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	<title>epiphonema &#187; qualitative research</title>
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		<title>Canagarajah &#8211; Resisting Linguistic Imperialism in English Teaching</title>
		<link>http://justinlewis.me/me/2011/09/02/canagarajah-resisting-linguistic-imperialism-english-teaching/</link>
		<comments>http://justinlewis.me/me/2011/09/02/canagarajah-resisting-linguistic-imperialism-english-teaching/#comments</comments>
		<pubDate>Fri, 02 Sep 2011 14:32:44 +0000</pubDate>
		<dc:creator>justin</dc:creator>
				<category><![CDATA[Academic Englishes]]></category>
		<category><![CDATA[appropriation]]></category>
		<category><![CDATA[code switching]]></category>
		<category><![CDATA[critical ambivalences]]></category>
		<category><![CDATA[critical ethnography]]></category>
		<category><![CDATA[critical pedagogies]]></category>
		<category><![CDATA[disciplinary discourses]]></category>
		<category><![CDATA[ELT]]></category>
		<category><![CDATA[ESL]]></category>
		<category><![CDATA[ethnography]]></category>
		<category><![CDATA[freire]]></category>
		<category><![CDATA[grounded theory]]></category>
		<category><![CDATA[linguistic imperialism]]></category>
		<category><![CDATA[mainstream peadgogies]]></category>
		<category><![CDATA[multilingualism]]></category>
		<category><![CDATA[qualitative research]]></category>
		<category><![CDATA[qualitative research methodology]]></category>
		<category><![CDATA[reproductive orientation]]></category>
		<category><![CDATA[resistance oreintation]]></category>
		<category><![CDATA[resistant research method]]></category>

		<guid isPermaLink="false">http://justinlewis.me/me/?p=1765</guid>
		<description><![CDATA[Canagarajah, Suresh. Resisting Linguistic Imperialism in English Teaching. Oxford Applied Linguistics;. Oxford: Oxford University Press, 1999. Print. This publication comes out of a series dedicated to language educators&#8217; stories of their L2 literacy experiences. This work is an in-depth case study of the everyday language engagements both inside and outside the classroom of a community [...]]]></description>
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		<title>Sharifian (ed.) &#8211; English as an International Language: Perspectives and Pedagogical Issues (selections)</title>
		<link>http://justinlewis.me/me/2011/08/29/sharifian-ed-english-international-language-perspectives-pedagogical-issues-selections/</link>
		<comments>http://justinlewis.me/me/2011/08/29/sharifian-ed-english-international-language-perspectives-pedagogical-issues-selections/#comments</comments>
		<pubDate>Mon, 29 Aug 2011 18:25:37 +0000</pubDate>
		<dc:creator>justin</dc:creator>
				<category><![CDATA[Academic Englishes]]></category>
		<category><![CDATA[bilingualism]]></category>
		<category><![CDATA[bourgeois literacy]]></category>
		<category><![CDATA[canagarajah]]></category>
		<category><![CDATA[EIL]]></category>
		<category><![CDATA[ELT]]></category>
		<category><![CDATA[emergence]]></category>
		<category><![CDATA[emergent communication]]></category>
		<category><![CDATA[Holliday]]></category>
		<category><![CDATA[intercultural communication]]></category>
		<category><![CDATA[labor politics of international english]]></category>
		<category><![CDATA[language discrimination]]></category>
		<category><![CDATA[multilingualism]]></category>
		<category><![CDATA[native speakerism]]></category>
		<category><![CDATA[qualitative research]]></category>
		<category><![CDATA[rhetorical pedagogy]]></category>
		<category><![CDATA[TESOL]]></category>
		<category><![CDATA[world english]]></category>

