Relevant bibliographies by topics / Lived experiences in a language

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Lived experiences in a language'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Lived experiences in a language"

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Knapton, Olivia. "Negotiating embodied space in anxiety narratives." Metaphor in Mental Healthcare 10, no. 2 (2020): 233–52. http://dx.doi.org/10.1075/msw.00005.kna.

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Abstract In recent years, studies from social/cultural geography and social psychology have shown the importance of the subjective experience of space in anxiety disorders. This study investigates how lived space in anxiety is discursively negotiated in interactional narratives, with a focus on the co-construction of time, physical space and epistemic modality, and the ways in which metaphors contribute to the representation of spatial experience. The data are two case studies taken from television programmes in which a figure in the public eye is being interviewed about their experiences of anxiety. The analysis showcases two distinct kinds of lived space in anxiety, one in which the self is continually moving through a space experienced as too expansive, and another in which other people/entities are moving around the self in a space experienced as too small. Both experiences involve spatial responses that serve to bring some relief from anxiety. The analysis also has methodological implications by exemplifying how metaphors feed into spatial gestalts that are collaboratively constructed as narratives unfold in situated interaction.
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Grimm, Adam Thomas, Dana Kanhai, and Jessica Landgraf. "International Student Spouses and the English Language." Journal of International Students 9, no. 4 (2019): 1172–90. http://dx.doi.org/10.32674/jis.v9i4.583.

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In the context of the internationalization of U.S. higher education, millions of international students have come to study at U.S. institutions. Some students, particularly those pursuing advanced degree, bring their spouses. As part of a larger study, we set out to examine the experiences of international student spouses at a Midwestern university. This article examines the experiences from the perspective of grappling with the English language, a theme cross-cutting through spouses’ experiences. Experiences with English, the focus of this article, are both a discrete element of spouses’ lived experiences and a useful way to understand challenges and opportunities not directly related to language. Utilizing qualitative case study techniques, we found that English language is experienced through anxieties as well as ambitions by the participants in our study.
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Engel, Lis, and Rikke Schou Jeppesen. "The Dance of Words." Nordic Journal of Dance 1, no. 1 (2010): 58–65. http://dx.doi.org/10.2478/njd-2010-0008.

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Abstract This article is about language and lived experiences and analysis of movement of dance within Physical Education studies in Denmark with a special focus on how the language of movement and dance can be related to lived body and movement experience. The issue of the challenges and possibilities of expressing movement experience and analysis in words is discussed at the general level and exemplified in the context of a dance educational event where the movement theory of Rudolf Laban is applied. A central question arising out of this example of working with language and lived experience of movement is: What influence does language have on our way of understanding and communicating a dance experience? The article proposes that a bodily anchored lived language – through an ethic-aesthetic phenomenological approach – may supplement, expand and broaden a given professional terminology in order to articulate, communicate and unfold the experiential dimensions of dance.
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Girdzijauskienė, Rūta. "The Bodily Experiences of Music Teachers." Central European Journal of Educational Research 3, no. 1 (2021): 53–59. http://dx.doi.org/10.37441/cejer/2021/3/1/9351.

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This paper deals with the specifics of a music teacher's work in kindergarten and presents an empirical study, based on the approach of hermeneutic phenomenology. In the research outcomes, the experiences of the music teacher's work in kindergarten are presented through their stories about memorable moments of their professional activity. Initially, in accordance with the theory of Max van Manen, the research data were viewed through the prism of five dimensions (lived time, lived space, lived self-others, lived things, and lived body), typical of all phenomena. The paper discusses one of them, i.e. the teachers' experience from the perspective of the lived body. The stories demonstrate how through the looks, facial mimicry, and body language, moments of the teacher's everyday routine are revealed that would otherwise be overlooked or considered irrelevant.
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GRENIER, AMANDA. "Constructions of frailty in the English language, care practice and the lived experience." Ageing and Society 27, no. 3 (2007): 425–45. http://dx.doi.org/10.1017/s0144686x06005782.

