2005. ‘Affirming identity in multilingual classrooms’.
Educational Leadership 63/1: 38-43
Summary: English language learners' cultural knowledge and home language skills are important resources in enabling academic engagement. English language learners tend to engage academically to the extent that instruction affirms their identities and enables them to invest their identities in learning. One effective approach to identity affirmation is the identity text, in which a student creates an expressive written, oral, dramatic, or artistic product. Encouraging students to write dual language books in the classroom is another way to show that schools value both the student's culture and home language. Acknowledging and actively promoting students' linguistic and cultural capital creates a pedagogy of respect and encourages English language learners to engage in literacy.
Country of research: Canada
Institutional level: primary
Entered by: University of Bristol (Graduate School of Education)
Summary: English language learners' cultural knowledge and home language skills are important resources in enabling academic engagement. English language learners tend to engage academically to the extent that instruction affirms their identities and enables them to invest their identities in learning. One effective approach to identity affirmation is the identity text, in which a student creates an expressive written, oral, dramatic, or artistic product. Encouraging students to write dual language books in the classroom is another way to show that schools value both the student's culture and home language. Acknowledging and actively promoting students' linguistic and cultural capital creates a pedagogy of respect and encourages English language learners to engage in literacy.
Country of research: Canada
Institutional level: primary
Entered by: University of Bristol (Graduate School of Education)
2005. ‘Calm seas or troubled waters? Transitions, definitions and disagreements in applied linguistics’.
International Journal of Applied Linguistics 15/3: 282-302
Institutional level: adult
Entered by: The Open University (Faculty of Education and Languages)
Institutional level: adult
Entered by: The Open University (Faculty of Education and Languages)
2005. ‘The cultural and linguistic resources of advanced bilingual learners: A case study of four bilingual learners in a multicultural London school’.
Prospect 20/1: 82-94
Summary: The study explored in-depth the linguistic and cultural resources of four bilingual learners in a London Primary School. It draws implications for the curriculum and literacy teaching in multicultural contexts
Country of research: United Kingdom
Learners' background: various
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Summary: The study explored in-depth the linguistic and cultural resources of four bilingual learners in a London Primary School. It draws implications for the curriculum and literacy teaching in multicultural contexts
Country of research: United Kingdom
Learners' background: various
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2005. ‘On the discursive construction of the Chinese learner’.
Language, Culture and Curriculum 19/1: 54-73
Country of research: United Kingdom
Learners' background: China
Institutional level: tertiary
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)
Country of research: United Kingdom
Learners' background: China
Institutional level: tertiary
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)
2005. ‘Television in TESOL - The research agenda’.
Summary: An discussion of the use oif television as a new technology in ELT and the issues and approaches in examining these in research.
URL: http://www.developingteachers.com/articles_tchtraining/tv31_richard.htm
Entered by: University of Bristol (Graduate School of Education)
Summary: An discussion of the use oif television as a new technology in ELT and the issues and approaches in examining these in research.
URL: http://www.developingteachers.com/articles_tchtraining/tv31_richard.htm
Entered by: University of Bristol (Graduate School of Education)
2005. ‘Cultural mirrors - Television drama in the EFL classroom’.
URL: http://www.developingteachers.com/articles_tchtraining/tv21_richard.htm
Entered by: University of Bristol (Graduate School of Education)
URL: http://www.developingteachers.com/articles_tchtraining/tv21_richard.htm
Entered by: University of Bristol (Graduate School of Education)
2005. ‘The role of television and televisual literacy in language teaching and learning’.
URL: http://www.developingteachers.com/articles_tchtraining/tv1_richard.htm
Entered by: University of Bristol (Graduate School of Education)
URL: http://www.developingteachers.com/articles_tchtraining/tv1_richard.htm
Entered by: University of Bristol (Graduate School of Education)
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