IMMERSIVE SITUATED PRACTICE WITHIN A LOCAL CURRICULUM FOR HYBRID LEARNING
DOI:
https://doi.org/10.18623/rvd.v22.n5.3587Palabras clave:
Situated Practice, Multiliteracies Pedagogy, Ecological Ethics, Ai-Mediated LearningResumen
This study examines how Situated Practice operates within multiliteracies pedagogy at an Islamic Green University in Indonesia. While multiliteracies research often privileges official academic texts, little attention has been paid to how students’ social and academic capitals shape eco-literacy in EFL contexts. Adopting a transformative case study, one lecturer and fifteen undergraduates participated in a digital Eco literacy course that combined online learning, field visits, and collaboration with community activists. Data from observations, field notes, and multimodal student artifacts were narratively analyzed. Findings reveal that students mobilized social capital from family farming and pesantren backgrounds, and academic capital from prior schooling, to interpret ecological issues. Situated practice counteracted symbolic violence by legitimizing living literacies, oral narratives, local ethics, and multimodal productions such as poetry paintings, digital posters, and advocacy campaigns. The study positions situated practice as a bridge between global literacies and local ecological wisdom, contributing to literacy practices and sustainable language pedagogy.
Citas
Ahn, S. Y. (2021). English language learners’ visualization of identities in transformation in an imagined world. Language Awareness, 30(4), 371–390. https://doi.org/10.1080/09658416.2021.1933507
Aljanahi, M. H. (2019). “You Could Say I’m a Hardcore Fan of Dragon Ball Z”: Affinity Spaces, Multiliteracies, and the Negotiation of Identity. Literacy Research and Instruction, 58(1), 31–48. https://doi.org/10.1080/19388071.2018.1520940
Baxter, P., & Jack, S. (2023). Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers. The Qualitative Report, May. https://doi.org/10.46743/2160-3715/2008.1573
Bill Cope, M. K. (2000). Multiliteracies, literacy learning and the design of social futures.
Bold, C. (2014). Using Narrative in Research. Using Narrative in Research. https://doi.org/10.4135/9781446288160
Bourieu, P. (1977). The logic of practice. In Bourdieu. https://doi.org/10.4324/9781003115083-9
Cazden, C. B. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
Contu, A., & Willmott, H. (2003). Re-embedding situatedness: The importance of power relations in learning theory. Organization Science, 14(3), 283–296. https://doi.org/10.1287/orsc.14.3.283.15167
Cooper, N., Lockyer, L., & Brown, I. (2013). Developing multiliteracies in a technology-mediated environment. Educational Media International, 50(2), 93–107. https://doi.org/10.1080/09523987.2013.795350
Curdt-Christiansen, X. L. (2020). Environmental literacy: raising awareness through Chinese primary education textbooks. Language, Culture and Curriculum, 0(0), 1–16. https://doi.org/10.1080/07908318.2020.1797078
Depari, C. D. A., & Lindell, M. K. (2023). “Moving or not?”: Factors affecting community responses to environmental disruption. International Journal of Disaster Risk Reduction, 95(July), 103898. https://doi.org/10.1016/j.ijdrr.2023.103898
Ganapathy, M. (2015). the Effect of Incorporating Multiliteracies Pedagogy in Esl Writing. International Journal of Arts & Sciences, 8(6), 253–267. http://search.proquest.com/docview/1764689024?accountid=40690%5Cnhttp://link.periodicos.capes.gov.br/sfxlcl41?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&genre=unknown&sid=ProQ:ProQ:pqrl&atitle=THE+EFFECT+OF+INCORPORATING+MULTILITERACIES+
Glaser, M., & te Brömmelstroet, M. (2022). Unpacking policy transfer as a situated practice: blending social, spatial, and sensory learning at a conference. Applied Mobilities, 7(2), 163–185. https://doi.org/10.1080/23800127.2020.1827559
Glimäng, M. R., & Magadán, C. (2023). Saying and doing: a multiliteracies analysis of preservice teachers’ virtual exchange at the onset of COVID-19. Language and Intercultural Communication, 0(0), 1–18. https://doi.org/10.1080/14708477.2023.2199710
