WorldCat Identities

Seloni, Lisya

Overview
Works: 12 works in 36 publications in 1 language and 441 library holdings
Genres: Academic theses 
Roles: Editor, Author, htt, Thesis advisor
Classifications: P35, 306.44
Publication Timeline
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Most widely held works by Lisya Seloni
Ethnolinguistic diversity and education : language, literacy, and culture by Marcia Farr( Book )

12 editions published between 2009 and 2010 in English and held by 319 WorldCat member libraries worldwide

La educación en paises con una rica diversidad étnica y lingüística presenta retos a los responsables de redactar y de aprobar los planes docentes, a la vez que supone un enriquecimiento cultural, precisamente, por la relación de las distintas culturas y lenguas. Esta monografía nos presenta la visión plural de varios especialistas, enfocada hacia la diversidad etno-lingüística en los Estados Unidos. El tema es interesante para los filólogos y pedagogos españoles, no solo porque aquí tenemos ya una rica diversidad, sino porque una de las presencias más importantes en los Estados Unidos es la de la comunidad hispana. De hecho, uno de los capítulos del libro se titula Latino Language Practices and Literacy Education in the U.S
Second language writing instruction in global contexts : English language teacher preparation and development by Lisya Seloni( )

11 editions published between 2019 and 2020 in English and held by 107 WorldCat member libraries worldwide

"This book revisits second language (L2) writing teacher education by exploring the complex layers of L2 writing in non-English dominant contexts (i.e. English as a foreign language contexts). It re-envisions L2 writing teacher education by moving away from uncritical embracement of Western-based writing pedagogies"--
U.S.-educated multilingual students in community college : transitioning from ESL to English 101 by Melinda S Harrison( )

2 editions published in 2014 in English and held by 3 WorldCat member libraries worldwide

This thesis focuses on U.S.-educated multilingual students as they transition from a community college academic English as a Second Language program to and through a semester-long first-year composition course. Research on non-native English speakers has indicated that U.S.-educated multilingual students have both similar and varied background and literacy experiences compared to native English speakers and international students; they also often present unique literacy needs compared to their peers. These various and shifting similarities and differences sometimes complicate placement and instruction in college courses
Discursive tactical negotiations within and across literacy coaching interactions by Carolyn S Hunt( )

2 editions published in 2013 in English and held by 3 WorldCat member libraries worldwide

In this dissertation, the researcher employed de Certeau's theoretical insights into cultural production in everyday life to examine how literacy coaches and teachers discursively negotiated issues of identity, power, and positioning during coaching interactions. The study also explored how literacy coaches and teachers enacted emotions within these discursive negotiations of identity, power, and positioning; and how physical, social, and ideological spaces were shaped by and reflected in coaching interactions. Data were generated during a yearlong qualitative study of literacy coaches and teachers interacting within a mid-size, suburban district in the U.S. Midwest. The researcher used a microethnographic approach to discourse analysis to closely examine brief, video-recorded interactions between coaches and teachers. Other data sources included semi-structured interviews, field observations, and artifact collection. Findings demonstrate how dominant Discourses of best practices, teacher development, collaboration, and coaches' credibility were simultaneously reproduced, resisted, and appropriated within the coaching interactions. Coaches and teachers interacted within conditions of vulnerability as they attempted to maintain identities as "good" coaches and teachers and negotiated understandings of what professional learning means, what counts as relevant knowledge for instructional decision making, and who decides. These findings should encourage coaches and teachers, as well as administrators and educational policy makers, to acknowledge the multiplicities, uncertainties, and ambiguities of professional development and to incorporate less dominant ways of knowing and being into professional learning communities
Reconceptualization of academic literacy socialization in an intercultural space: A micro-ethnographic inquiry of first year multilingual doctoral students in the U.S by Lisya Seloni( )

2 editions published in 2008 in English and held by 2 WorldCat member libraries worldwide

Abstract: This dissertation reports findings from a microethnographic analysis of the academic literacy socialization of six multilingual PhD students in the field of education as they progressed through their first year of doctoral education. The main purpose of this study was to investigate the academic socialization processes that these multilingual students underwent while building academic knowledge and social relationships, and gaining an understanding of disciplinary knowledge and academic writing in a second language. Drawing from the scholarship on sociolinguistic ethnography, language socialization, New Literacies and educational studies on intertextuality, this study was a one-year long ethnographic investigation of the doctoral students' academic socialization both inside and outside of the classroom setting. The researcher followed six students in their theoretical and methodological courses, facilitated support group discussions they attended, and provided mentoring on various issues regarding life in academia. The sources of data include students' written work, audio and video recordings of classroom discussions and student support group meetings, classroom observations, extensive field notes, and ethnographic interviews. This study's results suggest that that socializing into the values of academic writing is a complex and multilayered process in which students collaboratively construct meaning and engage in interactive dialogs both inside and outside of their classrooms in order to learn how to become legitimate participants in their academic disciplines. I argue that by acting and reacting (Erickson and Shultz, 1977) to each other as speakers and writers in an intercultural space, some adult multilingual students resist, challenge, and create hybrid forms of literacy practices, thus expanding the notion of textual world construction at doctoral level. The study demonstrates that the spaces created outside of academic classrooms can enhance students' understanding of academic literacy practices, and empower the students to be engaging practitioners and members of their imagined academic communities
Teaching Writing Through Transformation : Linguistically Diverse Writing Teachers' Enactments of Linguistic Diversity by Cristina Sanchez-Martin( )

