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Discursive positioning in theory and practice: a case for narrative mediation
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Brokering practices among international EAL students at a New Zealand university
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Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools
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The writing of assignments in a pre-service primary education programme: Student and staff perspectives
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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
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6 |
Afterword to "Writer Identity and the Teaching and Learning of Writing"
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Introduction to "Writer Identity and the Teaching and Learning of Writing"
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Writer Identity and the Teaching and Learning of Writing
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Abstract:
In the light of increasing international interest in teachers’ and students’ literate identities and practices, this book addresses the under-researched area of teachers’ and students’ writer identities and in so doing seeks to advance the field. The volume is premised upon two key assertions, namely that writer identity matters and needs recognition and development in educational contexts, and that young people’s writer identities are influenced by the ways in which their teachers identify as writers. It brings together new empirical studies and scholarly reviews on writer identity and the teaching and learning of writing from researchers working in Australia, Canada, Denmark, New Zealand, the UK and the USA. The volume explores what it means to identify as a writer, the issues which surround the concept of ‘being a writer’, and the consequences which arise when teachers and students do or do not identify as writers. Several contributors also conceive of and examine writing as a significant form of identity work.
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URL: http://oro.open.ac.uk/47049/ https://www.taylorfrancis.com/books/e/9781317363927
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9 |
Vietnamese teachers’ self-efficacy in teaching English as a foreign language
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"In this class automatic my words come out": Implementing process drama in two Malaysian English language-learning contexts
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Can I teach these students? A case study of Vietnamese teachers’ self-efficacy in relation to teaching English as a foreign language
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Supporting student growth in syntactical fluency as writers: A paired learning approach
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14 |
Editorial: The professional content knowledge of the English/literacy teacher: Addressing the implications of diversity
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Critical literacy as an approach to literary study in the multicultural, high-school classroom
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Implementing critical literacy in a Tongan bilingual classroom
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Beyond shrek: fairy tale magic in the multicultural classroom
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20 |
Constructing English in New Zealand: A report on a decade of reform
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