Items where Subject is "Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000) > LINGUISTICS (200400) > Applied Linguistics and Educational Linguistics (200401)"
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Number of items at this level: 51.
Alford, Jennifer H. (2001) Learning language and doing critical literacy at the same time: issues facing NESB students in the mainstream secondary classroom. Journal of Adolescent & Adult Literacy, 45(3), pp. 238-242.
Anderson, Dianne P., Harvey, A. Simon, Saling, Michael M., Anderson, Vicki, Kean, Michael, Abbott, David F., et al. (2006) FMRI lateralization of expressive language in children with cerebral lesions. Epilepsia, 47(6), pp. 998-1008.
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.
Czaplinski, Iwona (2012) Affordances of ICTs: an environmental study of a French language unit offered at university level. Masters by Research thesis, The University of Queensland.
Danby, Susan J., Davidson, Christina, Ekberg, Stuart, Breathnach, Helen, & Thorpe, Karen J. (2016) “Let’s see if you can see me”: Making connections with Google Earth™ in a preschool classroom. Children's Geographies, 14(2), pp. 141-157.
Danby, Susan J., Davidson, Christina, Theobald, Maryanne Agnes, Houen, Sandra, & Thorpe, Karen J. (2017) Pretend play and technology: Young children making sense of their everyday social worlds. In Lynch, Sandra, Pike, Deborah, & à Beckett, Cynthia (Eds.) Multidisciplinary Perspectives on Play from Birth and Beyond. Springer Singapore, Singapore, pp. 231-245.
Davidson, Christina, Danby, Susan J., & Thorpe, Karen (2017) “Uh Oh”: Multimodal Meaning Making During Viewing of YouTube Videos in Preschool. In Narey, Marilyn J. (Ed.) Multimodal Perspectives of Language, Literacy, and Learning in Early Childhood: The Creative and Critical "Art" of Making Meaning. Springer International Publishing, New York, NY, pp. 233-255.
Doherty, Catherine (2015) Understanding classroom trouble through regulative gravity and instructional elasticity. Linguistics and Education, 30, pp. 56-65.
Doherty, Catherine A. (2010) Doing business : knowledges in the internationalised business lecture. Higher Education Research and Development, 29(3), pp. 245-258.
Doherty, Catherine A. (2002) Extending horizons: Critical technological literacy for urban Aboriginal students. Journal of Adolescent and Adult Literacy, 46(1), pp. 50-59.
Doherty, Catherine A. (2009) Naming trouble in online internationalized education. Pedagogies : an International Journal, 4(4), pp. 227-245.
Doherty, Catherine A. (2012) A Review of “The collected works of Ruqaiya Hasan, Volume 3. Language and education : learning and teaching in society”. Language and Education, 26(6), pp. 569-573.
Doherty, Catherine A. (2009) Trouble and autoethnography in assessment genre : a case for postnational design in online internationalized pedagogy. In Goodfellow, Robin & Lamy, Marie-Noelle (Eds.) Learning cultures in online education. Continuum International Publishing Group, London, pp. 131-150.
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.
Doherty, Catherine A. & Mayer, Diane (2003) E-mail as a 'contact zone' for teacher-student relationships. Journal of Adolescent and Adult Literacy, 46(7), pp. 592-600.
Doherty, Catherine Ann & Singh, Parlo (2008) Native speaker TESOL teacher’s talk : examining the unexamined. English Teaching and Learning, 32(2), pp. 39-75.
Emmison, Michael & Danby, Susan J. (2007) Who's the friend in the background? Interactional strategies in determining authenticity in calls to a national children's helpline. Australian Review of Applied Linguistics, 30(3), 31.1-31.17.
Hanrahan, Mary U. (2006) Highlighting hybridity : a critical discourse analysis of teacher talk in science classrooms. Science Education, 90(1), pp. 8-43.
Hanrahan, Mary U. (2005) How is the Quality of Teacher Discourse Linked to Interest for Middle Years Students? In ESERA 2005 Contributions of Research to Enhancing Student Interest in Learning Science, 28 August - 1 September, Barcelona, Spain. (Unpublished)
Hanrahan, Mary U. (2002) Learning science: Sociocultural Dimensions of Intellectual Engagement. In Australasian Science Education Research Association, 11-14 July, 2002, Townsville, Qld. (Unpublished)
Harper-Hill, Keely, Copland, David A., & Arnott, Wendy L. (2013) Do spoken nonword and sentence repetition tasks discriminate language impairment in children with an ASD? Research in Autism Spectrum Disorder, 7(2), pp. 265-275.
Hoven, Debra L. (2006) Communicating and interacting: An exploration of the changing roles of media in CALL/CMC. Computer Assisted Language Instruction Consortium Journal, 23(2), pp. 233-256.
Hoven, Debra L. (2006) Designing for disruption: Remodelling a blended course in technology in (language) teacher education. In Makauskaite, Lina, Goodyear, Peter, & Reimann, Peter (Eds.) Australasian Society for Computers in Learning in Tertiary Education 2006: Whose learning? Whose technology?, 3-6th December 2006, Sydney, Australia.
