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Journal articles on the topic 'Writing pedagogy School'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Woodard, Rebecca, Andrea Vaughan, and Emily Machado. "Exploring Culturally Sustaining Writing Pedagogy in Urban Classrooms." Literacy Research: Theory, Method, and Practice 66, no. 1 (2017): 215–31. http://dx.doi.org/10.1177/2381336917719440.

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We examine how culturally sustaining pedagogy that fosters linguistic and cultural pluralism might be taken up in writing instruction. Using data collected through semistructured interviews with nine urban elementary and middle school writing teachers, we document teachers’ conceptualizations and enactments of culturally sustaining writing pedagogy. Findings indicate that these teachers tended to make space for explicit discussions of language, culture, and power in the writing curriculum and to problematize expressions of dominant culture, such as an emphasis on official languages. We also ex

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Larsen, Ann Sylvi, Marit O. Brujordet, Ingunn Ofte, and Anne Charlotte Torvatn. "Arbeid med argumenterende tekst på 3. trinn. En delstudie fra prosjektet Innføring av sjangerpedagogikk i tre trondheimsskoler." Acta Didactica Norge 12, no. 1 (2018): 9. http://dx.doi.org/10.5617/adno.4726.

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Temaet for denne artikkelen er skriveopplæring i grunnskolens barnetrinn. Artikkelen studerer en skriveprosess over to uker i sjangeren argumenterende tekst i en tredjeklasse hvor læreren kurses i den australske sjanger pedagogikken. Klassen har en stor andel av minoritetsspråklige elever og elever fra områder med sosioøkonomiske utfordringer. Intensjonen har vært å studere hvordan sjangerpedagogikkens skriveundervisning i fire faser gir unge elever et redskap for å skrive argumenterende tekster, og om sjangerskolens pedagogikk fører til utjevning mellom sterke og svake elever. Datamaterialet

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Naviy, L., G. Rakisheva, and A. Anikbay. "Pedagogical ideas in M.Zhumabayev`s works." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 132, no. 3 (2020): 98–104. http://dx.doi.org/10.32523/2616-6895-2020-132-3-98-104.

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The article shows pedagogical ideas in M. Zhumabayev’s works. A short historical review has been made of the pedagogue-poet’s teaching activity. Also M. Zhumabaev’s works are analyzed such as: «Pedagogy», «Native language in elementary school» and «Writing textbook and school». The educator-poet’s educational perspective in «Pedagogy» is defined, with the work «Teaching the native language in elementary school», there is an analysis of ways to develop a child’s language through this tutorial. While considering the merits of «Written Textbook and School», it was clarified the format of the futu

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Elwood, Susan, Susan Wolff Murphy, and Diana Cárdenas. "Enacting Multimedia Writing Center Pedagogy in a Rural High School." Clearing House: A Journal of Educational Strategies, Issues and Ideas 80, no. 2 (2006): 86–88. http://dx.doi.org/10.3200/tchs.80.2.86-88.

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Schwartz, Jeff. "Writing Jimi: rock guitar pedagogy as postmodern folkloric practice." Popular Music 12, no. 3 (1993): 281–88. http://dx.doi.org/10.1017/s0261143000005729.

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Most instruction in electric guitar, bass guitar, drums and electronic keyboards is conducted on a one-to-one basis by uncertified, independent teachers. The lessons are face-to-face, and based on the student's imitation of the teacher's example. Popular music education is a ‘little tradition’ (in comparison to school music departments) and largely an oral one, thus meeting the usual criteria of folk cultures.

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Vian Junior, Orlando, and Fabiane Dalben de Faria. "Genre-Based Pedagogy in Paulo Freire’s Country: Teaching Brazilian Students to Write Essays for the National High School Exam." Íkala 26, no. 1 (2021): 61–76. http://dx.doi.org/10.17533/udea.ikala.v26n01a08.

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From the perspective of the appraisal system, this article discusses how 60 high school students from two private Brazilian schools align with their readers in texts written as preparation for the Brazilian National High School Exam. Adopting a mixed methodology, a corpus of 301 texts produced by the students was analyzed. Results showed that students' commitment to proposals for social intervention increased throughout the analyzed course, which meant that students started to adopt more critical and proactive stances in their essays. In addition, results showed how students align with their r

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Barnes, Meghan E., and Heather Coffey. "Empowerment through rejection: challenging divisions between traditional, authentic and critical writing pedagogy." English Teaching: Practice & Critique 20, no. 3 (2021): 313–27. http://dx.doi.org/10.1108/etpc-02-2020-0011.