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The way frailty is conceptualised and interpreted has profound implications for social responses, care practice and the personal experience of care. This paper begins with an exegesis of the concept of frailty, and then examines the dominant notions of frailty, including how ‘frailty’ operates as a ‘dividing-practice’ through the classification of those eligible for care. The definitions and uses of ‘frailty’ in three discursive locations are explored in: (a) the Oxford English Dictionary, (b) the international research literature, and (c) older women's accounts of their lived experience. Three distinctive discourses are found, and applying a Foucauldian analysis, it is shown that the differences reflect overlaps and tensions between biomedical concepts and lived experiences, as well as negative underlying assumptions and ‘subjugated knowledge’. The concept of frailty represents and orders the context, organisational practices, social representations and lived experiences of care for older people. The evidence suggests that if, as the older women's accounts recommended, socially- and emotionally-located expressions of frailty were recognised in addition to the existing conceptions of risk of the body, frailty might no longer be thought of primarily as a negative experience of rupture and decline. To encourage this change, it is suggested that practice focuses on the prevention of frailty and associated feelings of loss, rather than reinforcing the feelings and experiences which render a person ‘frail’.
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Ulatowska, Hanna K., Tricia Santos, Diane Walsh, Jilliane Lagus, Mitchell Pruett, and Sara Aguilar. "STORIES OF TRAUMA AND RECONCILIATION OF WORLD WAR II VETERANS." Innovation in Aging 3, Supplement_1 (2019): S768. http://dx.doi.org/10.1093/geroni/igz038.2822.

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Abstract The present qualitative study examined the reconciliation of trauma experienced by 55 World War II veterans (22 aeronautical crew members, 27 non-pilot combatants, and 6 veterans with dementia) demonstrated via testimonial language within a semi-structured interview. The research team considered themes of language coherence as they relate to veteran experiences of trauma and reconciliation. Trauma literature documents the importance of personal narratives in both identifying and reconciling traumatic experiences. This study examined morals and values of participants, traumatic experiences either lived or witnessed, and reconciliation of trauma as demonstrated by the coherence of participants’ linguistic and paralinguistic communication. Linguistic analysis included the use of evaluative and emotional language; linguistic devices such as crowding, topic maintenance, and humor; and lessons learned from trauma and the reconciliation process. Prosody was analyzed as a paralinguistic indicator of trauma and reconciliation using audio recordings of semi-structured interviews. The primary findings revealed that highly coherent language is present among participants with distinct content when comparing episodes from youth and reflections of experience in old age. The unique differences demonstrated overall strength of veterans’ narrative identity throughout their lives. Strength of identity and coherence of language indicated adequate reconciliation of traumatic events. Reconciliation of trauma was also evident in veterans’ participation in the study and generative behavior described in testimonial language.
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Purkarthofer, Judith, and Guri Bordal Steien. "“Prétendre comme si on connaît pas une autre langue que le swahili”: Multilingual parents in Norway on change and continuity in their family language policies." International Journal of the Sociology of Language 2019, no. 255 (2019): 109–31. http://dx.doi.org/10.1515/ijsl-2018-2005.

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Abstract In this article, we examine how parents explain their choices of transmitting certain languages to their children, a key element of family language policies (FLP), in light of their dynamic linguistic repertoires and biographic experiences. Contributing to the framework of FLP, we focus in particular on parents’ memories, their narratives of multilingual upbringing in the past, and how these are used to construct present FLP. We analyze conversations where six multilingual parents in Norway talk about their experiences and intentions regarding FLP, and in particular, their reasons for the transmission of (some of their) languages to their children. The parents of three of the families are from the Democratic Republic of Congo (DRC), and in three others at least one of the parents migrated from Germany. We find that the parents align their decisions with both prior and new experiences. They relate to their language(s), their past and their current family life, and express the wish for continuity across the lifespan. At the same time, they demonstrate a certain flexibility and willingness to adapt to the constantly changing environments that they and their children experience and in which they navigate. Through their complex accounts, their memories and lived language experiences, we can understand parents’ manifold positions as regards their children’s linguistic repertoires.
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Citrayasa, Vinindita. "JUNIOR HIGH SCHOOL STUDENTS� LIVED EXPERIENCES OF LEARNING ENGLISH USING BUSUU." Indonesian EFL Journal 5, no. 2 (2019): 85. http://dx.doi.org/10.25134/ieflj.v5i2.1900.

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Researches on MALL mostly focus on how learning by using mobile phones gives significant effect on second/ foreign language skills. However, only few which focus on their lived-experiences of learning English using their smart phones anywhere outside their class and anytime outside their school time that can reveal meanings related to their awareness, beliefs, and actions. This research is then aimed at describing and interpreting the students� lived experience of using a mobile application namely Bussu for learning English. The study is a hermeneutic phenomenology study which focuses on the description and interpretation of the students� lived experiences of using Busuu to learn English. There were two participants interviewed using in-depth interviews and the data was in the form of texts. The result shows the participants� lived experiences showed some empirical meanings: ubiquitous learning, fun learning, and useful English learning assistant. This study also reveals the finding of transcendent meaning that Busuu encouraged them to become more autonomous learners.
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Lowe, Sid, Astrid Kainzbauer, Slawomir Jan Magala, and Maria Daskalaki. "International business and the Balti of meaning: food for thought." Journal of Organizational Change Management 28, no. 2 (2015): 177–93. http://dx.doi.org/10.1108/jocm-11-2014-0209.

