際際滷shows by User: orangecanton / http://www.slideshare.net/images/logo.gif 際際滷shows by User: orangecanton / Mon, 22 Oct 2018 22:59:28 GMT 際際滷Share feed for 際際滷shows by User: orangecanton International education - Global currency or global citizenship /orangecanton/international-education-global-currency-or-global-citizenship internationaleducation-globalcurrencyorglobalcitizenship-181022225928
New Zealand hosts more than 100,000 international students each year. The value of international education, however, is often about global currency rather than global citizenship. Can we move beyond the economic discourse, and encourage meaningful intercultural relationships between international students and their host community? We can, and we must. Sherrie Lee TheDiasporicAcademic.com]]>
New Zealand hosts more than 100,000 international students each year. The value of international education, however, is often about global currency rather than global citizenship. Can we move beyond the economic discourse, and encourage meaningful intercultural relationships between international students and their host community? We can, and we must. Sherrie Lee TheDiasporicAcademic.com]]> Mon, 22 Oct 2018 22:59:28 GMT /orangecanton/international-education-global-currency-or-global-citizenship orangecanton@slideshare.net(orangecanton) International education - Global currency or global citizenship orangecanton New Zealand hosts more than 100,000 international students each year. The value of international education, however, is often about global currency rather than global citizenship. Can we move beyond the economic discourse, and encourage meaningful intercultural relationships between international students and their host community? We can, and we must. Sherrie Lee TheDiasporicAcademic.com <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/internationaleducation-globalcurrencyorglobalcitizenship-181022225928-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> New Zealand hosts more than 100,000 international students each year. The value of international education, however, is often about global currency rather than global citizenship. Can we move beyond the economic discourse, and encourage meaningful intercultural relationships between international students and their host community? We can, and we must. Sherrie Lee TheDiasporicAcademic.com
International education - Global currency or global citizenship from Sherrie Lee
]]> 1058 4 https://cdn.slidesharecdn.com/ss_thumbnails/internationaleducation-globalcurrencyorglobalcitizenship-181022225928-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Seeking academic help: A case study of peer brokering interactions /slideshow/seeking-academic-help-a-case-study-of-peer-brokering-interactions/83594808 isanapeerbrokeringslee-171207221220
Lee, S. (2017, December). Seeking academic help: A case study of peer brokering interactions. Refereed paper presented at the combined 2017 ISANA/ANZSSA Conference, Gold Coast, Australia. Abstract available from http://www.isana-anzssa.com/2046]]>
Lee, S. (2017, December). Seeking academic help: A case study of peer brokering interactions. Refereed paper presented at the combined 2017 ISANA/ANZSSA Conference, Gold Coast, Australia. Abstract available from http://www.isana-anzssa.com/2046]]> Thu, 07 Dec 2017 22:12:20 GMT /slideshow/seeking-academic-help-a-case-study-of-peer-brokering-interactions/83594808 orangecanton@slideshare.net(orangecanton) Seeking academic help: A case study of peer brokering interactions orangecanton Lee, S. (2017, December). Seeking academic help: A case study of peer brokering interactions. Refereed paper presented at the combined 2017 ISANA/ANZSSA Conference, Gold Coast, Australia. Abstract available from http://www.isana-anzssa.com/2046 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/isanapeerbrokeringslee-171207221220-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Lee, S. (2017, December). Seeking academic help: A case study of peer brokering interactions. Refereed paper presented at the combined 2017 ISANA/ANZSSA Conference, Gold Coast, Australia. Abstract available from http://www.isana-anzssa.com/2046
Seeking academic help: A case study of peer brokering interactions from Sherrie Lee
]]> 1549 5 https://cdn.slidesharecdn.com/ss_thumbnails/isanapeerbrokeringslee-171207221220-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 A Chinese researching other Chinese: Problematizing the bilingual researcher /slideshow/a-chinese-researching-other-chinese-problematizing-the-bilingual-researcher/83594533 nzasiachinese2017slee-171207220737
Lee, S. (2017, November). A Chinese researching other Chinese: Problematizing the bilingual researcher. Paper presented at the New Zealand Asian Studies Society (NZASIA) International Conference, Dunedin, New Zealand. ]]>
Lee, S. (2017, November). A Chinese researching other Chinese: Problematizing the bilingual researcher. Paper presented at the New Zealand Asian Studies Society (NZASIA) International Conference, Dunedin, New Zealand. ]]> Thu, 07 Dec 2017 22:07:37 GMT /slideshow/a-chinese-researching-other-chinese-problematizing-the-bilingual-researcher/83594533 orangecanton@slideshare.net(orangecanton) A Chinese researching other Chinese: Problematizing the bilingual researcher orangecanton Lee, S. (2017, November). A Chinese researching other Chinese: Problematizing the bilingual researcher. Paper presented at the New Zealand Asian Studies Society (NZASIA) International Conference, Dunedin, New Zealand. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/nzasiachinese2017slee-171207220737-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Lee, S. (2017, November). A Chinese researching other Chinese: Problematizing the bilingual researcher. Paper presented at the New Zealand Asian Studies Society (NZASIA) International Conference, Dunedin, New Zealand.
