Browse By Person: Kettle, Margaret
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Number of items: 16.
Kettle, Margaret A. (1996) Teaching grammar: Rethinking the approach. TESOL in Context, 6(1), pp. 13-19.
Kettle, Margaret A. (2000) Teaching English as discourse: A challenge for the ELICOS classroom. EA Journal, 17(2), pp. 66-77.
Kettle, Margaret A. (2004) Agency as Discursive Practice: Taking Up a Position as an International Student. In Vadeboncoeur, Jennifer & Jervis-Tracey, Paula (Eds.) Crossing boundaries: Perspectives across paradigms in educational research. Australian Academic Press, Brisbane, pp. 89-113.
Kettle, Margaret A. (2005) Critical Discourse Analysis and hybrid texts: Analysing English as a Second Language (ESL). Melbourne Studies in Education, 46(2), pp. 87-105.
Kettle, Margaret A. (2005) Agency as discursive practice: From 'nobody' to 'somebody’'as an international student in Australia. Asia Pacific Journal of Education, 25(1), pp. 45-60.
Kettle, Margaret A. (2008) Teaching grammar: rethinking the approach. In Gaudart, Hyacinth (Ed.) Teaching of Grammar. MELTA , Sasbadi-Malaysian English Language Teaching Association, Malaya, pp. 175-190.
Doherty, Catherine A., Kettle, Margaret A., May, Lynette A., & Caukill, Emma (2011) Talking the talk : oracy demands in first year university assessment tasks. Assessment in Education, 18(1), pp. 27-39.
Kettle, Margaret A. (2011) Academic practice as explanatory framework : reconceptualising international student academic engagement and university teaching. Discourse : Studies in the Cultural Politics of Education, 32(1), pp. 1-14.
Ling, Bernadette & Kettle, Margaret A. (2011) Rethinking comprehension and strategy use in second language listening instruction. TESOL in Context, 21(1), pp. 5-22.
Chen, Qiuxian, Kettle, Margaret A., Klenowski, Val, & May, Lyn (2012) Interpretations of formative assessment in the teaching of English at two Chinese universities : a sociocultural perspective. Assessment and Evaluation in Higher Education.
Ryan, Mary E. & Kettle, Margaret A. (2012) Re-thinking context and reflexive mediation in the teaching of writing. Australian Journal of Language and Literacy, 35(3), pp. 287-300.
Kettle, Margaret A. & May, Lynette A. (2012) The ascendancy of oracy in university courses: Implications for teachers and second language users. In Gitsaki, Christina & Baldauf, Richard (Eds.) The Future Directions in Applied Linguistics: Local and Global Perspectives. Cambridge Scholars Publishing.
Kettle, Margaret A., Yuan, Yifeng, Luke, Allan, Ewing, Robyn, & Shen, Huizhong (2012) The pedagogical, linguistic and content features of popular English language learning websites in China : a framework for analysis and design. Frontiers of Education in China, 7(4), pp. 534-552.
Chen, Qiuxian, May, Lynette A., Klenowski, Valentina, & Kettle, Margaret A. (2013) The enactment of formative assessment in English language classrooms in two Chinese universities : teacher and student responses. Assessment in Education: Principles, Policy and Practice.
Kettle, Margaret & Luke, Allan (2013) The critical meets the cultural : International students’ responses to critical, dialogic postgraduate education in a Western university. In Slovic, Sylvia & Blythman, Margo (Eds.) International Students Negotiating Higher Education : Critical Perspectives. Routledge, pp. 104-123.
Iyer, Radha, Kettle, Margaret, Luke, Allan, & Mills, Kathy A. (2014) Critical applied linguistics. In Leung, Constant & Street, Brian V. (Eds.) The Routledge Companion to English Studies. Routledge, London, pp. 317-332.