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Purpose – The purpose of this paper is to discuss the interactive processes linking lived embodied experiences, language and cognition (body-talk-mind) and their implications for organizational change. Design/methodology/approach – The authors use an “embodied realism” approach to examine how people feel/perceive/act (embodied experiences), how they make sense of their experiences (cognition) and how they use language and communication to “talk sense” into their social reality. To exemplify the framework, the authors use a cooking metaphor. In this metaphor, language is the “sauce”, the catalyst, which blends raw, embodied, “lived” experience with consequent rationalizations (“cooking up”) of experience. To demonstrate the approach, the authors employ the study of a Chinese multinational subsidiary in Bangkok, Thailand, where participants were encouraged to build embodied models and tell their stories through them. Findings – The authors found that participants used embodied metaphors in a number of ways (positive and negative connotations) in different contexts (single or multicultural groups) for different purposes. Participants could be said to be “cooking up” realities according to the situated context. The methodology stimulated an uncovering of ineffable, tacit or sensitive issues that were problematic or potentially problematic within the organization. Originality/value – The authors bring back the importance of lived embodied experiences, language and cognition into IB research. The authors suggest that embodied metaphors capture descriptions of reality that stimulate reflexivity, uncover suppressed organizational problems and promote the contestation of received wisdoms when organizational change is pressing and urgent. The authors see the approach as offering the potential to give voice to embodied cultures throughout the world and thereby make IB research more practically relevant.
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Santiago, Maribel, and Jasmin Patrón-Vargas. "THE FLUIDITY OF HISTORICAL ANALYSIS: STUDENTS’ INTERPRETATIONS OF MENDEZ V. WESTMINSTER." Association of Mexican American Educators Journal 13, no. 1 (2019): 1. http://dx.doi.org/10.24974/amae.13.1.422.

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Using research from two eleventh-grade U.S. history classrooms in the San Francisco area, this article examines how students draw on their lived experiences to create historical meanings. Specifically, a three-day lesson on Mendez v. Westminster was used as part of a curricular intervention to explore the following question: How do students use their experiences with race/ethnicity and language to understand how discrimination was enacted in a different time? A grounded theory approach was used to identify patterns and codes from the data including student work, student interviews, and classroom observations. Findings reveal that students’ lived experiences served as a tool for understanding racial/ethnic discrimination and reasons why 1940s Mexican Americans claimed whiteness. At the same time, students’ lived experiences limited their ability to recognize language segregation in the 1940s. Having said this, students in this study view history through various lenses: 1) a racialized lens that recognizes White privilege; and 2) a language lens that reifies language discrimination. The authors conclude by presenting the complexity of students’ intersectional identities in shaping their historical analysis.
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Dissertations / Theses on the topic "Lived experiences in a language"

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Mitchell, James Donald. "Foreign Language Anxiety, Sexuality, and Gender: Lived Experiences of Four LGBTQ+ Students." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4336.

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The relationship between foreign language anxiety and gender identity has been largely a quantitative endeavor that has shown contradictory results. Furthermore, sexual identity has not been researched in foreign language anxiety literature. A qualitative account of LGBTQ+ language learners with different gender identities has been absent from the literature. Therefore, the purpose of this study was to explore the relationship between foreign language anxiety and sexual and gender identity. To gain insight into this relationship, this qualitative study investigated the lived experiences of four LGBTQ+ foreign language university students who represented three gender identities. Data were collected through multiple, in-depth interviews, observations, the Foreign Language Classroom Anxiety Scale (FLCAS, Horwitz et al., 1986), and a questionnaire. The four participants were further situated through the results of the FLCAS, which was distributed to the research site and garnered 141 responses. Presentation of the data includes portraits of two of the participants and a cross-case analysis of the four participants. The portraits provided rich, thick descriptions of the educational and historical backgrounds of the two learners as well as themes related to their individual anxiety levels. The cross-case analysis found that foreign language anxiety across participants related to invalidated identity, privileged identities, context, and trait anxiety. These themes largely caused participants to experience communication apprehension, possible cognitive interference, avoidance behavior, and a lack of willingness to communicate. This study offers pedagogical implications and suggestions for further research. The data show that language teachers need to be aware of the pervasive nature of foreign language anxiety and how the identities of LGBTQ+ students can play into foreign language anxiety. Furthermore, teachers need to affirm the identities of their students.
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Cevallos, Tatiana Margarita. "Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/1790.

