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Articles 1 - 14 of 14
Full-Text Articles in Education
Incidental Acquisition Of Multiword Expressions Through Audiovisual Input: The Role Of Repetition And Typographic Enhancement, Elvenna Majuddin, Anna Siyanova-Chanturia, Frank Boers
Incidental Acquisition Of Multiword Expressions Through Audiovisual Input: The Role Of Repetition And Typographic Enhancement, Elvenna Majuddin, Anna Siyanova-Chanturia, Frank Boers
Education Publications
There has been limited research on the efficacy of captioned second language (L2) television in facilitating the incidental acquisition of multiword expressions (MWEs). The present study aims to fill this gap. Additionally, this study examined the role of typographic enhancement and repetition. One-hundred and twenty-two L2 learners were assigned to one of six conditions which differed in terms of caption condition (no captions, normal captions, enhanced captions) and the number of times they watched the same video (once, twice). The participants took a cued MWE form recall test before watching the video, and immediately and two weeks after watching it. …
A Call For Cautious Interpretation Of Meta-Analytic Reviews, Frank Boers, Lara Bryfonski, Farahnaz Faez, Todd Mckay
A Call For Cautious Interpretation Of Meta-Analytic Reviews, Frank Boers, Lara Bryfonski, Farahnaz Faez, Todd Mckay
Education Publications
Meta-analytic reviews collect available empirical studies on a specified domain and calculate the average effect of a factor. Educators as well as researchers exploring a new domain of inquiry may rely on the conclusions from meta-analytic reviews rather than reading multiple primary studies. This article calls for caution in this regard, because the outcome of a meta-analysis is determined by how effect sizes are calculated, how factors are defined, and how studies are selected for inclusion. Three recently published meta-analyses are re-examined to illustrate these issues. One illustrates the risk of conflating effect sizes from studies with different design features, …
Using Literal Underpinnings To Help Learners Remember Figurative Idioms: Does The Connection Need To Be Crystal-Clear?, Xinqing Wang, Frank Boers, Paul Warren
Using Literal Underpinnings To Help Learners Remember Figurative Idioms: Does The Connection Need To Be Crystal-Clear?, Xinqing Wang, Frank Boers, Paul Warren
Education Publications
No abstract provided.
Weighing Up Exercises On Phrasal Verbs: Retrieval Versus Trial-And-Error Practices, Brian Strong, Frank Boers
Weighing Up Exercises On Phrasal Verbs: Retrieval Versus Trial-And-Error Practices, Brian Strong, Frank Boers
Education Publications
EFL textbooks and internet resources exhibit various formats and implementations of exercises on phrasal verbs. The experimental study reported here examines whether some of these might be more effective than others. EFL learners at a university in Japan were randomly assigned to four treatment groups. Two groups were presented first with phrasal verbs and their meaning before they were prompted to retrieve the particles from memory. The difference between these two retrieval groups was that one group studied and then retrieved items one at a time, while the other group studied and retrieved them in sets. The two other groups …
Pedagogical Approaches To The Teaching And Learning Of Formulaic Language, Ana Pellicer-Sánchez, Frank Boers
Pedagogical Approaches To The Teaching And Learning Of Formulaic Language, Ana Pellicer-Sánchez, Frank Boers
Education Publications
No abstract provided.
Ipads And Paintbrushes: An Exploratory Case Study Of Integrating Digital Media As Placed Resources Into An Intergenerational Art Class, Rachel Heydon, Lori Mckee, Bridget Daly
Ipads And Paintbrushes: An Exploratory Case Study Of Integrating Digital Media As Placed Resources Into An Intergenerational Art Class, Rachel Heydon, Lori Mckee, Bridget Daly
Education Publications
This exploratory case study integrated digital media as placed resources into an intergenerational art class. Its goals were to generate knowledge of how to bring young children and elders together to expand their opportunities for meaning making and seeing themselves in affirming ways so as to generate transferable understanding of digitally-enhanced multimodal curricula across the lifespan. Participants included 15 elders and 9 pre-schoolers. Focusing on how the digital media were used and with what implications for participants’ literacy and identity options as well as relationship building, data were collected through ethnographic methods, and a qualitative thematic analysis with multimodal elements …
Singing Our Song: The Affordances Of Singing In An Intergenerational, Multimodal Literacy Program, Rachel Heydon, Lori Mckee, Susan O'Neill
Singing Our Song: The Affordances Of Singing In An Intergenerational, Multimodal Literacy Program, Rachel Heydon, Lori Mckee, Susan O'Neill
Education Publications
This exploratory case study examined singing as a multimodal literacy practice within ensembles that featured art, singing and digital media produced in an intergenerational program that served a class of kindergarten children and community elders. The program that was set up by the study in collaboration with a rural school and home for seniors, saw participants meet one afternoon a week for most of a school year. Study questions concerned the meaning making and relationship-building opportunities afforded to the participants as they worked through chains of multimodal projects. Data were collected using ethnographic tools in the seniors’ home where the …
Supporting Beginning Readers In Reading To Learn: A Comprehension Strategy, Lori Mckee, Gay Carr
Supporting Beginning Readers In Reading To Learn: A Comprehension Strategy, Lori Mckee, Gay Carr
Education Publications
This teaching tip outlines a comprehension strategy designed to support early primary students in reading to learn while learning to read. The strategy is borne of our classroom practices and is designed to support young children in reading and understanding informational texts by facilitating close interactions between text and reader. Through the steps, Read, Stop, Think, Ask, Connect, the strategy supports beginning readers in recognizing and responding to the challenges that informational texts hold for reading and comprehending. The strategy is designed to be used flexibly to account for the diversity of readers and of texts within early primary …
Review Of The Book Negotiating Critical Literacies With Young Children, 10th Anniversary Edition, By Vivian Maria Vasquez, Lori Mckee
Education Publications
Review of Negotiating Critical Literacies with Young Children, 10th anniversary edition, by Vivian Maria Vasquez.
