| 1 |
For Critical Language Awareness and Against the “Exclusive-use-of-the-target-language” Myth: The Effects of Sociolinguistic Content in English in an Elementary Spanish Classroom
|
|
|
|
In: L2 Journal, vol 14, iss 3 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Zu Diskursen über Mehrsprachigkeit mit einem Fokus auf den (möglichen) Umgang mit sprachlicher Diversität im Raum Schule unter Einbezug eines Fallbeispiels aus Berlin-Neukölln
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Zu Diskursen über Mehrsprachigkeit mit einem Fokus auf den (möglichen) Umgang mit sprachlicher Diversität im Raum Schule unter Einbezug eines Fallbeispiels aus Berlin-Neukölln ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Critical Language Awareness in the Multilingual Writing Classroom: A Self-Study of Teacher Feedback Practices
|
|
|
|
In: Doctoral Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Teaching languages in multicultural surroundings: New tendencies
|
|
|
|
In: Russian Journal of Linguistics, Vol 25, Iss 2, Pp 546-568 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Η συμβολή της εφαρμοσμένης γλωσσολογίας στην ανάπτυξη της κριτικής σκέψης ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Critical Literacy Approach in the teaching of literary appreciation using Indonesian short stories
|
|
|
|
In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 84-94 (2020) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Critical ‘intercultural awareness’ enhancement: Effects of using asynchronous online discussion with Thai tertiary students
|
|
|
|
In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 118-131 (2020) (2020)
|
|
Abstract:
In the globalized era, the interaction between people from different cultures increases dramatically. This affects the way the English language is used, and how the language is taught at all levels of education. Regarding this, English language teachers are recommended to reconsider their current classroom practices in light of the above issue. One basic recommendation is to incorporate other cultural aspects besides just the American and British models commonly used today. However, research on developing learners’ critical ‘intercultural awareness’ (ICA) is rare in the literature, particularly regarding the use of asynchronous online discussion (AOD) at the Thai tertiary level. This study aimed to investigate the AOD use to develop critical ICA and to examine the effects of such AOD use on the learning of Thai students. Twelve ICA-enhanced AOD tasks were developed as instructional instruments. From these, research instruments were developed, including a pretest, a posttest, a self-reported questionnaire, and an in-depth interview. Two groups of Thai students with different English proficiency levels were selected to join the experiment, classified as a high proficiency (HP) group and a low proficiency (LP) group. After AOD implementation, their performances were assessed. Findings revealed improvements in the performances of both groups, with the mean posttest scores being higher in both groups, with the HP group demonstrating better performance. In addition to posttest scores, the participants provided positive perceptions of the AOD tasks, with no significant differences in the perceptions between groups. The interview responses revealed the students’ perceptions that the AOD tasks were challenging, but provided them with an opportunity to think critically about the culturally related questions. This study highlights the benefits of developing critical ICA in an ELT classroom with the AOD use, especially HP students, even though it may not work very well with LP students.
|
|
Keyword:
asynchronous online discussion; critical cultural awareness; general english; intercultural awareness; Language. Linguistic theory. Comparative grammar; LC8-6691; P101-410; Special aspects of education; thai elt
|
|
URL: https://doaj.org/article/25fcd72b9cf444f49d9e1b8838a98d25
https://doi.org/10.17509/ijal.v10i1.25020
|
|
BASE
|
|
Hide details
|
|
|
| 10 |
Ofelia García: A Visionary Thinker
|
|
|
|
In: Journal of Multilingual Education Research (2019)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Enhancing Critical Awareness through Socratic Pedagogy
|
|
|
|
In: Eurasian Journal of Applied Linguistics, Vol 5, Iss 3, Pp 515-536 (2019) (2019)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Learners' awareness and attitude towards ELF. A pilot study in an Italian University context
|
|
|
|
In: Lingue e Linguaggi; Volume 26 (2018); 157-172 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Rethinking Discourses of Diversity: A Critical Discourse Study of Language Ideologies and Identity Negotiation in a University ESL Classroom
|
|
|
|
In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492708729036445 (2017)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Investigating Transformative Practices In The Bangladeshi Classroom ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Investigating Transformative Practices In The Bangladeshi Classroom ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Critical Language Awareness
|
|
|
|
In: Education Publications (2017)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Critical Language Awareness in an ELL Urban Language Classroom: Transforming a Latina Teacher’s Language Ideology
|
|
|
|
In: Doctoral Dissertations (2017)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Academic and cultural literacy for heritage speakers of Spanish: A case study of Latin@ students in California
|
|
Colombi, MC. - : eScholarship, University of California, 2015
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Academic and cultural literacy for heritage speakers of Spanish: A case study of Latin@ students in California
|
|
|
|
In: Colombi, MC. (2015). Academic and cultural literacy for heritage speakers of Spanish: A case study of Latin@ students in California. Linguistics and Education, 32, 5 - 15. doi:10.1016/j.linged.2015.05.006. UC Davis: Retrieved from: http://www.escholarship.org/uc/item/1rd2r67c (2015)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Teachers and students developing critical language awareness through an exploration of everyday language practices
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
