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Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals ...
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| 22 |
Exploring the Pronunciation Awareness Continuum through Self-Reflection in the L2 French Learning Process
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In: Languages ; Volume 6 ; Issue 4 (2021)
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| 23 |
Understanding Instructional Spelling Practices of Third and Fourth Grade Teachers: An Embedded Multiple Case Study
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In: Doctoral Dissertations and Projects (2021)
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Mehrsprachigkeitsbewusstheit in digitalen Lernumgebungen: Das virtuelle Austauschprojekt „Linguistic Landscapes Leipzig – Auckland“
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SOUNDS OF EMERGENCE: THE PEDAGOGY OF LANGUAGE AND LITERACY CON-CEPTS AND STRATEGIES IN AN EARLY LEARNING PROGRAM
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In: Middle and Secondary Education Dissertations (2021)
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| 26 |
Improving Reading Comprehension in Arabic English Language Learners
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In: Culminating Experience Projects (2021)
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| 27 |
Understanding Dyslexia as a Neurological Learning Disability: A Plan for an Instructive Website for Parents and Early Elementary Teachers
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In: Culminating Experience Projects (2021)
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| 28 |
Exploring the Relationship Between Multilingual Learning Experience, Metalinguistic Knowledge, and Metalinguistic Awareness ...
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| 29 |
Exploring the Relationship Between Multilingual Learning Experience, Metalinguistic Knowledge, and Metalinguistic Awareness
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In: Studi di glottodidattica; V. 6, N. 1 (2021); 34 - 46 ; 1970-1861 (2021)
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| 30 |
Monitoring EMI Teachers to Assess their Progress in University Bilingual Programs
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Content edulcoration as ideology visualization in an English language coursebook
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In: Praxema (2021)
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Abstract:
Based on post-structural definitions of discourse(s), the article is aimed at criticizing the reductionist essence of canonical definitions of Teacher Language Awareness (TLA)], perceived as a formula for the regurgitation of western discourse practices in the English Language Teaching classroom. Based on a multimodal perspective and an ideological conceptual square, the research reports a case study illustrating how Euro-American imperial history is visualized in its entextualization in the non-language material of an English language textbook. The results of the case study reveal that in the process of re-entextualization the authors have de-emphasized the negative image of the Self by negating not only the Euro-American colonial atrocities but also their post-colonial repetition such as fascism in Spain. This concealment or content sanitation is part of the untarnished image the West projects through ELT as part of its role in the process of globalization and its connection to the neo-liberal empire, a fact that openly challenges the vali dity of TLA as a construct. The work also introduces the concept 'content edulcoration' (education + dulce (in Spanish) + decoration) understood as the means of syntactic and lexical language manipulation as well as its realization in the voice of transcript readers and images, all of which make non-language material suitable for educational purposes. From a practical viewpoint, each of the instances in the case study offers the counter-discourse necessary for resistance to the neo-colonization of the mind. The article suggests a reconceptualization of teacher formation and development in the era of globalization as well as the feasibility of researching similar issues in other major European language teaching textbooks. © 2020 Tomsk State Pedagogical University. All rights reserved.
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Keyword:
COLONIZATION OF MIND; CONTENT EDULCORATION; CONTENT SANITATION; DISCOURSE(S); EFL; EURO-AMERICAN COLONIAL HISTORY; IDEOLOGY; MULTIMODALITY; TEACHER LANGUAGE AWARENESS
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URL: https://doi.org/10.23951/2312-7899-2020-4-172-193
http://abahlali.org/wp-content/uploads/2011/04/Frantz-Fanon-The-Wretched-of-the-Earth-1965.pdf
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100145463&doi=10.23951%2f2312-7899-2020-4-172-193&partnerID=40&md5=61d5689d5905f56535dcde5ba1431bc6
http://hdl.handle.net/10995/103121
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| 33 |
Effect of Bilingualism on Metalinguistic Awareness: A Meta-Analysis
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In: Embargoed Honors Theses, University of Nebraska-Lincoln (2021)
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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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| 35 |
Hoe universeel zijn receptieve meertaligheidsstrategieën?
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In: Dutch Journal of Applied Linguistics, Vol 10 (2021) (2021)
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| 36 |
case study of Turkish pre-service teachers of English in an international exchange program: ELF and WE perspectives
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 435-457 (2021) (2021)
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| 37 |
The predictive role of morphological awareness and productive vocabulary knowledge in L2 postgraduate students’ academic writing
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 24-44 (2021) (2021)
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| 38 |
Teaching languages in multicultural surroundings: New tendencies
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In: Russian Journal of Linguistics, Vol 25, Iss 2, Pp 546-568 (2021) (2021)
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| 39 |
UNINTELLIGIBLE SPEECH: LISTENERS' AWARENESS TO INDONESIAN-ACCENTED SPEECH WITH PRONUNCIATION ERRORS
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 242-253 (2021) (2021)
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Estudio comparativo de habilidades lingüísticas y lectoras entre un grupo de niños con trastorno específico del lenguaje y un grupo de niños con dislexia
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0717-1285, Nº. 53, 2021, pags. 154-175 (2021)
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