Education Commons^™

The Acquisition Of Advanced Level Chinese Heritage Language (Chl) Learners：A Comparative Analysis Concerning The Aspect Marker “Le了”, Jingjing Ao

Masters Theses

Over the decades, research on heritage language learners has been quite popular, but most studies concern Russian, Spanish and other languages rather than Chinese. The Chinese heritage language learner’s studies focus mainly on K-12 students and their learning motivations, writing characteristics, and identification recognition and those concerned with language acquisition address their vocabulary and verbal Chinese development. There have been very few studies about learning grammar. This study emphasizes on the acquisition of the aspect marker LE among advanced learners.

To investigate the acquisition characteristics of advanced CHL learners, this study adopted the advanced CHL learners as the research group …

Critical Language Awareness In The Multilingual Writing Classroom: A Self-Study Of Teacher Feedback Practices, Emma R. Britton

Doctoral Dissertations

Despite the increasing amount of ethnolinguistic diversity in US schools and universities, traditional approaches to university writing instruction continue to advance the teaching of standard written American English (SWAE) from uncritical ideological standpoints (Bommarito & Cooney, 2016). To disrupt the naturalization of monolingual and standard language ideologies, existing scholarship shows the potential of critical language awareness (CLA), as a pedagogical approach which aims to develop students’ awareness of the relationships between languages, language varieties, language ideologies, power, and social inequities, alongside the teaching of SWAE (Fairclough, 1992). Because the production of student texts is central to a CLA pedagogy (Gilyard, …

“No Hay Que Cercenar A Los Estudiantes”: Maestros De Inglés Descolonizando Sus Ideologías Lingüísticas Y Prácticas Pedagógicas En Colombia, Rosa A. Medina Riveros, Diana Angelica Parra Perez, Theresa Y. Austin

College of Education Working Papers and Reports Series

Con la globalización y la conectividad, las personas, sus idiomas y culturas entran en contacto a veces chocando entre sí; produciendo prácticas lingüísticas híbridas. El multilingüismo crítico y el translanguaging/ translenguajear son herramientas poderosas que nos pueden guiar para navegar la hibridación cultural y la diversidad semiótica. Esta ponencia explora cómo docentes de Inglés como lengua extranjera en Colombia utilizan el multilingüismo crítico y el translanguaging/ translenguajear (García & Li Wei, 2014) como herramientas de descolonizar sus propias ideologías y prácticas docentes.

En el contexto de un desarrollo profesional transnacional de un año con profesores multilingües de inglés como lengua …