scholarly journals Canadian Literacy Curricula in Macau, China: Students’ Lived Curriculum

2019 ◽  
Vol 1 (2-3) ◽  
pp. 401-426 ◽  
Author(s):  
Zheng Zhang
Keyword(s):  
Identity Formation ◽  
Lived Experience ◽  
Literacy Practices ◽  
Meaning Making ◽  
Observation Data ◽  
Student Interactions ◽  
Teacher Student ◽  
English Literacy ◽  
Human Actors ◽  
Curricular Emphasis

This ethnographic case study documents students’ lived experience at a Canadian offshore school in Macau through students’ multimodal artifacts, interviews, and teacher-student interactions in English and Mandarin literacy classes. Undergirded by the theory of cosmopolitan literacies, this study revealed the opportunities at mcs for difference negotiation and fluid identity formation that were enabled by mcs’s curricular emphasis on celebrating multiculturalism and multimodality. However, interview and observation data showed that literacy practices in the English literacy classes also centered around pen to paper meaning-making. This study identified human and non-human actors that enabled and constrained students’ literacy and identity options in the unique cross-border education context in Macau, such as mcs’s multicultural reality, school’s curricular emphasis on celebrating multiculturalism and multimodality, individual teachers’ preferences in literacy practices, and the expectations of the standardized Alberta test. The paper discusses the pedagogical potentials of cosmopolitan literacies to expand transnational education students’ literacy and identity options.

A Teacher Educator's Meaning-Making From a Hybrid “Online Teaching Fellows” Professional Learning Experience

2021 ◽  
pp. 422-455
Author(s):  
Christi Edge
Keyword(s):  
Lived Experience ◽  
Professional Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Online Courses ◽  
Meaning Making ◽  
Learning Experience ◽  
Teaching Fellows ◽  
Theory Of Reading

This chapter describes a two-part, hybrid “Online Teaching Fellows” faculty development initiative and the tensions and transformations one faculty participant experienced. Case study and self-study research methodologies were utilized to systematically document and explore, from an insider's perspective, the lived experience of professional learning related to the design and delivery of online courses. This chapter identifies and describes tensions and transformations that contributed to professional learning and concludes with a discussion of how literacy practices in the design of frameworks for teaching and for learning may contribute to understanding how instructors read and make meaning from experiences in the context of professional learning. Implications extend Rosenblatt's transactional theory of reading and writing to multimodal online teaching and learning contexts.

“Not just bow and string and notes”: Directors’ perspectives on community building as pedagogy in Celtic traditional music education organizations

2018 ◽  
Vol 36 (4) ◽  
pp. 588-600
Author(s):  
Lisa Gilbert
Keyword(s):  
Music Education ◽  
Meaning Making ◽  
Traditional Music ◽  
Learning Goals ◽  
Pedagogical Practice ◽  
Student Interactions ◽  
Teacher Student ◽  
Qualitative Interview Study ◽  
Teachers And Students ◽  
Decision Making Processes

Celtic traditional musics, such as those originating in Ireland and Scotland, are typically transmitted outside formal avenues. Most studies regarding the learning of Celtic traditional music have focused on the experience of teachers and students, but less is known about the philosophies of organization directors who create contexts for teacher–student interactions. In an effort to fill this gap, this qualitative interview study examines the perspectives of nine directors of organizations located in Europe and North America dedicated to teaching Celtic traditional music. Analysis showed that directors perceived the aural transmission of the music as helping students connect with each other and build community. Further, directors’ beliefs about history tended to motivate their decision-making processes toward fostering community as part of their pedagogical practice. The learning goals they set for students tended to emphasize these intangible goals over and above technique- or repertoire-related aims, with social skills being included in their definitions of “musicianship.” Implications are raised regarding meaning-making and beliefs about history in Celtic traditional music communities.

scholarly journals Honouring Roles: The Story of a Principal and a Student

2012 ◽  
Vol 22 (1) ◽  
Author(s):  
Jerome Cranston
Keyword(s):  
Student Success ◽  
Lived Experience ◽  
Principal Leadership ◽  
Educational Practice ◽  
Teaching Staff ◽  
Student Interactions ◽  
Teacher Student ◽  
Inquiry Approach ◽  
Student Relationship ◽  
The Individual

The importance of the teacher-student relationship in educational practice is well established, as is the idea of principal leadership in relationship to staff. Even though principal leadership is regarded as a factor in student success, the principal’s effect is usually assumed to take place via the teaching staff. There is an absence of research about the “lived experience” of direct principal-student relationships that shed lights on the ways in which these relationships play a role in student success and principal transformation. This paper presents two narratives written about a particular set of principal-student interactions experienced by the researcher (principal) and participant (student).  The analysis uses a narrative inquiry approach to explore both the individual and collective meanings of this principal-student relationship. The stories and their derived meanings have the potential to enliven and  influence educational practice as they explore the subtleties of the principal-student relationship.