A Chinese researching other Chinese: Problematizing the bilingual researcher from Sherrie Lee
]]> 922 4 https://cdn.slidesharecdn.com/ss_thumbnails/nzasiachinese2017slee-171207220737-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 The promise of diasporic academics: Potential partnerships between the local and global /slideshow/the-promise-of-diasporic-academics-potential-partnerships-between-the-local-and-global/83594034 nzarediasporic2017slee-171207215837
Lee, S. (2017, November). The promise of diasporic academics: Potential partnerships between the local and global. Paper presented at the New Zealand Association for Research in Education Conference (NZARE) Annual Conference, Hamilton, New Zealand. Abstract This presentation considers the promise of diasporic academics from the viewpoint of one who identifies herself as a diasporic academic. Drawing from Wendy Larners (2015) paper, the presentation is a biographical reflection on the benefits and implications of diasporic academics, in particular, international doctoral students, in higher education. Firstly, I will discuss the definition and examples of a diasporic academic, as well as highlight how diasporic academics are positioned as transnational knowledge brokers in advancing universities' internationalisation strategies and policies. I then focus on a particular group of diasporic academics, international doctoral students. I argue that while they are pivotal in advancing internationalisation plans, the ways in which universities engage (or disengage) with them serve to undermine those internationalisation goals. Then I provide a brief outline of my personal background to set the context of my reflections. I will speak from my experiences as a former leader in my universitys Postgraduate Students Association, share about international student engagement in my own faculty, and highlight the tensions arising from university-wide restructuring and significant staff movements. I then offer suggestions how relationships with international doctoral students as diasporic academics can be nurtured in mutually beneficial ways. I conclude that leadership in higher education needs to be cognizant of the potential and challenges of engaging with emerging diasporic academics. After all, diasporic academics are potential partners in growing international networks in an age of academic mobility. Reference Larner, W. (2015). Globalising knowledge networks: Universities, diaspora strategies, and academic intermediaries. Geoforum, 59, 197205. http://doi.org/10.1016/j.geoforum.2014.10.006 Keywords: Diasporic academic, internationalisation, partnership]]>
Lee, S. (2017, November). The promise of diasporic academics: Potential partnerships between the local and global. Paper presented at the New Zealand Association for Research in Education Conference (NZARE) Annual Conference, Hamilton, New Zealand. Abstract This presentation considers the promise of diasporic academics from the viewpoint of one who identifies herself as a diasporic academic. Drawing from Wendy Larners (2015) paper, the presentation is a biographical reflection on the benefits and implications of diasporic academics, in particular, international doctoral students, in higher education. Firstly, I will discuss the definition and examples of a diasporic academic, as well as highlight how diasporic academics are positioned as transnational knowledge brokers in advancing universities' internationalisation strategies and policies. I then focus on a particular group of diasporic academics, international doctoral students. I argue that while they are pivotal in advancing internationalisation plans, the ways in which universities engage (or disengage) with them serve to undermine those internationalisation goals. Then I provide a brief outline of my personal background to set the context of my reflections. I will speak from my experiences as a former leader in my universitys Postgraduate Students Association, share about international student engagement in my own faculty, and highlight the tensions arising from university-wide restructuring and significant staff movements. I then offer suggestions how relationships with international doctoral students as diasporic academics can be nurtured in mutually beneficial ways. I conclude that leadership in higher education needs to be cognizant of the potential and challenges of engaging with emerging diasporic academics. After all, diasporic academics are potential partners in growing international networks in an age of academic mobility. Reference Larner, W. (2015). Globalising knowledge networks: Universities, diaspora strategies, and academic intermediaries. Geoforum, 59, 197205. http://doi.org/10.1016/j.geoforum.2014.10.006 Keywords: Diasporic academic, internationalisation, partnership]]> Thu, 07 Dec 2017 21:58:37 GMT /slideshow/the-promise-of-diasporic-academics-potential-partnerships-between-the-local-and-global/83594034 orangecanton@slideshare.net(orangecanton) The promise of diasporic academics: Potential partnerships between the local and global orangecanton Lee, S. (2017, November). The promise of diasporic academics: Potential partnerships between the local and global. Paper presented at the New Zealand Association for Research in Education Conference (NZARE) Annual Conference, Hamilton, New Zealand. Abstract This presentation considers the promise of diasporic academics from the viewpoint of one who identifies herself as a diasporic academic. Drawing from Wendy Larners (2015) paper, the presentation is a biographical reflection on the benefits and implications of diasporic academics, in particular, international doctoral students, in higher education. Firstly, I will discuss the definition and examples of a diasporic academic, as well as highlight how diasporic academics are positioned as transnational knowledge brokers in advancing universities' internationalisation strategies and policies. I then focus on a particular group of diasporic academics, international doctoral students. I argue that while they are pivotal in advancing internationalisation plans, the ways in which universities engage (or disengage) with them serve to undermine those internationalisation goals. Then I provide a brief outline of my personal background to set the context of my reflections. I will speak from my experiences as a former leader in my universitys Postgraduate Students Association, share about international student engagement in my own faculty, and highlight the tensions arising from university-wide restructuring and significant staff movements. I then offer suggestions how relationships with international doctoral students as diasporic academics can be nurtured in mutually beneficial ways. I conclude that leadership in higher education needs to be cognizant of the potential and challenges of engaging with emerging diasporic academics. After all, diasporic academics are potential partners in growing international networks in an age of academic mobility. Reference Larner, W. (2015). Globalising knowledge networks: Universities, diaspora strategies, and academic intermediaries. Geoforum, 59, 197205. http://doi.org/10.1016/j.geoforum.2014.10.006 Keywords: Diasporic academic, internationalisation, partnership <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/nzarediasporic2017slee-171207215837-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Lee, S. (2017, November). The promise of diasporic academics: Potential partnerships between the local and global. Paper presented at the New Zealand Association for Research in Education Conference (NZARE) Annual Conference, Hamilton, New Zealand. Abstract This presentation considers the promise of diasporic academics from the viewpoint of one who identifies herself as a diasporic academic. Drawing from Wendy Larners (2015) paper, the presentation is a biographical reflection on the benefits and implications of diasporic academics, in particular, international doctoral students, in