Ekaterina Tour
Biographic Data
| ID | 127758 |
|---|---|
| NAME | Ekaterina Tour |
| GIVEN NAMES | Ekaterina |
| FAMILY NAME | Tour |
| SIGNATURE | TOUR E |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0001-9974-5659 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Exploring AI literacy practices and capabilities of adult EAL learners from migrant and refugee backgrounds
Access to generative artificial intelligence (AI) and the ability to use it are becoming crucial for learning, work, and leisure. In this context, AI literacy is recognized as critically important for adult language learners, including those from migrant and refugee backgrounds. While there have been calls to include AI literacy in language learning programs, its inclusion requires knowledge about learners’ current practices with generative AI an…
Teachers’ use of generative AI
Emerging scholarly work has illuminated ways in which generative AI can be used to enhance language learning and teaching. Given that much of the existing research has been conceptual, there has been limited empirical research exploring teachers’ perceptions and uses of generative AI in language classrooms. In light of current debates about the benefits, drawbacks and ethical dilemmas associated with generative AI, this article examines how teach…
Developing teachers’ critical language awareness through multilingual digital multimodal composing in Australian primary classrooms
Conceptualizing and Operationalizing Prompt Literacy for English Language Learners
Recent developments in Generative Artificial Intelligence (GenAI) technologies have had significant implications for English language education worldwide, opening up new opportunities and challenges. Both researchers and practitioners are increasingly exploring the necessary capabilities that English language learners should possess in relation to GenAI. Prompt literacy, or a combination of multiple capabilities required to engage in dynamic and …
Bringing plurilingual strategies into linguistically diverse classrooms
It has been widely recognised that plurilingual pedagogy offers many benefits both for language learning and learning in general. However, in contexts where the linguistic profile of students is diverse, it can still be challenging for teachers to view working with the language resources of their students as feasible. In this article, we discuss how engaging students in digital multimodal composing (DMC) can support teachers’ uptake of plurilingu…
The impact of parent mediation on young children's home digital literacy practices and learning
Using a translanguaging multimodal approach to develop teachers’ language awareness in linguistically diverse classrooms in Australia
More research is needed on the role of teacher language awareness in the incorporation of students' language knowledge in linguistically diverse classrooms. This article reports on a design-based research project that involved in-service professional learning for seven teachers from five linguistically diverse Australian schools. Teachers learned about and implemented plurilingual strategies. Data on their subsequent language awareness were drawn…
Creating a reason to read
The complex nature of teaching draws teachers to read so as to satisfy their curiosities, problem-solve and innovate. However, teachers find it challenging to access and learn from educational research findings. Through our work as ‘consultant coaches’ in one Australian school over the duration of one school year, we co-constructed strategies to support teachers in translating insights from professional reading in their classrooms. This article r…
Home language literacy practices
It is well-established in both scholarship and policy documents that students’ home language practices can be leveraged as a key resource for their learning. However, it can be challenging for teachers to embed students’ language resources in class activities in ways that link to wider learning objectives. We report how the inclusion of home language literacy practices can both enhance English language learning and promote multiliteracies. Data a…
Investigating the efficacy of the Amep Digital Literacies Framework and Guide for adult EAL settings
The importance of digital literacies for adult language learners from migrant and refugee backgrounds has been widely recognized. However, there is relatively limited conceptual and practical guidance for practitioners. To address this concern, we developed a pedagogical framework and a practical guide for teachers in the Adult Migrant English Program in Australia. The conceptual framework brought together four well‐established bodies of scholarl…
Engaging English language learners in digital multimodal composing
Language learners often require appropriate scaffolding to engage in digital multimodal composing to maximise its potential for learning. This illuminates the need for pre-service teachers to be ready for these experiences both on teaching placements and at the beginning of their careers. However, little is known about their readiness for digital multimodal composing in linguistically and culturally diverse classrooms. Drawing on a case study of …
To integrate a language focus in a linguistically diverse physics classroom
