Log in

Relevant bibliographies by topics / English language Race awareness

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'English language Race awareness'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'English language Race awareness.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "English language Race awareness"

1

Cohen Minnick, Lisa. "Jim's language and the issue of race in Huckleberry Finn." Language and Literature: International Journal of Stylistics 10, no. 2 (May 1, 2001): 111–28. http://dx.doi.org/10.1177/0963-9470-20011002-02.

Full text

Abstract:

While many critics have considered how Jim is represented in Huckleberry Finn, few have approached the question of how he is characterized via an examination of his speech. This article looks specifically at phonological and grammatical features of Jim's speech to determine whether or not they correspond substantially to features of African-American Vernacular English (AAVE) documented by leading scholars. Using the LinguaLinks software program, it was possible to analyze Jim's speech in its entirety to the point where conclusions about characterization based on his language can conscientiously be made. The idea has been to look for occurrences of AAVE features in order to determine at least anecdotally whether Twain represents Jim's speech authentically, that is, in a way that indicates a real rather than stereotypical awareness of as well as sensitivity to real AAVE. Along with the analysis, the article continues with a discussion of attitudes towards social and regional variation of American English (AAVE in particular), the complexity of the work itself, and the critical and popular responses to it.

APA, Harvard, Vancouver, ISO, and other styles

2

Telaumbanua, Yohannes, Yalmiadi Yalmiadi, Martini Martini, and Hasbi Hasbi. "E-political caricatures-assisted cooperative learning: Disengaging EFL learners from individualistic, competitive and racial discrimination’s learning settings." Studies in English Language and Education 7, no. 2 (September 3, 2020): 504–26. http://dx.doi.org/10.24815/siele.v7i2.16492.

Full text

Abstract:

This qualitative research was aimed at reviving the principles of cooperative learning in the English class and critically studying the effects of it on the learners’ learning process and language skills. A number of 25 English learners were purposively selected as research participants. Journal writing, observation, and interview were techniques for collecting the data. Miles and Huberman’s model was a way of analysing the data while triangulation (credibility and dependability) was the strategy for qualifying the finding. The findings indicated that the e-political caricatures-assisted cooperative learning requires authentic and global learning themes. It improves the qualities of the learners’ global awareness, intercultural competence, communication skills, collaboration (team building, capitalisation on one another resources, deep learning, mastering language knowledge or competence and skills of English), critical thinking skills, and creativity (4Cs). It then leads the learners to active learning, project and problem-based learning, and develops digital skills and digital literacy skills. When compared to the previous language skills, the levels of the learners’ English language performance were between “intermediate” (22 learners) and “proficient” (three learners). These results signify that cooperative learning strongly enhance the learners’ language competence and skills of English and inspire them to collaboratively work and learn regardless of differences. In conclusion, the cooperative learning treats equally all class members, understand and accept differences in race, level of language skills, intelligence, etc., to achieve the shared learning goals, and further encourage learners to construct the knowledge and skills of English collaboratively.

APA, Harvard, Vancouver, ISO, and other styles

3

Saki, Michi. "JALT2014 Plenary Speaker article: Investigating concepts of desire, gender, and identity in language learners." Language Teacher 38, no. 4 (July 1, 2014): 11. http://dx.doi.org/10.37546/jalttlt38.4-4.

Full text

Abstract:

An interview with Kimie Takahashi, International Christian University, Tokyo Sponsored by the Gender Awareness in Language Education (GALE) SIG Over the course of her international career as a sociolinguist, Kimie Takahashi has spent many years working in Australia and Thailand. She has published widely on gender, race, and language learning, which she addresses in her new book Language Learning, Gender and Desire: Japanese Women on the Move (2013, Multilingual Matters). Takahashi is also the co-founder of the sociolinguistics website Language on the Move <languageonthemove.org>. In this interview, Takahashi discusses the motivation behind her research and the concept of akogare and its relationship with second language learning. With many of our students learning English being women, the concepts behind Takahashi’s research is of great interest to any language teacher—male or female. Such knowledge can help deepen our understanding of language learning and of our students. The title of her JALT2014 talk is Gendering Intercultural Communication—Asian Women on the Move. Takahashi completed her doctorate with the University of Sydney in 2006, and is now Visiting Associate Professor in the Department of Society, Culture, and Media at the International Christian University, Tokyo. Takahashi’s research interests focus on gender, race, bilingualism, and second language learning and use in transnational contexts.

