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An Investigation into the effects of COVID-related school policies on the teaching and learning of English as a second or foreign language
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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Localities in critical literacy practice: a critical review of the frameworks
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Thinking of taking a language in year 11 and 12? Here's what you need to know
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Introducing critical literacy to pre-service English teachers through fairy tales
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Novianti, N. - : Universidad de Valencia * Departamento de Didactica de la Lengua y la Literatura, 2021
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Abstract:
The need for a more critical approach to English as a Foreign Language (EFL) teaching and learning isundeniable, yet little has been done to prepare teachers for teaching with this approach. This article reportsone of the cycles on my action research study, involving a teacher educator and 35 pre-service Englishteachers. Together with the teacher educator, a unit on critical literacy was developed using fairy tales asthe core text. In the unit, we introduced pre-service teachers to critical literacy through the critical reading,analysis, and rewriting of fairy tales for social transformation. They were assigned to rewrite a fairy tale asa form of social action and to reflect on the choices made in the rewriting process. The re-written fairy talesand the accompanying reflection essay were analysed using a rubric adapted from the four dimensions ofcritical literacy (Lewison et al., 2002). The re-written fairy tales and the reflections suggest the pre-serviceteachers growing understanding of the non-neutrality of text, ability to read from a different perspectiveand offer an alternative one, and ability to identify socio-political issues, such as stereotypes, and to subvertthem.
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Keyword:
Curriculum and pedagogy; Education; English and literacy curriculum and pedagogy (excl. LOTE; ESL and TESOL)
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URL: https://ojs.uv.es/index.php/JLE/article/view/21026 http://ecite.utas.edu.au/145724
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A trialectical approach to understanding classroom readiness' for teaching literacy
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The Policy Feedback Loop: Exploring English Learner (EL) Policy, Policy Implementation, and the Relationship between Policy, Research, and Practice
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In: Doctoral Dissertations (2021)
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Facilitating agency and engagement : visual methodologies and pedagogical interventions for working with culturally and linguistically diverse young people
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Developing Language Learners’ Use of Appraisal for Argumentative Writing: A Systemic Functional Linguistics Approach
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Pride and Prejudice: Annotated with Reading Strategies
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In: Secondary Level Resources (2021)
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Application of Genre and the Harkness Pedagogy for the Advanced Development of Writing Skills in Spanish in Foreign Language Courses
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ESL A2 optional class for 7th grade students
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In: Instructional Design Capstones Collection (2021)
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Caught between Spaces: Korean Adult EFL/ESL Female Speakers’ Negotiating Social Identities in Online English Study Groups
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In: Doctoral Dissertations (2021)
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WASHBACK AND THE ASSESSMENT PRACTICES OF ESL INSTRUCTORS AT JAPANESE UNIVERSITY
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 1-9 (2021) (2021)
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PEER INSTRUCTION IN A FLIPPED LEARNING ENVIRONMENT: EXAMINING ESL STUDENTS' PARTICIPATION IN WRITING ARGUMENTATIVE ESSAYS
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 1, Pp 69-96 (2021) (2021)
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Morphological Awareness Instruction for ESL Students’ Vocabulary Development and Reading Comprehension
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In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 1, Pp 41-51 (2021) (2021)
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A study of the differences among EFL/ESL methods for reading Comprehension and language awareness
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 9-24 (2021)
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YU Belong@Library ; Teaching, learning and leading development of mobile-enhanced academic practices
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