" A Narrow Thinking System" : Nonnative-English-Speaking Students in Group Projects Across the Curriculum

By Ilona Leki. 2001

219 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/13ce5d2d050f3172f278f4e8a498c75934e3654d

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Citations in the corpus

Negotiating Participation and Identity in Second Language Academic Communities. (2004, methodology): “An emergent line of qualitative research, however, has documented a variety of challenges, conflicts, and tensions that L2 learners may experience when participating in such activities in mainstream content classrooms (Duff, 2001, 2002; Leki, 2001; Morita, 2000; Toohey, 2000).”
Language, culture, gender, and academic socialization (2009, background): “communities, and social relations of power (e.g. Canagarajah 2004; Casanave 1995; Duff 2003; Leki 2001; Morita 2000, 2004; Prior 1998).”
Agency as Discursive Practice: From “nobody” to “somebody” as an international student in Australia1 (2005, background): “Recently, more studies in Australia and overseas have investigated how international/ESL students actually engage with the dominant academic practices of their university programmes (Benesch, 1999; Leki, 2001; Ninnes, 1999).”
Towards a Better Understanding of Academic Acculturation: Second Language Students in Canadian Universities (2008, background): “# 2008 The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 65, 2 (December/décembre), 307–333 In addition, surveys have examined student perceptions of the relative importance of language, academic, and social skills (Leki, 2001; Xu, 1991).”
Friendships and Group Work in Linguistically Diverse Mathematics Classrooms: Opportunities to Learn for English Language Learners (2016, background): “When focusing on the participation of ELLs or linguistic minority students, previous studies have suggested that their contributions tend to be devalued during group work across different education levels, from higher education (Leki, 2001; Morita, 2004) to grades kindergarten–12 (Kanno & Applebaum,”
Pair versus individual writing: Effects on fluency, complexity and accuracy (2009, background): “Leki (2001) points out that while group work tends to be encouraged, it is not always a positive experience for students, particularly when they are working in their second language.”