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- Academic Literacies (1)
- Autonomy (1)
- Canada (1)
- Course Satisfaction (1)
- Engagement (1)
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- English for Academic Purposes (EAP) (1)
- FL (1)
- Flipped Classroom Approach (1)
- Instructors and Students’ Perceptions (1)
- International Students (1)
- Internationalization (1)
- Language Policy (1)
- Linguistic Diversity (1)
- Narrative Inquiry (1)
- Plurilingualism (1)
- Rhetorical Genre Theory (1)
- Spanish (1)
- Student Participants (1)
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- Writing Studies (1)
Articles 1 - 3 of 3
Full-Text Articles in Language and Literacy Education
The Flipped Spanish Classroom: Student Engagement, Satisfaction And Autonomy, Ana Garcia-Allen
The Flipped Spanish Classroom: Student Engagement, Satisfaction And Autonomy, Ana Garcia-Allen
Electronic Thesis and Dissertation Repository
This dissertation investigates how the implementation of a pedagogical innovation in the foreign language (FL) classroom enabled me to explore student engagement, autonomy and course satisfaction and understand preferred practices for FL development. The ‘flipped classroom,’ formally known as the ‘inverted classroom,’ has become ‘the’ new phenomenon in pedagogical innovations in the last few years (Jensen, et al., 2015). In a Flipped Classroom, direct instruction is moved out of the classroom and takes place at home, by means of reading text or viewing a video or a digital presentation. This appears, at least superficially, positive in that it maximizes class-time …
What Do Students Say About Writing? How Student Experiences Can Inform Canadian Writing Studies Pedagogy, Christopher Eaton
What Do Students Say About Writing? How Student Experiences Can Inform Canadian Writing Studies Pedagogy, Christopher Eaton
Electronic Thesis and Dissertation Repository
This dissertation focuses on Canadian Writing Studies by working with students as co-constructors of knowledge. It stems from my pedagogical and personal desire to understand how students built their knowledge of writing in my first-year writing classroom. By working closely with ten former students, the study explored how their experiences in my writing course at Conestoga College (otherwise known as COMM1085) could inform writing pedagogy. To accomplish this, the study combined Academic Literacies theory with Rhetorical Genre Theory as part of a larger Critical Narrative Inquiry into the students’ narratives of experience. Simply put, these theoretical and methodological frameworks enabled …
The Enactment Of Academic Language Policy In The International University: A Mixed-Methods Investigation, Le Chen
Electronic Thesis and Dissertation Repository
The existing literature on international education in relation to language policy has suggested that internationalizing higher education (HE) does not ensure interculturality (Bash, 2009; Durant & Shepherd, 2009; Jenkins, 2014; Seidlhofer, 2011); the potential relationship between the internationalization of HE and language remains unclear (Jenkins, 2014; Meyer, Gekeler, Manger, & Urank, 2012; Saarinen, 2012). This study responds to the timely question regarding what kind of language policy can meet the needs of international students in an increasingly globalized academic culture (Jenkins, 2014) by adding a Canadian voice to the debate and featuring the changing sociolinguistic realities in internationalized Canadian HE. …