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Purpose The purpose of this study is to inquire into the effectiveness of authentic writing instruction embedded in a critical service-learning project in a middle school English Language Arts curriculum. Design/methodology/approach This paper analyzes middle school students’ survey responses before and after their participation in a critical service-learning project designed to engage students in authentic writing. Specifically, the paper considers students’ perspectives of community and writing as a result of their participation in the project. Findings Participants’ perspectives fell into t

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Gains, Paula, and Barbara Graham. "Making space for expressive and creative writing in African primary Schools: a two-site action research study in Kenya and South Africa." Reading & Writing 2, no. 1 (2011): 77–95. http://dx.doi.org/10.4102/rw.v2i1.14.

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Similar concerns about the development of children’s creative writing abilities in Kenya and South Africa prompted two Mother Tongue (MT) education practitioners in Summer Institute of Linguistics (SIL) and Molteno Institute for Language and Literacy of Linguistics (MILL) to undertake parallel intervention studies to increase teachers’ competence in writing pedagogy and improve the quantity and quality of learners’writing. Most early literacy teachers have had no experience themselves of expressive writing, so it is not surprising that this activity rarely, if ever, features in public school e

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Paltridge, Brian. "Genre and second-language academic writing." Language Teaching 47, no. 3 (2014): 303–18. http://dx.doi.org/10.1017/s0261444814000068.

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The term ‘genre’ first came into the field of second-language (L2) writing and, in turn, the field of English for specific purposes (ESP) in the 1980s, with the research of John Swales, first carried out in the UK, into the introduction section of research articles. Other important figures in this area are Tony Dudley-Evans, Ann Johns and Ken Hyland, who have argued for the value of genre in the teaching of L2 academic writing. ESP genre analysis is a development of text linguistics and the description of academic genres, moving from a focus on lexicogrammatical features to rhetorical moves an

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Woodard, Rebecca, Andrea Vaughan, and Rick Coppola. "Writing Beyond “the Four Corners”: Adolescent Girls Writing By, In, From, and For Bodies in School." Journal of Literacy Research 52, no. 1 (2020): 6–31. http://dx.doi.org/10.1177/1086296x19896496.

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There is growing interest in foregrounding bodies in literacy research and pedagogy. Drawing across multiple conceptualizations of bodies as tools, mediums, and social texts, this qualitative case study examines the multifaceted nature of embodiment in two adolescent girls’ school writing. Situated in a research-practice partnership that included researchers, the teacher, adolescent youth, and their parents, this analysis explores the ways writing acted with/on bodies throughout a poetry-writing unit in an urban middle school English language arts classroom. Data collected over 11 weeks includ

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Dr Veena Bhalerao, Dr Veena Bhalerao. "Impact of Pedagogy Intervention for Reading and Writing Abilities on Pre School Students." IOSR Journal of Humanities and Social Science 12, no. 2 (2013): 50–55. http://dx.doi.org/10.9790/0837-1225055.

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Borisenko, N., and V. Vorozhbit-Horbatiuk. "Cossack pedagogy – characteristic features." New Collegium 2, no. 100 (2020): 40–44. http://dx.doi.org/10.30837/nc.2020.2.40.

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The article is devoted to disclosure of the characteristic features of Cossack pedagogy. Attention is focused on the fact that education in the context of the chosen topic is understood as a specially organized by interactions among educators and pupils to understand the spiritual and material culture of the nation, the formation of national consciousness and the achievement of spiritual unity of generations. The identity of Ukrainian national psychology in the article is determined by the basis of Cossack pedagogy. Among the factors, a large number of male children were identified, who

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Green, Bill. "Subject-Specific Literacy and School Learning: A Focus on Writing." Australian Journal of Education 32, no. 2 (1988): 156–79. http://dx.doi.org/10.1177/000494418803200203.

