dc.contributor.author |
Sperrazza, Lelania |
|
dc.date.accessioned |
2018-08-01T06:07:23Z |
|
dc.date.available |
2018-08-01T06:07:23Z |
|
dc.date.issued |
2016-07 |
|
dc.identifier.issn |
2210-1829 |
|
dc.identifier.uri |
https://journal.uob.edu.bh:443/handle/123456789/2157 |
|
dc.description.abstract |
This paper discusses the inequitable social structure of the classroom itself, upheld by the dominance of English, which has contributed to a conflicted writer identity among many university-level writing students in the UAE. Moreover, it explores how autobiographical narratives can positively impact students who lack motivation to write academically. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
University of Bahrain |
en_US |
dc.rights |
Attribution-NonCommercial-ShareAlike 4.0 International |
* |
dc.rights.uri |
http://creativecommons.org/licenses/by-nc-sa/4.0/ |
* |
dc.source |
International Journal of Bilingual & Multilingual Teachers of English |
|
dc.subject |
identity |
|
dc.subject |
writing |
|
dc.subject |
autobiographical narratives |
|
dc.subject |
English |
|
dc.subject |
motivation theory |
|
dc.title |
Narratives of Struggle: Understanding Writer Identity in the UAE |
en_US |
dc.type |
Article |
en_US |
dc.identifier.doi |
http://dx.doi.org/10.12785/IJBMTE/040103 |
|
dc.volume |
04 |
|
dc.issue |
01 |
|
dc.pagestart |
15 |
|
dc.pageend |
24 |
|
dc.source.title |
International Journal of Bilingual & Multilingual Teachers of English |
|
dc.abbreviatedsourcetitle |
IJBMTE |
|