آمار
| تعداد نشریات | 41 |
| تعداد شمارهها | 1,130 |
| تعداد مقالات | 13,890 |
| تعداد مشاهده مقاله | 48,862,587 |
| تعداد دریافت فایل اصل مقاله | 12,586,190 |
Exploring English Language Literacy as a Form of Narrative by Tracing Life and Resistance Stories in Curriculum | ||
| Two Quarterly Journal of English Language Teaching and Learning University of Tabriz | ||
| مقاله 10، دوره 11، شماره 23، شهریور 2019، صفحه 253-275 اصل مقاله (437.93 K) | ||
| نوع مقاله: Research Paper | ||
| نویسندگان | ||
Sareh Poursaduqi  1؛ sue-san Ghahremani Ghajar2؛ Mohammadreza Sangari3
| ||
| 1TEFL Ph.D candidate, Alzahra University of Tehran | ||
| 2Associate professor of TEFL, department of TEFL in Alzahra University of Tehran | ||
| 3Assistant professor of Contemporary Literature, department of literature, Islamic Azad University, Dezful branch | ||
| چکیده | ||
| The researchers in this study aimed to explore the literacy shaped in a narrative-based curriculum for medical students and the productivity of this notion for foreign language literacy. Nourished by principles of narrative inquiry, critical, like, and other events, this was instantiated through exposing learners to narratives of resistance language and literature which reports on narratives of critical events. The findings of this study illustrate how the language in narratives of resistance as critical events inspires learners to discover their own English language learning events embedded in their real lives by deep reflection. This on its turn can lead to self-discovery for learning. Moreover, depicting the vastness of human soul and his/her adaptivity and struggle for learning in pain and suffering, English language embodied in resistance narratives can encourage learners to discover their roots for language learning via the power of sharing narratives . | ||
| کلیدواژهها | ||
| English Language Literacy (ELL)؛ Resistance Language and Literature (RLL)؛ Narrative Inquiry؛ Critical Events؛ Medical students | ||
| مراجع | ||
|
Alleyne, B. (2017). Narrative networks: Storied approaches in a digital age. doi: http://dx.doi.org/10.4135/9781473910782
Amiri Khorasani, A., & Hedayati, F.(2014). Resistance literature:Definitions and limitations. Journal of Resistance Literature, 6(10), 23-41.
Bickley, L., & Szilagyi, P. G. (2009). Bates guide to physical examination and history taking. Philadelphia: Wolters Kluwer.
Carter, K. (1993) ‘The place of story in the study of teaching and teacher education. Educational Researcher, 22(1): 5–12.
Clandinin, D.J., Connelly F.M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass Publishers.
Connelly, F.M., Clandinin, D.J. (1990) Stories of experience and narrative inquiry.Educational Researcher, 19(5): 2–14.
Craig, C. J. (2007). Story constellations: A narrative approach to contextualizing teachers knowledge of school reform. Teaching and Teacher Education, 23, 173-188.
Ellis, C. (2004). The ethnographic I: A methodological novel about auto-ethnography. Walnut Creek, CA: Alta Mira Press.
Fredricks, L. (2007).A rationale for critical pedagogy in EFL: The case of Tajikistan. Reading Matrix, 7(2), 22-28.
Freire, P., & Macedo, D. (2005). Literacy: Reading the word and the world. London, UK: Routledge.
Gan, Z. (2004). Attitudes and strategies as predictors of self-directed language learning in EFL context. International Journal of Applied Linguistics, 14(3), 389-411.
Ghahremani Ghajar, S., & Poursaduqi, S. (2017). Hidden imposed war: Dezful surrounded by strange words this time. Journal of Language Research,8(21). 115- 131.
Harlow, B. (1987). Resistance literature. New York: Methuen.
Hart, P. (2002). Narrative, knowing, and emerging methodologies in environmental education research: Issues of quality. Canadian Journal of Environmental Education, 7(2), 140-165.
Harter, L.M., &Bochner, P.M. (2009). Healing through stories: A special issue on narrative medicine. Journal of Applied Communication Research, 37(2), 113-117.