higher education. Firstly, I will discuss the definition and examples of a diasporic academic, as well as highlight how diasporic academics are positioned as transnational knowledge brokers in advancing universities&#39; internationalisation strategies and policies. I then focus on a particular group of diasporic academics, international doctoral students. I argue that while they are pivotal in advancing internationalisation plans, the ways in which universities engage (or disengage) with them serve to undermine those internationalisation goals. Then I provide a brief outline of my personal background to set the context of my reflections. I will speak from my experiences as a former leader in my universitys Postgraduate Students Association, share about international student engagement in my own faculty, and highlight the tensions arising from university-wide restructuring and significant staff movements. I then offer suggestions how relationships with international doctoral students as diasporic academics can be nurtured in mutually beneficial ways. I conclude that leadership in higher education needs to be cognizant of the potential and challenges of engaging with emerging diasporic academics. After all, diasporic academics are potential partners in growing international networks in an age of academic mobility. Reference Larner, W. (2015). Globalising knowledge networks: Universities, diaspora strategies, and academic intermediaries. Geoforum, 59, 197205. http://doi.org/10.1016/j.geoforum.2014.10.006 Keywords: Diasporic academic, internationalisation, partnership
The promise of diasporic academics: Potential partnerships between the local and global from Sherrie Lee
]]> 1217 4 https://cdn.slidesharecdn.com/ss_thumbnails/nzarediasporic2017slee-171207215837-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Crossing Cultures in Research on International Students /slideshow/crossing-cultures-in-research-on-international-students/76786217 9junesherrieleecrossingcultures-170609034429
Presentation at Toi-Ohomai Institute of Technology (Rotorua, New Zealand) on 9 June 2017. I discuss the implications of cross-cultural research such as translating non-English data and using a reflexive approach to consider how a researchers cultural background influences the research.]]>
Presentation at Toi-Ohomai Institute of Technology (Rotorua, New Zealand) on 9 June 2017. I discuss the implications of cross-cultural research such as translating non-English data and using a reflexive approach to consider how a researchers cultural background influences the research.]]> Fri, 09 Jun 2017 03:44:28 GMT /slideshow/crossing-cultures-in-research-on-international-students/76786217 orangecanton@slideshare.net(orangecanton) Crossing Cultures in Research on International Students orangecanton Presentation at Toi-Ohomai Institute of Technology (Rotorua, New Zealand) on 9 June 2017. I discuss the implications of cross-cultural research such as translating non-English data and using a reflexive approach to consider how a researchers cultural background influences the research. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/9junesherrieleecrossingcultures-170609034429-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Presentation at Toi-Ohomai Institute of Technology (Rotorua, New Zealand) on 9 June 2017. I discuss the implications of cross-cultural research such as translating non-English data and using a reflexive approach to consider how a researchers cultural background influences the research.
Crossing Cultures in Research on International Students from Sherrie Lee
]]> 1427 9 https://cdn.slidesharecdn.com/ss_thumbnails/9junesherrieleecrossingcultures-170609034429-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Using focused ethnography to understand brokering practices among international students /slideshow/using-focused-ethnography-to-understand-brokering-practices-among-international-students/76325006 isana2016leesherrie-170525034604
Brokering practices are help-seeking interactions that bridge gaps in the seekers' knowledge and understanding of new cultural practices thus enabling them to access resources they would find difficult to do so on their own. For EAL (English as an Additional Language) students, these help-seeking interactions may involve getting others to translate, interpret or explain particular aspects of the host academic environment. In this research, focused ethnography (Knoblauch 2005) is used to investigate the nature of brokering practices among ten international EAL tertiary students during their initial academic semester of fifteen weeks. Focused ethnography specifically addresses constraints in the research context (e.g. time and access to informants), as well as capitalizes on technological tools such as digital recording devices. In seeking to understand brokering interactions and relationships students have with their brokers, conventional ethnographic methods were adapted, for example, digital ethnographic methods (Pink et al. 2015) were used instead of participant observation. Digital ethnographic methods allows a large amount of data to be recorded and reviewed, a feature of focused ethnography known as data intensity. While this form of intensity has been argued to compensate for a short period of research activity, this research suggests that another form of intensity relational intensity is just as important in addressing research constraints. Relational intensity refers to the researcher's ongoing responsiveness to the needs of research participants. The paper concludes that future focused ethnographic research should consider both data-related and relational forms of intensity in addressing research constraints. Using focused ethnography to understand brokering practices among international students. Available from: https://www.researchgate.net/publication/312024097_Using_focused_ethnography_to_understand_brokering_practices_among_international_students]]>
Brokering practices are help-seeking interactions that bridge gaps in the seekers' knowledge and understanding of new cultural practices thus enabling them to access resources they would find difficult to do so on their own. For EAL (English as an Additional Language) students, these help-seeking interactions may involve getting others to translate, interpret or explain particular aspects of the host academic environment. In this research, focused ethnography (Knoblauch 2005) is used to investigate the nature of brokering practices among ten international EAL tertiary students during their initial academic semester of fifteen weeks. Focused ethnography specifically addresses constraints in the research context (e.g. time and access to informants), as well as capitalizes on technological tools such as digital recording devices. In seeking to understand brokering interactions and relationships students have with their brokers, conventional ethnographic methods were adapted, for example, digital ethnographic methods (Pink et al. 2015) were used instead of participant observation. Digital ethnographic methods allows a large amount of data to be recorded and reviewed, a feature of focused ethnography known as data intensity. While this form of intensity has been argued to compensate for a short period of research activity, this research suggests that another form of intensity relational intensity is just as important in addressing research constraints. Relational intensity refers to the researcher's ongoing responsiveness to the needs of research participants. The paper concludes that future focused ethnographic research should consider both data-related and relational forms of intensity in addressing research constraints. Using focused ethnography to understand brokering practices among international students. Available from: https://www.researchgate.net/publication/312024097_Using_focused_ethnography_to_understand_brokering_practices_among_international_students]]> Thu, 25 May 2017 03:46:04 GMT /slideshow/using-focused-ethnography-to-understand-brokering-practices-among-international-students/76325006 orangecanton@slideshare.net(orangecanton) Using focused ethnography to understand brokering practices among international students orangecanton Brokering practices are help-seeking interactions that bridge gaps in the seekers' knowledge and understanding of new cultural practices thus enabling them to access resources they would find difficult to do so on their own. For EAL (English as an Additional Language) students, these help-seeking interactions may involve getting others to translate, interpret or explain particular aspects of the host academic environment. In this research, focused ethnography (Knoblauch 2005) is used to investigate the nature of brokering practices among ten international EAL tertiary students during their initial academic semester of fifteen weeks. Focused ethnography specifically addresses constraints in the research context (e.g. time and access to informants), as well as capitalizes on technological tools such as digital recording devices. In seeking to understand brokering interactions and relationships students have with their brokers, conventional ethnographic methods were adapted, for example, digital ethnographic methods (Pink et al. 2015) were used instead of participant observation. Digital ethnographic methods allows a large amount of data to be recorded and reviewed, a feature of focused ethnography known as data intensity. While this form of intensity has been argued to compensate for a short period of research activity, this research suggests that another form of intensity relational intensity is just as important in addressing research constraints. Relational intensity refers to the researcher's ongoing responsiveness to the needs of research participants. The paper concludes that future focused ethnographic research should consider both data-related and relational forms of intensity in addressing research constraints. Using focused ethnography to understand brokering practices among international students. Available from: https://www.researchgate.net/publication/312024097_Using_focused_ethnography_to_understand_brokering_practices_among_international_students <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/isana2016leesherrie-170525034604-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Brokering practices are help-seeking interactions that bridge gaps in the seekers&#39; knowledge and understanding of new cultural practices thus enabling them to access resources they would find difficult to do so on their own. For EAL (English as an Additional Language) students, these help-seeking interactions may involve getting others to translate, interpret or explain particular aspects of the host academic environment. In this research, focused ethnography (Knoblauch 2005) is used to investigate the nature of brokering practices among ten international EAL tertiary students during their initial academic semester of fifteen weeks. Focused ethnography specifically addresses constraints in the research context (e.g. time and access to informants), as well as capitalizes on technological tools such as digital recording devices. In seeking to understand brokering interactions and relationships students have with their brokers, conventional ethnographic methods were adapted, for example, digital ethnographic methods (Pink et al. 2015) were used instead of participant observation. Digital ethnographic methods allows a large amount of data to be recorded and reviewed, a feature of focused ethnography known as data intensity. While this form of intensity has been argued to compensate for a short period of research activity, this research suggests that another form of intensity relational intensity is just as important in addressing research constraints. Relational intensity refers to the researcher&#39;s ongoing responsiveness to the needs of research participants. The paper concludes that future focused ethnographic research should consider both data-related and relational forms of intensity in addressing research constraints. Using focused ethnography to understand brokering practices among international students. Available from: https://www.researchgate.net/publication/312024097_Using_focused_ethnography_to_understand_brokering_practices_among_international_students
Using focused ethnography to understand brokering practices among international students from Sherrie Lee
]]> 792 6 https://cdn.slidesharecdn.com/ss_thumbnails/isana2016leesherrie-170525034604-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Surviving the PhD /slideshow/surviving-the-phd/76238042 survivingphd4may17-170523030033
Uncertainty lurks in all areas of the PhD journey such as interacting with supervisors, establishing yourself as a researcher, and, most importantly, finishing the PhD. I will share how I have navigated obstacles in my PhD journey and reflect on the current challenges that I face in my 3rd year of studies.]]>
Uncertainty lurks in all areas of the PhD journey such as interacting with supervisors, establishing yourself as a researcher, and, most importantly, finishing the PhD. I will share how I have navigated obstacles in my PhD journey and reflect on the current challenges that I face in my 3rd year of studies.]]> Tue, 23 May 2017 03:00:33 GMT /slideshow/surviving-the-phd/76238042 orangecanton@slideshare.net(orangecanton) Surviving the PhD orangecanton Uncertainty lurks in all areas of the PhD journey such as interacting with supervisors, establishing yourself as a researcher, and, most importantly, finishing the PhD. I will share how I have navigated obstacles in my PhD journey and reflect on the current challenges that I face in my 3rd year of studies. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/survivingphd4may17-170523030033-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Uncertainty lurks in all areas of the PhD journey such as interacting with supervisors, establishing yourself as a researcher, and, most importantly, finishing the PhD. I will share how I have navigated obstacles in my PhD journey and reflect on the current challenges that I face in my 3rd year of studies.
Surviving the PhD from Sherrie Lee
]]> 1682 3 https://cdn.slidesharecdn.com/ss_thumbnails/survivingphd4may17-170523030033-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Brokering practices among EAL international students /slideshow/brokering-practices-among-eal-international-students/64103922 clesol2016brokeringacademicliteracies16jul16-160717201718
Academic challenges of international students, particularly those with English as an additional language (EAL), have been mostly researched in the classroom context, with little attention paid to students informal learning practices. My research looks specifically at the brokering practices of EAL tertiary students in their understanding of academic literacy. Brokering refers to how students seek help from their peers about understanding academic knowledge and skills. I conducted semi-structured interviews and observations to find out who students approached for help, aspects of academic literacy they needed help with, and their perceptions of the experience. The research findings suggest that educators need to pay attention to how students seek peer support in academic learning in order to develop more effective ways of supporting students academic literacy needs. This paper was presented at CLESOL 2016 on Saturday 16 July 2016. CLESOL 2016 (Website: http://www.clesol.org.nz) Learners in Context: Bridging the Gaps konga Reo: Aronga puta Thursday 14 Sunday 17 July 2016 The University of Waikato, Hamilton, New Zealand The 15th National Conference for Community Languages and ESOL, brought to you by TESOLANZ (Teachers of English to Speakers of Other Languages Aotearoa New Zealand) and CLANZ (Community Languages Association New Zealand). ]]>
