scholarly journals Unexpected Learning: Two PhD Candidates Narratively Inquire Into Their Experiences With an ESL Group

2009 ◽  
Vol 3 (1) ◽  
pp. 207-223
Author(s):  
Sandra Jack-Malik ◽  
Miao Sun
Keyword(s):  
Narrative Inquiry ◽  
Teacher Identity ◽  
Theoretical Framework ◽  
Literacy Acquisition ◽  
Discourse Communities ◽  
Dominant Discourse ◽  
Teacher Student ◽  
Esl Learners ◽  
Group Member

We inquired into stories we lived whilst members of an ESL group. We used a narrative inquiry methodology. Our inquiry revealed tensions between identities given and identities continually negotiated between teacher, student and group member. Dewey’s (1938) concept of experience, notions of literacy acquisition (Collins & Blot, 2003; Cummins, 2001; Heath, 1983; Rose, 1989; Street, 1995), and Connelly and Clandinin’s (1990) ideas about teacher knowing, teacher identity and curriculum serve as the theoretical framework. Our inquiry helped us imagine educational landscapes which are responsive to ESL learners and a place where members of dominant discourse communities can wonder about the existence of hegemony.

“I wouldn’t call them Muslims!”: Constructing a Respectable Islam

Numen ◽  
2015 ◽  
Vol 62 (2-3) ◽  
pp. 243-264
Author(s):  
Jonas Otterbeck
Keyword(s):  
Young Adults ◽  
Young Adult ◽  
Daily Life ◽  
Sociology Of Religion ◽  
Theoretical Framework ◽  
Dominant Discourse ◽  
The Media ◽  
Mainstream Society

This article addresses the understanding of Islam of nine young adult Muslims living in the Malmö and Copenhagen region.1 Throughout the interviews with the young adults, they mark their distance from what they perceive as unacceptable forms of Islamic ideas and practices, labeling these ideas as extremist and inconsistent. They develop discursive techniques of distancing themselves from the mediated Islam of radicals and the often negative rendering of Islam that they encounter in daily life and in the media. By negotiating with the dominant discourse on what a “respectable religion” should look like, the young adults construct a religiosity that shares much of theformprescribed by mainstream society, but is different incontent. The theoretical framework is drawn from the study of sociology of religion and, in particular, from Beverley Skeggs’ theories on respectability (1997).

scholarly journals Meeting the Writing Needs of Advanced ESL Learners

1986 ◽  
Vol 3 ◽  
pp. 279
Author(s):  
Elizabeth Bertoldi
Keyword(s):  
Full Time ◽  
The Public ◽  
Teacher Student ◽  
Individual Teacher ◽  
Writing Course ◽  
Esl Learners

This article describes a multi-faceted approach to meeting the writing needs of advanced ESL learners enrolled in an intensive, full-time ESL program lasting sixteen weeks. The students are highly-motivated francophone managers and professionals who need to write memos, letters, reports, and other specialized material in English at work. Their writing is directed to employees, colleagues and superiors within a large bureaucracy, and to the public. The article examines the theoretical and practical principles on which the writing course was based. In addition, it describes how learners' needs are met through the use of authentic documents and through individual teacher-student consultations.

scholarly journals Speech Acts across Cultures: A Comparative Study of Chinese and Pakistani Students’ Request and Politeness Strategies

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 1-12
Author(s):  
Amina Shahzadi ◽  
Abdul Ghaffar Bhatti ◽  
Munir Khan
Keyword(s):  
Comparative Study ◽  
Social Distance ◽  
Speech Acts ◽  
Speech Act ◽  
Chinese Students ◽  
Theoretical Framework ◽  
Efl Learners ◽  
Politeness Strategies ◽  
Request Strategies ◽  
Esl Learners

The examines are the different request strategies in English used by Pakistani and Chinese students according to social distance and power of interlocutors. Data comprises students from Pakistan and China enrolled in an undergraduate program at International Islamic University Islamabad, Pakistan. Blum-Kulka, House, and Kasper's (1989) taxonomy of request strategies is taken as a theoretical framework to compare the request speech act patterns of Pakistani and Chinese students. This study analyzed the request speech act in terms of head act strategies used by participants. Blum-Kulka et al. (1989) categorized the request speech act into three request strategies i.e. direct, conventionally indirect, and non-conventional indirect strategies. The study identifies similarities between Pakistani ESL learners and Chinese EFL learners in making use of mood derivable as the preferred strategies for making requests in situations of different social distance, power, and familiarity between the interlocutors.

