| 441 |
Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 63-67 (2016) (2016)
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| 442 |
Contribution with Hand-Raising in Graduate Student Self-Selection: Bringing Legitimacy to the Focal Shift of Talk
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 35-39 (2016) (2016)
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| 443 |
Commentaries on Validity Issues in Foreign and Second Language Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 1, Pp i-iii (2016) (2016)
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| 444 |
Co-teachers’ Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 51-55 (2016) (2016)
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| 445 |
Literature and foreign languages learning: a conflict assumed as harmony ; A literatura e o ensino de línguas não-maternas: um conflito assumido como harmonia
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In: DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 22, n. 1 (2006) ; 1678-460X ; 0102-4450 (2016)
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| 446 |
From Marginality to Mattering: Linguistic Practices, Pedagogies and Diversities at a Community-Serving Senior College
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 9, Núm. 2 (2016): May/June; p. 53-77 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 9, Núm. 2 (2016): May/June; p. 53-77 (2016)
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| 447 |
Special Issue Editors’ Notes: Linguistic diversity, equity and pedagogical innovation in higher education
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 9, Núm. 2 (2016): May/June; p. 1-5 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 9, Núm. 2 (2016): May/June; p. 1-5 (2016)
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| 448 |
Ideology, Access, and Status: Spanish-English Bilinguals in the Foreign-Language Classroom
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 9, Núm. 2 (2016): May/June; p. 94-114 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 9, Núm. 2 (2016): May/June; p. 94-114 (2016)
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| 449 |
Book Review. Being a Teacher | Researcher. A Primer on Doing Authentic Inquiry Research on Teaching and Learning, by Konstantinos Alexakos (2015)
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 9, Núm. 2 (2016): May/June; p. 115-119 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 9, Núm. 2 (2016): May/June; p. 115-119 (2016)
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| 450 |
Kurdish Language Class in New York: A Platform for Social, Political and (Inter)personal Engagement
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 9, Núm. 2 (2016): May/June; p. 14-31 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 9, Núm. 2 (2016): May/June; p. 14-31 (2016)
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| 451 |
“Broken Arabic” and Ideologies of Completeness: Contextualizing the Category of Native and Heritage Speaker in the University Arabic Classroom
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 9, Núm. 2 (2016): May/June; p. 78-93 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 9, Núm. 2 (2016): May/June; p. 78-93 (2016)
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Abstract:
A través de l'observació setmanal dels participants i onze entrevistes semiestructurades realitzades amb estudiants bilingües de la segona generació en una classe de l'àrab per parlants nadius/parlants de la llengua d’origen (heritage language speakers) en City University de Nova York (CUNY), faig recerca en les connexions interdiscursivas entre la noció, per part dels estudiants, sobre ‘l’àrab trencat’ i el concepte de ‘l’adquisició incomplet' i/o 'l'atrició' (Montrul, 2013). En aquest treball s'allunya del concepte de domini de la llengua cap a la seva performativitat per tal de reconèixer i donar suport a diversos repertoris en moviment. ; Through weekly participant observations and eleven semi-structured interviews conducted with second-generation bilingual students in the Arabic for Native Speakers/Heritage Learners course at one of City University of New York’s (CUNY) senior colleges, I investigate the interdiscursive connections between the students’ notion of “broken Arabic” and the concept of “incomplete acquisition and/or attrition” (Montrul, 2013) from SLA research on heritage speakers. This paper moves away from the concept of proficiency towards performativity in order to recognize and support diverse repertoires in motion. ; A través de la observación semanal de los participantes y once entrevistas semiestructuradas realizadas con estudiantes bilingües de la segunda generación en una clase del árabe por hablantes nativos / hablantes de la lengua de origen (heritage language speakers) en City University de Nueva York (CUNY), hago investigación en las conexiones interdiscursivas entre la noción, por parte de los estudiantes, sobre 'el árabe roto' y el concepto de 'la adquisición incompleto' y / o 'la atrición' (Montrul, 2013). En este trabajo se aleja del concepto de dominio de la lengua hacia su performatividad para reconocer y apoyar diversos repertorios en movimiento. ; A travers des observations participantes hebdomadaires et onze entretiens semi-structurés avec des élèves bilingues de deuxième génération du cours d'arabe pour locuteurs natives/patrimoine des apprenants à City University of New York, (CUNY), j'enquête sur les connexions interdiscursives entre la notion de "l'arabe cassé" et le concept "d'acquisition et / ou d'usure incomplète" (Montrul , 2013) à partir des études de la SLA (Acquisition de la deuxième langue) sur le patrimoine des locuteurs. Cet article se déplace de la notion de compétence vers la performativité afin de reconnaître et de soutenir divers répertoires en mouvement.
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Keyword:
Applied Linguistics; Arabic sociolinguistics; heritage language; incomplete acquisition; linguistic anthropology
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URL: http://www.raco.cat/index.php/Bellaterra/article/view/v9-n2-love
https://doi.org/10.5565/rev/jtl3.679
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| 452 |
The Burden of ‘Nativeness’: Four Plurilingual Student-Teachers’ Stories
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 9, Núm. 2 (2016): May/June; p. 32-52 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 9, Núm. 2 (2016): May/June; p. 32-52 (2016)
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| 453 |
Uncovering Language Policy in Higher Education: Reflections from the Classroom
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 9, Núm. 2 (2016): May/June; p. 6-13 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 9, Núm. 2 (2016): May/June; p. 6-13 (2016)
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| 454 |
An Interview with Dr. Ofelia García on the Past, Present and Future of Language Policy
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 9, Núm. 2 (2016): May/June; p. 120-130 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 9, Núm. 2 (2016): May/June; p. 120-130 (2016)
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| 455 |
Integrated versus decontextualized approaches to vocabulary instruction in a second language writing course ; Master of Arts
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