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Over the past 20 years, the United States has seen a rapid increase in school age students entering PK-12 schools for whom English is not their primary home language. These students are known as English learners (ELs). In Oregon, 77% of ELs speak Spanish and constitute the largest minority group, 21% of the total K-12 student enrollment in 2011-2012. With such potential for bilingualism in schools, bilingual teachers should be prepared to teach biliteracy effectively, especially in the early school years when students learn to read. There is an increasing demand for bilingual teachers in Oregon each year to teach in bilingual programs, particularly at the primary grade levels. However, for the most part, the emphasis of instruction and teacher preparation is on developing student English skills rather than supporting bilingualism (Flores, Sheets, & Clark, 2011; Macedo, Dendrinos, & Gounari, 2003; Wink, 2005). There is a need in Oregon to effectively prepare bilingual teachers who can help Spanish-speaking students develop biliteracy skills in the early grades. The purpose of this qualitative phenomenological study was to explore in depth the lived experiences among Oregon bilingual reading specialists in relation to biliteracy. The research question was "How do bilingual reading specialists understand the phenomena of teaching biliteracy to bilingual students?" Three themes emerged from the interviews conducted: collaboration, language and caring. The insights gained from the lived experiences of bilingual reading specialists can allow teacher educators, school district personnel, and state policy makers to better understand the phenomenon of developing biliteracy and change the way we prepare bilingual teachers in Oregon regarding biliteracy pedagogy. Recommendations are offered for stakeholders, such as the need to include courses in biliteracy as part of the initial teaching license, deliver courses in Spanish, and provide practicum experiences that prepare bilingual teachers and reading specialists to collaborate with colleagues and families. Also, it is important that some of the strategies identified at the state level as part of the English Learner Strategic Plan specifically focus on biliteracy and dual language programs.
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Batt, Ellen G. "Lived socio-linguistic experiences in dual language immersion : a cross-case analysis of Matt and Mateo /." ProQuest subscription required:, 1999. http://proquest.umi.com/pqdweb?did=990270461&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Moran, Renee Rice, Stacey J. Fisher, Monica Billen, and Huili Hong. "The Intersection of Policy and the Lived Experiences of Practicing Teachers." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3594.

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Phillips, Louise. "A language of its own? : approaches to the body and mental illness." Thesis, University of Kent, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270817.

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Simmons, Christina. "The Co-teaching Model: Relational Dynamics and Lived Experiences of Teachers Within the English Language Classroom." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5126.

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As the population of English language learners (ELLs) in the United States grows, educators, administrators, and policymakers must support effective methods of instruction. Co-teaching, an inclusive special education instructional approach, has recently grown in popularity as a method for providing English as a second language (ESL) support. The research on ESL co-teaching lacks in-depth data about the experiences and relationships of co-teaching teams. The purpose of this heuristic phenomenological study was to explore the lived experiences and relational dynamics of co-teachers within an English language instructional setting. Friend and Cook's model of collaboration and Siemen's theory of connectivism provided a framework for this study. Through purposeful sampling, 3 ESL and 3 mainstream teachers were identified. Individual interviews and subsequent focus groups yielded information about the lived experiences and perceptions of both the ESL and mainstream teachers. Using Moustakas' heuristic inquiry stages of analysis, the data were analyzed and coded. Four themes emerged: preparation, the value of time, the issues of control, and the dynamics of a co-teaching relationship. The teachers perceived insufficient time as a major barrier to effective preparation and coordination of teaching teams. The participants also indicated additional elements as important to the success of a teaching team: personality, teacher modeling, flexibility, and communication. This study may lead to social change by informing educators, administrators, and policy-makers about (a) implementing the ESL co-teaching model and (b) the supports needed to help ESL and mainstream teachers function effectively in a co-taught classroom.
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Gray, Kelli Lynn, and Kelli Lynn Gray. "Through Their Eyes: Narratives of Students' Lived School Experiences of Segregation and Desegregation." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621144.