Academic challenges of international students, particularly those with English as an additional language (EAL), have been mostly researched in the classroom context, with little attention paid to students informal learning practices. My research looks specifically at the brokering practices of EAL tertiary students in their understanding of academic literacy. Brokering refers to how students seek help from their peers about understanding academic knowledge and skills. I conducted semi-structured interviews and observations to find out who students approached for help, aspects of academic literacy they needed help with, and their perceptions of the experience. The research findings suggest that educators need to pay attention to how students seek peer support in academic learning in order to develop more effective ways of supporting students academic literacy needs. This paper was presented at CLESOL 2016 on Saturday 16 July 2016. CLESOL 2016 (Website: http://www.clesol.org.nz) Learners in Context: Bridging the Gaps konga Reo: Aronga puta Thursday 14 Sunday 17 July 2016 The University of Waikato, Hamilton, New Zealand The 15th National Conference for Community Languages and ESOL, brought to you by TESOLANZ (Teachers of English to Speakers of Other Languages Aotearoa New Zealand) and CLANZ (Community Languages Association New Zealand). ]]> Sun, 17 Jul 2016 20:17:18 GMT /slideshow/brokering-practices-among-eal-international-students/64103922 orangecanton@slideshare.net(orangecanton) Brokering practices among EAL international students orangecanton Academic challenges of international students, particularly those with English as an additional language (EAL), have been mostly researched in the classroom context, with little attention paid to students informal learning practices. My research looks specifically at the brokering practices of EAL tertiary students in their understanding of academic literacy. Brokering refers to how students seek help from their peers about understanding academic knowledge and skills. I conducted semi-structured interviews and observations to find out who students approached for help, aspects of academic literacy they needed help with, and their perceptions of the experience. The research findings suggest that educators need to pay attention to how students seek peer support in academic learning in order to develop more effective ways of supporting students academic literacy needs. This paper was presented at CLESOL 2016 on Saturday 16 July 2016. CLESOL 2016 (Website: http://www.clesol.org.nz) Learners in Context: Bridging the Gaps konga Reo: Aronga puta Thursday 14 Sunday 17 July 2016 The University of Waikato, Hamilton, New Zealand The 15th National Conference for Community Languages and ESOL, brought to you by TESOLANZ (Teachers of English to Speakers of Other Languages Aotearoa New Zealand) and CLANZ (Community Languages Association New Zealand). <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/clesol2016brokeringacademicliteracies16jul16-160717201718-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Academic challenges of international students, particularly those with English as an additional language (EAL), have been mostly researched in the classroom context, with little attention paid to students informal learning practices. My research looks specifically at the brokering practices of EAL tertiary students in their understanding of academic literacy. Brokering refers to how students seek help from their peers about understanding academic knowledge and skills. I conducted semi-structured interviews and observations to find out who students approached for help, aspects of academic literacy they needed help with, and their perceptions of the experience. The research findings suggest that educators need to pay attention to how students seek peer support in academic learning in order to develop more effective ways of supporting students academic literacy needs. This paper was presented at CLESOL 2016 on Saturday 16 July 2016. CLESOL 2016 (Website: http://www.clesol.org.nz) Learners in Context: Bridging the Gaps konga Reo: Aronga puta Thursday 14 Sunday 17 July 2016 The University of Waikato, Hamilton, New Zealand The 15th National Conference for Community Languages and ESOL, brought to you by TESOLANZ (Teachers of English to Speakers of Other Languages Aotearoa New Zealand) and CLANZ (Community Languages Association New Zealand).
Brokering practices among EAL international students from Sherrie Lee
]]> 1389 7 https://cdn.slidesharecdn.com/ss_thumbnails/clesol2016brokeringacademicliteracies16jul16-160717201718-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Brokering: A sensitising concept for understanding learning /slideshow/brokering-a-sensitising-concept-for-understanding-learning/56615534 sherrieleedoctoralsymposium24nov-160103025422
Brokering occurs when an intermediary, the broker, assists in the transfer or exchange of goods, services, information, opportunities and/or knowledge, where the recipients of such assistance would have had difficulty deriving the benefits of this exchange otherwise. In the context of EAL (English as an additional language) international students at a university, brokering can be understood as receiving informal assistance with understanding unfamiliar texts, interactions, artefacts, and social and cultural practices encountered in the context of the host academic community. I explore the concept of brokering as facilitating learning, drawing on the various ways brokering has been used in both educational and non-educational contexts, that is, understanding brokering as a social phenomenon in communities, as knowledge transfer, and as mediating the translation of linguistic and/or cultural aspects of a new culture. These different applications of brokering contribute to an understanding of brokering as a sensitizing concept. Approaching brokering as a sensitizing concept allows alternative ways of viewing academic learning interactions among students, instead of viewing the phenomenon as having fixed features. Presentation at the 2015 Te Kura Toi Tangata Faculty of Education Doctoral Symposium (Hamilton, New Zealand) on 24 November 2015. DOI: 10.13140/RG.2.1.1236.6324]]>
Brokering occurs when an intermediary, the broker, assists in the transfer or exchange of goods, services, information, opportunities and/or knowledge, where the recipients of such assistance would have had difficulty deriving the benefits of this exchange otherwise. In the context of EAL (English as an additional language) international students at a university, brokering can be understood as receiving informal assistance with understanding unfamiliar texts, interactions, artefacts, and social and cultural practices encountered in the context of the host academic community. I explore the concept of brokering as facilitating learning, drawing on the various ways brokering has been used in both educational and non-educational contexts, that is, understanding brokering as a social phenomenon in communities, as knowledge transfer, and as mediating the translation of linguistic and/or cultural aspects of a new culture. These different applications of brokering contribute to an understanding of brokering as a sensitizing concept. Approaching brokering as a sensitizing concept allows alternative ways of viewing academic learning interactions among students, instead of viewing the phenomenon as having fixed features. Presentation at the 2015 Te Kura Toi Tangata Faculty of Education Doctoral Symposium (Hamilton, New Zealand) on 24 November 2015. DOI: 10.13140/RG.2.1.1236.6324]]> Sun, 03 Jan 2016 02:54:22 GMT /slideshow/brokering-a-sensitising-concept-for-understanding-learning/56615534 orangecanton@slideshare.net(orangecanton) Brokering: A sensitising concept for understanding learning orangecanton Brokering occurs when an intermediary, the broker, assists in the transfer or exchange of goods, services, information, opportunities and/or knowledge, where the recipients of such assistance would have had difficulty