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Use of emotional cues for lexical learning: a comparison of autism spectrum disorder and fragile X syndrome.
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In: Journal of autism and developmental disorders, vol 45, iss 4 (2015)
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Integrated Education and Training: Making Sense of a New Form of Vocationalism Impacting Adult ESL Learners
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In: Vafai, Maliheh Mansuripur. (2015). Integrated Education and Training: Making Sense of a New Form of Vocationalism Impacting Adult ESL Learners. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/86j1b6n4 (2015)
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Cost effectiveness of a mail-delivered individually tailored physical activity intervention for Latinas vs. a mailed contact control.
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In: The international journal of behavioral nutrition and physical activity, vol 12, iss 1 (2015)
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Integrated Education and Training: Making Sense of a New Form of Vocationalism Impacting Adult ESL Learners
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Arterial Pulse Wave Velocity and Cognition With Advancing Age
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In: Hypertension (2015)
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Transnational migration, gender relations, and learning processes: Mexican adults constructing lives in California ...
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Monkman, Karen L.. - : University of Southern California Digital Library (USC.DL), 2015
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Systems approach to the value of education in the Republic of South Africa ...
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La survie du breton en France par l'education, The Survival of Breton in France through Education
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In: http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1418232061 (2015)
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Implementing the Sociocultural Theory While Teaching ESL
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In: SPACE: Student Perspectives About Civic Engagement (2015)
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Feedback on feedback – does it work?
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In: Helm, Francesca [Hrsg.]; Bradley, Linda [Hrsg.]; Guarda, Marta [Hrsg.]; Thouësny, Sylvie [Hrsg.]: Critical CALL. Proceedings of the 2015 EUROCALL conference, Padova, Italy. Dublin : Research-publishing.net 2015, S. 507-511 (2015)
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| 13 |
(De) constructing students of concern : how Chief Student Affairs Officers make meaning regarding concerning student behavior
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| 14 |
Multi-lingual Research in Minority-majority Communities
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In: Adult Education Research Conference (2015)
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| 15 |
Imagined Destinations: The Role of Subjectivity and the Generative Potential of Lived Experiences in Adult English Learners' Paths to Fluency
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Abstract:
Focusing on a Vygotskian theory of cultural historical psychology, this dissertation features a narrative analysis to examine the role of subjectivity and the generative potential and agency manifested in Non Native English Speaking Teachers’ (NNESTs) successful development of L2 (English) fluency. My research creates another view of a Vygotskian theory by means of the imagination. Building on a cultural-historical approach, I conducted a qualitative analysis of how these teachers’ pathway to fluency evolved from their Imagined Destinations. This term is defined as a goal or objective in the mind of the learner that mediates, and is mediated by, his or her lived experiences. The concept I coin as Imagined Destinations surfaced in my three initial pilot cases and took shape while working with NNES Panamánian teachers, from the analysis of online survey data with 27 of these experienced teachers, and detailed case study analyses of the language learning of eight of these teachers. These data revealed how participants dynamically create and recreate their environments through agentive roles that support the transformation of their environments to advance their goals. These transformations have implications for how subjectivity, agency, and acquisition of the target language intertwine throughout the participants’ lived experiences or pathways to learning, thus providing an additional way to look at subjects and subjectivities within a Vygotskian theoretical frame. The findings also indicate that teachers’ language trajectories are continuous, emergent, and the result of taking on very deliberate ecological roles in their bilingual success despite recurring salient and limiting circumstances. These findings about the centrality of Imagined Destinations in learning “smudges” the perception that societal power outweighs the dynamic and agentive roles of individuals as active molders of their lives. Finally, this dissertation also seeks to enrich scholarship by demonstrating how NNESTs use their bilingual identities built from their trajectories to bilingualism as ways to influence and inspire their own students’ second language learning.
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Keyword:
English as a Second Language|Adult education|Teacher education
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URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3731939
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| 16 |
Feedback 2.0 in online writing instruction: Combining audio-visual and text-based commentary to enhance student revision and writing competency
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Design or detour? The non-native English-speaking (NNS) student in the community college developmental writing classroom
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Research on reading strategies: Results from high and low readers, native and non-native English speakers, and male and female students
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Using small talk cards to help lower the affective filter and increase language acqusition in adult English learners
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“Warming up” in the developmental sequence? ... : Upward transfer conditional on dependency status ...
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