The role of literacy level in second language acquisition: Doesn't who we study determine what we know?

TESOL Quarterly

Volumn 38, Issue 4, 2004, Pages 689-700

  Bigelow, Martha ^a   Tarone, Elaine ^a  

^a UNIVERSITY OF MINNESOTA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 27944483832     PISSN: 00398322     EISSN: 15457249     Source Type: Journal    
DOI: 10.2307/3588285     Document Type: Review

References (43)

1. Bakhtin, M. (1981). The dialogic imagination. (M. Holquist, Ed.; C. Emerson & M. Holquist, Trans.). Austin: University of Texas Press.
2. Brown, J. D. (1996a, February 5). Japanese entrance exams: A measurement problem? Daily Yomiuri, p. 15.
3. Brown, J. D. (1996b). Testing in language programs. Upper Saddle River, NJ: Prentice Hall.
4. Brown, J. D. (1998). Interview with J. D. Brown. The Language Teacher, 22(3), 26.
5. Bruner, J. S. (1996). The culture of education. Cambridge, MA: Harvard University Press.
6. Buell, J. (1996) Testing English - What for? On CUE, 4(2), 24.
7. Clark, M. (2003). A place to stand: Essays for educators in troubled times. Ann Arbor, MI: University of Michigan Press.
8. Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. San Francisco: Jossey-Bass.
9. Doyon, P. (2001). A review of higher education reform in modern Japan. Higher Education, 41, 433-470.
10. Ellis, C. (1998). What counts as scholarship in communication? An autoethnographic response. A paper delivered at a National Communication Association Research Board Session. Retrieved July 24, 2001, from http://acjournal.org/holdings/vol1/Iss2/special/ellis.htm
11. Gaitán, A. (2000). Exploring alternative forms of writing ethnography: Review essay. Forum: Qualitative Social Research, 1(3). Retrieved October 21, 2004, from http://qualitative-research.net/fqs-texte/3-00/3- 00review-gaitan-e.htm
12. Gorsuch, G. (2001). Japanese EFL teachers' perceptions of communicative, audiolingual and yakudoku activities: The plan versus the reality. Educational Policy Analysis Archives, 9(10). Retrieved October 20, 2004, from http://epaa.asu.edu/epaa/v9n10.html
13. Grove, R. (1996). Some questions about recent articles on English tests. The Language Teacher, 20(12), 44, 49.
14. Guest, M. (2000). "But I have to teach grammar!": An analysis of the role "grammar" plays in Japanese university English entrance examinations. The Language Teacher, 24(11), 23-28.
15. Hodges, D. (1998). Participation as dis-identification with/in a community of practice. Mind, Culture, and Activity, 5(4), 272-290.
16. Johnson, K., & Golombek, P. (2002). Teachers' narrative inquiry as professional development. Cambridge, England: Cambridge University Press.
17. Johnston, B. (2003). Values in English language teaching. Mahwah, NJ: Lawrence Erlbaum.
18. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
19. Mulvey, B. (1999). A myth of influence: Japanese university entrance exams and their effect on junior and senior high school reading pedagogy. JALT Journal, 21(1), 125-142.
20. Mulvey, B. (2001). The role and influence of Japan's university entrance exams: A reassessment. The Language Teacher, 25(7), 11-17.
21. Murphey, T. (1993, January). Why don't teachers learn what learners learn? Taking the guesswork out with action logging. English Teaching Forum, pp. 6-10.
22. Murphey, T. (1998). Language learning histories II. Nagoya, Japan: South Mountain.
23. Murphey, T. (1999). For human dignity & aligning values with activity. The Language Teacher, 23(10), 39, 45.
24. Murphey, T. (2000a). International TESOL encourages assessment literacy among test-makers. The Language Teacher, 24(6), 27-28.
25. Murphey, T. (2000b). The medium is the message: Japanese teachers of English using English in the classroom (3rd rev. ed.). Nagoya, Japan: South Mountain.
26. Murphey, T. (2000c, March). An open letter to the government concerning education and university entrance exams. Nagoya Avenues, pp. 24-25.
27. Murphey, T. (2000d). Support for the Resolution (Opening Remarks by Tim Murphey) [Letter to the editor]. TESOL Matters, 11(1), 11.
28. Murphey, T. (2001a). Asking may be a moment's shame; not asking is a lifelong regret. What can YOU do to change the entrance exam system? Dare to ask some embarrassing questions. Avenues - The Magazine for Central Japan, Issue 95, p. 13.
29. Murphey, T. (2001b). Face validity. In J. McLaughlin & E. Churchill (Eds.), Qualitative research in applied linguistics: Japanese learners and contexts (pp. 188-206). Tokyo: Temple University Japan.
30. Murphey, T. (2001c). Nonmeritorious features of the entrance exam system in Japan. The Language Teacher, 25(10), 37-39.
31. Murphey, T. (2001d). Tools of recursion, intermental zones of proximal development, and critical collaborative autonomy. JALT Journal, 23(1), 130-150.
32. Murphey, T., & Sato, K. (2003). Deconstructing the making of Japanese university entrance exams. In C. A. Coombe & N. J. Hubley (Eds.), Assessment practices (pp. 41-48). Alexandria, VA: TESOL.
33. Nobel forum special: Creativity toward the 21st century. Democracy, individualism in Japan questioned. (1999, December 14). The Daily Yomiuri, p. 12.
34. Pavlenko, A., & Lantolf, J. P. (2000). Second language learning as participation and the (re)construction of selves. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 157-180). Oxford, England: Oxford University Press.
35. Renner, P. G. (2001). Evocative narrative as educational research. Retrieved October 2, 2004, from http://www.edst.educ.ubc.ca/aerc/2001/ 2001renner.htm
36. Sato, K. (2000). EFL teachers in context: Beliefs, practices, and interactions. Unpublished doctoral dissertation. Centre for Language Teaching and Research, University of Queensland, Australia.
37. Tappan, M. (2000). Autobiography, mediated action, and the development of moral identity. Narrative Inquiry, 10(1), 81-110.
38. TESOL. (2000). TESOL member resolution on English entrance exams at schools and universities. Retrieved October 21, 2004, from http://www.tesol.org/ assoc/abm-resolutions/2000-entrance.html
39. University entrance exams in Japan [special issue]. (1996). On Cue, 4(2).
40. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, England: Cambridge University Press.
41. Yates, M. (2004). Leader values: Quotes. Retrieved November 3, 2004, from http://www.leader-values.com/support/quotes.asp?Letter=M
42. Yoneyama, S. (1999). The Japanese high school: Silence and resistance. London: Routledge
43. Zeng, K. (1999). Dragon gate: Competitive examinations and their consequences. London: Cassell.