糗事全记录

每个人都会有形形色色的糗事!请跟我们分享您自己的或者您听说到的糗事,千万不要把糗事憋在心里,这对您的健康非常不利!     

糗事全记录

每个人都会有形形色色的糗事!请跟我们分享您自己的或者您听说到的糗事．千万不要把糗事憋在心里．这对您的健康非常不利!     

糗事全记录

每个人都会有形形色色的糗事!请跟我们分享您自己的或者您听说到的糗事,千万不要把糗事憋在心里,这对您的健康非常不利!     

糗事全记录

每个人都会有形形色色的糗事!请跟我们分享您自己的或者您听说到的糗事,千万不要把糗事憋在心里．这对您的健康非常不利!     

糗事全记录

每个人都会有各种各样的糗事!请跟我们分享您自己的或者您听说的糗事,千万不要把糗事憋在心里,这会对您的健康非常不利哟!     

糗事全记录

每个人都会有形形色色的糗事!请跟我们分享您自己的或者您听说到的糗事,千万不要把糗事憋在心里,这对您的健康非常不利!Share your shame!! Email：qingxu 217@yahoo.com.cn     

糗事全记录

每个人都会有各种各样的糗事!请跟我们分享您自己的或者您听说的糗事,千万不要把糗事憋往心里,这会对您的健康非常不利哟！     

糗事全记录

每个人都会有形形色色的糗事!请跟我们分享您自已的或者您听说到的糗事．千万不要把糗事憋在心里,这对您的健康非常不利!糗事专线：angelwlj@126.com.     

糗事全记录

每个人都会有形形色色的糗事!请跟我们分享您自己的或者您听说到的糗事,千万不要把糗事憋在心里,这对您的健康非常不利!     

糗事全记录

每个人都会有形形色色的糗事!请跟我们分享您自己的或者您听说到的糗事,千万不要把糗事憋在心里。这对您的健康非常不利!     

Researching 'my people,' researching myself: Fragments of a reflexive tale

The paper investigates my positionality as a Pakistani Muslim researcher, affiliated with a U.S. institution, conducting ethnographic research with Pakistani Muslim immigrants in California. Three vignettes reconstructed from field-notes and a reflective journal illustrate the tensions and contradictions informing the research process. The first vignette details my shifting subjectivities in relation to a segment of the Muslim community in Northern California. Although my perceived disempowerment of Muslims motivated my research, my failure to subscribe to the Muslim Student Association's version of Islam cost me their disapproval. The second vignette highlights my relationship with one particular research participant. Although I shared the same ethnic background as this participant, my inability to conceive of her empowerment in terms other than those of Western feminism led to tragedy. The last vignette focuses on my interaction with the ethnographic data at my desk and becomes an analysis of the forces in my life that feed into my research.     

A teaching narrative: my growth as a foreign language educator through teaching diaries

The aim of this paper is to share my perceptions and reflections on the experience of introducing elements of autonomy in a constrained educational setting in Argentina. I recorded these perceptions in teaching diaries written weekly after each class for the academic year 2005 (over 35 weeks). These teaching diaries are part of a larger, long-term, qualitative action-research study aimed at introducing some elements of autonomy in my University-based classroom for the first time, and diary writing as a vehicle for channelling my reactions to the innovation. The teaching diaries portray my feelings, emotions, values, and beliefs and offer testimony of my professional growth as I struggled to modify my classroom practices to make my teaching more responsive to my beliefs about good pedagogy within the constraints at my University.     

Linguistic and Cultural Appropriations of an Immigrant Multilingual Literacy Teacher Educator

This autoethnographic self-study describes my interpretations of multicultural awareness, with special attention to multilingual awareness (MLA), based on my interactions with 52 students in the context of two literacy courses over a period of one year. An autoethnographic self-study provided an avenue to harness my reflections on practice and to study the ways in which my practice reflected awareness of my role as an educator. Findings from my teaching videos, written responses to students, and student evaluations suggested that my communication patterns with students reflected certain elements of multicultural awareness, as displayed by my attention to individual predispositions, cultural practices and personal stereotypes. The findings also appeared to indicate that multicultural and MLA interacted to reflect facilitation and symbiosis. Facilitation seemed apparent in my awareness of differences among students’ cultures and my own as I monitored my linguistic processing. Symbiosis appeared to emanate from the recognition of how my response to individual predispositions facilitated my application of conversational strategies based on feedback. This, in turn, heightened my attention to stereotypical attitudes and behaviors. Implications for multicultural teacher education include the benefits of using autoethnographic self-study to scrutinize educators’ awareness in practice as they determine the impact of this awareness on their instructional roles in multicultural teacher education. By extension, the study suggests that autoethnographic self-study research can provide additional lenses through which to interrogate monolithic perceptions of diversity in multicultural teacher education.     

