Hostname: page-component-cd9895bd7-dk4vv Total loading time: 0 Render date: 2024-12-26T05:04:59.342Z Has data issue: false hasContentIssue false
  • English
  • Français

Selected poster presentations from the American Association of Applied Linguistics conference 2021

Exploring second language learner's academic reading practices

Published online by Cambridge University Press:  02 August 2021

Kailin Liu  and
Julie Choi
Kailin Liu*
Affiliation:
Sunshine College, Melbourne, Australia
Julie Choi
Affiliation:
Melbourne Graduate School of Education, Melbourne, Australia
*
*Corresponding author. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Research in Progress
Information
Language Teaching , Volume 54 , Issue 4 , October 2021 , pp. 570 - 573
Check for updates
Copyright
Copyright © The Author(s), 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

A reproduction of the poster discussed is available in the supplementary material published alongside this article on Cambridge Core.

References

Alexander, R. (2020). A dialogic teaching companion. Routledge.CrossRefGoogle Scholar
Baker, S., Bangeni, B., Burke, R., & Hunma, A. (2019). The invisibility of academic reading as social practice and its implications for equity in higher education: A scoping study. Higher Education Research & Development, 38(1), 142–156. https://dx.doi.org/10.1080/07294360.2018.1540554CrossRefGoogle Scholar
González, N., Moll, L. C., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge.Google Scholar
Kimberley, E., & Thursby, M. (2020). Framing the text: Understanding emotional barriers to academic reading. Journal of University Teaching and Learning Practice, 17(2), 1–12. https://ro.uow.edu.au/jutlp/vol17/iss2/2CrossRefGoogle Scholar
Larson, J., & Marsh, J. (2005). Making literacy real: Theories and practices for learning and teaching. SAGE.Google Scholar
Li, W. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in britain. Journal of Pragmatics, 43(5), 1222–1235. https://dx.doi.org/10.1016/j.pragma.2010.07.035Google Scholar
Newton, J. M., Ferris, D. R., Goh, C. C., Grabe, W., Stoller, F. L., & Vandergrift, L. (2018). Teaching English to second language learners in academic contexts: Reading, writing, listening, and speaking. Routledge.CrossRefGoogle Scholar
Wells, G. (2000). Dialogic inquiry in education: Building on the legacy of vygotsky. In Lee, C. D., & Smagorinsky, P. (Eds.), Vygotskian perspectives on literacy research (pp. 51–85). Cambridge University Press.Google Scholar
Supplementary material: Image

Liu and Choi supplementary material

Liu and Choi supplementary material

Download Liu and Choi supplementary material(Image)
Image 25.1 MB