Prospective Teachers’ “Turn toward the Critical” in Unofficial Spaces

2014 ◽  
pp. 156-169
Author(s):  
Heidi L. Hallman
Keyword(s):  
Beginning Teachers ◽  
Critical Literacy ◽  
Prospective Teachers ◽  
Teacher Identity ◽  
After School ◽  
Community Based ◽  
Teacher Student ◽  
After School Program ◽  
Teaching Learning

This chapter discusses prospective teachers initiating and participating in a community-based after-school program for “at-risk” adolescents. Within this unofficial space, the author used this study to explore the potential for beginning teachers’ orientations to critical literacy to promote a commitment to teaching critically. This chapter also explored the ways that prospective teachers negotiate teacher identity. In contrast to an immediate socialization into “teacher as expert,” the work of prospective teachers in community-based sites facilitates a discussion of the appropriate role of teacher as well as the relationship between teacher/student and teaching/learning.

scholarly journals Coming Into Mindfulness: A Practice of Relational Presence to Cultivate Compassion in One Rural School

2021 ◽  
Vol 14 (1) ◽  
pp. 189-202
Author(s):  
Sonal Kavia ◽  
M. Shaun Murphy
Keyword(s):  
Narrative Inquiry ◽  
School Leadership ◽  
Teacher Identity ◽  
School Setting ◽  
Rural School ◽  
Children And Youth ◽  
Mindfulness Practice ◽  
Loving Kindness ◽  
Educational Spaces

This narrative inquiry explores personal and professional stories of two educators, nurtured and supported by their school leadership, in a rural school setting, who have had diverse experiences with the contemplative practice of mindfulness. Our research primarily focused on the following wonders: How does the experience of mindfulness practice shift teacher identity and awareness, and the quality of time educators spend with children and youth? As educators, how can the practice of mindfulness expand our experience of listening, loving kindness, and compassion within educational spaces? We explore how their unique experiences of mindfulness are woven into the fabric of their school and a mindful pedagogy.

scholarly journals Synthesis: A Poetic Exploration of the Integral Model Investigating the Interconnected Strands of Mindfulness in Our Educational Landscapes

in education ◽  
2014 ◽  
Vol 20 (2) ◽  
pp. 121-134
Author(s):  
Kimberley Holmes
Keyword(s):  
Qualitative Research ◽  
Social Science ◽  
Narrative Inquiry ◽  
Research Methodology ◽  
Theoretical Framework ◽  
Integral Theory ◽  
Integral Model ◽  
The Arts ◽  
Holistic Understanding ◽  
Keywords Education

As a researcher, I am seeking a mode of inquiry that would allow for a reflection on mindfulness and the role it plays in curriculum and learning. Needing to merge my personal voice with the diverse educational landscape, I found that poetic storytelling allowed me to “present possibilities for understanding the complex, mysterious, even ineffable experiences that comprise human living” (Chambers, Hasbe-Ludt, Leggo, & Sinner, 2012, p. xx). Using first-person auto-ethnographical narrative as a research methodology and the Integral Model as a theoretical framework (Wilber, 2000, 2006, Wilber, Patten, Leonard, & Morelli, 2008), the interconnected strands of mindfulness are synthesized within the four quadrants of the model. Self, Science, Storytelling, and Systems are components of mindfulness that together formulate a holistic understanding as “integral theory weaves together the significant insights from all major human disciplines of knowledge, including natural and social science as well as the arts and the humanities” (Visser, 2003).Keywords: education; narrative inquiry; qualitative research

scholarly journals Parents’ Perceptions of Their Young Children’s English Literacy Acquisition: A Narrative Inquiry

2021 ◽  
Vol 9 (1) ◽  
pp. 47
Author(s):  
Rizka Junhita Rahma Wanodya ◽  
Nur Arifah Drajati ◽  
Sri Samiati Tarjana
Keyword(s):  
Foreign Language ◽  
Narrative Inquiry ◽  
Literacy Development ◽  
English Language ◽  
Literacy Acquisition ◽  
English Language Teaching ◽  
The Other ◽  
Learning Goals ◽  
English Literacy ◽  
Early English

The purpose of this study is to explore the families’ perceptions of their contribution in promoting their young children’s early English literacy acquisition. The researchers used questionnaires and interview to collect the data. The researchers applied an in-depth open-ended interview to two families who have a role in promoting their children’s English literacy development. The researchers also applied questionnaires to support the data. The researchers used a survey to apply the questionnaire to the respondents. The result showed that most of the parents in Indonesia hadn’t given their awareness of their children’s early English literacy acquisition. Since English was categorized as the foreign language of Indonesian people, most of the families did their mother language (L1) at home with their children. Thus, there are two implications of this study. The first implication of this study is to increase the parents’ awareness of the benefit of implementing children’s early English literacy. The other implication for English Language Teaching is to help the teacher and school institution to have collaborated with the parents to increase the development of children’s early English literacy. Thus, the teacher can teach English easier and may achieve the learning goals which are very useful for all parties (parents, children, and teachers) in the future.    

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