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Díaz, Adriana Raquel (2018). Challenging dominant epistemologies in higher education: the role of language in the geopolitics of knowledge (re)production. In Indika Liyanage (Ed.), Multilingual education yearbook 2018: internationalization, stakeholders and multilingual education contexts (pp. 21-36) Cham, Switzerland: Springer. doi:10.1007/978-3-319-77655-2_2     0
Kennedy, Claire, Diaz, Adriana and Dasli, Maria (2017). Cosmopolitanism meets language education: considering objectives and strategies for a new pedagogy. In Maria Dasli and Adriana Raquel Díaz (Ed.), The critical turn in language and intercultural communication pedagogy: theory, research and practice (pp. 162-179) New York, United States: Routledge. doi:10.4324/9781315667294     1 Cited 1 times in Scopus1
Diaz, Adriana Raquel Developing Critical Languaculture Pedagogies in Higher Education: Theory and Practice. Bristol, United Kingdom: Multilingual Matters, 2013.     0 Cited 7 times in Scopus7
Diaz, Adriana Raquel (2015). Developing interculturally-oriented teaching resources in CFL: meeting the challenge. In Robyn Moloney and Hui Ling Xu (Ed.), Exploring innovative pedagogy in the teaching and learning of Chinese as a foreign language (pp. 115-135) Singapore, Singapore: Springer. doi:10.1007/978-981-287-772-7_7     1 0
Diaz, Adriana Raquel (2018) Dialogic pedagogy: the importance of dialogue in teaching and learning. Language and Intercultural Communication, 18 2: 277-279. doi:10.1080/14708477.2017.1287116     0
Liddicoat, Anthony J. and Diaz, Adriana (2008) Engaging with diversity: the construction of policy for intercultural education in Italy. Intercultural Education, 19 2: 137-150. doi:10.1080/14675980801889666     9 0
Dasli, Maria and Diaz, Adriana (2017). Epilogue. In Maria Dasli and Adriana Raquel Díaz (Ed.), The critical turn in language and intercultural communication pedagogy: theory, research and practice (pp. 217-228) New York, United States: Taylor & Francis.    
Guo, Xuhong, Diaz, Adriana and Liyanage, Indika (2016). Exploring the professional chasm in exam-driven English language education contexts. In Shirley O'Neill and Henriette van Rensburg (Ed.), Global language policies and local educational practices and cultures (pp. 215-232) Blue Mounds, Wisconsin: Deep University Press.    
Hortiguera, Hugo and Diaz, Adriana (2014) Extendiendo los muros de la clase de ELE: una aproximación (neuro) cognitiva a través de la tecnología. MarcoELE: revista de didactica, 19 July-December: .    
Diaz, Adriana (2012). Intercultural competence through language education in Australian higher education: Mission (im)possible?. In: John Hajek, Colin Nettelbeck and Anya Woods, The Next Step: Introducing the Languages and Cultures Network for Australian Universities: Selected Proceedings of LCNAU’s Inaugural Colloquium,. LCNAU's Inaugural Colloquium, Melbourne, VIC Australia, (285-298). 26-28 September 2011.    
Diaz, Adriana Raquel (2016) Intercultural language teaching and learning. Language and Intercultural Communication, 16 1: 117-119. doi:10.1080/14708477.2015.1059551     0 0
Diaz, Adriana (2013) Intercultural understanding and professional learning through critical engagement. Babel, 48 1: 12-19.    
Iwashita, Noriko, Rochecouste, Judith, Diaz, Adriana, Hanna, Barbara, Kennett, Belinda and Kim, Sun Hee Ok (2016) Languages literature review: Senior syllabus redevelopment South Brisbane, Australia: Queensland Curriculum and Assessment Authority    
Dasli, Maria and Diaz, Adriana (2017). Prologue. In Maria Dasli and Adriana Raquel Díaz (Ed.), The critical turn in language and intercultural communication pedagogy: theory, research and practice (pp. xiii-xxiv) New York, United States: Taylor & Francis.    
Dasli, Maria and Diaz, Adriana Raquel (2017). Prologue. In Maria Dasli and Adriana Raquel Diaz (Ed.), The critical turn in language and intercultural communication pedagogy: Theory, research and practice (pp. XIII-XXIV) Abingdon, Oxon, United Kingdom: Routledge.     0
Diaz, Adriana, Hortiguera, Hugo and Espinoza Vera, Marcia (2015) Quality assurance and foreign languages - Reflecting on oral assessment practices in two university Spanish language programs in Australia. Journal of University Teaching & Learning Practice, 12 3: .     0
Liyanage, Indika, Diaz, Adriana and Gurney, Laura (2016). Re-envisioning teacher education programmes for international students: towards an emancipatory and transformative educational stance. In Chi-Ming Lam and Jae Park (Ed.), Sociological and philosophical perspectives on education in the Asia-Pacific Region (pp. 165-178) Singapore: Springer. doi:10.1007/978-981-287-940-0_11     0 1
Diaz, Adriana (2018). Stretching the global imaginaries of internationalisation: The critical role of languages education. In Abe W. Ata, Ly Thi Tran and Indika Liyanage (Ed.), Educational reciprocity and adaptivity : international students and stakeholders (pp. 195-208) Abingdon, Oxon United Kingdom: Routledge. doi:10.4324/9781315201412     0
Diaz, Adriana and Hortiguera, Hugo (2016) TELL-ING IT LIKE IT IS: Practical implications from a critical stance on technology-enhanced language learning. Revista de Lenguas para Fines Específicos, 22 1: 54-79. doi:10.20420/rlfe.2016.0090     0 0
The critical turn in language and intercultural communication pedagogy: theory, research and practice. Edited by Maria Dasli and Adriana Raquel Diaz New York, United States: Taylor & Francis, 2017. doi:10.4324/9781315667294     Cited 2 times in Scopus2 3
Dasli, Maria and Diaz, Adriana Raquel (2017). The Critical Turn in Language and Intercultural Communication Pedagogy Theory, Research and Practice Epilogue. In Dasli, M. and Diaz, A. R. (Ed.), The Critical Turn in Language and Intercultural Communication Pedagogy Theory, Research and Practice Epilogue (pp. 217-228) New York, USA: Routledge.     0
Diaz, Adriana and Dasli, Maria (2017). Tracing the 'critical' trajectory of language and intercultural communication pedagogy. In Maria Dasli, and Adriana Raquel Díaz (Ed.), The critical turn in language and intercultural communication pedagogy: theory, research and practice (pp. 3-21) New York, United States: Taylor & Francis. doi:10.4324/9781315667294     1 Cited 2 times in Scopus2
Guo, 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. In Shirley O'Neill and Henriette van Rensburg (Ed.), Global language policies and local educational practices and cultures (pp. 233-243) Blue Mounds, Wisconsin: Deep University Press.