| 1 |
Improving EFL ninth graders’ reading comprehension through thieves learning strategy
|
|
|
|
In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 232-258 (2022) (2022)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
IMPROVING ENGLISH VOCABULARIES THROUGH DERIVATIONAL MORPHEME
|
|
|
|
In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 519-534 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Yell Video Technique to Develop the Third Semester Students' Ability in Present tense
|
|
|
|
In: ELT Worldwide: Journal of English Language Teaching, Vol 7, Iss 2, Pp 186-192 (2020) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Co-constructing Peer Feedback Practices in an Elementary School Mathematics Classroom: An Enactivist Perspective
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Inter-professional practice to support effective language enrichment in primary school classrooms: an action research inquiry
|
|
QUIGLEY, DUANA JOHANN. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. Discipline of Clin Speech & Language Studies, 2018
|
|
BASE
|
|
Show details
|
|
|
| 7 |
USING SCAFFOLDING TECHNIQUE TO IMPROVE THE WRITING ABILITY OF THE 11TH GRADERS OF SMAN 5 MATARAM
|
|
|
|
In: LET: Linguistics, Literature and English Teaching Journal, Vol 5, Iss 2, Pp 95-113 (2017) (2017)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Exploring a flipped classroom approach in a Japanese language classroom : a mixed methods study.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Teaching subjects as languages: academic English development in the multilingual post-primary classroom
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Using action research to explore technology in language teaching: International perspectives
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Improving Pupils’ Attitude to English Learning and Cultural Understanding through Email Exchange: an Action Research Project in a Secondary School in Taiwan
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
IMPROVING TEACHERS' PROFESSIONALISM THROUGH MATERIALS DEVELOPMENT, INFORMATION TECHNOLOGY AND CLASSROOM ACTION RESEARCH
|
|
|
|
In: TEFLIN Journal, Vol 20, Iss 2, Pp 212-231 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Harnessing the power of students' out-of-school interests and knowledge : integrating popular culture in a 6th grade English language arts curriculum
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Learner-centred science in Lesotho: adapting the ideal to adjust classroom practice
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Discourse Itineraries in an EAP Classroom: A Collaborative Critical Literacy Praxis
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
The role of research in interpreter education
|
|
|
|
In: Translation and Interpreting : the International Journal of Translation and Interpreting Research, Vol 2, Iss 1 (2010) (2010)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
國小一年級級任教師常規建立之行動研究 ; An action research about how to establish classroom rules and routine procedures for a teacher of first grade of elementary school
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Discourse Itineraries in an EAP Classroom: A Collaborative Critical Literacy Praxis
|
|
|
|
Abstract:
This classroom ethnography documents the developing critical literacy pedagogy of an English for Academic Purposes (EAP) instructor over the course of several terms. My research, which involved extensive collaboration with the EAP instructor, explores how specific classroom practices and discourses are enacted and mediated through dialogic intertextualities, material objects, and social actions that frame representations about language, literacy, and what Lefebvre (1988) called “le quotidien” – the everyday, and how these affect the students’ meaning-making potential in specific ways. It also traces the contours (and detours) of the instructor’s classroom practices after the researcher’s mediation in the form of collaborative inquiries on functional grammar and critical literacy, and the effects of these classroom practices on making meaning in her EAP classes. I consider several issues from an integrated theory and practice perspective. Because of an urgent need to understand the students’ practices and epistemologies as they engage in ever newer forms of multimodal text productions, I contend that EAP classroom practices must be reshaped to facilitate more (inter)active engagements of the multimodal texts that saturate students’ lives, both inside the class and outside. Related to this, I highlight in my classroom data what actually counts as the ‘critical’ or the ‘uncritical’ in this EAP classroom and argue why these distinctions matter. Lastly, I suggest ways in which the role of a critical multiliteracies education in EAP can meet the pragmatic needs of both students and teachers. My research contributes to a much-needed dialogue between critically oriented researchers and practitioners in the field of TESOL/Applied Linguistics by bridging the gap between theory and practice. The lessons learned from this collaborative classroom praxis point to concrete ways to help EAP teachers and students utilize their meaning-making potential. This involves equipping them with an expanded social semiotic tool-kit that can enable them to not only meet their immediate academic needs, but also help create a more active and possibly transformative role in the social constructions of discourse, language, and society. This doctoral dissertation has implications for those who are involved in EAP teaching and research, curriculum planning, teacher training, and student needs assessment. ; PhD
|
|
Keyword:
0727; 0745; academic discourse; academic literacies; action research; classroom ethnography; collaborative research; Critical applied linguistics; critical discourse analysis (CDA); Critical English for Academic Purposes (CEAP); critical literacy; Critical pedagogy; curriculum studies; English for Academic Purposes (EAP); functional grammar; globalization; identity; intertextuality; mediated discourse analysis (MDA); multiliteracies; multimodal discourse analysis; multimodality; neoliberalism; social semiotics; systemic functional linguistics
|
|
URL: http://hdl.handle.net/1807/26414
|
|
BASE
|
|
Hide details
|
|
|
|
|