Hoven, Debra L. (1997) Instructional Design for Multimedia: Towards a Learner-Centred CELL (Computer-Enhanced Language Learning) Model. In Murphy-Judy, Kathryn A. (Ed.) NEXUS: The convergence of language teaching and research using technology. Computer Assisted Language Instruction Consortium (CALICO), Duke University, Durham, South Carolina, USA, pp. 98-111.
Hoven, Debra L. (2003) Strategic uses of CALL: What learners use and how they react. Australian Review of Applied Linguistics : Series S, pp. 125-148.
Hoven, Debra L. (2007) The affordances of technology for student teachers to shape their teacher education experience. In Kassen, Margaret Ann, Lavine, Roberta, Murphy-Judy, Kathryn A., & Peters, Martine (Eds.) Preparing and Developing Technology-proficient L2 Teachers. Computer Assisted Language Instruction Consortium (CALICO), Texas State University, Sabn Marcos, Texas. USA.
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.
Kettle, Margaret A. (2000) Teaching English as discourse: A challenge for the ELICOS classroom. EA Journal, 17(2), pp. 66-77.
Kettle, Margaret A. (1996) Teaching grammar: Rethinking the approach. TESOL in Context, 6(1), pp. 13-19.
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.
Luke, Allan (2004) Notes on the future of critical discourse studies. Critical Discourse Studies, 1(1), pp. 149-157.
May, Lynette A. (2009) Co-constructed interaction in a paired speaking test : the rater's perspective. Language Testing, 26(3), pp. 397-422.
May, Lynette A. (2011) Interactional competence in a paired speaking test : features salient to raters. Language Assessment Quarterly, 8(2), pp. 127-145.
May, Lynette A. (2006) An examination of rater orientations on a paired candidate discussion task through stimulated verbal recall. Melbourne Papers in Language Testing (MPLT), 11(1), pp. 29-51.
McKay, Penelope A. (2005) Research into the assessment of school-age language learners. Annual Review of Applied Linguistics, 25, pp. 243-263.
McKenna, Bernard & Graham, Philip W. (2000) Technocratic discourse : a primer. Journal of Technical Writing & Communication, 30(3), pp. 223-251.
McNamara, Tim, Hill, Kathryn, & May, Lynette A. (2002) Discourse and assessment. Annual Review of Applied Linguistics, 22, pp. 221-242.
Mills, Kathy (2009) Multiliteracies and a new metalanguage for the moving image. In Jeffery, Peter L (Ed.) AARE : Australian Association of Research in Education Conference 2008, 30th November - 4th December, 2008, Kelvin Grove, Queensland University of Technology, Brisbane.
Mills, 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.
Mills, Kathy A. (2005) Deconstructing binary oppositions in literacy discourse and pedagogy. Australian Journal of Language and Literacy, 28(1), pp. 67-82.
Mills, 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.
Mills, Kathy A. (2009) Multiliteracies: Interrogating competing discourses. Language and Education, 23(2), pp. 103-116.
Mills, Kathy A. (2008) Transformed practice in a pedagogy of multiliteracies. Pedagogies : An International Journal, 3(2), pp. 109-128.
Neilsen, Roderick (2004) What is language and how is it learnt? In Conlan, Chris (Ed.) Teaching English Language in Australia : Theoretical Perspectives and Practical Issues. API network, Perth, Western Australia, pp. 3-18.
Neilsen, Roderick (2004) The role of the teacher. In Conlan, Chris (Ed.) Teaching English in Australia : Theoretical Perspectives and Practical Issues. API Network, Perth, Western Australia, pp. 157-170.
Ranker, Jason & Mills, Kathy (2014) New directions for digital video creation in the classroom : spatiality, embodiment, and creativity. Journal of Adolescent and Adult Literacy, 57(6), pp. 440-443.
Rendle-Short, Johanna, Cobb-Moore, Charlotte, & Danby, Susan J. (2014) Aligning in and through interaction : children getting in and out of spontaneous activity. Discourse Studies, 16(6), pp. 792-815.
Segalowitz, Norman (2016) Second language fluency and its underlying cognitive and social determinants. IRAL International Review of Applied Linguistics in Language Teaching, 54(2), pp. 79-95.
Wauthion, Michel & Czaplinski, Iwona (2007) Analyse de l’appropriation des potentiels opératoires dans une activité d’apprentissage collaboratif en ligne [Analysis of the possible uptakes of affordances in an online collaborative learning activity]. In Échanger Pour Apprendre en Ligne (EPAL 2007), 7-9 June 2007, Université Stendhal, Grenoble, France.
Woodman, Karen (2005) Unlimited access : the real benefits of online learning. The International Journal of Learning, 10, pp. 3025-3033.
Woodman, Karen (1998) A study of linguistic, perceptual and pedagogical change in a short-term intensive language program. PhD thesis, University of Victoria.