deriving the benefits of this exchange otherwise. In the context of EAL (English as an additional language) international students at a university, brokering can be understood as receiving informal assistance with understanding unfamiliar texts, interactions, artefacts, and social and cultural practices encountered in the context of the host academic community. I explore the concept of brokering as facilitating learning, drawing on the various ways brokering has been used in both educational and non-educational contexts, that is, understanding brokering as a social phenomenon in communities, as knowledge transfer, and as mediating the translation of linguistic and/or cultural aspects of a new culture. These different applications of brokering contribute to an understanding of brokering as a sensitizing concept. Approaching brokering as a sensitizing concept allows alternative ways of viewing academic learning interactions among students, instead of viewing the phenomenon as having fixed features. Presentation at the 2015 Te Kura Toi Tangata Faculty of Education Doctoral Symposium (Hamilton, New Zealand) on 24 November 2015. DOI: 10.13140/RG.2.1.1236.6324 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/sherrieleedoctoralsymposium24nov-160103025422-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Brokering occurs when an intermediary, the broker, assists in the transfer or exchange of goods, services, information, opportunities and/or knowledge, where the recipients of such assistance would have had difficulty deriving the benefits of this exchange otherwise. In the context of EAL (English as an additional language) international students at a university, brokering can be understood as receiving informal assistance with understanding unfamiliar texts, interactions, artefacts, and social and cultural practices encountered in the context of the host academic community. I explore the concept of brokering as facilitating learning, drawing on the various ways brokering has been used in both educational and non-educational contexts, that is, understanding brokering as a social phenomenon in communities, as knowledge transfer, and as mediating the translation of linguistic and/or cultural aspects of a new culture. These different applications of brokering contribute to an understanding of brokering as a sensitizing concept. Approaching brokering as a sensitizing concept allows alternative ways of viewing academic learning interactions among students, instead of viewing the phenomenon as having fixed features. Presentation at the 2015 Te Kura Toi Tangata Faculty of Education Doctoral Symposium (Hamilton, New Zealand) on 24 November 2015. DOI: 10.13140/RG.2.1.1236.6324
Brokering: A sensitising concept for understanding learning from Sherrie Lee
]]> 1447 8 https://cdn.slidesharecdn.com/ss_thumbnails/sherrieleedoctoralsymposium24nov-160103025422-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Constructivism constructionism confusion /slideshow/constructivism-constructionism-confusion/56615504 constructivismconstructionismconfusion-160103025202
A brief exploration of the different understandings of the terms 'constructivism' and 'constructionism'.]]>
A brief exploration of the different understandings of the terms 'constructivism' and 'constructionism'.]]> Sun, 03 Jan 2016 02:52:02 GMT /slideshow/constructivism-constructionism-confusion/56615504 orangecanton@slideshare.net(orangecanton) Constructivism constructionism confusion orangecanton A brief exploration of the different understandings of the terms 'constructivism' and 'constructionism'. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/constructivismconstructionismconfusion-160103025202-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> A brief exploration of the different understandings of the terms &#39;constructivism&#39; and &#39;constructionism&#39;.
Constructivism constructionism confusion from Sherrie Lee
]]> 5132 9 https://cdn.slidesharecdn.com/ss_thumbnails/constructivismconstructionismconfusion-160103025202-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Student Motivation - A personal reflection /slideshow/student-motivation-a-personal-reflection/38115048 studentmotivation-apersonalreflection-140818214817-phpapp01
A personal reflection on what student motivation is all about.]]>
A personal reflection on what student motivation is all about.]]> Mon, 18 Aug 2014 21:48:17 GMT /slideshow/student-motivation-a-personal-reflection/38115048 orangecanton@slideshare.net(orangecanton) Student Motivation - A personal reflection orangecanton A personal reflection on what student motivation is all about. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/studentmotivation-apersonalreflection-140818214817-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> A personal reflection on what student motivation is all about.
Student Motivation - A personal reflection from Sherrie Lee
]]> 3556 4 https://cdn.slidesharecdn.com/ss_thumbnails/studentmotivation-apersonalreflection-140818214817-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Using Images from the Web by Sherrie Lee /orangecanton/using-images-from-the-web-by-sherrie-lee-34927349 usingimagesfromthewebbysherrielee-140520194232-phpapp02
A short presentation on how to find images legitimately for free. Learn about the differences between public domain images, stock photography and creative commons images. Originally available as a Google Presentation: https://docs.google.com/presentation/d/1CbZ79D0bKmCRpnWgGmNelvMYUxFp7rQfA2pbjkQ12AI/edit?usp=sharing ]]>
A short presentation on how to find images legitimately for free. Learn about the differences between public domain images, stock photography and creative commons images. Originally available as a Google Presentation: https://docs.google.com/presentation/d/1CbZ79D0bKmCRpnWgGmNelvMYUxFp7rQfA2pbjkQ12AI/edit?usp=sharing ]]> Tue, 20 May 2014 19:42:32 GMT /orangecanton/using-images-from-the-web-by-sherrie-lee-34927349 orangecanton@slideshare.net(orangecanton) Using Images from the Web by Sherrie Lee orangecanton A short presentation on how to find images legitimately for free. Learn about the differences between public domain images, stock photography and creative commons images. Originally available as a Google Presentation: https://docs.google.com/presentation/d/1CbZ79D0bKmCRpnWgGmNelvMYUxFp7rQfA2pbjkQ12AI/edit?usp=sharing <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/usingimagesfromthewebbysherrielee-140520194232-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> A short presentation on how to find images legitimately for free. Learn about the differences between public domain images, stock photography and creative commons images. Originally available as a Google Presentation: https://docs.google.com/presentation/d/1CbZ79D0bKmCRpnWgGmNelvMYUxFp7rQfA2pbjkQ12AI/edit?usp=sharing
Using Images from the Web by Sherrie Lee from Sherrie Lee
]]> 1721 5 https://cdn.slidesharecdn.com/ss_thumbnails/usingimagesfromthewebbysherrielee-140520194232-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Report Writing - Executive Summary and other sections /slideshow/report-writing-executive-summary-and-other-sections/28144687 reportwritingexecutivesummaryothers-131112010034-phpapp02
Step-by-step guide on how to write the Executive Summary and other sections of the report.]]>
Step-by-step guide on how to write the Executive Summary and other sections of the report.]]> Tue, 12 Nov 2013 01:00:34 GMT /slideshow/report-writing-executive-summary-and-other-sections/28144687 orangecanton@slideshare.net(orangecanton) Report Writing - Executive Summary and other sections orangecanton Step-by-step guide on how to write the Executive Summary and other sections of the report. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/reportwritingexecutivesummaryothers-131112010034-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Step-by-step guide on how to write the Executive Summary and other sections of the report.