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This dissertation documents the oral historical narratives of the lived school experiences of eleven participants in school at the passing of Brown v. The Board of Education. It is organized as a three-article dissertation where each article examines one topic that surfaced during my research. Article One critically interrogates the idea that integration over segregation is always in the best interest of students. It describes the positive experiences of Black students in segregated schools. Article Two describes the type of care Black teachers in segregated schools showed their students, which had a positive impact on their lives both academically and socially. It is this type of care that is often times missing in classrooms with White teachers in integrated schools. Article Three is a reflection about my journey as a Black, bilingual teacher in a teacher preparation program at a predominately White university. It highlights the importance of Black teacher voices in teacher preparation programs.
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Holman, Robin Terrell. "The Lived Play Experiences of Kindergarten Teachers: An Interpretative Phenomenological Analysis." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2931.

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Following implementation of the No Child Left Behind Act and Common Core Standards, play experience opportunities by kindergarten students have been compromised. Prior research indicates that how teachers make sense of play is most likely reflected in educational practice. The purpose of this interpretative phenomenological analysis was to gather the lived experiences of 5 kindergarten teachers from northern New England on the nature of play through pre-reflective description and reflective interpretation. Guided by Vygotsky's social constructivist theory as the conceptual framework, the goal of this study was to describe lived play experiences of kindergarten teachers. In-depth, semi-structured interviews were used to answer the main research question about the essence of play as expressed by teachers. Interviews were transcribed, reduced, coded, and analyzed for common thematic elements and essences regarding the impact of how play manifests in curriculum planning and classroom arrangement. Three themes emerged: community building, creative learning, and engaged excitement. The findings revealed that although kindergarten teachers experienced the nature of play differently, play naturally and unequivocally seemed to promote social skills and cooperation, language and concept development, and motivated and self-directed learners. Additional findings showed an incompatibility between the lived world interpretations of kindergarten teachers and the district curriculum expectations. This study influences positive social change by opening educational discussions about kindergarten pedagogy, leading to improved classroom practice.
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Harrington, Val. "Analysis of the lived experiences of young adults with specific language impairment and/or pragmatic language impairment to inform counselling psychology practice." Thesis, University of Wolverhampton, 2011. http://hdl.handle.net/2436/209937.

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Some seven percent of children in the general population are affected by Specific Language Impairment and/or Pragmatic Language Impairment with numerous cases undiagnosed. It is known that difficulty in communication affects psychosocial functioning and is likely to be a source of mental distress but the data on people’s access to and benefit from psychological intervention are limited. There is also limited understanding of psychologists’ capacity to meet these clients’ needs although their problems continue into adulthood. This research questions the population of counselling and clinical psychologists about their knowledge and experience of these disorders using an electronic questionnaire. Qualitative methods were then adopted with three participants with SLI/PLI and four psychologist practitioners familiar with such clients; this involved semi-structured interviews analysed using IPA and TA respectively. The purpose was to interpret and develop the clients' lived experiences into themes which were then used to look for possible connecting themes in the psychologists’ transcripts. This process was termed "interconnection" and was intended to reveal the coincidence and convergence of the two sides of the client/psychologist dyad. Results showed that whereas findings demonstrated the young men possessed a spectrum of coping and defence strategies as constituent parts of resilience, including self-esteem, self-identity and self-efficacy, the psychologists did not see the client as a congruent whole, addressing either their impairment or their mental health problem. Client resiliencies were not used in therapy and psychosocial difficulties were not recognised as a focus of distress although they did endeavour to modify their therapeutic approaches. Finally, consideration is given to whether the research aim is met, the implications for counselling psychology and possible future research. It is proposed that this methodology of interconnection has the potential to provide a novel approach to inform any future research and service development for this and other client groups in the way it takes patients/clients into account and connects them with professional working.
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McCloud, Jennifer Sink. "Storied Lives: Exploring English Language Learners' School Experiences." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/50970.

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Using a qualitative bricolage approach (Kincheloe, n.d., 2008), this study explores the everyday school life of immigrant students enrolled in an Advanced English as a Second Language (ESL) classroom in a high school in southwest Virginia. The overarching objective of this study is to examine how these students"five from Mexico, three from Honduras, and one from China" experience school. I present my research in two manuscripts: "Just Like Me: How Immigrant English Language Learners Experience a Rural High School and "I'm NOT Stupid!" The Trouble with JanCarlos. In Just Like Me, I use figured worlds (Holland et al., 1998) and positioning theory (Davies, 2000; Harre & van Langenhove, 1999) as analytical frameworks to present how the students rely on their positions as English language learners in an ESL program, on the ESL faculty, and on one another to co-construct a variety of practices that create opportunities for agency in the school space. I describe how they co-construct a world, vis-a-vis their everyday practices, in and through which, they navigate the institution, meet academic needs, and establish networks of care. I also examine the "dissonant threads""elements of data that resist perfect codification"to deepen analysis and to portray a complex portrait of ESL II (Lawrence-Lightfoot & Davis, 1997).<br />In I'm NOT Stupid, I trouble the school experiences of JanCarlos, a student in the advanced ESL class. Using dialogue and reflexive internal dialogue, I story two events that altered the trajectory of his school life"an emotional argument with the ESL teacher and punishment for drawing graffiti on a bathroom wall. I present how each of these events represented "critical incidents" (Tripp, 1998; Webster & John, 2010) in my research as they interrupted my objective stance and altered my interpretations (Poulos, 2009). As I "connect the autobiographical and personal to the cultural, social, and political" (Ellis, 2004, xix), I use autoethnography to critically examine each event. As I watched events unfold, I routinely asked the relational ethical question""What should I do now?" (Ellis, 2007, p. 4). In so doing, I make transparent my position and power in creating knowledge (Kincheloe, McLaren, & Steinberg, 2012).<br>Ph. D.
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Books on the topic "Lived experiences in a language"