		<guid isPermaLink="false">http://justinlewis.me/me/?p=1731</guid>
		<description><![CDATA[Sharifian, Farzad (ed.). English as an International Language Perspectives and Pedagogical Issues. New Perspectives on Language and Education; Variation: New Perspectives on Language and Education.: Bristol, UK ; Buffalo, NY : Multilingual Matters, 2009. Print. EIL might broadly be defined as a new way to facilitate communication across national and cultural borders through the medium [...]]]></description>
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		<title>Holliday &#8211; The Struggle to Teach English as an International Language</title>
		<link>http://justinlewis.me/me/2011/08/28/holliday-struggle-teach-english-international-language/</link>
		<comments>http://justinlewis.me/me/2011/08/28/holliday-struggle-teach-english-international-language/#comments</comments>
		<pubDate>Sun, 28 Aug 2011 17:43:58 +0000</pubDate>
		<dc:creator>justin</dc:creator>
				<category><![CDATA[Academic Englishes]]></category>
		<category><![CDATA[bracketing]]></category>
		<category><![CDATA[contextual pedagogies]]></category>
		<category><![CDATA[cultural resilience]]></category>
		<category><![CDATA[ESL]]></category>
		<category><![CDATA[ethnocentrism]]></category>
		<category><![CDATA[eurocentrism]]></category>
		<category><![CDATA[linguistic imperialism]]></category>
		<category><![CDATA[multilingualism]]></category>
		<category><![CDATA[native speakerism]]></category>
		<category><![CDATA[Other]]></category>
		<category><![CDATA[qualitative research]]></category>
		<category><![CDATA[research methodology]]></category>
		<category><![CDATA[resistance discourse]]></category>
		<category><![CDATA[resistance pedagogy]]></category>
		<category><![CDATA[social authenticity]]></category>
		<category><![CDATA[TESOL]]></category>

		<guid isPermaLink="false">http://justinlewis.me/me/?p=1717</guid>
		<description><![CDATA[Holliday, Adrian. The Struggle to Teach English as an International Language. Oxford Applied Linguistics;. Oxford: New York, 2005. Print. 1 H.&#8217;s work is centrally concerned with the &#8220;balance of power&#8221; in the TESOL/international English language classroom.  He often centers this discussion around a native-speakerist attitude that assumes particular power relations and constructs the student if [...]]]></description>
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		<title>Rickly &#8211; Messy Contexts: Research as Rhetorical Situation</title>
		<link>http://justinlewis.me/me/2011/04/21/rickly-messy-contexts-research-rhetorical-situation/</link>
		<comments>http://justinlewis.me/me/2011/04/21/rickly-messy-contexts-research-rhetorical-situation/#comments</comments>
		<pubDate>Thu, 21 Apr 2011 16:39:31 +0000</pubDate>
		<dc:creator>justin</dc:creator>
				<category><![CDATA[Dartmouth]]></category>
		<category><![CDATA[composition research]]></category>
		<category><![CDATA[digital writing research]]></category>
		<category><![CDATA[epistemology]]></category>
		<category><![CDATA[methodology]]></category>
		<category><![CDATA[methods]]></category>
		<category><![CDATA[qualitative research]]></category>

		<guid isPermaLink="false">http://justinlewis.me/me/?p=1326</guid>
		<description><![CDATA[Rickly, Rebecca.  &#8220;Messy Contexts: Research as a Rhetorical Situation.&#8221; Abstract: In this chapter. I argue that the required methods course for graduate students in composition and technical communication should be the location of learning not just about research methods, or how to critique them, but how to use and apply them rhetorically in increasingly complex [...]]]></description>
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		<title>Smagorinsky &#8211; The Method Section as Conceptual Epicenter in Constructing Social Science Reports</title>
		<link>http://justinlewis.me/me/2011/04/14/smagorinsky-method-section-conceptual-epicenter-constructing-social-science-reports-2/</link>
		<comments>http://justinlewis.me/me/2011/04/14/smagorinsky-method-section-conceptual-epicenter-constructing-social-science-reports-2/#comments</comments>
		<pubDate>Fri, 15 Apr 2011 00:52:33 +0000</pubDate>
		<dc:creator>justin</dc:creator>
				<category><![CDATA[Dartmouth]]></category>
		<category><![CDATA[academic article]]></category>
		<category><![CDATA[coding]]></category>
		<category><![CDATA[collaborative coding]]></category>
		<category><![CDATA[data collection]]></category>
		<category><![CDATA[genre]]></category>
		<category><![CDATA[qualitative research]]></category>
		<category><![CDATA[quantitative research]]></category>
		<category><![CDATA[research methodology]]></category>

		<guid isPermaLink="false">http://justinlewis.me/me/?p=1316</guid>
		<description><![CDATA[Citation: Smagorinsky, Peter.  “The Method Section as Conceptual Epicenter in Constructing Social Science Reports.”  Written Communication 25.3 (2008): 389 – 411.  Print. Abstract: In this article, the author argues that Method sections in social science research reports, particularly those that employ qualitative methods, often lack sufficient detail to make any results that follow from the [...]]]></description>
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