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This paper aims to contribute to educators' understanding of the contextualist nature of literacy, specifically in its relation to school learning. A particular view of literacy is proposed, as comprising three intermeshing dimensions: the operational, the cultural, and the critical. A notion of subject-specific literacy is presented which acknowledges the significance of the school subjects as specific contexts for learning and meaning and, via concepts drawn from recent linguistic-semiotic work, seeks to provide greater purchase on the nature of subject-area learning. A case is made for a st

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Beutel, Andy. "Pushing the Line: Teaching Suburban Seventh Graders to be Critically Conscious through Historical Inquiry and Civic Letter-Writing." Radical Teacher 111 (July 27, 2018): 57–64. http://dx.doi.org/10.5195/rt.2018.472.

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Engaging in critical teaching with non-marginalized suburban middle school students is both challenging and necessary in the Age of Trumpism. In this paper, I explain the constraints on critical educators teaching in an affluent, suburban public school setting as well as the possibilities for working within this system to increase students’ critical consciousness. In the inquiry-based learning project I describe, I combine critical pedagogy theory with historical literacy pedagogy in order to enable seventh grade students in a world history course to critique current problems in the United Sta

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de los Ríos, Cati V. "Writing Oneself Into the Curriculum: Photovoice Journaling in a Secondary Ethnic Studies Course." Written Communication 37, no. 4 (2020): 487–511. http://dx.doi.org/10.1177/0741088320938794.

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The writing of transnational youth has continued to emerge as a promising area of research in writing and literacy studies, and yet despite the breadth of this work, few studies have examined transnational students’ writing about social and racial justice. Drawing on theoretical contributions of coloniality, this article highlights the experiences of one immigrant adolescent’s participation in a secondary ethnic studies course in California. In this study, photovoice was used as a mutually informing classroom writing pedagogy and research methodology to understand how students in an ethnic stu

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Yan, Minwei, and Fangfang Zou. "Different Genres and Proficiency Levels: Relationships Among Syntactic Complexity, Genres and Students with Different L2 Proficiency Levels." English Language and Literature Studies 9, no. 4 (2019): 85. http://dx.doi.org/10.5539/ells.v9n4p85.

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The present study examines differences in syntactic complexity in English writing among writers at different levels and explores the relationship between syntactic complexity and writings with different genres. 20 students in grade three of a senior high school that were randomly selected from two brands of test scores were grouped into high and low proficiency groups. The 40 writings from the 20 students were examined. Writings were evaluated by L2SCA (L2 Syntactic Complexity Analyzer) gauging syntactic complexity at global, clausal and phrasal level. After obtaining the data, the complexity

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Heltai, János Imre. "Translanguaging instead of standardisation: Writing Romani at school." Applied Linguistics Review 11, no. 3 (2020): 463–84. http://dx.doi.org/10.1515/applirev-2018-0087.

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AbstractIn most public education in the western world the existence of a standardized language variety is still regarded as a precondition of teaching writing. This stance generates a problem in situations where no standardized variety matches the children’s home language practices and no traditions of an extended and standardised literacy exist. Roma students in Hungary have to acquire writing skills in the majority language (Hungarian), since the teaching of writing cannot rely on a standardized Romani language. In this way, school writing activities seem unrelated to the local discoursal pr

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Sepúlveda III, Enrique. "Toward a Pedagogy of Acompañamiento: Mexican Migrant Youth Writing from the Underside of Modernity." Harvard Educational Review 81, no. 3 (2011): 550–73. http://dx.doi.org/10.17763/haer.81.3.088mv5t704828u67.

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In this article, Enrique Sepúlveda draws on an array of theological, anthropological,and cultural studies, and critical literacy frameworks, as well as on the voices of transmigrant youth through their poetic and autobiographical writing, to present an innovative pedagogy of acompañamiento. Sepúlveda shares narratives from his research and teaching at a northern California high school, working with a group of mostly undocumented Mexican students. Together with these students, Sepúlveda merged critical literacy, poetry, and storytelling into a relational "pedagogy of the borderlands" through wh

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Ignatjeva, Larisa. "The Lingvodydactic Model of the Assessment of Writing Competence in a Foreign Language." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 17, 2015): 63. http://dx.doi.org/10.17770/sie2015vol2.445.