APA, Harvard, Vancouver, ISO, and other styles

4

Kim, Grace MyHyun. "Challenging Native Speakerism in Literacy Research and Education." Journal of Literacy Research 52, no. 3 (July 16, 2020): 368–75. http://dx.doi.org/10.1177/1086296x20939558.

Full text

Abstract:

Scholars have examined the myth of Asian Americans and Pacific Islanders (AAPIs) as model minorities in education and specifically within mathematics education, yet less is known about how this myth reveals an intersection of race and language that shapes the experiences of AAPIs in the literacy field. In this article, I argue that a monolingual model rooted in nativist ideologies of English is part and parcel of AAPIs’ racialization as model minorities and forever foreigners. Drawing from AAPI and literacy studies as well as autoethnographic insights, I further argue that the positioning of AAPIs in literacy research illustrates its Eurocentric legacy. This Insights article seeks to raise awareness of a racialized native speaker ethos of literacy research and education, and to call for more literacy research on AAPIs—an invisible minority within the field. Implications include expanding notions of literacy with varied and global perspectives through more research with and from multilingual nondominant communities.

APA, Harvard, Vancouver, ISO, and other styles

5

Baldwin Lind, Paula. "“Far more fair than black”: Othellos on the Chilean Stage." Multicultural Shakespeare: Translation, Appropriation and Performance 22, no. 37 (December 30, 2020): 139–70. http://dx.doi.org/10.18778/2083-8530.22.09.

Full text

Abstract:

This article reviews part of the stage history of Shakespeare’s Othello in Chile and, in particular, it focuses on two performances of the play: the first, in 1818, and the last one in 2012-2020. By comparing both productions, I aim to establish the exact date and theatrical context of the first Chilean staging of the Shakespearean tragedy using historical sources and English travellers’ records, as well as to explore how the representation of a Moor and of blackness onstage evolved both in its visual dimension — the choice of costumes and the use of blackface—, and in its racial connotations alongside deep social changes. During the nineteenth century Othello became one of the most popular plays in Chile, being performed eleven times in the period of 31 years, a success that also occurred in Spain between 1802 and 1833. The early development of Chilean theatre was very much influenced not only by the ideas of the Spaniards who arrived in the country, but also by the available Spanish translations of Shakespeare; therefore, I argue that the first performances of Othello as Other — different in origin and in skin colour — were characterised by an imitative style, since actors repeated onstage the biased image of Moors that Spaniards had brought to Chile. While the assessment of Othello and race is not new, this article contrasts in its scope, as I do not discuss the protagonist’s actual origin, but how the changes in Chilean social and cultural contexts can reshape and reconfigure the performance of blackness and turn it into a meaningful translation of the Shakespearean Moor that activates audiences’ awareness of racism and fears of miscegenation.

APA, Harvard, Vancouver, ISO, and other styles

6

Iqbal, Uzma. "Are We Ready? A Case for Making Hematology Fellows Competent in Treating the Booming Culturally Diverse Minority Populations." Blood 106, no. 11 (November 16, 2005): 5586. http://dx.doi.org/10.1182/blood.v106.11.5586.5586.

Full text

Abstract:

Abstract United States is at an important phase of its growth since the dawn of the new century. US population has grown by 13% from 248 million to 281 million between 1990–2000. Projected increase in population by mid century will be 460 million. According to 2000 census, 11% of US population is foreign born and 17.9% speaks a language other than English at home. Population demographics indicate very significant trend changes. The projected race and ethnic changes are occurring sooner because of higher than expected increase in immigration rates. By 2050 the minorities will make about 50% of US population. Ethnically and culturally diverse minorities are projected to grow exponentially. Asians are expected to grow by 213% to 60 million, while Hispanics will increase in their ranks by 188% to 102.6 million i.e. roughly one quarter of the population. The black population will see a 71% increase to 61 million while Whites will grow by 7% to 210 million. These trends indicate that Asian and Hispanic populations will triple in number by mid century. This poses special challenges to the health care industry and physicians in particular. The Hematologists will be diagnosing and treating a much larger number of the diseases common in these ethnic groups e.g. Sickle cell disease, hemoglobinopathies including Thalassemias and thrombotic and hypercoaguable disorders etc. interaction with these ethnically and culturally diverse clients will be challenging for the Hematology fellows since no formal training in cultural competency training is incorporated in fellowship program structure. Review of the curricula of the training programs has revealed most of these are deficient in this regards. Some awareness of the issue is found in nursing training literature. There is awareness regarding the cultural competency issue at a national level where Health and Human Services have issued national standards for culturally and linguistically appropriate services in health care (CLAS). This initiative can be used as a road map for providing cultural competency training to Hematology fellows. This will enable them to appreciate, think and act in ways that acknowledge, respect and build upon ethnic, socio cultural and linguistic diversity. Fellows can be trained and evaluated during their training in core competencies such as self-awareness, effective communication, cultural knowledge, humility and proper use of interpreters. In conclusion I emphasize that I order to deliver quality health care to ethnically diverse populations and to decrease disparities in health care, cultural competency should be an integral part of Hematology training programs.

