| 2 |
A Linguistic Ethnography of Laissez Faire Translanguaging in Two High School English Classes
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Making Chó bò*: Troubling Việt speak : Collaborating, translating, and archiving with family in Australian contemporary art.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Living Language Policy Through Stratified Space: A Linguistic Ethnography in the United Arab Emirates
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Codes in Transition: A Folk Linguistic Exploration of the Irish Traveller Cant
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Multilingual and intercultural communication in and beyond the UK asylum process: a linguistic ethnographic case study of legal advice-giving across cultural and linguistic borders
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
The Language Youth: A sociolinguistic and ethnographic study of contemporary Norwegian Nynorsk language activism (2015-16, 2018) ; The Language Youth
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Vietnamese Students' Translanguaging in a Bilingual Context: Communications within a Student Organization at a US University
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
A Linguistic Ethnography of Learning to Teach English at Japanese Junior High Schools
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Ethnographie des politique linguistiques éducationnelles en Géorgie : le programme de géorgien langue seconde en contextes arméniens et azéris
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
«Moi j’suis pas francophone!» : discours, pratiques langagières et représentations identitaires d’élèves de francisation à Vancouver
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
These Walls Can Talk: An Ethnographic Study of the Interior Schoolscape of Three High Schools
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Discourses of Connectedness: Globalization, Digital Media, and the Language of Community
|
|
|
|
In: Newon, Lisa Ann. (2014). Discourses of Connectedness: Globalization, Digital Media, and the Language of Community. UCLA: Anthropology 0063. Retrieved from: http://www.escholarship.org/uc/item/9395364s (2014)
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Nepantla in Georgia and Oaxaca ; using critical discourse analysis and linguistic ethnography to understand multilingual and multiliterate pedagogies in elementary classrooms
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Drama Pedagogies, Multiliteracies and Embodied Learning: Urban Teachers and Linguistically Diverse Students Make Meaning
|
|
|
|
Abstract:
Drawing on theoretical work in literacy education, drama education and second language education, and taking account of poststructuralist, postcolonial, third world feminist, critical pedagogy, and intersectionality frameworks, this dissertation presents findings from an ethnography that critically examined the experiences of English language learners (ELLs) in three different drama classrooms, in three different high school contexts. More specifically, this multi-site study investigated two aspects of multiliteracies pedagogy: i) situated practice and ‘identity texts’ (Cummins et al., 2005; Cummins, 2006a) and ii) multimodality and embodied learning by overlaying, juxtaposing, or contrasting multiple voices (Britzman, 2000; Gallagher 2008; Lather 2000) of drama teachers and their students to provide a rich picture of the experiences of ELLs in drama classrooms. The diverse drama pedagogies observed in the three different drama contexts offer possibilities for a kind of cultural production proceeding from language learning through embodied meaning-making and self-expression. The situated practice of drama pedagogies provided a third space (Bhabha, 1990) for the examination of students’ own hybrid identities as well as the in-role examination of the identities of others, while moving between the fictional and the real in the drama work. The exploration of meaning-making and self-expression processes through drama, with attention to several aspects of embodied learning—from concrete, physical and kinesthetic aspects, to complex relational ones—was found to be strategic and valuable for the language and literacy learning of the English language learners. The findings from this study highlight the role of embodied forms of communication, expression and meaning-making in drama pedagogy. This embodied pedagogy is a multimodal form of self-expression since it integrates the visual, audio, sensory, tactile, spatial, performative, and aesthetic, through physical movement, gesture, facial expression, attention to pronunciation, intonation, stress, projection of voice, attention to spatial navigation, proximity between speakers in space, the use of images and written texts, the use of other props (costumes, artefacts), music and dance. The dialogic, collective, imaginative, in-between space of drama allows students to access knowledge and enrich their language and literacy education through connections to the real and the fictional, to self/others, to past and present experiences, and to dreams about imagined selves and imagined communities (Kanno & Norton, 2003).
|
|
Keyword:
0279; 0282; 0340; 0515; Applied Drama; Applied Theatre; Critical Framing; critical pedagogy; Drama; ELL; Embodied Learning; English as a Second Language; English as an additional language; English Language Learners; ESL; Ethnographic Research; High School Students; Identity texts; Linguistic and Cultural Diversity; Linguistic Diversity; Listening; Literacy Education; Multi-sited Ethnography; Multiliteracies; Multimodality; Pedagogy; postcolonialism; poststructuralism; Reading; Second Language Education; Situated Practice; Speaking; Third-world feminism; Urban Education; Writing
|
|
URL: http://hdl.handle.net/1807/43403
|
|
BASE
|
|
Hide details
|
|
|
| 19 |
Expanding Linguistic Repertoires: An Ethnography of Black and Latina/o Youth Transcultural Communication In Urban English Language Arts Classrooms
|
|
|
|
In: Martinez, Danny Cortez. (2012). Expanding Linguistic Repertoires: An Ethnography of Black and Latina/o Youth Transcultural Communication In Urban English Language Arts Classrooms. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/1cr370ps (2012)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Sociolinguistic (Re)constructions of Diaspora portugueseness: Portuguese-Canadian Youth in Toronto
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