Gravett, K., & Ajjawi, R. (2022). Belonging as situated practice. Studies in Higher Education, 47(7), 1386–1396. https://doi.org/10.1080/03075079.2021.1894118
Gutierrez, A., Lowe, K., & Guenther, J. (2021). Indigenous student literacy outcomes in Australia: a systematic review of literacy programmes. Asia-Pacific Journal of Teacher Education, 49(1), 37–60. https://doi.org/10.1080/1359866X.2019.1700214
Holloway, S. M. (2020). The multiliteracies project: preservice and inservice teachers learning by design in diverse content areas. Pedagogies, 00(00), 1–19. https://doi.org/10.1080/1554480X.2020.1787172
Holloway, S. M., & Gouthro, P. A. (2020). Using a multiliteracies approach to foster critical and creative pedagogies for adult learners. Journal of Adult and Continuing Education, 26(2), 203–220. https://doi.org/10.1177/1477971420913912
Ilmi, Y., Retnaningdyah, P., & Munir, A. (2020). Exploring Digital Multimodal Text in EFL Classroom: Transformed Practice in Multiliteracies Pedagogy. Linguistic, English Education and Art (LEEA) Journal, 4(1), 99–108. https://doi.org/10.31539/leea.v4i1.1416
Isaiah Omodan, B. (2020). The Trajectory of Transformative Research as an Inclusive Qualitative Research Approach to Social Issues. Multicultural Education, 6(3), 34–44. https://doi.org/10.5281/zenodo.4071952
Kalantzis, B. C. and M. (2015). A Pedagogy of literacies: Macmilian international higher education.
Kangas, M., & Rasi, P. (2021). Phenomenon-Based learning of multiliteracy in a Finnish upper secondary school. Media Practice and Education, 22(4), 342–359. https://doi.org/10.1080/25741136.2021.1977769
Kennedy, L. M., Oviatt, R. L., & De Costa, P. I. (2019). Refugee Youth’s Identity Expressions and Multimodal Literacy Practices in a Third Space. Journal of Research in Childhood Education, 33(1), 56–70. https://doi.org/10.1080/02568543.2018.1531446
Khairi, A., Retnaningdyah, P., & Aswandi, M. (2018). Revealing Multiliteracies in English as a Foreign Language Classroom. 108(SoSHEC 2017), 140–145. https://doi.org/10.2991/soshec-17.2018.28
Kim, M. S., Meng, X., & Kim, M. (2023). Technology-enhanced multiliteracies teaching towards a culturally responsive curriculum: a multiliteracies approach to ECE. Interactive Learning Environments, 31(4), 1988–2000. https://doi.org/10.1080/10494820.2020.1870503
Kim, M. S., Park, H., & Kici, D. (2021). Network structures of in-service teachers’ collective knowledge construction: An SNA analysis of multiliteracies online course. Innovations in Education and Teaching International, 58(1), 47–58. https://doi.org/10.1080/14703297.2019.1675527
Kiss, T., & Mizusawa, K. (2018). Revisiting the Pedagogy of Multiliteracies: Writing Instruction in a Multicultural Context. Changing English: Studies in Culture and Education, 25(1), 59–68. https://doi.org/10.1080/1358684X.2017.1403283
Liang, W. J., & Lim, F. V. (2021). A pedagogical framework for digital multimodal composing in the English Language classroom. Innovation in Language Learning and Teaching, 15(4), 306–320. https://doi.org/10.1080/17501229.2020.1800709
Main, K. L. (2011). Mapping Multiliteracies onto the Pedagogy of K-12 Teachers. University of Toronto.
Mertens, D. M. (2009). Transformative Research and Evaluation. The Guilford Press.
Mertens, D. M. (2017). Transformative research: personal and societal. International Journal for Transformative Research, 4(1), 18–24. https://doi.org/10.1515/ijtr-2017-0001
Mills, K. A. (2009). Multiliteracies: Interrogating competing discourses. Language and Education, 23(2), 103–116. https://doi.org/10.1080/09500780802152762
Mills, K. A. (2010). A Review of the “‘Digital Turn’” in the New Literacy Studies. Review of Educational Research, 80(2), 246–271. https://doi.org/10.3102/0034654310364401
Mills, K. A. (2015). Literacy Theories for the Digital Age. Literacy Theories for the Digital Age, December. https://doi.org/10.21832/9781783094639
Misa, M., Education, L., Java, E., Purwati, O., Language, P., Program, L. E., Java, E., Retnaningdyah, P., Education, L., Java, E., & Nicosia, N. (2022). Cypriot Journal of Educational Multiliteracy pedagogical framework in action : Critical reading in ELT. Cypriot Journal of Educational Sciences, 17(12), 4311–4323.