A Teacher Educator's Meaning-Making From a Hybrid “Online Teaching Fellows” Professional Learning Experience

2019 ◽  
pp. 76-109
Author(s):  
Christi Edge
Keyword(s):  
Lived Experience ◽  
Professional Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Online Courses ◽  
Meaning Making ◽  
Learning Experience ◽  
Teaching Fellows ◽  
Theory Of Reading

This chapter describes a two-part, hybrid “Online Teaching Fellows” faculty development initiative and the tensions and transformations one faculty participant experienced. Case study and self-study research methodologies were utilized to systematically document and explore, from an insider's perspective, the lived experience of professional learning related to the design and delivery of online courses. This chapter identifies and describes tensions and transformations that contributed to professional learning and concludes with a discussion of how literacy practices in the design of frameworks for teaching and for learning may contribute to understanding how instructors read and make meaning from experiences in the context of professional learning. Implications extend Rosenblatt's transactional theory of reading and writing to multimodal online teaching and learning contexts.

ELF interactions in English-medium engineering classrooms

ELT Journal ◽  
2020 ◽  
Vol 74 (4) ◽  
pp. 418-427
Author(s):  
Kari Sahan
Keyword(s):  
Language Use ◽  
Classroom Interaction ◽  
Classroom Interactions ◽  
Observation Data ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teachers And Students ◽  
English Medium Instruction ◽  
Communicative Strategy

Abstract At many universities, English serves as a lingua franca (ELF) between teachers and students for whom English is not their L1. Despite the spread of English-medium instruction (EMI), empirical research on the nature of teacher–student interactions in EMI classrooms remains limited. This study examines the use of ELF in EMI engineering classes at a university in Turkey to explore how teachers and students use code-switching as a communicative strategy in classroom interactions. Data were collected and analysed using a qualitative approach. Nearly 14 hours of classroom observation data were collected from three lecturers and analysed according to patterns of classroom interaction and language use. The findings suggest that teachers and students prioritize communicative efficiency over an adherence to monolingual, NS norms in classroom interactions. Pedagogical implications are discussed for ELT specialists tasked with preparing students for academic study in English and supporting content lecturers in EMI settings.

scholarly journals Dignity and Humiliation: Identity Formation among Syrian Refugees

2017 ◽  
Vol 9 (3) ◽  
pp. 282-297
Author(s):  
Basileus Zeno
Keyword(s):  
Identity Formation ◽  
Lived Experience ◽  
Meaning Making ◽  
Ordinary Language ◽  
The United States ◽  
Syrian Refugees ◽  
Post Conflict ◽  
Situational Contexts ◽  
Micro Level ◽  
Context Specific

Since 2011 half of Syria’s population has been forced to flee its homes. Much research has focused on the macro-level challenges and post-conflict reconstruction plans. In this article, I focus on the micro-level by examining the dialectic of “humiliation” and “dignity” as a dynamic that shapes and transforms Syrian refugees’ identities through sustained interaction, and sometimes through struggle, with others, who can be pro-regime or pro-opposition Syrians, or pro-refugees or anti-refugees in hosting countries. Methodologically, I use an interpretive approach which focuses on context-specific meanings and their relation to power, seeking multifaceted understandings of refugees’ lived-experience. This research is based on ethnographic fieldwork and ordinary language interviews conducted in the United States, and semi-structured, open-ended interviews with Syrians in Germany and Turkey. I show that researching participants’ meaning-making in their own settings reveals the dynamics of humiliation and dignity as dialectically interwoven in specific situational contexts and shaped by refugees’ lived-experience in both the country of origin (in the past) and the hosting country (in the present).

scholarly journals An investigation into the classroom talk of Iranian EFL novice vs. experienced teachers

