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Asher Golden, Noah; Zacher Pandya, Jessica – Language and Education, 2019
This article revisits questions on the utility of identity in literacy studies. Following a review of the range of conceptions of identity and framings of its uses, we argue that "identity-as-position" is needed as a pragmatic tool in the field of literacy studies, and grounds responsive critical literacy practices. Drawing on a…
Descriptors: Self Concept, Critical Literacy, Case Studies, Literacy Education
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Tai, Kevin W. H.; Khabbazbashi, Nahal – Language and Education, 2019
There is limited research on second language (L2) vocabulary teaching and learning which provides fine-grained descriptions of how vocabulary explanations (VE) are interactionally managed in beginning-level L2 classrooms where learners have a limited L2 repertoire, and how the VEs could contribute to the learners' conceptual understanding of the…
Descriptors: Nonverbal Communication, Interaction, English (Second Language), English Instruction
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Bhatt, Ibrar; de Roock, Roberto; Adams, Jonathon – Language and Education, 2015
Literacy studies approaches have tended to adopt a position which enables ethnographic explorations of a wide range of "literacies". An important issue arising is the new challenge required for researchers to capture, manage, and analyse data that highlight the unique character of practices around texts in digital environments. Such…
Descriptors: Technological Literacy, Teaching Methods, Ethnography, Research Methodology
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Waring, Hansun Zhang – Language and Education, 2012
Despite certain important critiques, much of the work on teacher questions has centered on the distinction between referential and display questions as well as their roles in creating more or less communicative classrooms. With some notable exceptions, few have delved into the specificity of how questions work in the details of classroom…
Descriptors: Questioning Techniques, Role, Classroom Communication, English (Second Language)
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Tusting, Karin – Language and Education, 2012
Literacies are always learned in particular social places and spaces, and the nature of a site shapes the experiences people have of learning literacies there. This paper considers the experiences of staff in two contrasting workplaces: an early years centre, and an adult education college. Both are educational workplaces, and staff are engaged in…
Descriptors: Learning Theories, Early Childhood Education, Accountability, Literacy
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Hamilton, Mary – Language and Education, 2012
This paper considers the policy environment of adult literacy as a space within which sites of learning are shaped and given value. It explores the interplay between international, national and local visions of what literacy is, who literacy learners are and what counts as learning, thereby linking broader social formations with local practices of…
Descriptors: Informal Education, Foreign Countries, Adult Literacy, Educational Policy
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Ehrich, John Fitzgerald; Kim, Sun Hee Ok; Ficorilli, Laura – Language and Education, 2010
Prior research investigating the relationships between immigrants' linguistic abilities in the target language of the host country and their settlement experiences has done so largely from the perspective of language proficiency. Instead of language proficiency per se, we investigated this relationship from the perspective of a competency-based…
Descriptors: Employment, Foreign Countries, Educational Experience, Immigrants
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Bartlett, Lesley – Language and Education, 2005
This paper aims to contribute a sociocultural theoretical perspective for the creative identity work involved in the ongoing process of learning and using literacies. Drawing on anthropological theories of identity formation, I argue that people employ cultural resources, such as cultural artefacts, to develop new identities and literacies. I…
Descriptors: Adult Literacy, Literacy Education, Identification, Cultural Influences
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Kim, Myonghee – Language and Education, 2004
This paper explores how literature circles work in the context of L2 instruction through a close scrutiny of classroom interactions in an adult ESL class where nine ESL learners read fictional works and discussed the readings. The paper examines the characteristics of student interactions with the literary text and with other group members,…
Descriptors: Communicative Competence (Languages), English (Second Language), Adult Learning, Adult Education