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<p><em>The setting of humanistic concept of education demands the revision of the whole lingvodidactic system of foreign language learning. On the modern stage of the development of pedagogy that allows to put theory into the practice of teaching and assessment of students’ achievements the search for educational models is especially actual. The most important area of the realization of humanistic approach is school education as the development of students’ personality takes place particularly at school age. The article analyses a lingvodydactic model of the competence assessment i

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Minter, Mary Kennedy. "Recommendations For Faculty Development To Improve College Classroom Instruction." College Teaching Methods & Styles Journal (CTMS) 4, no. 1 (2011): 57. http://dx.doi.org/10.19030/ctms.v4i1.5050.

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The emphasis in this paper is on basic principles of pedagogy and communication in the classroom. An underlying need for faculty development emerges because the majority of college professors have not had training in how to teach. Faculty are products of master and doctorate degree programs where the emphasis is on research and writing theses/dissertations, not teaching. Usually, only those professors who came to college teaching through the levels of elementary or high school teaching were required to have courses in pedagogy. The basic contention of this paper is that faculty development (in

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Moriarty, Jess, and Ross Adamson. "‘Storying the self’: Autobiography as pedagogy in undergraduate creative writing teaching." Journal of Writing in Creative Practice 12, no. 1-2 (2019): 91–107. http://dx.doi.org/10.1386/jwcp.12.1-2.91_1.

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The telling and sharing of stories is synonymous with what it is to be human. The narrative threads reaching back through our personal histories can help us to make sense of who we are in the present and we already use these stories anecdotally, at school, on dates, over coffee, in the local, to make connections with people and our social worlds. At an academic level, storytelling that engenders meaning making is becoming legitimized as branch of qualitative research that can inform us about our culture and identity. Autoethnography is a methodology that links the self (auto) with ethno (cultu

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Mendelowitz, Belinda. "Conceptualising and enacting the critical imagination through a critical writing pedagogy." English Teaching: Practice & Critique 16, no. 2 (2017): 178–93. http://dx.doi.org/10.1108/etpc-08-2016-0102.

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Purpose Imagination in critical literacy research is usually referred to as a taken for granted concept that is seldom theorised, leaving the assumptions unchecked that everyone has a shared understanding of imagination. This paper aims to challenge critical literacy researchers to rethink the relationship between criticality and imagination and its implication for a critical writing pedagogy. It aims to synthesise the imagination and criticality in the context of critical literacy, both theoretically and empirically and in doing so to illustrate what form a critical writing pedagogy that fore

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Surayya, St Ayu, and Maman Asrobi. "Tracing Technological Pedagogical Content Knowledge (TPACK) on Practical EFL Teachers in Writing Context." VELES Voices of English Language Education Society 4, no. 2 (2020): 177–90. http://dx.doi.org/10.29408/veles.v4i2.2417.

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With the world demand to provide digital school, this study examines how the integration among technology, pedagogy and content knowledge in writing context as the part of TPACK framework on the practical EFL teachers. The samples of this study are 27 of practical English teachers divided into three level of achiever (low, middle, and high). They were taking the Writing and Assessment courses as the part of their education to achieve the bachelor degree in Universitas Hamzanwadi, a private University in Lombok, Indonesia. This research took about six months of teaching and learning process. Th

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Martínez Esteban, Noelia, and Julio Roca de Larios. "The Use of Models as a Form of Written Feedback to Secondary School Pupils of English." International Journal of English Studies 10, no. 2 (2010): 143. http://dx.doi.org/10.6018/ijes/2010/2/119241.

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The present study investigated how noticing is related to composing and subsequent feedback processing in individual and collaborative EFL writing. Participants were Spanish secondary school pupils at a lowintermediate proficiency level who completed a three-stage writing task that included writing a picture-based story (Stage 1), comparing their written texts with two native-speaker models (Stage 2), and attempting subsequent revisions (Stage 3). The results indicate that the students noticed mainly lexical problems at the writing stage but could only find a few solutions to those problems in

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Žibėnienė, Gintautė, and Marijona Barkauskaitė. "High-quality studies - vision of students of pedagogy." Pedagogika 113, no. 1 (2014): 58–75. http://dx.doi.org/10.15823/p.2014.1751.

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The development of national study quality assurance systems, discussions about study quality is an important step towards the implementation of lifelong learning and Bologna process targets, priorities. Students of the Higher Education are important element in study quality assurancesystem. It is written in the Republic of Lithuania Law on Science and Studies (2009) 41 paragraph: that „any high school must continuously update website and use other social media sites to update precise quantitative and qualitative information about <...> attitude of students, graduate students and other in

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Davtyan, Sona, and Lilit Avagyan. "Teaching Braille Literacy To Blind Primary Schoolchildren And Those With Residual Vision." Armenian Journal of Special Education 2, no. 2 (2020): 67–76. http://dx.doi.org/10.24234/se.2020.2.2.235.

