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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 30 1 Discursive positioning in theory and practice: a case for narrative mediation Winslade, John. - : The University of Waikato, 2020 BASE Show details 2 Brokering practices among international EAL students at a New Zealand university Lee, Sherrie. - : The University of Waikato, 2019 BASE Show details 3 Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools Carss, Wendy Diane. - : The University of Waikato, 2019 BASE Show details 4 The writing of assignments in a pre-service primary education programme: Student and staff perspectives Gera, Christina Mary. - : The University of Waikato, 2017 BASE Show details 5 Developing EFL students' communicative skills through content-based instruction: A case study of EFL teaching in an undergraduate degree program at a tertiary institution in Indonesia Eryansyah, Eryansyah. - : University of Waikato, 2017 BASE Show details 6 Afterword to "Writer Identity and the Teaching and Learning of Writing" Cremin, Teresa; Locke, Terry. - : Routledge, 2016 BASE Show details 7 Introduction to "Writer Identity and the Teaching and Learning of Writing" Cremin, Teresa; Locke, Terry. - : Routledge, 2016 BASE Show details 8 Writer Identity and the Teaching and Learning of Writing Cremin, Teresa; Locke, Terry. - : Routledge, 2016 BASE Show details 9 Vietnamese teachers’ self-efficacy in teaching English as a foreign language Phan, Nga Thi Tuyet; Locke, Terry. - : Emerald, 2016 BASE Show details 10 "In this class automatic my words come out": Implementing process drama in two Malaysian English language-learning contexts Abdul Samat, Norhanim. - : University of Waikato, 2016 BASE Show details 11 Can I teach these students? A case study of Vietnamese teachers’ self-efficacy in relation to teaching English as a foreign language Phan, Nga Thi Tuyet. - : University of Waikato, 2015 BASE Show details 12 Preparing pupils for peer or group response Foster, Rebecca. - : University of Waikato, 2014 BASE Show details 13 Supporting student growth in syntactical fluency as writers: A paired learning approach Barrett, Sally Jane. - : University of Waikato, 2013 BASE Show details 14 Editorial: The professional content knowledge of the English/literacy teacher: Addressing the implications of diversity Locke, Terry. - : Waikato Faculty of Education, 2012 BASE Show details 15 Critical literacy as an approach to literary study in the multicultural, high-school classroom Locke, Terry; Cleary, Alison. - : Faculty of Education, University of Waikato, 2011 Abstract: As an approach to literary study, critical literacy is not a widespread practice in New Zealand secondary schools. This article draws on a major project on teaching literature in the multicultural classroom that take place over two years in 2008-2009. In it we report on a case study where a Year 13 English teacher designed and tested a novel English programme with a reputedly less able and culturally diverse group of final-year students entitled “13 English – Popular Culture”. In it, she guided her students through a range of reading tasks aimed at developing in her students an awareness of ways in which texts position readers to take up certain meanings and not others through the language used. Over the course of the programme, students moved from compliant readers to readers who were sensitized to the manipulative power of texts. They enjoyed being exposed to a variety of theme-related texts, especially when these empowered them by enabling them to deploy their own cultural resources in responding to and challenging the texts they encountered. Students needed careful scaffolding in respect of metalinguistic understanding in order to be able to discuss the specific ways in which language constructs meaning. Indeed, these students struggled with this aspect of a critical literacy approach. However, despite the fact that these students were engaged in high-stakes assessment at a higher level than in the previous year, all gained more NCEA credits than they had in Year 12. Keyword: critical literacy; popular culture; representation; resistant reading; student empowerment URL: https://hdl.handle.net/10289/5623 BASE Hide details 16 Editorial: Culturally responsive research and pedagogy Kostogriz, Alex; Doecke, Brenton; Locke, Terry. - : Waikato Faculty of Education, 2011 BASE Show details 17 Beyond the grammar wars : a resource for teachers and students on developing language knowledge in the English/literacy classroom Locke, Terry (Hrsg.). - New York [u.a.] : Routledge, 2010 BLLDB UB Frankfurt Linguistik Show details 18 Implementing critical literacy in a Tongan bilingual classroom Vea, Peseti Tupou'ila. - : University of Waikato, 2010 BASE Show details 19 Beyond shrek: fairy tale magic in the multicultural classroom Sturgess, Janet; Locke, Terry. - : Routledge, 2009 BASE Show details 20 Constructing English in New Zealand: A report on a decade of reform Locke, Terry. - : Springer Netherlands, 2007 BASE Show details Page: 1 2

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