APA, Harvard, Vancouver, ISO, and other styles

7

Harvey, Paul. "Language awareness." English Today 4, no. 1 (January 1988): 23–28. http://dx.doi.org/10.1017/s0266078400003266.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Andrews, Stephen J. "Teacher language awareness and language standards." Journal of Asian Pacific Communication 12, no. 1 (July 18, 2002): 39–62. http://dx.doi.org/10.1075/japc.12.1.04and.

Full text

Abstract:

As demand for proficient English speakers increases worldwide, there is growing concern about the standard of English achieved by students during their schooling. With English teachers (rightly or wrongly) receiving much of the blame for a perceived decline in language standards, policy-makers are increasingly interested in the language-related competencies of English teachers: both their language proficiency (or ‘communicative language ability’, CLA) and their ‘knowledge about language’ (or Teacher Language Awareness, TLA). As a result, the assessment of English teachers’ language-related competencies has become more widespread. In any attempt to measure those competencies, however, several important interrelated issues have to be confronted. Some relate to the precise nature of the knowledge/awareness that English teachers have of the language they teach, and the difficulties inherent in setting/measuring standards of Teacher Language Awareness. Others concern the language model(s) of which English teachers are expected to be aware, and about which teachers themselves feel they should be aware. The present paper examines some of these issues. It begins by exploring the nature of TLA, and some of the challenges in TLA measurement. It then considers questions relating to the varieties of English which form models for TLA, with particular reference to Hong Kong.

APA, Harvard, Vancouver, ISO, and other styles

9

TOPKARAOĞLU, Mert. "ELF AWARENESS IN ENGLISH LANGUAGE EDUCATION." International Journal of Language Academy 5, no. 18 (January 1, 2017): 39–58. http://dx.doi.org/10.18033/ijla.3618.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Janks, Hilary. "Critical language awareness and people's English." Southern African Journal of Applied Language Studies 1, no. 2 (November 1992): 64–76. http://dx.doi.org/10.1080/10189203.1992.9724605.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "English language Race awareness"

1

Center, Carole Eileen. "The representation of race in composition studies and stories /." View online ; access limited to URI, 2005. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3188838.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Howard, Philip 1964. "What racism? : an exploration of ideological common sense justifications of racism among educators in Quebec English-language education." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33905.

Full text

Abstract:

This study starts with the observation that Canadians un-self-consciously tend to understate, or fail to recognize, the existence and extent of anti-Black racism in Canada. Canadians also claim that racism is much worse in the United States. Using extensive excerpts from in-depth interviews with Black and White educators in the Quebec English-language school system, the study examines ideological common sense arguments that legitimize, or else, argue away Canadian anti-Black racism. The study also documents the participants' accounts of racism and its effects.
The study exposes arguments used to deny and justify racism, and discusses the disparate understandings of race-related concepts that make it difficult for dominant and oppressed racial groups to see eye-to-eye. The author then uses the findings of the study to answer and critique a 1998 article by S. Davies and N. Guppy that challenges the claim that there is anti-Black racism in Canadian education.
The final chapter of the study suggests that the American literature on race is more relevant to the Canadian context than is often acknowledged. It suggests that anti-racist education in Canada has less to do with "giving teachers...strategies" for passing on "tolerance to the next generation" than with teaching teachers to examine their own assumptions. The author recommends that Canadian education be examined through a Critical Race Theory approach, which centers race.

APA, Harvard, Vancouver, ISO, and other styles

3

Tourn, Travers Leticia. "Phonological awareness and explicit instruction in an EFL classroom." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/470.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Canilao, Paz N. Fortune Ron. "Audience awareness an inquiry into its impact in ESL composition /." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9115222.

Full text

Abstract:

Thesis (D.A.)--Illinois State University, 1990.
Title from title page screen, viewed November 23, 2005. Dissertation Committee: Ron Fortune (chair), Irene Brosnahan, Jan Neuleib, Glenn Grever, Russell Rutter. Includes bibliographical references (leaves 211-231) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

5

Hewiidf, M. (Milla). "Teachers’ reflections on cultural diversity and language awareness in English language teaching." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606162521.

