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Written Narratives by Adult Chinese ...

Wong, Wales.

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Written Narratives by Adult Chinese Plurilingual Students: Participants' Perceptions of Code-Switching and the (Re)Shaping of Identity.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Written Narratives by Adult Chinese Plurilingual Students: Participants' Perceptions of Code-Switching and the (Re)Shaping of Identity./
Author:	Wong, Wales.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	115 p.
Notes:	Source: Masters Abstracts International, Volume: 57-01.
Contained By:	Masters Abstracts International57-01(E).
Subject:	Foreign language education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10633909
ISBN:	9780355449051

Written Narratives by Adult Chinese Plurilingual Students: Participants' Perceptions of Code-Switching and the (Re)Shaping of Identity.
Wong, Wales.

Written Narratives by Adult Chinese Plurilingual Students: Participants' Perceptions of Code-Switching and the (Re)Shaping of Identity. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 115 p.

Source: Masters Abstracts International, Volume: 57-01.

Thesis (M.A.)--University of Toronto (Canada), 2017.

This study explores the experiences and intentions for code-switching with Chinese adult students in Ontario who attended an ESL or English course in a continuing education program. Three participants were given the task of writing a short story with the option to incorporate an experimental pedagogical strategy of code-switching. Using a qualitative method, data was collected from their written narratives, followed by semi-structured interviews to discuss their experiences with code-switching. The data provides a deeper understanding of code-switching's role in language learning and identity (re)shaping of adults during the process of acquiring English skills. The findings suggest that the participants' rationalizations for code-switching in the development of writing are influenced by the teacher as an authority figure, an active engagement in learning, and the desire for conciseness and efficiency. Furthermore, code-switching in written narratives supports identity (re)shaping through the ownership of words, reflexivity in memories, and accommodation for the reader.

ISBN: 9780355449051Subjects--Topical Terms:

3172512
Foreign language education.

Written Narratives by Adult Chinese Plurilingual Students: Participants' Perceptions of Code-Switching and the (Re)Shaping of Identity.
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300 $a 115 p.
500 $a Source: Masters Abstracts International, Volume: 57-01.
500 $a Adviser: Normand Labrie.
502 $a Thesis (M.A.)--University of Toronto (Canada), 2017.
520 $a This study explores the experiences and intentions for code-switching with Chinese adult students in Ontario who attended an ESL or English course in a continuing education program. Three participants were given the task of writing a short story with the option to incorporate an experimental pedagogical strategy of code-switching. Using a qualitative method, data was collected from their written narratives, followed by semi-structured interviews to discuss their experiences with code-switching. The data provides a deeper understanding of code-switching's role in language learning and identity (re)shaping of adults during the process of acquiring English skills. The findings suggest that the participants' rationalizations for code-switching in the development of writing are influenced by the teacher as an authority figure, an active engagement in learning, and the desire for conciseness and efficiency. Furthermore, code-switching in written narratives supports identity (re)shaping through the ownership of words, reflexivity in memories, and accommodation for the reader.
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