Report Writing - Executive Summary and other sections from Sherrie Lee
]]> 12792 8 https://cdn.slidesharecdn.com/ss_thumbnails/reportwritingexecutivesummaryothers-131112010034-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Report Writing - Conclusions & Recommendations sections /slideshow/report-writing-conclusions-recommendations-sections/28144452 reportwritingconclusionsrecommendations-131112005158-phpapp01
Step-by-step guide on how to write the Conclusions and Recommendations sections of a report.]]>
Step-by-step guide on how to write the Conclusions and Recommendations sections of a report.]]> Tue, 12 Nov 2013 00:51:58 GMT /slideshow/report-writing-conclusions-recommendations-sections/28144452 orangecanton@slideshare.net(orangecanton) Report Writing - Conclusions & Recommendations sections orangecanton Step-by-step guide on how to write the Conclusions and Recommendations sections of a report. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/reportwritingconclusionsrecommendations-131112005158-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Step-by-step guide on how to write the Conclusions and Recommendations sections of a report.
Report Writing - Conclusions & Recommendations sections from Sherrie Lee
]]> 441020 52 https://cdn.slidesharecdn.com/ss_thumbnails/reportwritingconclusionsrecommendations-131112005158-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Report Writing - Findings section /slideshow/report-writing-findings-section/28144387 reportwritingfindings-131112004922-phpapp02
Step-by-step guide on how to write the Findings section of a report.]]>
Step-by-step guide on how to write the Findings section of a report.]]> Tue, 12 Nov 2013 00:49:22 GMT /slideshow/report-writing-findings-section/28144387 orangecanton@slideshare.net(orangecanton) Report Writing - Findings section orangecanton Step-by-step guide on how to write the Findings section of a report. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/reportwritingfindings-131112004922-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Step-by-step guide on how to write the Findings section of a report.
Report Writing - Findings section from Sherrie Lee
]]> 59963 23 https://cdn.slidesharecdn.com/ss_thumbnails/reportwritingfindings-131112004922-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Report Writing - Questionnaire /slideshow/report-writing-questionnaire/28144283 reportwritingquestionnaire-131112004504-phpapp01
Step-by-step guide on how to design a questionnaire for your report.]]>
Step-by-step guide on how to design a questionnaire for your report.]]> Tue, 12 Nov 2013 00:45:03 GMT /slideshow/report-writing-questionnaire/28144283 orangecanton@slideshare.net(orangecanton) Report Writing - Questionnaire orangecanton Step-by-step guide on how to design a questionnaire for your report. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/reportwritingquestionnaire-131112004504-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Step-by-step guide on how to design a questionnaire for your report.
Report Writing - Questionnaire from Sherrie Lee
]]> 17483 9 https://cdn.slidesharecdn.com/ss_thumbnails/reportwritingquestionnaire-131112004504-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Report Writing - Introduction section /slideshow/report-writing-introduction/28144158 reportwritingintroduction-131112004007-phpapp01
Step-by-step guide on how to write the introduction section of a report.]]>
Step-by-step guide on how to write the introduction section of a report.]]> Tue, 12 Nov 2013 00:40:07 GMT /slideshow/report-writing-introduction/28144158 orangecanton@slideshare.net(orangecanton) Report Writing - Introduction section orangecanton Step-by-step guide on how to write the introduction section of a report. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/reportwritingintroduction-131112004007-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Step-by-step guide on how to write the introduction section of a report.
Report Writing - Introduction section from Sherrie Lee
]]> 768985 70 https://cdn.slidesharecdn.com/ss_thumbnails/reportwritingintroduction-131112004007-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Me and those English-speaking Elites: Uncovering the Identity of One ELL in Singapore /slideshow/identity-of-a-minority-ell-in-singapore-10-sep2013/25809027 identityofaminorityellinsingapore-10sep2013-130902024652-phpapp01
A presentation at the 2013 Joint SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference on 10 September 2013. Me and those English-speaking elites: Uncovering the identity of one minority ELL in Singapore The minority English language learner (ELL) in Singapore is one who does not have English as a home language nor considers English as ones first language even though Singapores education system and virtually every aspect of civic life uses and promotes English as a first and official language. Using the narrative inquiry method, I explore one minority ELLs (Rachel) past and present schooling experiences in learning English. Through the lens of primary and secondary Discourses (Gee, 2012), I examine how social relationships and investment (Norton Peirce, 1995; Norton, 2000) have contributed to Rachels identity as an ELL. In her foundational school years, Rachels English language learning experiences were marked by judgment and humiliation. While her secondary school experience saw more positive experiences through safe houses such as the school band, the fear of using English among English-proficient users remained. At the post-secondary level, Rachel was motivated to improve her English through cumulative successes and a desire for school success. Coming from a working-class background, Rachels investment in learning English increased as she saw herself as a future financial provider for her family. Nonetheless, Rachels identity as an ELL and the process of gaining cultural capital continue to be at odds with her primary Discourse as a predominantly Mandarin-speaker. The implications of this research include encouraging similar ELLs to tap on positive identities for language learning, as well as helping them come to terms with tensions between their primary Discourse and the secondary Discourse of school. References Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourse (4th ed.). Oxford: Routledge. Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 931. Norton, B. (2000). Fact and fiction in language learning. Identity and language learning: Gender, ethnicity and educational change (pp. 119). London: Longman/Pearson Education.]]>
A presentation at the 2013 Joint SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference on 10 September 2013. Me and those English-speaking elites: Uncovering the identity of one minority ELL in Singapore The minority English language learner (ELL) in Singapore is one who does not have English as a home language nor considers English as ones first language even though Singapores education system and virtually every aspect of civic life uses and promotes English as a first and official language. Using the narrative inquiry method, I explore one minority ELLs (Rachel) past and present schooling experiences in learning English. Through the lens of primary and secondary Discourses (Gee, 2012), I examine how social relationships and investment (Norton Peirce, 1995; Norton, 2000) have contributed to Rachels identity as an ELL. In her foundational school years, Rachels English language learning experiences were marked by judgment and humiliation. While her secondary school experience saw more positive experiences through safe houses such as the school band, the fear of using English among English-proficient users remained. At the post-secondary level, Rachel was motivated to improve her English through cumulative successes and a desire for school success. Coming from a working-class background, Rachels investment in learning English increased as she saw herself as a future financial provider for her family. Nonetheless, Rachels identity as an ELL and the process of gaining cultural capital continue to be at odds with her primary Discourse as a predominantly Mandarin-speaker. The implications of this research include encouraging similar ELLs to tap on positive identities for language learning, as well as helping them come to terms with tensions between their primary Discourse and the secondary Discourse of school. References Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourse (4th ed.). Oxford: Routledge. Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 931. Norton, B. (2000). Fact and fiction in language learning. Identity and language learning: Gender, ethnicity and educational change (pp. 119). London: Longman/Pearson Education.]]> Mon, 02 Sep 2013 02:46:52 GMT /slideshow/identity-of-a-minority-ell-in-singapore-10-sep2013/25809027 orangecanton@slideshare.net(orangecanton) Me and those English-speaking Elites: Uncovering the Identity of One ELL in Singapore orangecanton A presentation at the 2013 Joint SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference on 10 September 2013. Me and those English-speaking elites: Uncovering the identity of one minority ELL in Singapore The minority English language learner (ELL) in Singapore is one who does not have English as a home language nor considers English as ones first language even though Singapores education system and virtually every aspect of civic life uses and promotes English as a first and official language. Using the narrative inquiry method, I explore one minority ELLs (Rachel) past and present schooling experiences in learning English. Through the lens of primary and secondary Discourses (Gee, 2012), I examine how social relationships and investment (Norton Peirce, 1995; Norton, 2000) have contributed to Rachels identity as an ELL. In her foundational school years, Rachels English language learning experiences were marked by judgment and humiliation. While her secondary school experience saw more positive experiences through safe houses such as the school band, the fear of using English among English-proficient users remained. At the post-secondary level, Rachel was motivated to improve her English through cumulative successes and a desire for school success. Coming from a working-class background, Rachels investment in learning English increased as she saw herself as a future financial provider for her family. Nonetheless, Rachels identity as an ELL and the process of gaining cultural capital continue to be at odds with her primary Discourse as a predominantly Mandarin-speaker. The implications of this research include encouraging similar ELLs to tap on positive identities for language learning, as well as helping them come to terms with tensions between their primary Discourse and the secondary Discourse of school. References Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourse (4th ed.). Oxford: Routledge. Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 931. Norton, B. (2000). Fact and fiction in language learning. Identity and language learning: Gender, ethnicity and educational change (pp. 119). London: Longman/Pearson Education. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/identityofaminorityellinsingapore-10sep2013-130902024652-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> A presentation at the 2013 Joint SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference on 10 September 2013. Me and those English-speaking elites: Uncovering the identity of one minority ELL in Singapore The minority English language learner (ELL) in Singapore is one who does not have English as a home language nor considers English as ones first language even though Singapores education system and virtually every aspect of civic life uses and promotes English as a first and official language. Using the narrative inquiry method, I explore one minority ELLs (Rachel) past and present schooling experiences in learning English. Through the lens of primary and secondary Discourses (Gee, 2012), I examine how social relationships and investment (Norton Peirce, 1995; Norton, 2000) have contributed to Rachels identity as an ELL. In her foundational school years, Rachels English language learning experiences were marked by judgment and humiliation. While her secondary school experience saw more positive experiences through safe houses such as the school band, the fear of using English among English-proficient users remained. At the post-secondary level, Rachel was motivated to improve her English through cumulative successes and a desire for school success. Coming from a working-class background, Rachels investment in learning English increased as she saw herself as a future financial provider for her family. Nonetheless, Rachels identity as an ELL and the process of gaining cultural capital continue to be at odds with her primary Discourse as a predominantly Mandarin-speaker. The implications of this research include encouraging similar ELLs to tap on positive identities for language learning, as well as helping them come to terms with tensions between their primary Discourse and the secondary Discourse of school. References Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourse (4th ed.). Oxford: Routledge. Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 931. Norton, B. (2000). Fact and fiction in language learning. Identity and language learning: Gender, ethnicity and educational change (pp. 119). London: Longman/Pearson Education.
Me and those English-speaking Elites: Uncovering the Identity of One ELL in Singapore from Sherrie Lee
]]> 3759 9 https://cdn.slidesharecdn.com/ss_thumbnails/identityofaminorityellinsingapore-10sep2013-130902024652-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Language of Social Media /slideshow/language-of-social-media/24523650 langugeofsocialmedia-july2013-slideshare-130722234841-phpapp01
Discover the language of social media through the lens of Twitter.]]>
Discover the language of social media through the lens of Twitter.]]> Mon, 22 Jul 2013 23:48:41 GMT /slideshow/language-of-social-media/24523650 orangecanton@slideshare.net(orangecanton) Language of Social Media orangecanton Discover the language of social media through the lens of Twitter. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/langugeofsocialmedia-july2013-slideshare-130722234841-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Discover the language of social media through the lens of Twitter.
Language of Social Media from Sherrie Lee
]]> 6115 12 https://cdn.slidesharecdn.com/ss_thumbnails/langugeofsocialmedia-july2013-slideshare-130722234841-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 ESL Textbook Review /slideshow/esl-textbook-review/22920472 esltextbookreviewsherrielee-130613083909-phpapp01
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ESL Textbook Review from Sherrie Lee
]]> 2337 10 https://cdn.slidesharecdn.com/ss_thumbnails/esltextbookreviewsherrielee-130613083909-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-orangecanton-48x48.jpg?cb=1717723927 thediasporicacademic.com https://cdn.slidesharecdn.com/ss_thumbnails/internationaleducation-globalcurrencyorglobalcitizenship-181022225928-thumbnail.jpg?width=320&height=320&fit=bounds orangecanton/international-education-global-currency-or-global-citizenship International educatio... https://cdn.slidesharecdn.com/ss_thumbnails/isanapeerbrokeringslee-171207221220-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/seeking-academic-help-a-case-study-of-peer-brokering-interactions/83594808 Seeking academic help:... https://cdn.slidesharecdn.com/ss_thumbnails/nzasiachinese2017slee-171207220737-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/a-chinese-researching-other-chinese-problematizing-the-bilingual-researcher/83594533 A Chinese researching ...