001450058 000__ 03029cam\a2200493\i\4500
001450058 001__ 1450058
001450058 003__ OCoLC
001450058 005__ 20230310004506.0
001450058 006__ m\\\\\o\\d\\\\\\\\
001450058 007__ cr\un\nnnunnun
001450058 008__ 221007s2022\\\\sz\a\\\\ob\\\\001\0\eng\d
001450058 019__ $$a1346535993
001450058 020__ $$a9783030979331$$q(electronic bk.)
001450058 020__ $$a3030979334$$q(electronic bk.)
001450058 020__ $$z9783030979324
001450058 020__ $$z3030979326
001450058 0247_ $$a10.1007/978-3-030-97933-1$$2doi
001450058 035__ $$aSP(OCoLC)1346988550
001450058 040__ $$aGW5XE$$beng$$erda$$epn$$cGW5XE$$dYDX$$dUKMGB$$dOCLCF$$dUKAHL
001450058 049__ $$aISEA
001450058 050_4 $$aLB1117
001450058 08204 $$a371.801/9$$223/eng/20221007
001450058 1001_ $$aGray, Robert James,$$eauthor.
001450058 24510 $$aGenre practices, multimodality and student identities /$$cRobert James Gray.
001450058 264_1 $$aCham :$$bPalgrave Macmillan,$$c2022.
001450058 300__ $$a1 online resource (xxiii, 229 pages) :$$billustrations
001450058 336__ $$atext$$btxt$$2rdacontent
001450058 337__ $$acomputer$$bc$$2rdamedia
001450058 338__ $$aonline resource$$bcr$$2rdacarrier
001450058 504__ $$aIncludes bibliographical references and index.
001450058 5050_ $$aChapter 1: Introduction -- Chapter 2: The Research Setting -- Chapter 3: The Classroom Presentation Genre -- Chapter 4: A Framework for Analysing Student Identity -- Chapter 5: Student Identity: Presentations and Intersections -- Chapter 6: Core Student Identity in Classroom Presentations -- Chapter 7: Identity Alignments in Classroom Presentations -- Chapter 8: Discussion and Conclusion.
001450058 506__ $$aAccess limited to authorized users.
001450058 520__ $$aThis book offers a novel framework for describing and understanding student identity via the central concept of "genre practices", developed through an empirical focus on multimodality within the genre of English as a medium of instruction (EMI) undergraduate presentations. The author draws on interviews with undergraduate psychology students and recordings of their presentations to argue that by engaging in the multimodal practices of classroom presentations, presenters (re)produce both the genre and their identities as students. The resulting theory of student identity is widely applicable to tertiary settings, and the methodology described is applicable to the study of practices and identity in a range of other classroom genres. The book will therefore be of interest not only to researchers in EMI and TESOL settings, but also any tertiary-level educational practitioners whose courses include presentations.
001450058 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed October 7, 2022).
001450058 650_0 $$aStudents$$xPsychology.
001450058 650_0 $$aIdentity (Psychology) in children.
001450058 655_0 $$aElectronic books.
001450058 77608 $$iPrint version: $$z3030979326$$z9783030979324$$w(OCoLC)1295351288
001450058 852__ $$bebk
001450058 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-97933-1$$zOnline Access$$91397441.1
001450058 909CO $$ooai:library.usi.edu:1450058$$pGLOBAL_SET
001450058 980__ $$aBIB
001450058 980__ $$aEBOOK
001450058 982__ $$aEbook
001450058 983__ $$aOnline
001450058 994__ $$a92$$bISE