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Nowadays one of the main issues of pedagogy is teaching to primary school children who are blind and those with residual vision. Among those schoolchildren writing disorders are quite common and have a negative effect on their learning progress. The quality and acquisition of school curriculum slows down, and in general negatively affects the learning process of these children. The relevance of the study depends on the fact that sufficient methods, approaches related to teaching Braille literacy have not yet been thoroughly studied and developed.There are insufficient typhlotechnical, typhogra

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Alsamadani, Hashem A. "The Effectiveness of Using Online Blogging for Students’ Individual and Group Writing." International Education Studies 11, no. 1 (2017): 44. http://dx.doi.org/10.5539/ies.v11n1p44.

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The current research study investigates the effectiveness of online blogging for students’ individual and group writing skills. The participants were divided into individual learners and group learners. They produced pre-writing and post-writing samples through blogging practices. The study conducted lasted for 14 weeks so that blogging could be optimized. The results of the study reveal that unlike traditional ways of improving writing skills, blogging has revolutionized EFL pedagogy and methodology (learning and teaching). Blogging-based writing practice is more participatory and interactive

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Staats, Susan, and Lori Laster. "Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ Perspectives." Education Sciences 8, no. 4 (2018): 154. http://dx.doi.org/10.3390/educsci8040154.

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Concurrent enrollment refers to partnerships between postsecondary institutions and schools through which secondary school students can complete a university class taught by a qualifying secondary school teacher at their secondary school. We propose that concurrent enrollment programs are an under-recognized tool for extending the impact of Universal Design for Learning (UDL). The context of our study is an equity-focused university course in algebraic mathematical modeling that is also offered through concurrent enrollment in over 30 secondary schools to over 800 secondary students annually i

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Sabuk, Bethrace Sylvester, and Azlina Abdul Aziz. "Writing Lyrics in English to An Indigenous Iban Song-Towards The Efficacy of Culturally Responsive Pedagogy." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 3 (2021): 377–95. http://dx.doi.org/10.47405/mjssh.v6i3.709.

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The main purpose of this study was to examine the use of Indigenous Iban song in enhancing the level 2 pupils’ writing skills. Culturally responsive pedagogy is a progressive approach that shapes the future learning process This research was conducted in a rural school of the Limbang district in Sarawak. The participants of this research comprised of 20 pupils from Year 4 until Year 6. Year 6 pupils were included as they were not sitting for UPSR due to Pandemic. Action Research with the model Kemmis & McTaggart employed in this study. The findings from the questionnaires indicated a high

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Davis, Camea. "Writing the Self: Slam Poetry, Youth Identity, and Critical Poetic Inquiry." Art/Research International: A Transdisciplinary Journal 3, no. 1 (2018): 90–113. http://dx.doi.org/10.18432/ari29251.

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The purpose of this study was to describe the slam poetry classroom space and its meaningfulness as a tool for the construction of the perceived and embodied identities of urban American middle school students. The aim of this article is to explain how critical poetic inquiry can participate in the activist tradition of amplifying the voices of the oppressed when exploring the slam poetry classroom space and co-creating its meaning with student-participants. This research questioned: How does the slam poetry space enable middle school students to break through social barriers? How does the sla

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Makarskaitė-Petkevičienė, Rita. "MOKYTOJAS, KURIUO NORĖČIAU SEKTI [TEACHER, WHO I WOULD LIKE TO FOLLOW]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 9, no. 2 (2017): 72–75. http://dx.doi.org/10.48127/spvk-epmq/17.9.72.

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Algis Mickūnas’ book “School, teachers, students” (2014) and Primary education pedagogy 2nd course students’ written essays on the topic “Teacher, who I would like to follow” encouraged the introductory article for this Journal edition. Writing about teachers met during the school years, about teachers met during the studies, i.e., during a pedagogical internship or describing their imaginative teacher, students revealed their teacher competence peculiarities. Generalising one can state, that teacher competence, described by the students, is not only education, attitudes, values and personal t

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Zhang, Lawrence. "Reflections on the pedagogical imports of western practices for professionalizing ESL/EFL writing and writing-teacher education." Australian Review of Applied Linguistics 39, no. 3 (2016): 203–32. http://dx.doi.org/10.1075/aral.39.3.01zha.

