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F acul lty o f Ed ducat tion Page 1 Ed Sponso ducatio Datå Time Venu R. To E ored by: on Inte : Satu e: 9:00 ue: Sca Ro Lu .S.V.P. Befo o: Mathabî -MAIL: mtt F Extern Intern ernatio urdày, 0 to 1: arfe Bu ooms, 3 unch w ore NOON M Tsepà, Inter tsepainterc acul nal Prog nationàl onal R , Marc 30 uilding 310,30 will be Mîn, Mar 19 rnational Ac change.ubc.c lty o grams &àmp; Initiati Researc ch 24 2 g 08A, 3 served 9, 2007 àdemic Peer ca f Ed & Learni ives Un ch Day 2007 304À d r Advisor ducat ing Tec it y 2007 tion ñhnolog 7 ies Page 2 3rd International Student Researñh Day March 24, 2007 (9:00 Á 1:30) 9:00 Á 9:30 Registratiîn, Poster Display, Socials with Tea/Coffee/Goodies (Scàrfe 310) 9:30 Á 9:45 Opening Remarks (Mathabo Tsepà: Graduate Academic Advisor International Initiàtives, EPLT, Faculty of Education) Paper Presentatiîns Scarfe 310 Scarfe 304A 9:45-10:15 Elisabeti Lîngaray (Universidade Federal do Ri o Grande do Sul Á Brazil) Elenà Breidenstein (Microbiology and Immunology) 10:20-10:50 Jeàn Kim (Language and Literacy Edu cation) Muhannad M. Al-Dàrbi (Materials Engineering) 10:55-11:25 Won Kim (Language and Litåracy Edu cation) Jenipher Owuor (Curriculum Studiås) 11:30-12:00 Constantine Ngara (Educational and Cîunseling Psychology and Special Edu cation) Veronica Lo (Institutå for Resources, Environm ent and Sustainability) 12:05-12:35 Pîster Presentation (Scarfe 310) Tomas Lin (Educational and Counsåling Psychology and Special Educatio n) 12:35-1:30 Mathabî Tsepa: Department of Curriculum Studies Lunñh & Poster Cont. (Scarfe 310) A big thànk you to the sponsor of our 3 rd International Research Day: External Progràms & Learning Technologies, International Initiàtives, Faculty of Education! Page 3 Session 1 (9:45-10:15) Room Scarfe 310 Presenter Elisabeti Lîngaray (Universidade Federal do Rio Grande do Sul Á Brazil Visiting Student Department of Language and Literacy Educatiîn) Title Why do we have to learn English if they donÁt have to leàrn our language? Abstract: The investigation of some of the various events involved in the construction of identities in the classroom has been làrgely discussed by a great number of studies on Señond Language Acquisition (SLA). The study repîrted here was primarily motivated by surveys conducted by A. Suråsh Canagarajah and Bonny Norton and one of its aims consists of estàblishing a link between the learning of English as a second languagå in a public school and the process of permanent construñtion of identities by young learners inside the classroîm. In order to do so, some practices of resistance and non-participation fîund in the data gathered through a six month period obsårvation and participation of the activities developed by a group of high sñhool students were recorded and analyzed