2019 ◽  
Vol 12 (2) ◽  
pp. 100-125
Author(s):  
Amir Ghajarieh ◽  
Nastaran Jalali ◽  
Mohammad Amin Mozaheb
Keyword(s):  
Teacher Talk ◽  
Experienced Teachers ◽  
Observation Data ◽  
Classroom Talk ◽  
Student Interactions ◽  
Self Evaluation ◽  
Teacher Student ◽  
Raising Awareness ◽  
New Research

This study investigates the classroom talk of Iranian EFL novice versus experienced teachers with emphasis on the quality of communicative features through a linguistic lens provided by the SETT (Self-Evaluation of Teacher Talk) framework and TTFS (Teacher Talk Functional Scale) checklist. In so doing, 10 intermediate-level classrooms running by five novice and five experienced teachers were observed, each case twice. Eight distinctive communicative features of TT emerged upon the initial analysis of database obtained from the audio-recordings of 20 class sessions, totaling 30 hours of naturally generated input. Subsequently, the audio-recorded materials were carefully transcribed and analyzed in correspondence with the observation data in an attempt to compare how novice and experienced teachers present their talk. The results indicated both novice and experienced teachers enact communicative aspects of classroom talk; however, the quality of presentation in the case of the experienced group was far better. This in turn highlights the importance of raising awareness regarding TT features in teacher training courses. New communicative aspects of teacher talk highlighted in this study, including the use of L1 and language gradation, would help define new research paths exploring the classroom discourse. Further research inspired by this study needs to explore other aspects of teacher-student interactions in various educational settings. Keywords: classroom talk, teacher talk, discourse, novice teachers, teacher education   

Linguistic fire and human cognitive powers

2012 ◽  
Vol 20 (2) ◽  
pp. 275-294 ◽  
Author(s):  
Stephen J. Cowley
Keyword(s):  
Lived Experience ◽  
Cognitive Theory ◽  
Cultural Practices ◽  
Meaning Making ◽  
Human Cognition ◽  
Action Perception ◽  
Cultural Traditions ◽  
Word Forms ◽  
Species Specific ◽  
Opening Up

To view language as a cultural tool challenges much of what claims to be linguistic science while opening up a new people-centred linguistics. On this view, how we speak, think and act depends on, not just brains (or minds), but also cultural traditions. Yet, Everett is conservative: like others trained in distributional analysis, he reifies ‘words’. Though rejecting inner languages and grammatical universals, he ascribes mental reality to a lexicon. Reliant as he is on transcriptions, he takes the cognitivist view that brains represent word-forms. By contrast, in radical embodied cognitive theory, bodily dynamics themselves act as cues to meaning. Linguistic exostructures resemble tools that constrain how people concert acting-perceiving bodies. The result is unending renewal of verbal structures: like artefacts and institutions, they function to sustain a species-specific cultural ecology. As Ross (2007) argues, ecological extensions make human cognition hypersocial. When we link verbal patterns with lived experience, we communicate and cognise by fitting action/perception to cultural practices that anchor human meaning making.

“Language not just as words”: Supporting new literacies through a design project in disadvantaged schools in Chile

2020 ◽  
pp. 204275302098216
Author(s):  
Patricia Thibaut ◽  
Lucila Carvalho
Keyword(s):  
High School Students ◽  
Literacy Practices ◽  
New Literacies ◽  
Meaning Making ◽  
Phase 1 ◽  
School Students ◽  
Disadvantaged Schools ◽  
Analysis And Design ◽  
Digital World ◽  
Everyday Classroom

Young people are increasingly connected in a digital and globalized world, but technology-mediated interactions alone do not necessarily lead to a culture of meaningful participation and meaning making processes. Students from disadvantaged contexts are especially vulnerable to this. Drawing on the Activity-Centred Analysis and Design framework this paper discusses a case study situated in disadvantaged schools in Chile. Phase 1 of the study revealed that high school students’ literacy practices in the everyday classroom mostly reflected low conceptual and procedural understanding of new literacies, confirming that these young learners enacted passive forms of technological use in and out-of-school spaces. Phase 2 of the study involved the development and implementation of a digital project at a Chilean school. Results offer insights on how alterations in tools, learning tasks, and social arrangements, led to reconfigured literacy practices. Findings also show that the relationship between access, use and outcomes is not straightforward, and students’ cultural capital varies, even in disadvantaged schools. Implications of the study stress the pivotal role of schools and the potential of well-orchestrated educational designs, for introducing and encouraging meaningful literacy practices, and for leveling up the access to the digital world.

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