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Thirty Years of Machine Translation in Language Teaching and Learning: A Review of the Literature
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In: L2 Journal, vol 14, iss 1 (2022)
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Proficiency and the Use of Machine Translation: A Case Study of Four Japanese Learners
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In: L2 Journal, vol 14, iss 1 (2022)
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Methods for developing literacy in professional and academic contexts: Using protocol-assisted modeling
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In: Academic Literacy Development: Perspectives on Multilingual Scholars’ Approaches to Writing ; https://hal.uca.fr/hal-03473195 ; Laura-Mihaela Muresan; Concepión Orna-Montesinos. Academic Literacy Development: Perspectives on Multilingual Scholars’ Approaches to Writing, Palgrave Macmillan, pp.81-100, 2021, ⟨10.1007/978-3-030-62877-2⟩ (2021)
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Developing Language Learners’ Use of Appraisal for Argumentative Writing: A Systemic Functional Linguistics Approach ...
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TESOL Applications of the Regressive Imagery Dictionary: An Exploratory Analysis of Word Frequency, Text-Type, and Narrative Production ...
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TESOL Applications of the Regressive Imagery Dictionary: An Exploratory Analysis of Word Frequency, Text-Type, and Narrative Production ...
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| 7 |
Source-Based Argumentation as a Form of Sustainable Academic Skill: An Exploratory Study Comparing Secondary School Students’ L1 and L2 Writing
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In: Sustainability ; Volume 13 ; Issue 22 (2021)
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| 8 |
Implementing Feminist Language Pedagogy: Development of Students’ Critical Consciousness and L2 Writing
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In: Education Sciences ; Volume 11 ; Issue 8 (2021)
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Abstract:
Feminist pedagogy is a teaching practice, philosophy and process that seeks to confront and deconstruct oppressive power structures both within and outside of the classroom using a gendered lens. As Women’s Studies departments continue to grow in many universities, feminist pedagogy seems to be gaining popularity as an approach to engaging students in liberatory classroom practices. However, feminist language pedagogy (feminist pedagogy in the second language learning context) appears to have stagnated. This paper investigates the implementation of feminist language pedagogy in an EAP writing classroom for first-year students at a public university in the Southwest of the United States. Using action research, the teacher, who is the author of this paper, examined how feminist language pedagogy aids the development of her students’ critical consciousness and serves as a motivational tool for L2 writing development. The author finds that even in a short, sixteen-week semester, it is possible for students to foster critical consciousness without sacrificing linguistic development.
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Keyword:
critical consciousness; critical language teaching; critical pedagogy; feminist classroom practices; feminist language pedagogy; feminist pedagogy; L2 writing
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URL: https://doi.org/10.3390/educsci11080393
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| 9 |
Collaborative Multimodal Writing via Google Docs: Perceptions of French FL Learners
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In: Languages ; Volume 6 ; Issue 3 (2021)
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| 10 |
L2 writers’ perspectives on face-to-face and anonymous peer review: Voices from China ; Percepciones de los escritores de L2 sobre revisión por pares de manera cara a cara y anónima: Datos de China
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| 11 |
Technologies for Learning Writing in L1 and L2 for the 21st Century: effects on writing metacognition, self-efficacy and argumentative structuring
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| 12 |
Discovering collocations via data-driven learning in L2 writing
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Wu, Yi-ju Ariel. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2021
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| 13 |
Working with Multilingual Student Writers
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In: Purdue Writing Lab/Purdue OWL Creative Materials (2021)
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| 14 |
Unveiling oral and writing skills of low-literate learners of L2 Italian: from research to teaching practice
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| 15 |
Oltre “no buono”. L’espressione di gusti e preferenze nella scrittura in italiano L2 di apprendenti vulnerabili
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In: Lingue e Linguaggi; Volume 41 (2021) - Special Issue; 119-135 (2021)
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| 16 |
Critical Language Awareness in the Multilingual Writing Classroom: A Self-Study of Teacher Feedback Practices
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In: Doctoral Dissertations (2021)
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| 17 |
L2 writers’ perspectives on face-to-face and anonymous peer review: Voices from China
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 149-164 (2021)
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| 18 |
A SYSTEMATIC REVIEW OF COLLABORATIVE WRITING IMPLEMENTATION IN K-12 SECOND LANGUAGE CLASSROOMS
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In: TEFLIN Journal, Vol 32, Iss 1, Pp 50-71 (2021) (2021)
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| 19 |
Metadiscourse, Cohesion, and Engagement in L2 Written Discourse
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In: Languages ; Volume 5 ; Issue 2 (2020)
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