Hinkel, E. (Ed.). (2005). Culture in second language teaching and learning. Shanghai, China: Shanghai Foreign Language Education Press.
Holliday, A. (2001). Achieving cultural continuity in curriculum innovation. London: Routledge.
Hyvarinen, M. (2010). Revisiting the narrative turns. Life Writing, 7(1), 69-82.
Jihad. (2018). In Merriam-Webster’s online dictionary. Retrieved from http://www.merriam-webster.com/dictionary/jihad
Johnson, K.E., & Golombek, P.R. (2002). Teachers narrative inquiry as professional development. Cambridge: Cambridge University Press.
Juan, W. (2010). A content analysis of the cultural content in the EFL textbooks. Canadian Social Science, 6(5), 137-144.
Kırkgoz, Y. (2007). Language planning and implementation in Turkish primary schools. Current Issues in Language Planning, 8(2), 174–191.
Kilickaya, F. (2004). Guidelines to evaluate cultural contents in textbooks. The Internet TESL Journal, 10(12),38-48.
Laidlaw, L.(2005). Reinventing curriculum: A complex perspective on literacy and writing. New Jersey: Lawrence Erlbaum Associates, Publishers.
Li, Y. (2018). Becoming educational researchers: Stories of Asian international doctoral students in the united states. (Unpublished doctoral dissertation), University of Houston, Houston.
McCormack, C. (2009). Stories return personal ways of knowing to the professional development of doctoral supervisors. Studies in Continuing Education, 31(2), 141-156.
McLaren, P. (2016). Life in schools: An introduction to criticalpedagogy in the foundations of education. New York: Routledge.
Milosavljevic, N., Vuletic, A., & Jovkovic, L. (2015). Learning medical English: A prerequisite for successful academic and professional education. Language of Medicine, 143(3-4), 237-240.
Navarro, D., & Thornton, K. (2011). Investigating the relationship between belief and action in self-directed language learning. System, 39(3), 290-301.
Norton, B., & Early, M. (2011). Researcher identity, narrative inquiry, and language teaching research. TESOL Quarterly, 45(3),415-439.
Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL Quarterly, 37(4), 589–613.
Oishi, K., Kurisawa, Y., & Kamada, M. (2012). Building conceptual dictionary for providing common knowledge in the integrative narrative generation system. Proceedings of the Annual Meeting of Cognitive Science Society, 34(34), 2126-2131.
Pennycook, A. (2017). The cultural politics of English as an international language. London, UK: Routledge.
Progler, J.Y. (2011). Imperialism in education: Observation on curriculum, institutional, structure, and the use of textbooks. In S. Ghahremani Ghajar. , & S. A. Mirhosseini (Eds.), Confronting academic knowledge (pp. 87-104).Tehran: Iran University Press.
Riessman, Catherine (2005). Narrative, memory & everyday life. Huddersfield: University of Huddersfield.
Ross, A. (2005). Curriculum, construction, and critique. London, UK: Falmer Press.
Sangari, M. (2010). Literature of holy defense.Tehran, Iran: The Foundation of Preservation of Works and Publication of Values Related to Sacred Defense.
Torabi, Z. (2009). Introduction to the world resistance literature. Tehran, Iran: The Foundation of Preservation of Works and Publication of Values Related to Sacred Defense.
Tsui, A. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4),657-680.
Webster, L., & Mertova, P.(2007). Using narrative inquiry as a research method: An introduction to using critical event narrative analysis in research on learning and teaching. New York: Routledge.
Wedell,M. (2003). Giving TESOL change a chance: Supporting key players in the curriculum change process. System, 31,439–456.doi:10.1016/j.system.2003.02.001
Wortham, S. (2003). Curriculum as a resource for the development of social identity. Sociology of Education, 76, 229-247.
Yoder-Wise, P.S., &Kowalski, K. (2003) The power of storytelling. Nursing Outlook, 51, 37–42. | ||
|
آمار تعداد مشاهده مقاله: 472 تعداد دریافت فایل اصل مقاله: 317 |
||
