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CLER Conversation - Understanding tertiary EFL teacher learning & identity development: A cultural-historical activity theory perspective

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Please click here to register Although current scholarship has conducted much research on teacher learning and teacher identity respectively, there are limited empirical studies examining the combination of these two constructs. This study, drawing upon cultural-historical activity theory, aims at exploring two tertiary EFL teachers’ specific learning processes and how they develop their identities through learning. Data...

CLER Conversation: Demystifying the Predictive Power of IELTS Scores - The predictive power of IELTS scores for postgraduate (PGT) academic achievement is an ongoing debate among practitioners and researchers

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Please click here to register (informing Louise Williams-Lewis of any dietary or access requirements) Few studies have investigated how the predictive power of IELTS scores for academic outcomes could be affected by subject tutors’ expectations of disciplinary writing and the provision of language and learning support for PGTs. Consequently, few attempts have been made to bridge these dimensions to...

CLER Conversation: Encountering the Other in Places of Stigma - Extending the Boundaries of Collaborative Language Education Research

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"What is the possibility of encountering our neighbours in places that are historically, spatially, and morally configured to avoid them? And what, if anything, can language education research do to inhabit such a possibility?" In this CLER Conversation, we share our experience and outcomes of collaborative working to explore this question. The project was supported...

CLER conversation: Translanguaging for Transformative Learning: Teachers' Stance in a Migration Context in Southern Brazil

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Translanguaging for Transformative Learning: Teachers’ Stance in a Migration Context in Southern Brazil - Anamaria Welp, PhD, Universidade Federal do Rio Grande do Sul Please click here to register for this CLER Conversation.   Abstract: Translanguaging theory offers a fresh perspective on language education by prioritizing students and their language repertoires, aiming for social justice and transformative education...