Orchestrating Literacies:Print Literacy Learning Opportunities Within Multimodal Intergenerational Ensembles, Lori Mckee, Rachel Heydon
Orchestrating Literacies:Print Literacy Learning Opportunities Within Multimodal Intergenerational Ensembles, Lori Mckee, Rachel Heydon
Education Publications
This exploratory case study considered the opportunities for print literacy learning within multimodal ensembles that featured art, singing, and digital media within the context of an intergenerational program that brought together 13 kindergarten children (4 and 5 years) with 7 elder companions. Study questions concerned how reading and writing were practiced within multimodal ensembles and what learning opportunities were afforded the children while the participants worked through a chain of multimodal projects. Data were collected through ethnographic tools in the Rest Home where the projects were completed and in the children’s classroom where project content and tools were introduced and …
The Logogenesis Of Writing To Learn: A Systemic Functional Perspective., Perry Klein, Len Unsworth
The Logogenesis Of Writing To Learn: A Systemic Functional Perspective., Perry Klein, Len Unsworth
Education Publications
Writing to learn has become an important practice in science education. How is scientific knowledge constructed during writing? To investigate this question, we examined the process through which four university students constructed written explanations of either projectile motion or buoyancy. The analysis, informed by systemic functional linguistics, focused on the mapping of semantic elements to grammatical choices, and the way in which this mapping unfolded throughout the course of each text. The texts began largely congruently; grammar mapped closely to experience. Gradually, each text shifted toward greater use of grammatical metaphor. Nominalization allowed propositions and sequences of events to serve …
Finding Wisdom In Practice: The Genesis Of The Salty Chip, A Canadian Multiliteracies Collaborative, Kathryn Hibbert
Finding Wisdom In Practice: The Genesis Of The Salty Chip, A Canadian Multiliteracies Collaborative, Kathryn Hibbert
Education Publications
Using a narrative approach of ‘scenario building’, this paper documents the author’s quest to find her own wisdom in her professional practice and considers that quest in light of recent theorizing in the area of New Literacies research. Through the telling of four critical incidents and a subsequent analysis drawing on theories of cultural studies, critical literacy, critical pedagogy and critical disabilities studies, the author explores the process that led to the development of the Salty Chip: A Canadian Multiliteracies Collaborative. The network challenges outdated institutional frameworks that privilege developmentalism and practices rooted in intellectual measurement and standardization, and considers …
Career Development And Professional Attrition Of Novice Esl Teachers Of Adults, Farahnaz Faez, Antonella Valeo
Career Development And Professional Attrition Of Novice Esl Teachers Of Adults, Farahnaz Faez, Antonella Valeo
Education Publications
Research and development in language teacher education and, more recently, teacher accreditation has had enormous impact on the professional lives of ESL teachers in Canada. There has been less interest, however, in examining the career development and employment experiences of accredited ESL teachers as they transition from TESL programs to ESL classrooms. In this article, we report on a study examining this issue for ESL teachers of adults in Ontario, in which 147 ESL teachers responded to a survey and a select group participated in follow-up interviews. The data were collected for a broader study investigating the link between teacher …
Points Of Departure: Developing The Knowledge Base Of Esl And Fsl Teachers For K-12 Programs In Canada, Farahnaz Faez
Points Of Departure: Developing The Knowledge Base Of Esl And Fsl Teachers For K-12 Programs In Canada, Farahnaz Faez
Education Publications
In this paper, I examine the contextual factors that impact the development of knowledge base of teachers of English as a second language (ESL) and French as a second language (FSL) for teaching in Kindergarten through Grade 12 programs in Ontario. Using a sociocultural orientation to second language teacher education and prominent knowledge base frameworks from the field, I discuss how a variety of local contextual factors impact the development of teacher candidates’ (TC) knowledge base in pre-service teacher education programs in Canada. Individual factors include: the linguistic and cultural backgrounds of candidates’ in ESL and FSL programs, the TCs’ …