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Bubbles of becomings : From located investment to placemaking practices of engagement in the language classroom / Helle Pia Laursen, Lise Baun, Winnie Ostergaard
// Language and Education Volume 34, 2020 - Issue 6 United Kingdom : Routledge, 2020p. 566-582 Based on data from a ten-year study of literacy and linguistic diversity in the classroom, in this article we examine the intersection of investment and placemaking through an analysis of a student’s emergent engagement practices in a teaching unit about writing blogs. Drawing on recent work on spatiality in literacy studies, we trace the evolving movements in the student’s changing relationship with the classroom as a literacy learning place. Our analysis shows how the shifting relationships between the human beings, the classroom objects and the various semiotic resources create a learning place that allows the student to explore the possibilities for entangling herself in the text-making process through embodied and affective engagements in the text classroom practices. Based on this analysis, we suggest a parallel shift of emphasis from a focus of located investment toward a focus on placemaking practices of engagement in order to capture the unpredictable and affectively loaded bubbles of becomings that are part of all classroom practices.
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Climate Change and TESOL : Language, Literacies, and the Creation of Eco-Ethical Consciousness / Jason Goulah.
// Tesol Quarterly Volume 51, Issue 1 March 2017. 2017.p. 90–114. This article calls on the field of TESOL to respond to the planet s growing climatic and ecological crisis, conceptualizing climate change beyond just standards-based language and content curriculum. Climate change is also cultural and religious, and thus warrants broader consideration in TESOL. Drawing on theories of value creation and creative coexistence, the author considers climate change socioculturally, epistemologically, and ontologically toward the development of a value-creative eco-ethical consciousness. The author concludes with a critical instrumental case study that used ethnographic and discourse analytic methods to examine the effects of a standards-based climate change unit among adolescent religious refugee English language learners (ELLs) from the former Soviet Union (FSU). Findings suggest these ELLs’ curricular engagement developed their language, literacies, and content knowledge relative to climate science. It also fostered transformed perspectives and value creation toward an eco-ethical consciousness consonant with their cultural religious identity expression. Intersecting multiple subareas of TESOL, including FSU learners, digital literacies, religion and spirituality, and standards-based approaches, the case study findings have potentially broader transferability implications beyond climate change and language learning and instruction.
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Dạy ngôn ngữ dựa trên tác vụ nhằm nâng cao năng lực giao tiếp của sinh viên = Task based language teaching in improving students' communicative competence / Đào Thị Thanh Hảo.
// Tạp chí khoa học ngoại ngữ Số 49/2016 Hà Nội : Đại học Hà Nội, 2016tr. 54-63 There has been a popular trend to focus on communication skill rather on grammar translation when teaching English at tertiary settings. Among different approaches to obtain this focus, Task-based Language Teaching appears to be prominent in helping learners improve their communicative competence. This paper presents a research on the use of TBLT in teaching Listening and Speaking skills for students at International Education Center, Hanoi University in order to enhance their communicative competence. The treatment with TBLT lasted for 5 weeks; two instruments to collect data were employed namely Pre-Role-play Test and Post-Role-play Test, and Individual Interview. The study reveals that after the experimental time, the students’ communicative competence improved considerably and their attitudes toward TBLT were rather positive.
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