Horse Riding 101: The role of experience in reframing teacher education practices

For this self-study of my teacher education practice, I positioned myself as a novice in the unfamiliar context of learning to ride a horse. This gave me an opportunity to re-experience being an authentic learner and thereby to deepen my understanding of how an individual learns to teach. I recorded my experiences in an electronic journal and analysed what happened over many months of weekly horse-riding lessons. Central to my learning process was feeding key ideas, insights and tentative analyses into discussions with my students and critical friends. As I analysed their responses further, two themes emerged through pattern analysis. First, being a neophyte in horse riding allowed me to empathise strongly with my students' novice status. Second, permitting them to see the development of my expertise through horse riding was helpful to my students. Re-positioning myself as a learner challenged my view of myself as a teacher educator and transformed my teacher education practice.     

To My Pen Pal

这是一封写给笔友的书信。作者通过两张照片形象生动地向笔友介绍了自己在海滩和在家里的两种场景。小作者还能简明准确地运用现在进行来描写这两幅画面。这样图文并茂的好作文，读后令人回味无穷，值得借鉴。[编者按]     

The Place of English Revisited

In this essay I explore the constraints and opportunities confronting me as a newly qualified teacher and how these affect my pedagogy. I have reflected on my own development from beginning to newly qualified teacher and considered how such forces have shaped my identity as a teacher, my values and my approach to the job. As part of my exploration of my practice and the values I hold, I have revisited ‘The Place of English’, an essay I wrote midway through my Postgraduate Certificate in Education (PGCE) year; I have reconsidered how the current climate of educational reform and my subsequent experience have altered or strengthened these initial perceptions. In what follows I have reflected critically on two episodes of teaching and learning with my Year 10 class, my most challenging group, in order to further understand the way in which I have responded to the responsibilities and pressures placed on a classroom teacher. These pressures, I suggest, are intensified by the preconceptions of age and gender within my school and implicit more widely in the traditional values of our culture. The fragments of my practice that I have explored reveal tensions that gesture at a gap between educational theory, first-hand professional experience and governmental policy. They present an argument to resist the temptations of oversimplified, linear conceptions of teaching and learning, and maintain the place of English as a subject of creativity, exploration and expression that, at its heart, values both individual and collective student voices and identities.     

“乌托邦”笼罩下的个人写作——在韩国外国语大学的讲演

“乌托邦”在这里有两层意义,一是我个人写作的“乌托邦”,另一个是中国历史与现实的“乌托邦”。前者是指我通过写作实现梦想和希冀,在小说中创造自己的理想之物：后者是指我们从一个“乌托邦”醒来又跌入了另一个“乌托邦”。而我的写作,我的语言、结构、叙述、故事、人物、形式,还有我对现实的认识等等,正是笼罩在这两种“乌托邦”下的个人书写。     

小升初面试：英文自我介绍范文2篇

范文一： 我叫莉莉，我即将从第一小学毕业。我们家有三个人，我爸爸在一家电脑公司上班，我妈妈是家庭主妇，我是家里的独生女。业余时间里，我喜欢看书，因为阅读可以扩宽我的视野。看小说的时候，我可以任凭自己的想象，比如说，一个著名的科学家或者是一个功夫大师。除了看书之外，我还喜欢玩电脑游戏。     

迷人的罂粟与本真人性的选择——关于铁凝小说《对面》的再论

铁凝的中篇小说《对面》讲诉了我"对5段爱情的逃离,认清了包裹爱情的种种欲望外衣,其中尤以性欲为重点叙述对象。"我"对"对面"的偷窥由单纯的欣赏转化为欲望的占有,对"对面"犯下的错误加速了自我反思的力度,意识到潜意识的罪恶感。自我的反省与走向自然的结局,既是主人公对纯真人性的追求,也是作者对人性寄予的美好愿望。     

To be Heard,to be Seen,to Matter: Consequences of/for self in utilizing one's narrative

This self-study describes the development and use in a preservice literacy course of the first author's narrative of her own schooling. The introduction to that narrative is included in this paper. The full text of the narrative also describes the impact of school readiness, resource placement, transience, poverty, and teachers' responses and expectations on my school experiences and my sense of self. Methods of data collection included students' anonymous responses to the narrative, in-class discussion, students' final course papers, my research journal, field notes, and retrospective re-analysis. The perspective of a colleague who is serving as a critical friend on my journey is incorporated in the paper as dialogical insets interrogating my practices and interpretations. Writing, analyzing, and using the narrative in my teaching served to clarify my understanding of how my childhood and schooling shape my current work. Sharing it with students was built on the belief that doing so would encourage their development of understanding for students who have histories and backgrounds unlike their own.