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The teaching of writing in English as a second/foreign language (ESL/EFL) has been a challenging task for many teachers due to its multifaceted nature. This paper is a reflection on ESL/EFL writing teaching in three countries, namely China, Singapore, and New Zealand, with particular reference to professionalizing ESL/EFL writing and ESL/EFL writing-teacher education. It first addresses issues facing EFL writing and writing-teacher education that relate to the offering of English at various levels in China. It then moves on to elaborate on how western pedagogical practices have been implemente

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Potowski, Kim. "Characteristics of the Spanish grammar and sociolinguistic proficiency of dual immersion graduates." Spanish in Context 4, no. 2 (2007): 187–216. http://dx.doi.org/10.1075/sic.4.2.04pot.

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Dual immersion schools in the United States, which combine native Spanish speakers and students learning Spanish as an L2, encourage English development while promoting Spanish learning. However, relatively little is known about the levels of Spanish attained by dual immersion graduates. This case study describes the performance on a number of measures of a graduating class at a Spanish-English dual immersion school. It analyzes their proficiency in speaking, reading and writing, their production of three grammatical forms, and their ability to identify and produce appropriately polite Spanish

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Du, Helen S., Sam K. W. Chu, Randolph C. H. Chan, and Wei He. "Collaborative writing with wikis: an empirical investigation." Online Information Review 40, no. 3 (2016): 380–99. http://dx.doi.org/10.1108/oir-06-2015-0173.

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Purpose – The purpose of this paper is to investigate the process and interaction among group members using wikis to produce collaborative writing (CW) projects, and to compare their collaborative behavior among students at different levels of education. Design/methodology/approach – The study investigated the participation and collaboration of Hong Kong primary school, secondary school, and university students in the process of developing their wiki-based CW projects. Both qualitative and quantitative data were obtained from analyzing the revision histories and the content of wiki pages. Find

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Yi, Youngjoo. "Asian adolescents’ out-of-school encounters with English and Korean literacy." Multiple Perspectives on L1 and L2 Academic Literacy in Asia Pacific and Diaspora Contexts 15, no. 1 (2005): 57–77. http://dx.doi.org/10.1075/japc.15.1.06yi.

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The acquisition of second language (L2) academic literacy has attracted increasing interest among L2 literacy researchers as the number of English Language Learners (ELLs) studying in schools in Anglophone countries like Australia, the United Kingdom, Canada, and the United States continues to grow. However, this emphasis on academic literacy has led L2 researchers to overlook the importance of exploring other types of literacy, especially out-of-school literacy. In particular, few studies have examined the impact of out-of-school literacy activities on overall literacy acquisition, as well as

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Zielińska, Maja, and Sally Goddard Blythe. "School functioning of students with neuromotor immaturity." International Journal of Pedagogy, Innovation and New Technologies 7, no. 2 (2020): 40–46. http://dx.doi.org/10.5604/01.3001.0014.6864.

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The objective of the article is to outline the problem of neuromotor immaturity in the context of school functioning. Research on neuromotor immaturity has been reviewed for child development and difficulties at school. It has been established that neuromotor immaturity constitutes an area of interest of scientists in many fields, including neurobiology, medicine, psychology, and pedagogy. Numerous studies provide information on the subject of the presence of a relationship between the student's difficulties in learning and neuromotor immaturity. The scientists reveal that children with proble

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Li, Xuanxi, Samuel K. W. Chu, and Wing Wah Ki. "The effects of a wiki-based collaborative process writing pedagogy on writing ability and attitudes among upper primary school students in Mainland China." Computers & Education 77 (August 2014): 151–69. http://dx.doi.org/10.1016/j.compedu.2014.04.019.

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Yeung, Marine. "Exploring the Strength of the Process Writing Approach as a Pedagogy for Fostering Learner Autonomy in Writing Among Young Learners." English Language Teaching 12, no. 9 (2019): 42. http://dx.doi.org/10.5539/elt.v12n9p42.

