关键词： Corpus linguistics   Academic writing   Lexical bundles   Multi-word constructions   Academic formulas   Formulaic sequences  

摘要： This paper looks at how phrases are conceptualized in English for Academic Purposes (EAP) research and practice. It presents examples of phrases identified in academic discourse by EAP researchers, and compares these with examples of the phrases taught in EAP writing course books. The paper highlights the ways in which the forms and functions of phrases recommended for teaching by EAP researchers are different from the forms and functions recommended for teaching in EAP writing materials. This paper illustrates this apparent divergence between EAP research and practice through reviewing the concept of `function' as applied to phrases in both academic discourse research and EAP pedagogy. It then compares the forms and functions categories for six sets of phrases: two produced by researchers and intended for pedagogy, and four found in teaching materials. The paper suggests that, in this area of EAP at least, Halliday's work is more directly influential on current research than on current practice, and that EAP phraseology is one area where the growing gap between EAP research and practice can in future be quantified. (C) 2019 The Author. Published by Elsevier Ltd.

关键词： 3D model of literacy   affective flows   assessment   Multimodality   resettlement   translanguaging  

摘要： In this article, we present a research study with a group of newcomer and refugee learners who have resettled in the Niagara region in Canada to create new lives. Over the course of four months, we came to know the stories of fifteen adult language learners, and we witnessed their steady induction, acceptance and enjoyment of multimodal activities. Combining the notions of translanguaging and affective flows with multimodal assessment, we draw out artifactual and interview data to illuminate ways of reframing assessment making it more meaningful and agentive. We push for broader perspectives of language education and a reconceptualization of ways to teach and assess English language learners. [ABSTRACT FROM AUTHOR]

摘要： An audience response system (ARS) is an excellent tool for improving interactive learning in radiology residents. Traditional ARSs have long allowed text-based interactions between teacher and students. However, little attention has been given to techniques which allow students in large groups to interact directly with an image. Fortunately, a growing number of ARSs are beginning to add this ability. However, it is not the technology but the pedagogy that matters the most. The purpose of this article is to review those ARSs, and to present an array of pedagogical techniques that can take advantage of this technology. (c) 2019 Elsevier Inc. All rights reserved.

关键词： Gothic   Historical fiction   Imperialism   Postcolonial writing   Cosmopolitanism   Education  

摘要： This paper reads the U.K. Government's "fundamental British values" project alongside two children's Gothic novels, Coram Boy (2000) by Jamila Gavin and City of Ghosts (2009) by Bali Rai. In 2011 the U.K. Government outlined what it described as "fundamental British values" (FBV), making it a requirement for U.K. schools to promote these values. Many critics have shown that the root of FBV lies in Islamophobia and imperialist nostalgia and suggested that the promotion of "British" values in school will exclude minority groups already under siege from racist elements in contemporary Britain. Other critics argue that the promotion of FBV reduces opportunities to explore issues of belonging, belief, and nationhood in the classroom. This article argues that the Gothic fictions of Jamila Gavin and Bali Rai offer a space in which to critically examine British history (and so, its values) in a way that is acutely relevant to these education contexts. Coram Boy and City of Ghosts use the Gothic to interrogate aspects of British history elided by the FBV project. That is, they point to Britain's imperial and colonial history and offer a rejoinder to the Government's insistence that "British Values" equate to democracy, respect for the rule of law and mutual respect and tolerance of those from different faiths and religions. Furthermore, Gavin's and Rai's use of the Gothic creates a space in which the ambiguities and contradictions inherent in FBV can be explored. However, their "gothicized" histories of Britain do not render the idea of shared values invalid. The diversity and interconnectedness of the characters offer an alternative version of identity to the patronising and arrogant FBV project, which is aimed at promoting a national identity based on sameness and assimilation. Rai and Gavin look to Britain's past through the lens of the Gothic not only to refute nationalism and racism, but also to offer a productive alternative that gestures towards a more cosmopolitan vi

关键词： Academic and learning analytics   Access   Learning management systems   Student privacy   Writing pedagogy  

摘要： Amid the burgeoning interest in and use of academic and learning analytics through learning management systems (LMS), the implications of big data and their uses should be central to computers and writing scholarship. In this case study we describe the UMN Canvas LMS experience in such as way so that writing instructors might become more familiar with levels of access to academic and learning analytics, more acquainted with the analytical capabilities in LMSs, and more mindful of implications of learning analytics stemming from LMS use in writing pedagogy. We provide a historical account on the development and infusion of LMS in writing pedagogy and demonstrate how these systems are affecting the way computers and composition scholars consider writing instruction and assessment. We then respond critically to the collection of data drawn from the authors’ use of these systems in on-campus and online teaching. We conclude with implications for writing pedagogy along with a matrix for addressing ethical concerns. © 2020 Elsevier Inc.

关键词： Technology pedagogy   Social cognitive theory   Self-efficacy   Career-change teachers   Technology beliefs   Technology integration  

摘要： Career-change pre-service teachers appear to offer more to teaching due to the knowledge, experiences and mindset garnered from previous vocations. How these experiences contribute to this cohort's technology pedagogy is not well understood. This explanatory case study applied a social cognitive lens to investigate how incumbent technological capabilities, teacher-training and Professional (field) Experience affect career-change pre-service teachers technology integration beliefs and practice. Narratives from semi-structured interviews with 19 career-change pre-service teachers enrolled in graduate-entry teacher-training courses at an Australian university were analysed using a hybrid of deductive and inductive thematic approaches. Technology confidence was linked to previous technological mastery, with associations between curriculum and occupation-specific technology apparent. Past experiences fostered resilience and self-regulation, facilitating second-order control supporting technology integration during Professional Experience. Transmission-oriented pedagogy was buoyed by preconceived beliefs, content knowledge insecurities, and limited mastery and modelling of effective technology during teacher-training. The findings from this study highlight the current deficiencies in graduate-entry teacher education programs from a technological and pedagogical perspective.

关键词： Community-engaged service-learning (CESL)   queer theory   subjectless queer critique   pedagogy   disappointment   de-idealization  

摘要： Increasingly popular in the neoliberal university, community-engaged service-learning (CESL) courses offer rich yet contradictory opportunities for LGBTQ studies students to synthesize queer critiques of community and identity with experiences in LGBTQ communities. Much CESL scholarship has focused on the tensions between benefits to community and to students, prioritizing either radical social change or student satisfaction. Beside such debates, I propose the queer ethical, pedagogical, and political value of disappointment in the tedium and contradictions of community itself. Such queer disappointment, I contend, might enable students to cultivate the emotional and critical capacities to engage in community work on sustainable, dedramatized, and unentitled terms.

关键词： Peer feedback practice   academic discourse community   postgraduate pedagogy  

摘要： While recent research has highlighted the increasing importance of peer feedback as a supplementary pedagogy to supervision in higher education academic contexts, little is known regarding whether and how peer feedback can induct research students into the academic discourse community. Underpinned by the academic discourse community theory, this case study explores seven postgraduate students' peer feedback practice and its effect on the revision of master thesis drafts. It examines data collected from multiple sources, including master students' drafts of theses, peer written feedback, audio recordings of oral peer feedback conferences and students' final theses. It was found that although different feedback providers used different types of feedback, feedback given in different languages and by different strategies to negotiate with the feedback receivers, peer feedback played an effective role in socialising Master's students into the academic discourse community where grasping the gist of academic writing constitutes a significant part in higher education.

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