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Hilder, Jo; Bell, Jill Sinclair – TESOL Quarterly, 1997
Presents Hilder's view of Bell's article on the relationship between first and second language literacy and follows up with Bell's response. Hilder examines the implications of Bell's article for classes in English for academic purposes and draws on other literature for pedagogical direction. The author elaborates on Hilder's comments on the…
Descriptors: English for Academic Purposes, Language Acquisition, Literacy, Literacy Education
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Bell, Jill Sinclair; Pavlenko, Aneta – TESOL Quarterly, 2002
Two articles focus on explaining how researchers make use of narratives to uncover students' and teachers' understanding of the meaning they hold for significant events in their lives. (Author/VWL)
Descriptors: English (Second Language), Personal Narratives, Second Language Instruction, Second Language Learning
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Bell, Jill Sinclair – TESOL Quarterly, 1995
This paper explores ways in which the wholesale transfer of assumptions from first-language (L1) literacy can sometimes complicate the process of acquiring second-language (L2) literacy. Using methods of narrative inquiry, the article describes attempts to reach a better understanding of L2 literacy through an autobiographical study of Chinese…
Descriptors: Chinese, Feedback, Language Acquisition, Language Research
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Bell, Jill Sinclair – TESOL Quarterly, 1993
Two articles on English-as-a-Second-Language (ESL) literacy are reviewed regarding the role of the teacher. One emphasizes a North American context with well-trained and experienced teachers; the other, a context whereby learners delineate their literacy use and teachers may be less experienced. An account of Chinese literacy training is reported.…
Descriptors: Adult Literacy, Chinese, English (Second Language), Language Teachers
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Bell, Jill Sinclair – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2011
Although every research method has its challenges, there are some specific challenges to the reporting and publishing of narrative inquiry that seem to differ from those encountered in other methods. Some of these arise out of the epistemology of narrative, with its focus on individual experience and interpretive storying, and some arise from the…
Descriptors: Educational Environment, Personal Narratives, Epistemology, English (Second Language)