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Learner autonomy is widely recognized as a desirable educational goal in second or foreign language learning. However, the generality of the concept often makes it difficult to either nurture or measure the related traits. The present study focused on learner autonomy in the area of writing, exploring the use of the process approach as a means to foster its development in terms of students&rsquo; emerging writing skills. The study was conducted in the naturalistic settings of three secondary school ESL writing classrooms in Hong Kong involving 70 student participants. Data gathered quantit

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Thambu, Nadarajan, Mohamad Khairi Haji Othman, and Noor Banu Mahadir Naidu. "USING FORUM THEATRE TO DEVELOP VARIOUS LEVELS OF THINKING SKILLS AMONG MORAL EDUCATION STUDENTS IN SECONDARY SCHOOL." Malaysian Journal of Learning and Instruction 17, Number 2 (2020): 167–94. http://dx.doi.org/10.32890/mjli2020.17.2.6.

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Purpose –The power of forum theatre in education and various other fields is well known by educators. However, the use of forum theatre in Malaysia, particularly in the field of moral education, is still limited. At the same time, the development of thinking skills is one of the aims of the Malaysian moral education curriculum. Therefore, this study examined the use of forum theatre as a pedagogical tool in developing various levels of thinking skills among moral education students. Method –The study adopted a qualitative research design and was underpinned by Bloom’s revised taxonomy as the t

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Ghimire, Nani Babu, and Yam Prasad Pandeya. "Early grade teachers' awareness and skills on multiliteracies pedagogies." Scholars' Journal 3 (December 1, 2020): 1–15. http://dx.doi.org/10.3126/scholars.v3i0.37126.

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Multiliteracies is a pedagogical approach developed in 1994 by the New London Group (NLG) that aims to make classroom teaching more inclusive by addressing cultural and linguistic diversity, and rapid development in communication channel and technology. The purpose of this study was to explore the early grade teachers' perception on multiliteracies pedagogy and their awareness, skills and proficiency on it. We used critical ethnography research design to obtain rich and in-depth data from five years' experienced three early grade teachers through interviews and participant classroom observatio

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Kartika-Ningsih, Harni, and David Rose. "Intermodality and Multilingual Re-instantiation: Joint Construction in Bilingual Genre Pedagogy." Íkala 26, no. 1 (2021): 185–205. http://dx.doi.org/10.17533/udea.ikala.v26n01a07.

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This paper discusses the roles of intermodality and multilingualism in a genre pedagogy program aimed to improve students’ literacy in Indonesia. It draws on data from an intervention program which extended the Reading to Learn (R2L) genre-based literacy pedagogy to embed English literacy learning in biology lessons for Indonesian junior high school students. This bilingual R2L program is innovative in that it involves the use of written and spoken Bahasa Indonesia and English for both teaching materials and instruction. This particular study focuses on the final stage of the program: The coll

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Hughes, Janette Michelle, Laura Jane Morrison, and Cornelia Hoogland. "You Don’t Know Me: Adolescent Identity Development Through Poetry Performance." in education 20, no. 2 (2014): 59–77. http://dx.doi.org/10.37119/ojs2014.v20i2.160.

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Our study concerns adolescents using poetry writing as an interrogative and creative means of shaping and creating “voices” or “identities.” Toronto-based high school students were challenged to be creators (rather than solely consumers) of available social practices within a digital landscape using mobile devices and social networking platforms. The students engaged in the processes of creating poetry that included experimentation with form (including spoken word, found, and rhyming couplet poetry), research, and writing-induced challenges of received ideas. Their creations of their multiple

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Iwashita, Noriko. "Cross-linguistic influence as a factor in the written and oral production of school age learners of Japanese in Australia." Describing School Achievement in Asian Languages for Diverse Learner Groups 35, no. 3 (2012): 290–311. http://dx.doi.org/10.1075/aral.35.3.04iwa.

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The present study investigates to what extent learners’ first language (L1) may have an impact on their writing and speaking performances. While Japanese continues to enjoy a large enrolment across levels in Australian schools and universities, the population of learners has become increasingly diverse creating challenges for teachers. One dimension of this diversity is first language background which is the focus of the present study. The data for the present study includes writing and speaking test task performances from learners of different L1s collected for a larger study (see Scarino et

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P Woodrich, Megan, and Yanan Fan. "Google Docs as a Tool for Collaborative Writing in the Middle School Classroom." Journal of Information Technology Education: Research 16 (2017): 391–410. http://dx.doi.org/10.28945/3870.