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Poole, Adam. International Teachers’ Lived Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78686-1.

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Cook, Daniel Thomas, ed. Lived Experiences of Public Consumption. Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230591264.

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Swift, Sue. Experiences. Macmillan Publishers Overseas, 1989.

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Fitzgerald, Angela, ed. Women’s Lived Experiences of the Gender Gap. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1174-2.

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Holzhauser-Peters, Leslie. Language learning experiences: Practical language activities & reproducible activity reviews. ECL Publications, 1986.

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Machado, Jeanne M. Early childhood experiences in language arts. 3rd ed. Delmar Publishers, 1985.

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Wright, Tony, and Mike Beaumont, eds. Experiences of Second Language Teacher Education. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137316257.

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Alam, Qaiser Zoha. Language and literature: Divers Indian experiences. Atlantic Publishers and Distributors, 1996.

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Petty, Walter Thomas. Experiences in language: Tools and techniques for language arts methods. 6th ed. Allyn and Bacon, 1994.

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C, Petty Dorothy, and Salzer Richard T. 1934-, eds. Experiences in language: Tools and techniques for language arts methods. 5th ed. Allyn and Bacon, 1989.

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Book chapters on the topic "Lived experiences in a language"

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Harris, Roxy. "New Ethnicities As Lived Experience." In New Ethnicities and Language Use. Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230626461_4.

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Moreda Rodríguez, Eva. "Addressing Gender Gaps in Contemporary Galician-Language Fiction: The Cases of Ursula Heinze, Silvia Bardelás and Beatriz Dacosta." In Women’s Lived Experiences of the Gender Gap. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1174-2_6.

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Duran, Chatwara Suwannamai. "‘But, We Are Karenni. We Are Not Burmese.’ Historical Contexts and Lived Experiences of Karenni Refugees from Burma." In Language and Literacy in Refugee Families. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-58756-5_2.

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Cavana, Maria Luisa Pérez. "“When I Am Teaching German, I Put on a Persona”: Exploring Lived Experiences of Teaching a Foreign Language." In Negotiating Identity in Modern Foreign Language Teaching. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27709-3_4.

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Husserl, Edmund. "Foreground Lived-Experiences and Background Lived-Experiences." In Analyses Concerning Passive and Active Synthesis. Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0846-4_6.

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Sørly, Rita, Tony Ghaye, and Wibecke Årst. "Learning through lived experiences." In Stories of Change and Sustainability in the Arctic Regions. Routledge, 2021. http://dx.doi.org/10.4324/9781003118633-7.

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Poole, Adam. "The Precarious." In International Teachers’ Lived Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78686-1_5.

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Poole, Adam. "Conclusion." In International Teachers’ Lived Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78686-1_7.

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Poole, Adam. "The (Inter)cultural." In International Teachers’ Lived Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78686-1_4.

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Poole, Adam. "International School Teachers: Motivations and (Mis)conceptions." In International Teachers’ Lived Experiences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78686-1_3.

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Conference papers on the topic "Lived experiences in a language"

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Richardson, Lucinda D., L. G. Davies, K. Lane, and C. Cronin. "Women's lived experiences of fatness." In 6th Annual International Weight Stigma Conference. Weight Stigma Conference, 2018. http://dx.doi.org/10.31076/2018.p14.

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Slavit, David, and Gisela Ernst-Slavit. "Latinx paraeducators lived mathematical experiences." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-240.