Full text

Abstract:

This paper examines how teachers interpret and implement in practice certain learning goals of English language teaching in the Finnish national curriculum for comprehensive education which was written in 2014, and which will be implemented starting in 2016. Data was collected by a group interview of two English teachers, which was recorded, transcribed and analyzed. The study concentrates on one of the five learning goals set for English language teaching in grades 7–9, called “Growth to cultural diversity and language awareness” and its three subgoals. It can be concluded that the teachers were familiar with the concepts of the goal, although they viewed language awareness to only concern macro-level comparison between different languages, not micro-level structures within languages. They had positive attitudes towards these concepts and they had creative ideas for carrying out some of the subgoals. The teachers trusted teaching materials to be in line with the national curriculum’s demands
Tämä tutkimus selvittää, miten opettajat tulkitsevat ja toteuttavat käytännössä tiettyjä englannin kielen opetuksen oppimistavoitteita Suomen perusopetuksen opetussuunnitelmien perusteista, joka on kirjoitettu vuonna 2014 ja joka tulee voimaan vuodesta 2016 eteenpäin. Tutkimusaineisto kerättiin kahden englanninopettajan ryhmähaastattelulla, joka äänitettiin, litteroitiin ja analysoitiin. Tutkimus keskittyy yhteen viidestä luokkien 7–9 englannin opetukselle asetetuista tavoitteista nimeltä ”Kasvu kulttuuriseen moninaisuuteen ja kielitietoisuuteen” ja sen kolmeen alatavoitteeseen. Lopputuloksena on, että opettajat tunsivat opetussuunnitelman tavoitteen käsitteet, joskin he ajattelivat kielitietoisuuden liittyvän vain makrotason vertailuun eri kielten välillä, ei mikrotason rakenteisiin kielten sisällä. Heillä oli positiiviset asenteet näitä käsitteitä kohtaan, ja heillä oli luovia ideoita joidenkin alatavoitteiden toteuttamiseen. Opettajat luottivat opetusmateriaalien olevan valtakunnallisen opetussuunnitelman vaatimusten mukaisia

APA, Harvard, Vancouver, ISO, and other styles

6

Mau, Pui-sze Priscilla. "Cross-language transfer of phonological awareness in Chinese-English bilinguals." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36889301.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Mau, Pui-sze Priscilla, and 繆佩詩. "Cross-language transfer of phonological awareness in Chinese-English bilinguals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36889301.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Wong, Man-ching Vanessa. "The effect of phonological awareness on learning English as a second language : a study with Korean and Chinese subjects /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B38710833.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Lam, Kin-ching Kobe. "Phonological awareness in Cantonese-English bilingual preschool children." Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279265.

Full text

Abstract:

Thesis (B.Sc)--University of Hong Kong, 2005.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

10

Bass, April R. VanPool Todd L. "Social perceptions of speech a study of student awareness of standard American English and one rural Missouri variant /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6482.

Full text

Abstract:

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 17, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Thesis advisor: Dr. Todd VanPool. Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "English language Race awareness"

1

1940-, Smitherman Geneva, ed. Articulate while Black: Barack Obama, language, and race in the U.S. Oxford: Oxford University Press, 2012.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Hamanaka, Sheila. Āpaṇī dharatīnām navīnabharyā ranga =: All the colours of the earth. London: Mantra, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Hamanaka, Sheila. Kull alwān al-ar.d =: All the colours of the earth. London: Mantra, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Hamanaka, Sheila. Mọi màu soac ckua trái đrat =: All the colours of the Earth. London: Mantra, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Hamanaka, Sheila. Yeryüzünün tüm renkleri =: All the colours of the earth. London: Mantra, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Hamanaka, Sheila. Pr̥thibuīra saba kaẏaṭi raṅga =: All the colours of the earth. London: Mantra, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Hamanaka, Sheila. Dadi de secai =: All the colours of the earth. London: Mantra, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Hamanaka, Sheila. Dhammaan midabada dhulka =: All the colours of the earth. London: Mantra, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Mittins, William Henry. Language awareness for teachers. Milton Keynes [England]: Open University Press, 1991.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Foll, David. Contrasts: Developing text awareness. Harlow: Longman, 1990.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "English language Race awareness"

