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“It Takes Time for Language to Change”: Challenging Classroom Heteronormativity through Teaching Proficiency through Reading and Storytelling (TPRS)
16 references·1 citing·33 second hop
“It Takes Time for Language to Change”: Challenging Classroom Heteronormativity through Teaching Proficiency through Reading and Storytelling (TPRS) (2020)“It Takes Time for Language to Change”: C…Identity and Language Learning (2013)Identity and Language LearningUsing thematic analysis in psychology (2006)Using thematic analysis in ps…Meeting the Universe Halfway (2006)Meeting the Universe HalfwayConstructing Grounded Theory. A Practical Guide Through Qualitative Analysis (2006)Constructing Grounded Theory.…Undoing Gender (2004)Undoing GenderThe twilight of equality?: neoliberalism, cultural politics, and the attack on democracy (2004)The twilight of equality?: ne…Critical Applied Linguistics (2001)Critical Applied LinguisticsBasics of qualitative research : techniques and procedures for developing grounded theory (1998)Basics of qualitative researc…Research methods in Anthropology: Qualitative and quantitative approaches (1996)Research methods in Anthropol…Queer Theory: An Introduction (1996)Queer Theory: An IntroductionSocial Identity, Investment, and Language Learning (1995)Social Identity, Investment, …Gender trouble: feminism and the subversion of identity (1990)Gender trouble: feminism and …The Input Hypothesis: Issues and Implications (1986)The Input Hypothesis: Issues …The Natural Approach: Language Acquisition in the Classroom (1984)The Natural Approach: Languag…Principles and Practice in Second Language Acquisition (1983)Principles and Practice in Se…Archaeology of Knowledge (1970)Archaeology of KnowledgeEnglish language education in Chinese primary schools: exploring EFL teachers’ attitudes, self-efficacy, and perceived school environment (2025)English language education in…Researching Lived Experience: Human Science for an Action Sensitive Pedagogy (1990)Narrative Inquiry: Experience and Story in Qualitative Research (1999)Document Analysis as a Qualitative Research Method (2009)Seeking Qualitative Rigor in Inductive Research (2012)Qualitative evaluation and research methods (1990)Qualitative Data Analysis: An Expanded Sourcebook (1994)Older Adults' Reasons for Using Technology while Aging in Place (2015)Thematic Analysis (2017)Reflecting on reflexive thematic analysis (2019)INTERSECTIONALITY UNDONE (2013)Geographies of race and ethnicity II (2016)Academic Ableism (2017)On Two Metaphors for Learning and the Dangers of Choosing Just One (1998)A Set of Principles for Conducting and Evaluating Interpretive Field Studies in Information Systems1 (1999)Discourse Analysis as Theory and Method (2002)Investigating Fluency in EFL: A Quantitative Approach* (1990)The Case Against Grammar Correction in L2 Writing Classes (1996)The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners' Acquisition of Articles (2007)Sample Size in Qualitative Interview Studies (2015)A practical guide to reflexivity in qualitative research: AMEE Guide No. 149 (2022)Thematic Analysis (2022)We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis (1989)Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together (1998)FREQUENCY EFFECTS IN LANGUAGE PROCESSING (2002)Feminist Critical Discourse Analysis: Articulating a Feminist Discourse Praxis1 (2007)Intersectionality as buzzword (2008)Multimodality and Literacy in School Classrooms (2008)Recovering the feminine other: masculinity, femininity, and gender hegemony (2007)Accounting for Doing Gender (2009)Frames of war: when is life grievable? (2010)Matters of care in technoscience: Assembling neglected things (2010)Quantum Entanglements and Hauntological Relations of Inheritance: Dis/continuities, SpaceTime Enfoldings, and Justice-to-Come (2010)Researching without representation? Language and materiality in post-qualitative methodology (2013)
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  • 2025English language education in Chinese primary schools: exploring EFL teachers’ attitudes, self-efficacy, and perceived school environment15 cited