TRA CỨU
Các bộ sưu tập
Skip Navigation Links.
Thư mục - Vốn tư liệu
Constructing gender identities through responses to female-centered texts

Constructing gender identities through responses to female-centered texts

 Feng-ming, Chi.
 2012
 p. 423-434 English
Ngôn ngữGender identity.Gender in¬quiry.Identity conflict.Recontextualization.Second/foreign language.Female-centered text.
Tác giả CN Feng-ming, Chi.
Nhan đề Constructing gender identities through responses to female-centered texts / Feng-ming Chi
Thông tin xuất bản 2012
Mô tả vật lý p. 423-434
Tóm tắt In recent years, social identity has been recognized as a salient factor in second foreign language learning, since literacy practice is not simply a matter of acquiring pre-given knowledge and sets of strategies, but involves a complex process of negotiating iden-tities, cultures or even power relations. This study reports how a Taiwanese university student, Sue, constructed her gender identities through reading, responding to and talk¬ing about/around female-centered texts. Sue’s reading journal entries were used as key sources for data analysis, while classroom observational notes and oral interviews were applied as supplementary data to verify the data analysis and interpretations. Three approaches, holistic, detailed and selective, were used for data analysis. The findings suggest that alternative perspectives shifted Sue’s reading orientation toward female- centered texts, and in turn broadened her perspectives on gender inquiry. Moreover, multiple literacies served as rich interpretive resources to enhance hex textual com-prehension and interpretation with critical perspectives. By using learning agency and active participation to construct her gender identity, Sue became a thoughtful and crit¬ical reader with regard to gender inquiry. However, when recontextualizing her newly acquired gender identities in a different course, Sue faced social identity conflicts. Some pedagogical implications for classroom practices are also addressed
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do Gender identity.
Từ khóa tự do Gender in¬quiry.
Từ khóa tự do Identity conflict.
Từ khóa tự do Recontextualization.
Từ khóa tự do Second/foreign language.
Từ khóa tự do Female-centered text.
Nguồn trích Language and education- 2012, Vol26, N.5
MARC
Hiển thị đầy đủ trường & trường con
TagGiá trị
00000000nab a2200000 a 4500
00140794
0022
00451356
005202007220912
008160822s2012 | a 000 0 eng d
0091 0
035[ ] |a 1456365639
039[ ] |a 20241208223501 |b idtocn |c 20200722091228 |d huongnt |y 20160822084910 |z khiembt
041[ 0] |a eng
100[ 0] |a Feng-ming, Chi.
245[1 0] |a Constructing gender identities through responses to female-centered texts / |c Feng-ming Chi
260[ ] |c 2012
300[ ] |a p. 423-434
362[ 0] |a Vol. 26 (September 2012)
520[ ] |a In recent years, social identity has been recognized as a salient factor in second foreign language learning, since literacy practice is not simply a matter of acquiring pre-given knowledge and sets of strategies, but involves a complex process of negotiating iden-tities, cultures or even power relations. This study reports how a Taiwanese university student, Sue, constructed her gender identities through reading, responding to and talk¬ing about/around female-centered texts. Sue’s reading journal entries were used as key sources for data analysis, while classroom observational notes and oral interviews were applied as supplementary data to verify the data analysis and interpretations. Three approaches, holistic, detailed and selective, were used for data analysis. The findings suggest that alternative perspectives shifted Sue’s reading orientation toward female- centered texts, and in turn broadened her perspectives on gender inquiry. Moreover, multiple literacies served as rich interpretive resources to enhance hex textual com-prehension and interpretation with critical perspectives. By using learning agency and active participation to construct her gender identity, Sue became a thoughtful and crit¬ical reader with regard to gender inquiry. However, when recontextualizing her newly acquired gender identities in a different course, Sue faced social identity conflicts. Some pedagogical implications for classroom practices are also addressed
650[1 7] |a Ngôn ngữ |2 TVĐHHN.
653[ ] |a Gender identity.
653[ ] |a Gender in¬quiry.
653[ ] |a Identity conflict.
653[ ] |a Recontextualization.
653[ 0] |a Second/foreign language.
653[0 ] |a Female-centered text.
773[ 0] |t Language and education |g 2012, Vol26, N.5
890[ ] |a 0 |b 0 |c 0 |d 0