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Aim/Purpose: In this study, the authors examine how an online word processing tool can be used to encourage participation among students of different language back-grounds, including English Language Learners. To be exact, the paper discusses whether student participation in anonymous collaborative writing via Google Docs can lead to more successful products in a linguistically diverse eighth-grade English Language Arts classroom. Background: English Language Learners (ELLs) make up a considerable portion of elementary and secondary public school students, as language and ethnic diversity has

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Et.al, Nadarajan Thambu. "Using Forum Theatre to Develop Various Levels of Thinking Skills among Moral Education Students in Secondary School." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 01–13. http://dx.doi.org/10.17762/turcomat.v12i3.454.

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Purpose –The power of forum theatre in education and various field is well known by educators. However, the use of forum theatre in Malaysia, particularly in the field of moral education, is still lacking and limited. At the same time, the development of thinking skills is one of the aims of the moral education curriculum in Malaysia. Therefore, the purpose of this study was to examine the use of forum theatre as a pedagogical tool in developing various levels of thinking skills among moral education students. Method –This study adopted a qualitative research design and was underpinned b

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Caraballo, Limarys. "Students’ Critical Meta-Awareness in a Figured World of Achievement: Toward a Culturally Sustaining Stance in Curriculum, Pedagogy, and Research." Urban Education 52, no. 5 (2016): 585–609. http://dx.doi.org/10.1177/0042085915623344.

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Students’ academic experiences are often shaped by normalized conceptions of literacy that do not honor the interrelatedness of multiple identities, languages, and literacies. This qualitative case study in an urban middle school highlights students’ critical meta-awareness of their identities-in-practice in the figured world of their classroom via a narrative analysis of students’ writing, interviews, and focus group discussions. The author focuses on students’ internalization and/or resistance of the curriculum as a basis for developing culturally sustaining stances toward curriculum, pedago

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Hyder, Huma. "The Pedagogy of English Language Teaching using CBSE Methodologies for schools." Advances in Social Sciences Research Journal 8, no. 3 (2021): 188–93. http://dx.doi.org/10.14738/assrj.84.9839.

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Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official

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Akinwamide, Timothy Kolade. "Enhanced Collaborative Teaching Method on the Performance of Students in Essay Writing Task." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 1, no. 3 (2018): 84–90. http://dx.doi.org/10.33258/birci.v1i3.32.

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The art of Writing as a basic language skill in Language Education, is a generative skill that requires a lot of brainstorming in order for Second Language students to meet up with the acceptable communicative competence expected. Where and when individuals collaborate on a given work, the resultant effect is normally encouraging hence this research work examined the effects of collaborative teaching method on the writing task of students. The paperemployed the collaborative pedagogy on enhancing students’ academic performance in essay writing at the Senior Secondary School level. The study ad

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Forbes, Karen, and Linda Fisher. "Strategy development and cross-linguistic transfer in foreign and first language writing." Applied Linguistics Review 11, no. 2 (2020): 311–39. http://dx.doi.org/10.1515/applirev-2018-0008.

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AbstractIn an increasingly multilingual world, empirical knowledge about the reciprocal influence between the mother tongue (L1) and a learner’s acquisition of foreign languages (FL) is crucial yet remains surprisingly scarce. This paper examines how an explicit focus on metacognitive strategy use within a FL (German) classroom impacts students’ development of writing strategies in the FL, and whether any such effects transfer to another FL (French) and/or to the L1 (English). Based on a quasi-experimental design, the study involved a two-phase intervention of strategy-based instruction primar

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Mahuika, Nēpia, and Rangimārie Mahuika. "Wānanga as a research methodology." AlterNative: An International Journal of Indigenous Peoples 16, no. 4 (2020): 369–77. http://dx.doi.org/10.1177/1177180120968580.

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Wānanga is a traditional method of Māori knowledge transmission, and has been described as a place, a school, an act, and a form of governance, practice, and pedagogy. Much of the writing on wānanga focuses on the ancient “lore” of Whare Wānanga (Houses of Learning), but more recent work has explored how that pedagogical tradition is relevant to Māori education today, particularly at tertiary level. There is, however, a growing body of writing on wānanga as a research methodology relevant to Māori and iwi (tribal) communities. This paper discusses the increasingly popular use of wānanga in Māo

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