1

Svalberg, Agneta M.-L. "Language Awareness." In The Routledge Handbook of English Language Teaching, 399–412. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-34.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Čorbić, Ivana. "Cultural Awareness 2.0." In Belgrade English Language and Literature Studies, 355–68. Belgrade: Faculty of Philology, University of Belgrade, 2020. http://dx.doi.org/10.18485/bells90.2020.1.ch21.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Seidlhofer, Barbara. "English as a Lingua Franca and Multilingualism." In Language Awareness and Multilingualism, 391–404. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02240-6_22.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Seidlhofer, Barbara. "English as a Lingua Franca and Multilingualism." In Language Awareness and Multilingualism, 1–14. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02325-0_22-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Mystkowska-Wiertelak, Anna, and Jakub Bielak. "Polish Students’ Perceptions of English as an International Language." In Awareness in Action, 253–68. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00461-7_17.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Llurda, Enric, Yasemin Bayyurt, and Nicos Sifakis. "Raising Teachers’ Awareness about English and English as a Lingua Franca." In The Routledge Handbook of Language Awareness, 155–69. First edition. | Abingdon, Oxon ; New York :: Routledge, 2017. http://dx.doi.org/10.4324/9781315676494-10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Andrews, Stephen. "Researching and Developing Teacher Language Awareness." In International Handbook of English Language Teaching, 945–59. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-46301-8_63.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Hansen-Thomas, Holly, and Juliet Langman. "Functional Language Awareness in Secondary Mathematics Classrooms." In Teaching Mathematics to English Language Learners, 143–59. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48355-5_8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Dafouz, Emma. "English-medium Instruction in Multilingual University Settings." In The Routledge Handbook of Language Awareness, 170–85. First edition. | Abingdon, Oxon ; New York :: Routledge, 2017. http://dx.doi.org/10.4324/9781315676494-11.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Feick, Diana, and Petra Knorr. "Developing Multilingual Awareness Through German-English Online Collaboration." In Language Learning in Anglophone Countries, 331–58. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56654-8_17.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "English language Race awareness"

1

Syahid, Ahmad Habibi, Anita, Mohamad Rohman, Ida Nursida, and Afif Suaidi. "Metalinguistic Awareness and Individual Language Learners in Foreign Language Learning." In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009431700410048.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Sudargo, Gracia. "Raising Culture Awareness Using Manga and Harlequin Styled Romance." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.28.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Soraya, Irma. "Teachers’ Motivational Strategies: The Awareness of Gender-Related Differences." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.007.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Aditya, Maulana Yusuf. "Learner's English Language Attitude in Madura: Raising Awareness of the Notion of Global English." In Ninth International Conference on Applied Linguistics (CONAPLIN 9). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/conaplin-16.2017.24.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Madjid, Hilda Izzati, Amelia Rahmawati, Elvi Rahmawati, and Eva Ihda Farihatunnisa’. "The Correlation Between Pre-Service Teachers’ Listening Habit and Pronunciation Awareness." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.044.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Nashriyah, Ace Suryadi, and Khairiah Syahabuddin. "The Implementation of Problem-based Learning Model to Improve Gender Awareness of Pre-service English Teachers." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008220104600467.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Eva Savitri, Wiwiet, and Syafi'ul Anam. "University Studentsr Metacognitive Awareness in Listening to English as a Foreign Language." In 2nd Social Sciences, Humanities and Education Conference: Establishing Identities through Language, Culture, and Education (SOSHEC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/soshec-18.2018.48.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Abeysena, Hashini, and Indika Liyanage. "LINGUISTIC SHAME AND SHAMING: TEACHER AWARENESS AND ENGLISH LANGUAGE TEACHING IN SRI LANKA." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0321.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Akhmarianti. "Consciousness Raising-based Grammar Teaching: Empowering Learner’s Metalinguistic Awareness in Second Language Acquisition." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.047.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Liu, Beili. "Entry Points on Forming Cross-culture Awareness and Moral Quality in College English Textbooks." In 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-17.2017.36.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "English language Race awareness"

1

Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

Full text

Abstract:

<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.</p>

APA, Harvard, Vancouver, ISO, and other styles

2

Imbrie, Andrew, James Dunham, Rebecca Gelles, and Catherine Aiken. Mainframes: A Provisional Analysis of Rhetorical Frames in AI. Center for Security and Emerging Technology, August 2020. http://dx.doi.org/10.51593/20190046.

Full text

Abstract:

Are great powers engaged in an artificial intelligence arms race? This issue brief explores the rhetorical framing of AI by analyzing more than 4,000 English-language articles over a seven-year period. Among its findings: a growing number of articles frame AI development as a competition, but articles using the competition frame represent a declining proportion of articles about AI.

APA, Harvard, Vancouver, ISO, and other styles

3

Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

Full text

Abstract:

A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!