It has previously been suggested that there is a need for a more language focused science instruction, especially in linguistically diverse classrooms, where many students are second language learners. But it has also been suggested that teachers may feel uncertainty about how to teach in ways that promote learning of both subject matter and language. Previous studies have revealed how the language of science, especially the written language of s…
Paradoxes of in-school teacher coaching by outsiders
Challenges for Teachers Working in Mainstream Schools with Culturally and Linguistically Diverse Students in Chile
Recently, Chile has experienced a significant increase in linguistically and culturally diverse immigrants from Haiti. However, little is known about how Chilean teachers cope with this issue. Using Haworth's (2009) model of contextual layers of teachers' work as a conceptual lens, this article reports the findings from two case studies. Findings show that participants often struggled to teach their culturally and linguistically diverse students.…
Considering the benefits of research participation
Despite the professional learning benefits that may be realised through participation in research, many institutions and teachers are reluctant to get involved. They (correctly) anticipate that it will require some time, effort, and commitment. They may understand that research is important for improving education practices but more direct and immediate value for them and, importantly, how to gain it may not be obvious. To address this issue, we …
Supporting Primary School Children’s learning in Digital Spaces at Home
Using a sociocultural perspective and a case study design, this research examined how three migrant parents in Australia viewed and supported children’s learning in digital spaces and the reasons behind these perspectives and practices. The study found that the participating parents mainly valued and actively supported technology‐based mechanical learning of print‐based literacy and numeracy basics and disregarded the development of digital liter…
Understanding Digital Literacy Practices
Digital technologies are increasingly used by children and adults in their everyday lives and these practices have attracted researchers’ and practitioners’ attention. However, everyday digital literacy practices are difficult to examine. They require appropriate research methods and visual methods have potential here. Although some visual methods are actively used in the field of Literacy Studies, participant-generated digital photography and ph…
Using a translanguaging multimodal approach to develop teachers’ language awareness in linguistically diverse classrooms in Australia
More research is needed on the role of teacher language awareness in the incorporation of students' language knowledge in linguistically diverse classrooms. This article reports on a design-based research project that involved in-service professional learning for seven teachers from five linguistically diverse Australian schools. Teachers learned about and implemented plurilingual strategies. Data on their subsequent language awareness were drawn…
Understanding Digital Literacy Practices
Digital technologies are increasingly used by children and adults in their everyday lives and these practices have attracted researchers’ and practitioners’ attention. However, everyday digital literacy practices are difficult to examine. They require appropriate research methods and visual methods have potential here. Although some visual methods are actively used in the field of Literacy Studies, participant-generated digital photography and ph…
Supporting Primary School Children’s learning in Digital Spaces at Home
Using a sociocultural perspective and a case study design, this research examined how three migrant parents in Australia viewed and supported children’s learning in digital spaces and the reasons behind these perspectives and practices. The study found that the participating parents mainly valued and actively supported technology‐based mechanical learning of print‐based literacy and numeracy basics and disregarded the development of digital liter…
Considering the benefits of research participation
Despite the professional learning benefits that may be realised through participation in research, many institutions and teachers are reluctant to get involved. They (correctly) anticipate that it will require some time, effort, and commitment. They may understand that research is important for improving education practices but more direct and immediate value for them and, importantly, how to gain it may not be obvious. To address this issue, we …
Engaging English language learners in digital multimodal composing
Language learners often require appropriate scaffolding to engage in digital multimodal composing to maximise its potential for learning. This illuminates the need for pre-service teachers to be ready for these experiences both on teaching placements and at the beginning of their careers. However, little is known about their readiness for digital multimodal composing in linguistically and culturally diverse classrooms. Drawing on a case study of …
To integrate a language focus in a linguistically diverse physics classroom
It has previously been suggested that there is a need for a more language focused science instruction, especially in linguistically diverse classrooms, where many students are second language learners. But it has also been suggested that teachers may feel uncertainty about how to teach in ways that promote learning of both subject matter and language. Previous studies have revealed how the language of science, especially the written language of s…