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Tian, Huixin, Chris Kanich, Jason Polakis, and Sameer Patil. "Tech Pains: Characterizations of Lived Cybersecurity Experiences." In 2020 IEEE European Symposium on Security and Privacy Workshops (EuroS&PW). IEEE, 2020. http://dx.doi.org/10.1109/eurospw51379.2020.00040.

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Kim, Jinhee, and Mijung Lee. "Photovoice for Lived Experiences in Rural Korean students." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.103.12.

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Gürel, Zeynep. "Developing authentic problems through lived experiences in nature." In RENEWABLE ENERGY TECHNOLOGY AND INNOVATION FOR SUSTAINABLE DEVELOPMENT: Proceedings of the International Tropical Renewable Energy Conference (i-TREC) 2016. Author(s), 2017. http://dx.doi.org/10.1063/1.4976346.

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Armstrong, Tommaso, and Tuck Wah Leong. "SNS and the Lived Experiences of Queer Youth." In OZCHI'19: 31ST AUSTRALIAN CONFERENCE ON HUMAN-COMPUTER-INTERACTION. ACM, 2019. http://dx.doi.org/10.1145/3369457.3369497.

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"The Benefits and Challenges of Living, Teaching and Working in Today’s Diverse World." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4355.

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Aim/Purpose: The purpose of this report is to provide an understanding of cultural diversity in today’s global economy and to understand what shapes our identities and what influences our behavior. Background: Culture is the way of functioning in today’s world and it refers to the shared language, beliefs, values, norms, behaviors, and material objects that are passed down from one generation to the next. Cultural diversity helps individuals recognize and respect the stewpot of today’s world and promoting cultural diversity and cultural competency helps individuals define and respect the diversity that encompasses today. Cultural competence also helps individuals embrace values and cultural nuances that are not necessarily akin to the one’s the individual possesses. Individuals interact with others to build bridges to trust, respect, and understanding across cultures. Furthermore, diversity makes the world a more interesting place to live, as people from diverse backgrounds contribute language, new ways of thinking, new knowledge, and different experiences. Methodology: A non-systematic literature review by way of reviewing articles that were found in many of major databases under the terms “Diversity in the workplace” since the year 2010 was conducted. Findings: This study identified major findings that would help individuals shape the diversity encountered and provides an avenue toward unity.
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Dequito-Samson, Consuelo. "Lived Experiences of Muslim Maguindanaon Students In English Writing." In International Conference on Responsive Education and Socio-Economic Transformation. Sons and Daughters Publishing House Inc., 2018. http://dx.doi.org/10.21016/icreset.2018.m25ef006o.

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Badiallah Abulqassemi, Sakina, and Dr Jessie Johnson. "The lived experiences of smokers with lung cancer in Qatar." In Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2018. http://dx.doi.org/10.5339/qfarc.2018.ssahpd747.

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Lincke, Jens, Patrick Rein, Stefan Ramson, Robert Hirschfeld, Marcel Taeumel, and Tim Felgentreff. "Designing a live development experience for web-components." In SPLASH '17: Conference on Systems, Programming, Languages, and Applications: Software for Humanity. ACM, 2017. http://dx.doi.org/10.1145/3167109.

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Reports on the topic "Lived experiences in a language"

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Mitchell, James. Foreign Language Anxiety, Sexuality, and Gender: Lived Experiences of Four LGBTQ+ Students. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6229.

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Cevallos, Tatiana. Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1789.

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Millan, Jenifer. Exploring Reggio-Inspired Documentation: Lived Experiences of Elementary Teachers and Children. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1819.

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Otsuki, Yumiko. Being an "Other": The Significance of Teachers' Lived Experiences in Working with Culturally and Linguistically Diverse Students. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.3134.

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Barrow, Donna. A Phenomenological Study of the Lived Experiences of Parents of Young Children with Autism Receiving Special Education Services. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5919.

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Salama, Hana, and Emma Bjertén-Günther. Women Managing Weapons: Perspectives for Increasing Women’s Participation in Weapons and Ammunition Management. United Nations Institute for Disarmament Research, 2021. http://dx.doi.org/10.37559/gen.

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This report explores women’s participation in the field of weapons and ammunition management, particularly their lived experiences in WAM technical roles, such as stockpile managers, armourers, ammunition and technical experts, explosive ordnance disposal specialist. The purpose is to unpack the challenges faced by these women and identify good practices for further inclusion of women in WAM. It also provides ideas for states, international organizations and disarmament stakeholders to improve gender diversity in implementation of arms control commitments, such as the UN PoA and its relevant instruments.
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Tadros, Mariz. Violence and Discrimination against Women of Religious Minority Backgrounds in Pakistan. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/creid.2020.003.

