東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Reconstructing myself: The story of ...

Pant, Deepak K.

FindBook

Google Book

Amazon

博客來

Reconstructing myself: The story of a second language teacher of writing.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Reconstructing myself: The story of a second language teacher of writing./
作者:	Pant, Deepak K.
面頁冊數:	227 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3589850
ISBN:	9781303289415

Reconstructing myself: The story of a second language teacher of writing.
Pant, Deepak K.

Reconstructing myself: The story of a second language teacher of writing. - 227 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ph.D.)--Indiana University of Pennsylvania, 2013.

This dissertation explores the importance of voice, representation, and authenticity of lived experiences in writing through the story of my literacy learning and teaching of English. I use narratives to argue that valuing World Englishes, story-writing and identity construction helps students in their writing and literacy learning. The narratives show what first-generation immigrants go through in terms of cultural adjustments and literacy practices in the target culture and how they construct their identities in a changing linguistic, cultural and geographical landscape. The dissertation also shows my evolution as a writing teacher who acknowledges students' varieties of English as World Englishes. It is also a story of a family of Nepalese ethnicity that is torn between their native land and their newly adopted country: the former struggling through political instability and civil war and the latter still linguistically and culturally alien.

ISBN: 9781303289415Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Reconstructing myself: The story of a second language teacher of writing.
LDR:03157nam a2200301 4500 001 1959695
005 20140520124456.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303289415
035 $a (MiAaPQ)AAI3589850
035 $a AAI3589850
040 $a MiAaPQ $c MiAaPQ
100 1 $a Pant, Deepak K. $3 2095190
245 1 0 $a Reconstructing myself: The story of a second language teacher of writing.
300 $a 227 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Adviser: Claude Mark Hurlbert.
502 $a Thesis (Ph.D.)--Indiana University of Pennsylvania, 2013.
520 $a This dissertation explores the importance of voice, representation, and authenticity of lived experiences in writing through the story of my literacy learning and teaching of English. I use narratives to argue that valuing World Englishes, story-writing and identity construction helps students in their writing and literacy learning. The narratives show what first-generation immigrants go through in terms of cultural adjustments and literacy practices in the target culture and how they construct their identities in a changing linguistic, cultural and geographical landscape. The dissertation also shows my evolution as a writing teacher who acknowledges students' varieties of English as World Englishes. It is also a story of a family of Nepalese ethnicity that is torn between their native land and their newly adopted country: the former struggling through political instability and civil war and the latter still linguistically and culturally alien.
520 $a The first chapter starts with my boarding a plane to the USA to study at West Virginia University as a graduate student. The narrative sets up the details of the flight, including meeting with Nepalese students also on their way to the US, to set a middle ground between the past in Nepal and the future in the US. The flashbacks recapitulate my past, narrating my literacy practices in Nepal as an English teacher. They illustrate how I believed that non-native speakers should follow Standard English and how I taught my students accordingly. Chapter Two opens with my arrival in the US and my adjustment to the new culture as a graduate student. Chapter Three includes flashbacks from my childhood and my struggle to learn English in Nepal. It shows the post-colonial influence of English in Nepal and how Standard English was perceived as the model by students, educators and employers. Chapter Four shows my growth into being a writing teacher in the US who values students' World Englishes, story-writing and cultural and linguistic identities. The conclusion suggests how story-writing can be used as an attempt to free student writers from the repression of their voice, identity and authority, and makes recommendations for future research and practice in this vein.
590 $a School code: 0318.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Language, Rhetoric and Composition. $3 1019205
650 4 $a Language, General. $3 1018089
690 $a 0441
690 $a 0681
690 $a 0679
710 2 $a Indiana University of Pennsylvania. $b English. $3 1026395
773 0 $t Dissertation Abstracts International $g 74-11A(E).
790 $a 0318
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3589850