Nabhan, S. (2019). Bringing multiliteracies into process writing approach in ELT classroom: Implementation and reflection. EduLite: Journal of English Education, Literature and Culture, 4(2), 156. https://doi.org/10.30659/e.4.2.156-170
NLG. (1996). The New London Group. In A Pedagogy of Multiliteracies (pp. 60–93).
Nofrahadi, Andayani, Suyitno, & Wardani, N. E. (2022). Representation of Functions of Natural Environment Settings in the Kaba Minangkabau: An Ecocritical Study. GEMA Online Journal of Language Studies, 22(4), 214–231. https://doi.org/10.17576/gema-2022-2204-12
OECD. (2022). PISA 2022 Results. Journal Pendidikan, 10. https://www.oecd.org/publication/pisa-2022-results/country-notes/malaysia-1dbe2061/
OECD. (2023). Education in Indonesia a decade on Transforming Education in Indonesia: Examining the landscape of current reforms. Directorate for Education and Skills, 88, 5. https://www.oecd.org/pisa/data/2022database
OECD. (2024). Fewer books and more educational software : how have home learning environments changed since 2015 ? Programme for International Student Assessment Fewer books and more educational software : how have home learning environments changed since 2015 ?
Palsa, L., & Mertala, P. (2022). Disciplinary contextualisation of transversal competence in Finnish local curricula: the case of multiliteracy, mathematics, and social studies. Education Inquiry, 13(2), 226–247. https://doi.org/10.1080/20004508.2020.1855827
Papers, M., & Laboni, N. N. (2021). Scholarship at UWindsor Scholarship at UWindsor Multiliteracies Pedagogy in Second Language Learning: Multiliteracies Pedagogy in Second Language Learning: Examining How Canadian Elementary ESL Classrooms Can Examining How Canadian Elementary ESL Classroo. June. https://scholar.uwindsor.ca/major-papershttps://scholar.uwindsor.ca/major-papers/174
Pedersen, J. (2015). Teaching Transnational Youth: Literacy Education in a Changing World. Journal of Language & Literacy Education / Ankara Universitesi SBF Dergisi, 11(2).
Pires Pereira, Í. S., Parente, M. C. C., & da Silva, M. C. V. (2023). Digital literacy in early childhood education: what can we learn from innovative practitioners? International Journal of Early Years Education, 31(1), 287–301. https://doi.org/10.1080/09669760.2021.1892598
Polkinghorne, D. E. (2006). An agenda for the second generation of qualitative studies. International Journal of Qualitative Studies on Health and Well-Being, 1(2), 68–77. https://doi.org/10.1080/17482620500539248
Settou, T., Kholladi, M. K., & Ben Ali, A. (2022). Improving damage classification via hybrid deep learning feature representations derived from post-earthquake aerial images. International Journal of Image and Data Fusion, 13(1), 1–20. https://doi.org/10.1080/19479832.2020.1864787
Teng, F. (2020). A narrative inquiry of identity construction in academic communities of practice: voices from a Chinese doctoral student in Hong Kong. Pedagogies, 15(1), 40–59. https://doi.org/10.1080/1554480X.2019.1673164
Tilleczek, K., & Campbell, V. (2014). Narratives of Youth Literacy: The Case of Prince Edward Island. In The Canadian Journal for Teacher Education (Vol. 1, Issue 1).
Vorobel, O., Kim, D., & Park, H. R. (2020). An adolescent English learner’s expression of self and identity through multiliteracy practices. Journal of Educational Research, 113(5), 327–334. https://doi.org/10.1080/00220671.2020.1825208
Wang, L., Amalric, M., Fang, W., Jiang, X., Pallier, C., Figueira, S., Sigman, M., & Dehaene, S. (2019). Representation of spatial sequences using nested rules in human prefrontal cortex. NeuroImage, 186(October 2018), 245–255. https://doi.org/10.1016/j.neuroimage.2018.10.061
Widiati, U., Sharif, T. I. S. bt T., Karmina, S., & Zubaidi, N. (2023). Literacy Teaching Strategies: Do Indonesian Secondary EFL Teachers Practice What They Know? LEARN Journal: Language Education and Acquisition Research Network, 16(1), 339–364.
