Ester Ehiyazaryan-White
Biographic Data
| ID | 4250149 |
|---|---|
| NAME | Ester Ehiyazaryan-White |
| GIVEN NAMES | Ester |
| FAMILY NAME | Ehiyazaryan-White |
| SIGNATURE | EHIYAZARYAN-WHITE E |
| AFFILIATIONS | Sheffield Hallam University, Sheffield, UK |
| ORCID | 0000-0001-7013-1995 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Exploring opportunities for dialogic teaching within the genre pedagogy teaching and learning cycle in primary classrooms
There has been an increasing focus on oracy in the curriculum in England. This focus is justified as the need for children to develop skills essential for future success. However, beyond oracy as skill, classroom talk is a powerful tool for developing thinking and shared meaning as evidenced by dialogic teaching pedagogy. This raises the question of how to establish spaces for such dialogue, leading to meaningful engagement with texts. Grounded i…
Talk about my name’
In early childhood policy and curriculum discourses, migrant and multilingual parents’ literacy practices with their children have often been marginalised and othered. Such othering rejects the value of culturally and materially embedded communicative practices present in homes and communities. Countering this is the development in scholarship of a heteroglossic perspective, involving practices such as translanguaging and artifactual literacies. …
Creating translanguaging affirmative space through artifactual literacies
Researching migrant and multilingual parents' literacy practices with their children is ethically complex due to the dominant discourses of language and literacy which devalue such practices as irrelevant or deficient. Translanguaging theory and the related concept of translanguaging space offer opportunities to consider dialogue with multilingual parents differently, valuing their literacy practices in the interview space. Drawing on data from a…
No prominent works on this page.
Exploring opportunities for dialogic teaching within the genre pedagogy teaching and learning cycle in primary classrooms
There has been an increasing focus on oracy in the curriculum in England. This focus is justified as the need for children to develop skills essential for future success. However, beyond oracy as skill, classroom talk is a powerful tool for developing thinking and shared meaning as evidenced by dialogic teaching pedagogy. This raises the question of how to establish spaces for such dialogue, leading to meaningful engagement with texts. Grounded i…
Talk about my name’
In early childhood policy and curriculum discourses, migrant and multilingual parents’ literacy practices with their children have often been marginalised and othered. Such othering rejects the value of culturally and materially embedded communicative practices present in homes and communities. Countering this is the development in scholarship of a heteroglossic perspective, involving practices such as translanguaging and artifactual literacies. …
Creating translanguaging affirmative space through artifactual literacies
Researching migrant and multilingual parents' literacy practices with their children is ethically complex due to the dominant discourses of language and literacy which devalue such practices as irrelevant or deficient. Translanguaging theory and the related concept of translanguaging space offer opportunities to consider dialogue with multilingual parents differently, valuing their literacy practices in the interview space. Drawing on data from a…
EFL/ESL Teaching and Learning (3 works) · Pedagogy (3 works) · Psychology (3 works) · Second Language Learning and Teaching (3 works) · Sociology (3 works) · Linguistics (2 works) · Multilingual Education and Policy (2 works) · Translanguaging (2 works) · Dialogic (1 work) · Gender Studies (1 work)