Page: 1 2 3 4 5 6 7 8... 11
| 61 |
EXPLORING LITERACY PRACTICES IN A SECOND LANGUAGE
|
|
|
|
In: TEFLIN Journal, Vol 28, Iss 1, Pp 115-132 (2017) (2017)
|
|
BASE
|
|
Show details
|
|
|
| 62 |
On the Interrelated Nature of Study Abroad Learners’ Language Contact, Perceptions of Culture, and Personal Outcomes
|
|
|
|
In: Canadian Journal of Applied Linguistics; Vol. 19 No. 2 (2016): Special Issue: The Culture of Study Abroad; 151-173 ; Revue canadienne de linguistique appliquée; Vol. 19 No. 2 (2016): Numéro spécial : La culture des études à l’étranger; 151-173 ; 1920-1818 ; 1481-868X (2017)
|
|
BASE
|
|
Show details
|
|
|
| 63 |
Une socialisation langagière paradoxale à l’école maternelle
|
|
|
|
In: ISSN: 0181-4095 ; EISSN: 2101-0382 ; Langage et Société ; https://hal.archives-ouvertes.fr/hal-02474647 ; Langage et Société, Maison des Sciences de L'homme Paris, 2016, 156 (2), pp.57-76. ⟨10.3917/ls.156.0057⟩ (2016)
|
|
BASE
|
|
Show details
|
|
|
| 64 |
ВЛИЯНИЕ СРЕДСТВ ИНОСТРАННОГО ЯЗЫКА НА ДИНАМИКУ ПРОФЕССИОНАЛЬНЫХ МОТИВОВ СТУДЕНТОВ
|
|
|
|
BASE
|
|
Show details
|
|
|
| 65 |
РЕАЛИЗАЦИЯ ВОСПИТАТЕЛЬНОГО ПОТЕНЦИАЛА ГУМАНИТАРНЫХ ДИСЦИПЛИН В ПРОЦЕССЕ ОБУЧЕНИЯ СТУДЕНТОВ ВУЗА
|
|
|
|
BASE
|
|
Show details
|
|
|
| 66 |
Making Language: The Ideological and Interactional Constitution of Language in an Indigenous Aché Community in Eastern Paraguay
|
|
|
|
In: Hauck, Jan David. (2016). Making Language: The Ideological and Interactional Constitution of Language in an Indigenous Aché Community in Eastern Paraguay. UCLA: Anthropology 0063. Retrieved from: http://www.escholarship.org/uc/item/7931r6fh (2016)
|
|
BASE
|
|
Show details
|
|
|
| 67 |
Literacies, Language, and Technological Transformation in the New Ghana
|
|
|
|
In: Flamenbaum, Rachel. (2016). Literacies, Language, and Technological Transformation in the New Ghana. UCLA: Anthropology 0063. Retrieved from: http://www.escholarship.org/uc/item/9cz4x3cq (2016)
|
|
Abstract:
This dissertation engages with the classic linguistic anthropological question of literacies in the context of the rapid technological shift in Ghana, West Africa. It examines the slippage between widespread claims of technological transformation made by global tech entrepreneurs and their local partners on the one hand, and the uneven practices through which students at different levels of socioeconomic access are socialized into digital literacies on the other. Specifically, it considers the role of shifting local notions of hierarchy and epistemic rights in the uptake of digital literacies. Situated as a response to the dearth of research into digital literacies in contexts outside of the post-industrial world, this dissertation argues for greater attention to the pedagogies through which such literacies are taught, in the face of the persistent, widely held belief that digital technology represents a straightforward panacea for the problems of poverty and underdevelopment. It first considers widespread claims about technological transformation in light of rote pedagogical practices in Ghanaian schools. Close examination of classroom practices in the socialization of ICTs reveals that the deference to elders and authority figures that organizes classroom routines lies orthogonal to the values of learner-centric, critical thinking-oriented values that inform the design of computer hardware and software imported from the Post-Industrial world. The embedding of technologies into contexts of rote learning thus does not produce educational transformations, but rather tech taught by rote. The latter half of the dissertation engages with the phenomenon of the ‘New Ghana,’ a diffuse alternative public sphere born in part from Ghana’s economic efflorescence relative to the ongoing global economic crisis. I focus especially on the practices through which Ashesi university, an elite tech-focused liberal-arts-based institution at the core of the New Ghana, socializes students into modes of universalist ethical action, critical knowledge production, and ways of speaking that explicitly challenge the age-graded respect hierarchies of the status quo. The organizing principle of Ashesi’s institutional efforts to reshape the habitus of Ghanaian youth into “a generation of ethical, entrepreneurial leaders for Africa” is a belief—shared by many within and beyond Ghana—in the transformational power of technologies to bring about political change and economic development. In the dissonance between these spaces, I argue that, despite claims about the kinds of participatory democracy and economic spheres that new technologies enable, the forms of print and digital literacy necessary to participate in these domains remain exclusive—thus reproducing class hierarchies even as age-graded hierarchies are dismantled.
