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- Publisher Website: 10.1080/15348458.2020.1791713
- Scopus: eid_2-s2.0-85089867372
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Article: Bridging Language Education and “New Literacy Studies”: Reinvigorating Courses of General English at an Iranian University
Title | Bridging Language Education and “New Literacy Studies”: Reinvigorating Courses of General English at an Iranian University |
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Authors | |
Keywords | ELT in Iran New Literacy Studies general English language teaching in higher education Iranian universities |
Issue Date | 2020 |
Citation | Journal of Language, Identity and Education, 2020 How to Cite? |
Abstract | This article explores the opportunities and challenges created by teaching a General English (GE) course at an Iranian university based on New Literacy Studies (NLS). Over a whole semester and relying on various types of qualitative data, we examined how NLS-based pedagogy can be received as an alternative to mainstream GE instruction that is mainly based on traditional teaching of skills and components. Several bodies of data were gathered and explored based on a grounded theoretical approach. A thematic structure emerged from data analysis under two themes: Opportunities (comprising Relevance, Non-fragmentation, Discovery, and Assessment) and Challenges (shaped by Preconceptions, Abilities, and Practicalities). Despite its challenges, NLS-based language teaching appeared to provide important possibilities in tackling not only some of the long-held challenges of teaching GE in Iran, but also many of the common language education concerns in contexts where students come from diverse linguistic, educational, and sociocultural backgrounds. |
Persistent Identifier | http://hdl.handle.net/10722/307307 |
ISSN | 2023 Impact Factor: 1.5 2023 SCImago Journal Rankings: 1.094 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Mirhosseini, Seyyed Abdolhamid | - |
dc.contributor.author | Shirazizadeh, Mohsen | - |
dc.contributor.author | Pakizehdel, Houra | - |
dc.date.accessioned | 2021-11-03T06:22:21Z | - |
dc.date.available | 2021-11-03T06:22:21Z | - |
dc.date.issued | 2020 | - |
dc.identifier.citation | Journal of Language, Identity and Education, 2020 | - |
dc.identifier.issn | 1534-8458 | - |
dc.identifier.uri | http://hdl.handle.net/10722/307307 | - |
dc.description.abstract | This article explores the opportunities and challenges created by teaching a General English (GE) course at an Iranian university based on New Literacy Studies (NLS). Over a whole semester and relying on various types of qualitative data, we examined how NLS-based pedagogy can be received as an alternative to mainstream GE instruction that is mainly based on traditional teaching of skills and components. Several bodies of data were gathered and explored based on a grounded theoretical approach. A thematic structure emerged from data analysis under two themes: Opportunities (comprising Relevance, Non-fragmentation, Discovery, and Assessment) and Challenges (shaped by Preconceptions, Abilities, and Practicalities). Despite its challenges, NLS-based language teaching appeared to provide important possibilities in tackling not only some of the long-held challenges of teaching GE in Iran, but also many of the common language education concerns in contexts where students come from diverse linguistic, educational, and sociocultural backgrounds. | - |
dc.language | eng | - |
dc.relation.ispartof | Journal of Language, Identity and Education | - |
dc.subject | ELT in Iran | - |
dc.subject | New Literacy Studies | - |
dc.subject | general English | - |
dc.subject | language teaching in higher education | - |
dc.subject | Iranian universities | - |
dc.title | Bridging Language Education and “New Literacy Studies”: Reinvigorating Courses of General English at an Iranian University | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1080/15348458.2020.1791713 | - |
dc.identifier.scopus | eid_2-s2.0-85089867372 | - |
dc.identifier.eissn | 1532-7701 | - |
dc.identifier.isi | WOS:000562628200001 | - |