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NAPLAN implementation: Implications for classroom learning and teaching, with recommendations for improvement
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In: TESOL in Context (2022)
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“We Can’t Become Robots who Reproduce Texts”: Brazilian Students’ Narratives About the Presence of Literature in English Language Classes
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In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 181-210 (2022) (2022)
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Abstract:
ABSTRACT Considering that literature can work as an instigator of constructive emotions (ROSIEK, 2003), and given that the Sociocultural Historical Theory based on Vygotsky recognizes emotions as an important aspect of the individual’s development (VYGOTSKY, 1989), this study aims at analyzing the multimodal narratives (BARKHUIZEN; BENSON; CHIK, 2014) provided by ten public high school students. Data for this study were generated on-line due to the COVID-19 pandemic and regard their memories of the use of literature in 2018 and 2019. We analyzed the presence of emotions as motivators for engagement and, thus, beneficial for language development, collaborating to fulfill the gap in empirical research on literature and emotions in lessons of English as an Additional Language (PARAN, 2008; BLOEMERT et. al., 2019).
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Keyword:
emotions; English as an Additional Language; literature; narrative inquiry; P1-1091; Philology. Linguistics; Sociocultural Historical Theory
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URL: https://doaj.org/article/96c3c464f5bc4c84875354907de19bb5
https://doi.org/10.1590/1984-6398202218428
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Teachers’ Experiences of Educating EAL Students in Mainstream Primary and Secondary Classrooms
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In: Australian Journal of Teacher Education (2021)
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Critical Pre-service Intersections: Parental Engagement in EAL/D Contexts
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“I hate when she says word choice”: Critical discourse analysis of feedback on English as an Additional Language academic writing using a cognitive (in)justices lens
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Teachers’ perspectives on the identification of, and provisions for, gifted and talented English as an additional language students
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Hands, Lucy Byramji. - : Edith Cowan University, Research Online, Perth, Western Australia, 2019
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In: Theses: Doctorates and Masters (2019)
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The Institutional Context of ‘Linguistic Injustice’: Norwegian Social Scientists and Situated Multilingualism
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In: Publications ; Volume 7 ; Issue 1 (2019)
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| 8 |
Communication access: Is there some common ground between the experiences of people with aphasia and speakers of English as an additional language?
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In: Research outputs 2014 to 2021 (2018)
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| 9 |
Cultivating Literacy Engagement in Multilingual and Multicultural Learning Spaces ...
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| 10 |
Firing the imagination: process drama as pedagogy for 'melting' EAP speaking anxiety and increasing Japanese university students' confidence in speaking
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| 11 |
Understanding how time flies and what it means to be on cloud nine: English as an Additional Language (EAL) learners’ metaphor comprehension
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| 12 |
Countability and confusion: Helping students with English as an additional language to understand the English article system
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In: https://journal.aall.org.au/index.php/jall/article/view/490 (2018)
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| 13 |
Predicting expressive vocabulary change in young children growing up in Ireland
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| 14 |
Teenagers at a Crossroad: Exploring Newcomer Teenagers’ Identity as Learners of Mathematics and English as an Additional Language
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| 15 |
Teaching Learners of English as an Additional Language: Re-Conceptualizing Mainstream Teacher Preparedness in the Growing Linguistic Mosaic of Ontario
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Koalas, Kiwis and Kangaroos: The Challenges of Creating an Online Australian Cultural Dictionary for Learners of English as an Additional Language
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In: Lexikos; Vol. 27 (2017) ; 2224-0039 (2017)
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| 17 |
The Knowledge Base of Teaching in Linguistically Diverse Contexts: Ten Grounded Principles of Multilingual Classroom Pedagogy for EAL ...
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| 18 |
A Critical Examination of Standardised Testing of Minority Language Children
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A critical examination of standardized testing of Minority Language Children
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A Critical Examination of Standardised Testing of Minority Language Children
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