Items where Subject is "Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000) > LANGUAGE STUDIES (200300) > English Language (200302)"
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- Subjects classification (27186)
- Australian and New Zealand Standard Research Classification (27186)
- LANGUAGES COMMUNICATION AND CULTURE (200000) (1404)
- LANGUAGE STUDIES (200300) (65)
- English Language (200302) (16)
- LANGUAGE STUDIES (200300) (65)
- LANGUAGES COMMUNICATION AND CULTURE (200000) (1404)
- Australian and New Zealand Standard Research Classification (27186)
Group by: Authors/Creators | Item Type
Number of items at this level: 16.
Book Chapter
Ashton-Hay, Sally & McKay, Penelope A. (1997) Patterns of Participation in Classroom Learning. In McKay, Penelope A. (Ed.) Four Queensland ESL Cast Studies. Language Australia Child/ESL Literacy Research Network-Queensland Node, pp. 4-53.
380
380Healy, Annah H. (2008) Expanding student capacities: Learning by design pedagogy. In Healy, Annah H. (Ed.) Multiliteracies and diversity in education: New pedagogies for expanding landscapes. Oxford University Press, South Melbourne, Victoria, Australia, pp. 2-29.
Journal Article
Ashton-Hay, Sally (1996) A Study of Patterns of Participation of Arnhem Land Aboriginal Students in a Non-Aboriginal Urban Secondary School. TESOL in Context, 6(2), pp. 26-32.
179
179Mills, Kathy A. (2007) Access to multiliteracies: A critical ethnography. Ethnography and Education, 2(3), pp. 305-325.
204
204Mills, Kathy A. (2005) Deconstructing binary oppositions in literacy discourse and pedagogy. Australian Journal of Language and Literacy, 28(1), pp. 67-82.
1,485
1,485Mills, Kathy A. (2006) 'Mr. Travelling-at-will Ted Doyle' : Discourses in a multiliteracies classroom. Australian Journal of Language and Literacy, 29(2), pp. 132-149.
615
615Mills, Kathy A. (2009) Multiliteracies : interrogating competing discourses. Language and Education: An International Journal, 23(2), pp. 103-116.
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682 6 4Mills, Kathy A. (2008) Transformed Practice in a Pedagogy of Multiliteracies. Pedagogies : An International Journal, 3(2), pp. 109-128.
Conference Paper
Ashton-Hay, Sally (2005) Drama: Engaging all Learning Styles. In 9th International INGED (Turkish English Education Association) Conference, 20 - 22 October, 2005, Economics and Technical University, Ankara Turkey.
5,305
5,305Ashton-Hay, Sally (2004) Teaching English Poetry to Turkish Undergraduates: Comprehension Strategies Matter. In Bilkent University 9th International English Language Teaching Conference, "Challenge in Learning: Helping Learners Realise Their Full Potential", March 4-6, 2004, Ankara, Turkey.
1,337
1,337Mills, Kathy A. (2006) Critical Framing in a Pedagogy of Multiliteracies. In Rennie, J (Ed.) Voices, Vibes, Visions: Hearing the Voices, Feeling the Vibes, Capturing the Visions, Aust. Assoc. for Teaching English/Australian Literacy Educator's Association, Darwin.
2,092
2,092Mills, Kathy A. (2008) Multiliteracies and a Metalanguage for the Moving Image: Multimodal Analysis of a Claymation Movie. In AARE 2008 International Educational Research Conference Website, Australian Association for Research in Education (AARE), Queensland University of Technology, Brisbane.
275
275Mills, Kathy A. (2005) Multiliteracies: Remnant Discourses and Pedagogies. In AATE/ALEA National Conference 2005, 1st-4th July, 2005, Gold Coast Convention and Exhibition Centre, Broadbeach.
1,215
1,215Mills, Kathy A. (2008) The Seven Habits of Highly Effective Readers. In Stories, Places, Spaces: Literacy and Identity, National conference by the Australian Literacy Educators' Association (ALEA) and Australian Association for the Teaching of English, July 6th-9th, 2008, Adelaide, SA.
751
751Sarigul, Ece & Ashton-Hay, Sally (2005) Culture and English Language Teaching: Raising Awareness. In 9th International INGED (Turkish English Education Association) Conference "New Horizons in ELT", 2- - 22 October, 2005, Economics and Technical University, Ankara Turkey.
1,167
1,167Review
Ashton-Hay, Sally (2009) EAP essentials : a teacher's guide to principles and practice. TESOL in Context, 19(2), pp. 67-69.