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Céad mίle fáilte: a corpus-based study of the development of a community of practice within the Irish hotel management training sector
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Interpreting for the military: Creating communities of practice
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In: ISSN: 1740-357X ; The journal of specialised translation, Vol. 37 (2022) pp. 16-34 (2022)
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Welcoming and Inclusive Farmers Markets: A Community of Practice to Encourage Diversity, Equity, and Inclusion
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In: Outcomes and Impact Quarterly (2022)
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Campus Decorum : The realisation of apologies, complaints and requests by Nigerian and German students ...
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Glocal Network Shifts: Exploring Language Policies and Practices in International Schools
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In: Global Education Review; Vol. 8 No. 2-3 (2021): Teaching, Learning, Leading, and Living in a Glocal World: Policy, Practice, and Praxis (Part 2); 116-137 ; 2325-663X (2021)
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Enhancing Critical Thinking Skills and Dispositions Through Community Dialogue in an Academic Writing Programme
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In: International Journal for the Scholarship of Teaching and Learning (2021)
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Emerging from the third space chrysalis: Experiences in a non-hierarchical, collaborative research community of practice
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In: Journal of University Teaching & Learning Practice (2021)
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Fostering A Sense of Community Among Teachers Via A Community of Practice: A Mixed-Methods Action Research Study
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In: Theses and Dissertations--Educational Leadership Studies (2021)
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STORIES OF IDENTITY CONSTRUCTION AND CLASSROOM PARTICIPATION IN AN ENGLISH-MEDIUM UNIVERSITY
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 1, Pp 147-174 (2021) (2021)
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ENVOL : une plate-forme collaborative en réseau au service de la conception de modules de formation en FOU
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In: ISSN: 0765-1635 ; Travaux de didactique du français langue étrangère ; https://hal.archives-ouvertes.fr/hal-03060134 ; Travaux de didactique du français langue étrangère, Université Paul Valéry, Montpellier III,, 2020, Le FOU dans tous ses états : conceptions, approches, pratiques. et nouvelles pistes ?, [27 p.] ; https://revue-tdfle.fr/articles/revue-77/1631-envol-une-plate-forme-collaborative-en-reseau-au-service-de-la-conception-de-modules-de-formation-en-fou (2020)
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Promoting public communication in Basque: The “Jendaurrean Erabili” Practice Community ; Promocionant la comunicació pública en èuscar : la comunitat de pràctica «Jendaurrean Erabili»
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In: Treballs de Sociolingüística Catalana; Núm. 30: Trajectòries sociolingüístiques: nous i vells parlants; 281-295 (2020)
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Intersections: A paradigm for languages and cultures?
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In: https://link.springer.com/book/10.1007/978-3-030-50925-5 (2020)
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Syrian Female Refugees: Exploring Identity and Online Language Learning
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Hadid, Alia. - : Digital Commons @ University of South Florida, 2020
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In: Graduate Theses and Dissertations (2020)
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Shaking my practice : navigating curriculum, aesthetic and social curiosity.
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The resilience of a community of practice during the COVID-19 crisis
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Van Deusen-Scholl, Nelleke. - : University of Hawaii National Foreign Language Resource Center, 2020. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2020
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NOVICE ENGLISH LANGUAGE SAUDI TEACHERS BUILDING PROFESSIONAL IDENTITY
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In: Dissertations (2020)
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Abstract:
This study is a qualitative examination of the construction of identities of three novice English teachers at one university-level institute in Saudi Arabia. The study uses multiple theoretical frameworks to build a narrative describing construction of these identities: Goffman’s (1959; 1963; 1974) performing, frame analysis, and spoiled identity concepts, Anderson’s (1991) imagined community, Canagarajah’s (1996) “from bottom up” narrative style, Wenger’s (1998) three modes as a framework of the identity construction, and Pinar and Grumet’s (1976) currere. The purpose of this study is twofold: (a) to offer a rich description of how novice, nonnative English speakers (NNES), especially teachers, constructed their identities and their positions, both inside and outside the classroom, and how they negotiated their access to power and were perceived as legitimate bilingual English teachers, as it pertains to the NNES label, and (b) theoretical multiplicity establishes a novel methodological approach to use narrative as a research tool that can fully capture the complexity of novice teachers’ identities. These purposes are embedded in an action and movement to remove stigmas that NNES English Language teachers experience because of the NNES label given to them and their learners (Kamhi-Stein, 2016). This study adopted the interview autobiographical narrative approach, reflections, and observations inside and outside the classroom because of the many life stories that were shared as a window or frame into understanding the participants’ experiences as English Language teachers. The findings suggest that the dichotomy of the native and nonnative English speaker is power-driven and political, rather than linguistic power (Canagarajah, 1999; Phillipson, 1992). This study’s participants were able to strategically position themselves as legitimate speakers where they were able to show a part of their identity that was worthy of investment. Their investment did not fit the community of practice (CoP) expectations. They were able to build relationships with the CoP and they felt satisfied in their job positions.
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Keyword:
Autobiographical narrative approach; Community of practice; Construction; English Teachers; Identity; Investment
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URL: https://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=2781&context=dissertations https://opensiuc.lib.siu.edu/dissertations/1777
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“Ô, sor(a)! larga mão dessa aula chata!” : uma proposta de intervenção nas aulas de português na periferia
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"Mission impawssible?" : an analysis of community-specific orthographic variation and lexical creativity online
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Ethnolinguistic Identity in Morocco
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In: Field Notes: A Journal of Collegiate Anthropology (2020)
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