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Hits 5.461 – 5.479 of 5.479
| 5461 |
Utterance- and phrase-initial parts of speech in German interactions and textbooks
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| 5462 |
Partnering with poetry: poetry in American education standards from 1971-2010
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| 5463 |
Plenty too much Chinese food: variation in adjective and intensifier choice in native and non-native speakers of English
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| 5466 |
Long range prosody prediction and rhythm: doing rhythm with fewer assumptions
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| 5467 |
Specimens of the Yorkshire dialect, in various dialogues, tales, and songs : to which is added, a glossary of such of the Yorkshire words as are not likely to be generally understood.
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| 5468 |
Loan Word Facilitation in the Acquisition of English Lexis by Speakers of Japanese
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| 5471 |
Tonal targets in early child English, Spanish, and Catalan
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| 5472 |
The role of the attraction in agreement mistakes in English vs Spanish
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| 5473 |
The Teaching of English Pronunciation: General Principles, Techniques and Activities
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| 5474 |
Language, Power, and Race: A Comparative Approach to the Sociopolitics of English
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Abstract:
This thesis highlights the sociopolitics of English as a dominant/colonial language by focusing on the linkage between language, power, and race. Grounded in critical language theory, comparative education theory, and anti-racism research methodology, this research examines the inextricable relationship between language, power, and race. With this in mind, this thesis argues that language, specifically English, is not a neutral tool of communication but a highly contentious issue that is deeply embedded in sociopolitical ideologies and practices. The contexts of Japan and Trinidad and Tobago are used to illustrate how colonialism continues to impact English language policy, practice, and perceptions. In sum, this research aims to bridge the gap between critical language theory, comparative education theory, and anti-racism studies in a way that (1) highlights the complexity of language politics, (2) explores ideological assumptions inherent in the discourse of the "native" language, and (3) underscores the overlooked ubiquity of race. ; MAST
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Keyword:
0279; 0282; 0340; 0344; 0530; 0534; 0631; 0700; Anti-racism research methodology; Auto-ethnography; Colonialism; Commodification of Language; Comparative Theory; Critical Language Theory; Education; Education Policy; English; Indigenous Research Methodology; International Communication; Japan; Language Education; Language Ideology; Language Policy; Language Politics; Language Production; Linguicide; Politics of Language; Post-Colonialism; Power; Race; Racialized Bodies and Language; Sociopolitics of English; Trinidad and Tobago
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URL: http://hdl.handle.net/1807/42856
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| 5475 |
Identity and Biliteracy Development: A Case Study in an English/Mandarin Transitional Bilingual Education Program
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| 5476 |
Mental Imagery and Affect in English/French Bilingual Readers: A Cross-Linguistic Perspective
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| 5477 |
Emoções e ações de professores ao falar inglês no WhatsApp
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In: Revista Brasileira de Linguística Aplicada, Vol 17, Iss 1, Pp 83-112
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| 5478 |
ILA - ILF - ILE - ILG: quem dá conta?
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In: Revista Brasileira de Linguística Aplicada, Vol 14, Iss 1, Pp 13-40
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| 5479 |
Poetic journeys and other metaphors underlying literary criticism of poetry in English and Russian
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In: Revista Brasileira de Linguística Aplicada, Vol 15, Iss 2, Pp 421-452
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