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For Critical Language Awareness and Against the “Exclusive-use-of-the-target-language” Myth: The Effects of Sociolinguistic Content in English in an Elementary Spanish Classroom
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In: L2 Journal, vol 14, iss 3 (2022)
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The dynamics of foreign language values in Sweden: a social history ; Dinamika vrednot tujih jezikov na Švedskem: socialna zgodovina
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In: CEPS Journal 12 (2022) 1, S. 125-146 (2022)
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Korean EFL Students Building and Sustaining New Perspectives through Global Literary Texts
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In: Sustainability; Volume 14; Issue 3; Pages: 1372 (2022)
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Abstract:
Using a qualitative approach, this study examines ways in which reading global literary texts and communicating with native English-speaking teachers informed a group of Korean university students’ English language learning and intercultural awareness. The students chose the pre-selected illustrative books, created short video clips, produced electronic books, prepared power point presentations, participated in creative writing sessions, and engaged in small group talk. The main data in this study include English group discussions from the Korean students, observation notes of the students’ group discussion and presentations, samples of the students’ work, and individual interviews regarding the students’ perception of their participation with extensive learning through encounters with cross-national discussions and global literary texts. Findings showed that the students were able to gain and sustain knowledge about and respect for various cultures and cultivate a critical understanding of and appreciation for ways local experiences can be impacted by broader global patterns, and vice versa. Reading global illustrative texts and participating in discussion about the texts helped the students in critically reflecting on their own cultures and those of others. The students further gained a deeper interest in global literary texts and developed their English language skills by communicating with native English-speaking teachers. Pedagogical implications for language and literacy educators are provided.
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Keyword:
cross-cultural awareness; English as a foreign language; global texts; reader responsibility
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URL: https://doi.org/10.3390/su14031372
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Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
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In: Languages; Volume 7; Issue 1; Pages: 51 (2022)
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Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
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In: Languages; Volume 7; Issue 2; Pages: 109 (2022)
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The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ...
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Teachers' Perceptions of Cultural Contents in English Language Textbooks Used in Multicultural Classrooms at a Thai Primary School
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In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 227-241 ; Multicultural Lingual and Multicultural Education (2022)
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"Because it's a little more my language": Metalinguistic cognition in young monolingual and bilingual children
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Knowledge Building with Low Proficiency English Language Learners: Facilitating Metalinguistic Awareness and Scientific Understanding in Parallel
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THIS BODY IS AN ABSTRACTION: A Bilingual Anthology of Contemporary Puerto Rican Poetry
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In: Embargoed Honors Theses, University of Nebraska-Lincoln (2022)
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