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The theme of this special collection of papers, the lived experiences of women who belong to religious minorities, has been a blind spot both in international development policy engagement and in much of the international scholarship on women, security and peace. Women who belong to religious minorities, who are socioeconomically excluded and are vulnerable to multiple sources of gender-based violence in Pakistan seem to have fallen through the cracks of the ‘leave no one behind’ agenda. The aim of this volume is to shed light on the day-to-day experiences of women and their families who belong to the Ahmadiyya, Christian, Hindu and Hazara Shia religious minorities in Pakistan. Each of the papers in this collection exposes the complexity of the intersections of gender, class and religious marginality in shaping the realities for women from these religious minorities.
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Salama, Hana, and Emma Bjertén-Günther. Women Managing Weapons: Perspectives for Increasing Women’s Participation in Weapons and Ammunition Management. United Nations Institute for Disarmament Research, 2021. http://dx.doi.org/10.37559/gen/2021/02.

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UNIDIR’s new study Women Managing Weapons: Perspectives for Increasing Women’s Participation in Weapons and Ammunition Management seeks to fill this gap by exploring women’s participation in the field of weapons and ammunition management, particularly their lived experiences in WAM technical roles, such as stockpile managers, armourers, ammunition and technical experts, explosive ordnance disposal specialist. The purpose is to unpack the challenges faced by these women and identify good practices for further inclusion of women in WAM. It also provides ideas for states, international organizations and disarmament stakeholders to improve gender diversity in implementation of arms control commitments, such as the UN PoA and its relevant instruments.
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Carter, Becky. Gender Inequalities in the Eastern Neighbourhood Region. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.062.

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This rapid review examines evidence on the structural causes and drivers of gender inequalities in the Eastern Neighbourhood region and how these gender inequalities contribute to instability in the region. While the Eastern Neighbourhood region performs relatively well on gender equality compared with the rest of the world, women and girls continue to face systemic political and economic marginalisation and are vulnerable to gender-based violence. Research on Armenia, Azerbaijan, Georgia, and Moldova identifies the key underlying cause to be a set of traditional patriarchal gender norms, intersecting with conservative religious identities and harmful customary practices. These norms do not operate in isolation: the literature highlights that gender inequalities are caused by the interplay of multiple factors (with women’s unequal economic resources having a critical effect), while overlapping disadvantages affect lived experiences of inequalities. Other key factors are the region’s protracted conflicts; legal reform gaps and implementation challenges; socio-economic factors (including the impact of COVID-19); and governance trends (systemic corruption, growing conservatism, and negative narratives influenced by regional geopolitics). Together these limit women and girls’ empowerment; men and boys are also affected negatively in different ways, while LGBT+ people have become a particular target for societal discrimination in the region. Global evidence – showing that more gender unequal societies correlate with increased instability – provides a frame of reference for the region’s persistent gender inequalities.
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Rosato-Scott, Claire, Dani J. Barrington, Amita Bhakta, Sarah J. House, Islay Mactaggart, and Jane Wilbur. How to Talk About Incontinence: A Checklist. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/slh.2020.006.

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Incontinence is the medical term used to describe the involuntary loss of urine or faeces. Women, men, girls, boys and people of all genders, at any age, can experience incontinence. A person with incontinence can experience leakage occasionally, regularly or constantly; and leakage can happen at any time, day or night. A person may also experience leakage of urinary or faecal matter due to not being able to get to the toilet in time or not wanting to use the toilet facilities available. This is known as social, or functional, incontinence. In many low- and middle-income countries (LMICs) understanding of incontinence is still in its early stages: the term ‘incontinence’ may not be known, knowledge of the condition is rare, and the provision of support is lacking. Those who experience incontinence may face stigma due to having the condition, and this may affect their willingness or confidence to talk about it. There is a need to better understand incontinence in LMICs, and how best to support people living with the condition to improve their quality of life. This requires having conversations with individuals that experience the condition, and with individuals who care for those who do: they will have the lived experiences of what it means to live with incontinence practically, emotionally and socially for them and their families. Living with incontinence can have a range of impacts on the people living with it and their carers. These include increased stress and distress; additional needs for water and soap; and restricted ability to join in community activities, school or work. Living with incontinence can also lead to a range of protection issues. The potential challenges that people face may be quite diverse and may vary between people and households. The checklist below, and corresponding page references to ‘Incontinence: We Need to Talk About Leaks’ can be used to increase your understanding of incontinence and the options available to support people living with the condition; and provide guidance on how to have conversations to understand how best to support people living with incontinence in your area.
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