Zapata, G. C., & Ribota, A. (2021). The instructional benefits of identity texts and learning by design for learner motivation in required second language classes. Pedagogies, 16(1), 1–18. https://doi.org/10.1080/1554480X.2020.1738937
Ahn, S. Y. (2021). English language learners’ visualization of identities in transformation in an imagined world. Language Awareness, 30(4), 371–390. https://doi.org/10.1080/09658416.2021.1933507
Aljanahi, M. H. (2019). “You Could Say I’m a Hardcore Fan of Dragon Ball Z”: Affinity Spaces, Multiliteracies, and the Negotiation of Identity. Literacy Research and Instruction, 58(1), 31–48. https://doi.org/10.1080/19388071.2018.1520940
Baxter, P., & Jack, S. (2023). Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers. The Qualitative Report, May. https://doi.org/10.46743/2160-3715/2008.1573
Bill Cope, M. K. (2000). Multiliteracies, literacy learning and the design of social futures.
Bold, C. (2014). Using Narrative in Research. Using Narrative in Research. https://doi.org/10.4135/9781446288160
Bourieu, P. (1977). The logic of practice. In Bourdieu. https://doi.org/10.4324/9781003115083-9
Cazden, C. B. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
Contu, A., & Willmott, H. (2003). Re-embedding situatedness: The importance of power relations in learning theory. Organization Science, 14(3), 283–296. https://doi.org/10.1287/orsc.14.3.283.15167
Cooper, N., Lockyer, L., & Brown, I. (2013). Developing multiliteracies in a technology-mediated environment. Educational Media International, 50(2), 93–107. https://doi.org/10.1080/09523987.2013.795350
Curdt-Christiansen, X. L. (2020). Environmental literacy: raising awareness through Chinese primary education textbooks. Language, Culture and Curriculum, 0(0), 1–16. https://doi.org/10.1080/07908318.2020.1797078
Depari, C. D. A., & Lindell, M. K. (2023). “Moving or not?”: Factors affecting community responses to environmental disruption. International Journal of Disaster Risk Reduction, 95(July), 103898. https://doi.org/10.1016/j.ijdrr.2023.103898
Ganapathy, M. (2015). the Effect of Incorporating Multiliteracies Pedagogy in Esl Writing. International Journal of Arts & Sciences, 8(6), 253–267. http://search.proquest.com/docview/1764689024?accountid=40690%5Cnhttp://link.periodicos.capes.gov.br/sfxlcl41?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&genre=unknown&sid=ProQ:ProQ:pqrl&atitle=THE+EFFECT+OF+INCORPORATING+MULTILITERACIES+
Glaser, M., & te Brömmelstroet, M. (2022). Unpacking policy transfer as a situated practice: blending social, spatial, and sensory learning at a conference. Applied Mobilities, 7(2), 163–185. https://doi.org/10.1080/23800127.2020.1827559
Glimäng, M. R., & Magadán, C. (2023). Saying and doing: a multiliteracies analysis of preservice teachers’ virtual exchange at the onset of COVID-19. Language and Intercultural Communication, 0(0), 1–18. https://doi.org/10.1080/14708477.2023.2199710
Gravett, K., & Ajjawi, R. (2022). Belonging as situated practice. Studies in Higher Education, 47(7), 1386–1396. https://doi.org/10.1080/03075079.2021.1894118
Gutierrez, A., Lowe, K., & Guenther, J. (2021). Indigenous student literacy outcomes in Australia: a systematic review of literacy programmes. Asia-Pacific Journal of Teacher Education, 49(1), 37–60. https://doi.org/10.1080/1359866X.2019.1700214
Holloway, S. M. (2020). The multiliteracies project: preservice and inservice teachers learning by design in diverse content areas. Pedagogies, 00(00), 1–19. https://doi.org/10.1080/1554480X.2020.1787172
Holloway, S. M., & Gouthro, P. A. (2020). Using a multiliteracies approach to foster critical and creative pedagogies for adult learners. Journal of Adult and Continuing Education, 26(2), 203–220. https://doi.org/10.1177/1477971420913912
Ilmi, Y., Retnaningdyah, P., & Munir, A. (2020). Exploring Digital Multimodal Text in EFL Classroom: Transformed Practice in Multiliteracies Pedagogy. Linguistic, English Education and Art (LEEA) Journal, 4(1), 99–108. https://doi.org/10.31539/leea.v4i1.1416
Isaiah Omodan, B. (2020). The Trajectory of Transformative Research as an Inclusive Qualitative Research Approach to Social Issues. Multicultural Education, 6(3), 34–44. https://doi.org/10.5281/zenodo.4071952
Kalantzis, B. C. and M. (2015). A Pedagogy of literacies: Macmilian international higher education.
Kangas, M., & Rasi, P. (2021). Phenomenon-Based learning of multiliteracy in a Finnish upper secondary school. Media Practice and Education, 22(4), 342–359. https://doi.org/10.1080/25741136.2021.1977769
Kennedy, L. M., Oviatt, R. L., & De Costa, P. I. (2019). Refugee Youth’s Identity Expressions and Multimodal Literacy Practices in a Third Space. Journal of Research in Childhood Education, 33(1), 56–70. https://doi.org/10.1080/02568543.2018.1531446
Khairi, A., Retnaningdyah, P., & Aswandi, M. (2018). Revealing Multiliteracies in English as a Foreign Language Classroom. 108(SoSHEC 2017), 140–145. https://doi.org/10.2991/soshec-17.2018.28
Kim, M. S., Meng, X., & Kim, M. (2023). Technology-enhanced multiliteracies teaching towards a culturally responsive curriculum: a multiliteracies approach to ECE. Interactive Learning Environments, 31(4), 1988–2000. https://doi.org/10.1080/10494820.2020.1870503
Kim, M. S., Park, H., & Kici, D. (2021). Network structures of in-service teachers’ collective knowledge construction: An SNA analysis of multiliteracies online course. Innovations in Education and Teaching International, 58(1), 47–58. https://doi.org/10.1080/14703297.2019.1675527
Kiss, T., & Mizusawa, K. (2018). Revisiting the Pedagogy of Multiliteracies: Writing Instruction in a Multicultural Context. Changing English: Studies in Culture and Education, 25(1), 59–68. https://doi.org/10.1080/1358684X.2017.1403283
Liang, W. J., & Lim, F. V. (2021). A pedagogical framework for digital multimodal composing in the English Language classroom. Innovation in Language Learning and Teaching, 15(4), 306–320. https://doi.org/10.1080/17501229.2020.1800709
Main, K. L. (2011). Mapping Multiliteracies onto the Pedagogy of K-12 Teachers. University of Toronto.
Mertens, D. M. (2009). Transformative Research and Evaluation. The Guilford Press.
Mertens, D. M. (2017). Transformative research: personal and societal. International Journal for Transformative Research, 4(1), 18–24. https://doi.org/10.1515/ijtr-2017-0001
Mills, K. A. (2009). Multiliteracies: Interrogating competing discourses. Language and Education, 23(2), 103–116. https://doi.org/10.1080/09500780802152762
Mills, K. A. (2010). A Review of the “‘Digital Turn’” in the New Literacy Studies. Review of Educational Research, 80(2), 246–271. https://doi.org/10.3102/0034654310364401
Mills, K. A. (2015). Literacy Theories for the Digital Age. Literacy Theories for the Digital Age, December. https://doi.org/10.21832/9781783094639
Misa, M., Education, L., Java, E., Purwati, O., Language, P., Program, L. E., Java, E., Retnaningdyah, P., Education, L., Java, E., & Nicosia, N. (2022). Cypriot Journal of Educational Multiliteracy pedagogical framework in action : Critical reading in ELT. Cypriot Journal of Educational Sciences, 17(12), 4311–4323.
Nabhan, S. (2019). Bringing multiliteracies into process writing approach in ELT classroom: Implementation and reflection. EduLite: Journal of English Education, Literature and Culture, 4(2), 156. https://doi.org/10.30659/e.4.2.156-170
NLG. (1996). The New London Group. In A Pedagogy of Multiliteracies (pp. 60–93).
Nofrahadi, Andayani, Suyitno, & Wardani, N. E. (2022). Representation of Functions of Natural Environment Settings in the Kaba Minangkabau: An Ecocritical Study. GEMA Online Journal of Language Studies, 22(4), 214–231. https://doi.org/10.17576/gema-2022-2204-12
OECD. (2022). PISA 2022 Results. Journal Pendidikan, 10. https://www.oecd.org/publication/pisa-2022-results/country-notes/malaysia-1dbe2061/
OECD. (2023). Education in Indonesia a decade on Transforming Education in Indonesia: Examining the landscape of current reforms. Directorate for Education and Skills, 88, 5. https://www.oecd.org/pisa/data/2022database
OECD. (2024). Fewer books and more educational software : how have home learning environments changed since 2015 ? Programme for International Student Assessment Fewer books and more educational software : how have home learning environments changed since 2015 ?
Palsa, L., & Mertala, P. (2022). Disciplinary contextualisation of transversal competence in Finnish local curricula: the case of multiliteracy, mathematics, and social studies. Education Inquiry, 13(2), 226–247. https://doi.org/10.1080/20004508.2020.1855827
Papers, M., & Laboni, N. N. (2021). Scholarship at UWindsor Scholarship at UWindsor Multiliteracies Pedagogy in Second Language Learning: Multiliteracies Pedagogy in Second Language Learning: Examining How Canadian Elementary ESL Classrooms Can Examining How Canadian Elementary ESL Classroo. June. https://scholar.uwindsor.ca/major-papershttps://scholar.uwindsor.ca/major-papers/174
Pedersen, J. (2015). Teaching Transnational Youth: Literacy Education in a Changing World. Journal of Language & Literacy Education / Ankara Universitesi SBF Dergisi, 11(2).
Pires Pereira, Í. S., Parente, M. C. C., & da Silva, M. C. V. (2023). Digital literacy in early childhood education: what can we learn from innovative practitioners? International Journal of Early Years Education, 31(1), 287–301. https://doi.org/10.1080/09669760.2021.1892598
Polkinghorne, D. E. (2006). An agenda for the second generation of qualitative studies. International Journal of Qualitative Studies on Health and Well-Being, 1(2), 68–77. https://doi.org/10.1080/17482620500539248
Settou, T., Kholladi, M. K., & Ben Ali, A. (2022). Improving damage classification via hybrid deep learning feature representations derived from post-earthquake aerial images. International Journal of Image and Data Fusion, 13(1), 1–20. https://doi.org/10.1080/19479832.2020.1864787
Teng, F. (2020). A narrative inquiry of identity construction in academic communities of practice: voices from a Chinese doctoral student in Hong Kong. Pedagogies, 15(1), 40–59. https://doi.org/10.1080/1554480X.2019.1673164
Tilleczek, K., & Campbell, V. (2014). Narratives of Youth Literacy: The Case of Prince Edward Island. In The Canadian Journal for Teacher Education (Vol. 1, Issue 1).
Vorobel, O., Kim, D., & Park, H. R. (2020). An adolescent English learner’s expression of self and identity through multiliteracy practices. Journal of Educational Research, 113(5), 327–334. https://doi.org/10.1080/00220671.2020.1825208
Wang, L., Amalric, M., Fang, W., Jiang, X., Pallier, C., Figueira, S., Sigman, M., & Dehaene, S. (2019). Representation of spatial sequences using nested rules in human prefrontal cortex. NeuroImage, 186(October 2018), 245–255. https://doi.org/10.1016/j.neuroimage.2018.10.061
Widiati, U., Sharif, T. I. S. bt T., Karmina, S., & Zubaidi, N. (2023). Literacy Teaching Strategies: Do Indonesian Secondary EFL Teachers Practice What They Know? LEARN Journal: Language Education and Acquisition Research Network, 16(1), 339–364.
Zapata, G. C., & Ribota, A. (2021). The instructional benefits of identity texts and learning by design for learner motivation in required second language classes. Pedagogies, 16(1), 1–18. https://doi.org/10.1080/1554480X.2020.1738937
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