1 edition published in 2018 in English and held by 1 WorldCat member library worldwide

This dissertation responds to recent calls for teacher education in a first-year writing context. Studies addressing the intersections between composition and applied linguistics have emphasized the dynamic and situated nature of writing and language practices (Pennycook, 2010; Canagarajah, 2013a, 2013b; Horner, Lu, Royster, Trimbur, 2011; Lorimer-Leonard, 2013; Seloni, 2014); however, it is urgent to investigate how linguistically diverse writing instructors negotiate their teaching strategies across settings to implement pedagogies that accurately reflect writers' practices in and outside academic contexts and across Englishes. While scholars have proposed terms such as "dialogical pedagogies" (Canagarajah, 2013a) or teaching English as "translingual activism" (Pennycook, 2008), situated teaching practices that encourage the utilization and exploration of linguistically diverse and transnational literacies are yet to be explored. A methodology consisting of constructivist grounded theory and ethnographically-oriented case studies was employed in this study to report findings on the following research questions: 1) How do linguistically diverse writing instructors understand linguistic diversity in relation to writing instruction? Which of their diverse linguistic resources, if any, do they integrate in their own teaching? 2) How do linguistically diverse writing teachers transform their understanding of linguistic diversity into writing pedagogies? 3) What are the institutional, curricular and contextual forces that allow them to or prevent them from enacting transnational writing as well as linguistic diversity? The findings from this study illustrate that instructors understand linguistic diversity in multiple and divergent ways based on their lived experiences across language systems and borders and intersectional identities; thus, the classroom becomes a contested space where language is continuously redefined and constructed. Through various means and by utilizing different language constructs, instructors challenge the myths of linguistic homogeneity (Matsuda, 2006) and homogeneity (Horner, Lu, Royster, &Trimbur, 2011) in the composition classroom; however, as they labor to reconstruct language, other issues arise like dealing with the native/non-native binary, the tokenization of linguistically diverse writers, and the deficit mindset in regards to linguistic diversity. The findings described in this dissertation have implications for teacher education, writing program administration and pedagogies for first-year composition and multilingual writing
The Use of Discursive Features as A Representation of Voice and Identity in L2 Writing : A Case Study of Multilingual Graduate Students by Demet Yigitbilek( )

1 edition published in 2019 in English and held by 1 WorldCat member library worldwide

Second Language Writing Instruction in Global Contexts by Lisya Seloni( Book )

in English and held by 1 WorldCat member library worldwide

Code meshing in second language writing : an exploration of the strategy and its implications for multilingual graduate students by Autumn S Jackson( )

1 edition published in 2012 in English and held by 1 WorldCat member library worldwide

"They Ate Macaroni-and-Cheese or TV Dinners ; My Mother Made Curry Instead" : a Narrative Inquiry of South Asian American Writers' Identity Negotiation by Su Yin Khor( )

1 edition published in 2017 in English and held by 1 WorldCat member library worldwide

Therefore, the aim of this thesis was to challenge the notion of a homogenous Asian identity by exploring the identity struggles and identity negotiation of South Asian Americans. To understand their identity struggles and negotiation processes, a post-structural perspective was adopted and narrative inquiry was employed to broaden the range of methodologies that are used to research multilingual identities. A corpus consisting of memoirs and short narratives written by South Asian Americans was created and analyzed
"Reading between the lines" of the common core state standards for second language literacy : how do English language learners fit in? by Nicole A Osolin( )

1 edition published in 2012 in English and held by 1 WorldCat member library worldwide

Critical Discourse Analysis : Looking at Gender in English Language Teaching Textbook of Bangladesh by Munira Mutmainna( )

1 edition published in 2019 in English and held by 1 WorldCat member library worldwide

This thesis intends to analyze English language teaching materials used in Bangladeshi setting with a goal to see how gender roles are presented in them. One of the widely used materials in English language teaching scenario of Bangladesh is the textbook series titled English for Today that is implemented in schools and colleges by the Government of the People's Republic of Bangladesh. With the purpose of examining one of the installments of this textbook series, this thesis conducts a critical discourse analysis (CDA) to look at the content of the textbook both on a visual and linguistic level. By analyzing how these textbooks portray gender roles and how the language and the visuals play a part in it, this thesis also focuses on whether the English for Today books reflect gender-role biases and if any relevant dominant ideologies are visible or not. A critical study such as this may prove to be beneficial in the context of Bangladesh, as it can provide valuable insights on the roles these textbooks and other educational materials play for the English language learners and other stakeholders in the country's English language teaching-learning setting
 
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Ethnolinguistic diversity and education : language, literacy, and culture
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English (36)