2011)
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| 100 |
“Unchartered" territory ; an autoethnographic perspective on establishing Georgia's first public two-way immersion school
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