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2024 Book Chapter Defying Deficit Views of Literacy through RefugeeCrit and Multicultural Literacies,Veliz, Leonardo, Heinrichs Henry, Danielle and Diaz, Adriana R. (2024). Defying Deficit Views of Literacy through RefugeeCrit and Multicultural Literacies,. Reimagining Literacies Pedagogy in the Twenty-first Century Reimagining Literacies Pedagogy in the Twenty-first Century - Theorizing and Enacting Multiple Literacies for English Language Learners. edited by Leonardo Veliz, Miguel Farias and Michelle Picard. London, United Kingdom: Bloomsbury. |
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2024 Book Chapter (Re)centring Diversity in Language Pedagogies through Open Access Educational ResourcesDiaz, Adriana (2024). (Re)centring Diversity in Language Pedagogies through Open Access Educational Resources. Multiculturalism and Multilingualism in Education. (pp. 192-211) Leiden, Netherlands: Brill. doi: 10.1163/9789004709850_011 |
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2024 Book Chapter Ontological disobedience in the face of (im)mobility: possible transitions for world language teacher continuing educationHeinrichs, Danielle H. and Díaz, Adriana (2024). Ontological disobedience in the face of (im)mobility: possible transitions for world language teacher continuing education. Teacher education research – shaping practice, policy and theory. (pp. 47-70) edited by Parlo Singh, Deborah Heck, Stephen Heimans and Angelina Ambrosetti. Singapore, Singapore: Springer Nature Singapore. doi: 10.1007/978-981-97-8939-9_3 |
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2023 Book Chapter Los cimientos que apuntalan y perpetúan la Babel monolingüe australianaOrtiz Jiménez, Macarena and Díaz, Adriana Raquel (2023). Los cimientos que apuntalan y perpetúan la Babel monolingüe australiana. Retos en el sistema educativo ante la multiculturalidad y el plurilingüismo. Educación primaria y secundaria. (pp. 117-134) edited by María-Teresa del-Olmo-Ibáñez, María Fernanda Medina Beltrán and María Soledad Villarrubia Zúñiga. Barcelona, Spain: Octaedro. |
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2021 Book Chapter Intercultural understanding in early Spanish language learning: a policy perspective from Queensland, AustraliaDíaz, Adriana Raquel (2021). Intercultural understanding in early Spanish language learning: a policy perspective from Queensland, Australia. Early language learning policy in the 21st century: An international perspective. (pp. 111-129) edited by Subhan Zein and Maria R. Coady. Cham, Switzerland: Springer. doi: 10.1007/978-3-030-76251-3_5 |
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2021 Book Chapter Resistance to monoligualism: school principals and head of languages’ voices on factors that promote and deter languages education in Queensland, AustraliaDíaz, Adriana, Cordella, Marisa and Ramos, Fabiane (2021). Resistance to monoligualism: school principals and head of languages’ voices on factors that promote and deter languages education in Queensland, Australia. Language learning in Anglophone countries: challenges, practices, ways forward. (pp. 485-502) edited by Ursula Lanvers, Amy S. Thompson and Martin East. Cham, Switzerland: Palgrave Macmillan. doi: 10.1007/978-3-030-56654-8_24 |
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2018 Book Chapter Stretching the global imaginaries of internationalisation: the critical role of languages educationDiaz, Adriana (2018). Stretching the global imaginaries of internationalisation: the critical role of languages education. Educational reciprocity and adaptivity : international students and stakeholders. (pp. 195-208) edited by Abe W. Ata, Ly Thi Tran and Indika Liyanage. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781315201412-11 |
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2018 Book Chapter Challenging dominant epistemologies in higher education: the role of language in the geopolitics of knowledge (re)productionDíaz, Adriana Raquel (2018). Challenging dominant epistemologies in higher education: the role of language in the geopolitics of knowledge (re)production. Multilingual education yearbook 2018: internationalization, stakeholders and multilingual education contexts. (pp. 21-36) edited by Indika Liyanage. Cham, Switzerland: Springer. doi: 10.1007/978-3-319-77655-2_2 |
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2017 Book Chapter Tracing the 'critical' trajectory of language and intercultural communication pedagogyDíaz, Adriana Raquel and Dasli, Maria (2017). Tracing the 'critical' trajectory of language and intercultural communication pedagogy. The critical turn in language and intercultural communication pedagogy: theory, research and practice. (pp. 3-21) edited by Maria Dasli and Adriana Raquel Díaz. New York, NY United States: Routledge. doi: 10.4324/9781315667294 |
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2017 Book Chapter Cosmopolitanism meets language education: considering objectives and strategies for a new pedagogyKennedy, Claire, Diaz, Adriana and Dasli, Maria (2017). Cosmopolitanism meets language education: considering objectives and strategies for a new pedagogy. The Critical Turn in Language and Intercultural Communication Pedagogy. (pp. 162-179) edited by Maria Dasli and Adriana Raquel Díaz. New York, NY United States: Routledge. doi: 10.4324/9781315667294-20 |
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2017 Book Chapter PrologueDasli, Maria and Diaz, Adriana (2017). Prologue. The critical turn in language and intercultural communication pedagogy: theory, research and practice. (pp. xiii-xxiv) edited by Maria Dasli and Adriana Raquel Díaz. New York, NY United States: Taylor & Francis. |
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2017 Book Chapter EpilogueDasli, Maria and Diaz, Adriana Raquel (2017). Epilogue. The critical turn in language and intercultural communication: Pedagogy theory, research and practice. (pp. 217-228) edited by Maria Dasli and Adriana Raquel Díaz. New York, NY United States: Routledge. doi: 10.4324/9781315667294 |
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2016 Book Chapter Uncertainty and reluctance in teaching taboo language: a case study of an experienced teacher of English as an additional languageGuo, Xuhong, Liyanage, Indika, Bartlett, Brendan, Walker, Tony and Diaz, Adriana (2016). Uncertainty and reluctance in teaching taboo language: a case study of an experienced teacher of English as an additional language. Global language policies and local educational practices and cultures. (pp. 233-243) edited by Shirley O'Neill and Henriette van Rensburg. Blue Mounds, WI United States: Deep University Press. |
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2016 Book Chapter Exploring the professional chasm in exam-driven English language education contextsGuo, Xuhong, Diaz, Adriana and Liyanage, Indika (2016). Exploring the professional chasm in exam-driven English language education contexts. Global language policies and local educational practices and cultures. (pp. 215-232) edited by Shirley O'Neill and Henriette van Rensburg. Blue Mounds, WI United States: Deep University Press. |
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2016 Book Chapter Re-envisioning teacher education programmes for international students: towards an emancipatory and transformative educational stanceLiyanage, Indika, Diaz, Adriana and Gurney, Laura (2016). Re-envisioning teacher education programmes for international students: towards an emancipatory and transformative educational stance. Sociological and philosophical perspectives on education in the Asia-Pacific Region. (pp. 165-178) edited by Chi-Ming Lam and Jae Park. Singapore: Springer. doi: 10.1007/978-981-287-940-0_11 |
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2015 Book Chapter Developing interculturally-oriented teaching resources in CFL: meeting the challengeDiaz, Adriana Raquel (2015). Developing interculturally-oriented teaching resources in CFL: meeting the challenge. Exploring innovative pedagogy in the teaching and learning of Chinese as a foreign language. (pp. 115-135) edited by Robyn Moloney and Hui Ling Xu. Singapore, Singapore: Springer. doi: 10.1007/978-981-287-772-7_7 |
