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ERIC Number: EJ864877
Record Type: Journal
Publication Date: 2009-Aug
Pages: 16
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-0965-8416
Observing, Noticing, and Understanding: Two Case Studies in Language Awareness in the Development of Academic Literacy
Kiely, Richard
Language Awareness, v18 n3-4 p329-344 Aug 2009
This paper explores the role of language awareness (LA) in the learning experience of students on a one-year full-time master's programme in TESOL (Teaching English to Speakers of Other Languages) in Britain. It shows how LA drives their general English language knowledge and academic literacy skills, and supports an appropriate learner identity for this learning experience. The discussion is based on data and findings from a longitudinal research study into the learning experience of a group of Chinese teachers of English on the TESOL programme. The aim of the study is to understand language and other learning processes from socialisation, identity, and communities of practice perspectives. The data include student ejournals, narrative workshops, individual interviews, and documentation from the assessment processes. The focus of this paper is the students' engagement with language. This engagement is explored through the development of the academic literacy skills of two students whose different experiences are analysed using socialisation, identity, and community of practice theoretical frameworks. (Contains 1 figure and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom