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Identity and a Model of Investment in Applied Linguistics

Annual review of applied linguistics, 2015-03, Vol.35, p.36-56

2015

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Social Class and The Unequal Digital Literacies of Youth

Language & literacy (Kingston, Ont.), 2018-01, Vol.20 (3), p.26-45

Darvin, Ron

2018

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Moving across a genre continuum: Pedagogical strategies for integrating online genres in the language classroom

English for specific purposes (New York, N.Y.), 2023-04, Vol.70, p.101-115

Darvin, Ron

2023

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Sociotechnical structures, materialist semiotics, and online language learning

Language learning & technology, 2023-02, Vol.27 (2), p.28

Darvin, Ron

2023

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Design, resistance and the performance of identity on TikTok

Discourse, context & media, 2022-04, Vol.46, p.100591, Article 100591

Darvin, Ron

2022

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Investment and motivation in language learning: What's the difference?

Language teaching, 2023-01, Vol.56 (1), p.29-40

2023

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From Rural China to the Digital Wilds: Negotiating Digital Repertoires to Claim the Right to Speak

TESOL quarterly, 2024-03, Vol.58 (1), p.334-362

2024

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Creativity and criticality: Reimagining narratives through translanguaging and transmediation

Applied linguistics review, 2020-11, Vol.11 (4), p.581-606

Darvin, Ron

2020

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Representing the Margins: Multimodal Performance as a Tool for Critical Reflection and Pedagogy

TESOL quarterly, 2015-09, Vol.49 (3), p.590-600

Darvin, Ron

2015

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TikTok and the translingual practices of Filipino domestic workers in Hong Kong

Discourse, context & media, 2022-12, Vol.50, p.100655, Article 100655

Darvin, Ron

2022

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Commentary

Australian review of applied linguistics, 2022-07, Vol.45 (2), p.240-242

Darvin, Ron

2022

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The tools we choose: A critical perspective of technologies that mediate scholarly practices

Journal of English for Research Publication Purposes, 2021-08, Vol.2 (1), p.81-89

Darvin, Ron

2021

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Words that don't translate: investing in decolonizing practices through translanguaging

Language awareness, 2023-10, Vol.32 (4), p.645-661

2023

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Unpacking the role of motivation and enjoyment in AI-mediated informal digital learning of English (AI-IDLE): A mixed-method investigation in the Chinese context

Computers in human behavior, 2024-11, Vol.160, p.108362, Article 108362

2024

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Youth, Technology, and the Hidden Curriculum of the 21st Century

Youth and Globalization, 2019-12, Vol.1 (2), p.210-229

Darvin, Ron

2019

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Introduction to Equity and Digital Literacies: Access, Ethics, and Engagements

Language & literacy (Kingston, Ont.), 2018-01, Vol.20 (3), p.1-8

2018

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Intercultural communicative competence in the digital age: critical digital literacy and inquiry-based pedagogy

Language and intercultural communication, 2022-05, Vol.22 (3), p.354-366

2022

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Social class and the inequality of English speakers in a globalized world

Journal of English as a lingua franca, 2017-09, Vol.6 (2), p.287-311

Darvin, Ron

2017

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Exploring AI-mediated informal digital learning of English (AI-IDLE): a mixed-method investigation of Chinese EFL learners’ AI adoption and experiences

Computer assisted language learning, 2024-02, p.1-29

2024

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Social Class, Identity, and Migrant Students

Journal of language, identity, and education, 2014-03, Vol.13 (2), p.111-117

2014

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Digital Literacies in TESOL: Mapping Out the Terrain

TESOL quarterly, 2022-09, Vol.56 (3), p.865-882

2022

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Language, ethnography, and education: Bridging New Literacy Studies and Bourdieu by Grenfell, M., Bloome, D., Hardy, C., Pahl, K., Rowsell, J., & Street, B. V

Journal of language, identity, and education, 2014-03, Vol.13 (2), p.127-131

Darvin, Ron

2014

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Investment and Language Learning in the 21 st Century

Langage et sociéte, 2016-08, Vol.N° 157 (3), p.19-38

2016

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Investment and Language Learning in the 21st Century

Langage et sociéte, 2016, Vol.157 (3), p.19-38

2016

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Investissement et apprentissage des langues au 21e siècle

Langage et sociéte, 2016-01 (157), p.19

2016

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Identity and a Model of Investment in Applied Linguistics

Social Class and The Unequal Digital Literacies of Youth

Moving across a genre continuum: Pedagogical strategies for integrating online genres in the language classroom

Sociotechnical structures, materialist semiotics, and online language learning

Design, resistance and the performance of identity on TikTok

Investment and motivation in language learning: What's the difference?

From Rural China to the Digital Wilds: Negotiating Digital Repertoires to Claim the Right to Speak

Creativity and criticality: Reimagining narratives through translanguaging and transmediation

Representing the Margins: Multimodal Performance as a Tool for Critical Reflection and Pedagogy

TikTok and the translingual practices of Filipino domestic workers in Hong Kong

Commentary

The tools we choose: A critical perspective of technologies that mediate scholarly practices

Words that don't translate: investing in decolonizing practices through translanguaging

Unpacking the role of motivation and enjoyment in AI-mediated informal digital learning of English (AI-IDLE): A mixed-method investigation in the Chinese context

Youth, Technology, and the Hidden Curriculum of the 21st Century

Introduction to Equity and Digital Literacies: Access, Ethics, and Engagements

Intercultural communicative competence in the digital age: critical digital literacy and inquiry-based pedagogy

Social class and the inequality of English speakers in a globalized world

Exploring AI-mediated informal digital learning of English (AI-IDLE): a mixed-method investigation of Chinese EFL learners’ AI adoption and experiences

Social Class, Identity, and Migrant Students

Digital Literacies in TESOL: Mapping Out the Terrain

Language, ethnography, and education: Bridging New Literacy Studies and Bourdieu by Grenfell, M., Bloome, D., Hardy, C., Pahl, K., Rowsell, J., & Street, B. V

Investment and Language Learning in the 21 st Century

Investment and Language Learning in the 21st Century

Investissement et apprentissage des langues au 21e siècle

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