Exploring the Processes in Becoming Biliterate: The Roles of Resistance to Learning and Affect
Resistance to learning as part of literacy learning occurs in socially and culturally bound contexts. Biliteracy experiences challenge/disrupt the known before they transform.
||Biliteracy, French Immersion, Resistance to Learning, Rhizoanalysis
International Journal of Learning, Volume 12, Issue 8, pp.347-354.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 931.677KB).
Dr. Therese Dufresne is presently completing a longitudinal study on the role of affect and self-regulation in literacy. She continues research stemming from her doctoral dissertation where she reconceptualized the role of feedback in language learning and literacy and explored the role(s) of resistance to learning. She used poststructural theory to develop a framework for conducting research in literacy and language learning. Publishing in both English and French, she is highly involved in creating and exploring alternative ways of understanding and creating knowledge.
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