|
|
Keyword:
African studies; Cultural anthropology; digital literacies; ghana; language ideologies; language socialization; Linguistics; literacies; technology
|
|
URL: http://n2t.net/ark:/13030/m5jm6z80
http://www.escholarship.org/uc/item/9cz4x3cq
|
|
BASE
|
|
Hide details
|
|
|
| 68 |
Making Language: The Ideological and Interactional Constitution of Language in an Indigenous Aché Community in Eastern Paraguay
|
|
|
|
BASE
|
|
Show details
|
|
|
| 69 |
Perceptions of Native and Nonnative Speakers and Observational Analysis of "Divergent" Japanese Language Teachers in Context
|
|
|
|
In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1469109279 (2016)
|
|
BASE
|
|
Show details
|
|
|
| 70 |
Early Language Learning and Teaching of Toddlers from Mexican Immigrant Homes ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 71 |
Multimodalidad y participación de la infancia sorda en contextos de socialización literaria informales ; Multimodality and deaf children's participation in informal literature socialization contexts
|
|
|
|
BASE
|
|
Show details
|
|
|
| 72 |
Wechselwirkungen vorschulischer Erfahrungen in Kindergarten und Familie und ihre Bedeutung für das Lesen im Grundschulalter
|
|
|
|
In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 8 ; 4 ; 399-415 ; Spracherwerb in Kindheit und Jugend (2016)
|
|
BASE
|
|
Show details
|
|
|
| 73 |
Mother daughter tongue : the language use of North African women in France
|
|
|
|
BASE
|
|
Show details
|
|
|
| 74 |
Conocimientos y actitudes ante el plagio del profesorado de lengua inglesa en universidades chinas
|
|
|
|
In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 48, 2016, pags. 29-37 (2016)
|
|
BASE
|
|
Show details
|
|
|
| 75 |
Identity trans-formation in contact zones: sociallization of israeli immigrant youth in canada
|
|
|
|
BASE
|
|
Show details
|
|
|
| 76 |
Une socialisation langagière paradoxale à l’école maternelle
|
|
|
|
In: Langage et société, N 156, 2, 2016-05-09, pp.57-76 (2016)
|
|
BASE
|
|
Show details
|
|
|
| 77 |
Communicating care across culture and language: The student-teacher relationship as a site for socialization in public schools
|
|
|
|
In: Teacher Education and Leadership Faculty Publications (2016)
|
|
BASE
|
|
Show details
|
|
|
| 78 |
ЛИНГВИСТИЧЕСКИЕ МАРКЕРЫ ЭТНОЛИНГВИСТИЧЕСКОЙ И ПРОФЕССИОНАЛЬНОЙ ИДЕНТИЧНОСТИ
|
|
|
|
BASE
|
|
Show details
|
|
|
| 79 |
Hundred years on : school policies and language vitality, the case of Western Armenian ; Cent ans après : Politiques scolaires et la vitalité des langues en danger le cas de l'arménien occidental
|
|
|
|
In: https://tel.archives-ouvertes.fr/tel-01368953 ; Linguistique. Université Sorbonne Paris Cité, 2015. Français. ⟨NNT : 2015USPCF017⟩ (2015)
|
|
BASE
|
|
Show details
|
|
|
| 80 |
Degrees of participation in multi-party interactions. A study of French family dinners
|
|
|
|
In: AFLICO 2015 ; https://halshs.archives-ouvertes.fr/halshs-01424052 ; AFLICO 2015, Jean-Pierre Chevrot, May 2015, Grenoble, France (2015)
|
|
BASE
|
|
Show details
|
|
|
Page: 1 2 3 4 5 6 7 8... 11 |
|