Paradoxes of in-school teacher coaching by outsiders
Challenges for Teachers Working in Mainstream Schools with Culturally and Linguistically Diverse Students in Chile
Recently, Chile has experienced a significant increase in linguistically and culturally diverse immigrants from Haiti. However, little is known about how Chilean teachers cope with this issue. Using Haworth's (2009) model of contextual layers of teachers' work as a conceptual lens, this article reports the findings from two case studies. Findings show that participants often struggled to teach their culturally and linguistically diverse students.…
Creating a reason to read
The complex nature of teaching draws teachers to read so as to satisfy their curiosities, problem-solve and innovate. However, teachers find it challenging to access and learn from educational research findings. Through our work as ‘consultant coaches’ in one Australian school over the duration of one school year, we co-constructed strategies to support teachers in translating insights from professional reading in their classrooms. This article r…
Home language literacy practices
It is well-established in both scholarship and policy documents that students’ home language practices can be leveraged as a key resource for their learning. However, it can be challenging for teachers to embed students’ language resources in class activities in ways that link to wider learning objectives. We report how the inclusion of home language literacy practices can both enhance English language learning and promote multiliteracies. Data a…
Investigating the efficacy of the Amep Digital Literacies Framework and Guide for adult EAL settings
The importance of digital literacies for adult language learners from migrant and refugee backgrounds has been widely recognized. However, there is relatively limited conceptual and practical guidance for practitioners. To address this concern, we developed a pedagogical framework and a practical guide for teachers in the Adult Migrant English Program in Australia. The conceptual framework brought together four well‐established bodies of scholarl…
Bringing plurilingual strategies into linguistically diverse classrooms
It has been widely recognised that plurilingual pedagogy offers many benefits both for language learning and learning in general. However, in contexts where the linguistic profile of students is diverse, it can still be challenging for teachers to view working with the language resources of their students as feasible. In this article, we discuss how engaging students in digital multimodal composing (DMC) can support teachers’ uptake of plurilingu…
The impact of parent mediation on young children's home digital literacy practices and learning
Using a translanguaging multimodal approach to develop teachers’ language awareness in linguistically diverse classrooms in Australia
More research is needed on the role of teacher language awareness in the incorporation of students' language knowledge in linguistically diverse classrooms. This article reports on a design-based research project that involved in-service professional learning for seven teachers from five linguistically diverse Australian schools. Teachers learned about and implemented plurilingual strategies. Data on their subsequent language awareness were drawn…
Conceptualizing and Operationalizing Prompt Literacy for English Language Learners
Recent developments in Generative Artificial Intelligence (GenAI) technologies have had significant implications for English language education worldwide, opening up new opportunities and challenges. Both researchers and practitioners are increasingly exploring the necessary capabilities that English language learners should possess in relation to GenAI. Prompt literacy, or a combination of multiple capabilities required to engage in dynamic and …
Exploring AI literacy practices and capabilities of adult EAL learners from migrant and refugee backgrounds
Access to generative artificial intelligence (AI) and the ability to use it are becoming crucial for learning, work, and leisure. In this context, AI literacy is recognized as critically important for adult language learners, including those from migrant and refugee backgrounds. While there have been calls to include AI literacy in language learning programs, its inclusion requires knowledge about learners’ current practices with generative AI an…
Teachers’ use of generative AI
Emerging scholarly work has illuminated ways in which generative AI can be used to enhance language learning and teaching. Given that much of the existing research has been conceptual, there has been limited empirical research exploring teachers’ perceptions and uses of generative AI in language classrooms. In light of current debates about the benefits, drawbacks and ethical dilemmas associated with generative AI, this article examines how teach…
Developing teachers’ critical language awareness through multilingual digital multimodal composing in Australian primary classrooms
Psychology (14 works) · Pedagogy (13 works) · Sociology (10 works) · Mathematics education (9 works) · Literacy (7 works) · Computer Science (6 works) · Political science (6 works) · EFL/ESL Teaching and Learning (5 works) · Linguistics (5 works) · Literacy, Media, and Education (5 works)