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Language and Literacy Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
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Articles 61 - 90 of 374
Full-Text Articles in Language and Literacy Education
Identity Tensions And Negotiations Of English Teachers In Costa Rica Through Narrative Inquiry, Hazel Vega Quesada
Identity Tensions And Negotiations Of English Teachers In Costa Rica Through Narrative Inquiry, Hazel Vega Quesada
All Dissertations
This study examined the identity tensions and negotiations of novice three English teachers in Costa Rica, and English as a foreign language context. Grounded in a Communities of Practice framework, this research describes how teachers’ identities are constrained and enabled in complicated academic, social, and political settings. In this study, identity tensions referred to dilemmas that juxtaposed internal and external expectations, values, and practices. Negotiations referred to teachers’ choices, proposals, and changes that denoted their appropriation or contestation of practices and meanings of their communities of practice. I used narrative inquiry to collect and analyze teachers’ experiences learning English and …
Integrating Media Literacy Into General Education Core Courses For Undergraduates, Christen Embry
Integrating Media Literacy Into General Education Core Courses For Undergraduates, Christen Embry
Dissertations
This study aimed to understand the essential nature of media literacy, evaluate pre-developed higher education classes for existing media literacy context, and recommend best practices for incorporating media literacy into an undergraduate curriculum. This mixed-methods study of media literacy in undergraduate college courses explored the presence and absence of media literacy lessons within core classes by auditing 15 online course shells accessed through the university’s Learning Management System (LMS). Specifically, all the courses surveyed included the first skill of media literacy, Access; 33% of the classes included Analyze; 27% included Creation; 20% included Reflection; and 20% included Action. Once the …
Tutoring In A Liminal Space: Writing Center Tutors' Understandings And Applications Of Translingual And Anti-Racist Practices, Sharada Krishnamurthy
Tutoring In A Liminal Space: Writing Center Tutors' Understandings And Applications Of Translingual And Anti-Racist Practices, Sharada Krishnamurthy
Theses and Dissertations
Despite presenting themselves as supportive, student-centered spaces that help writers and writing at all levels, writing centers, due to their monolingual bias and adherence to "standard" American English (SAE) norms, fail to support and include the language practices of all students, in particular, students of color (Grimm, 2009; Greenfield, 2019; Salem, 2014). To address this problem, the Midlantic writing center embarked on transforming their writing center to a more inclusive and socially just space. This ethno-case study, informed by translanguaging as a critical theory and pedagogy, explored the Midlantic writing center tutors' understanding of translingual and anti-racist practices, and their …
Reading Through The Pause: How Superintendents Viewed Literacy For Middle Grade Learners During The Pandemic, Dana Evans, Paige Paquette, Dionne Rosser-Mims, Terry Oatts, Brenda Coley
Reading Through The Pause: How Superintendents Viewed Literacy For Middle Grade Learners During The Pandemic, Dana Evans, Paige Paquette, Dionne Rosser-Mims, Terry Oatts, Brenda Coley
The Journal of Advancing Education Practice
This paper highlights the voices of two superintendents' lived experiences guiding teachers, parents, and students in their districts during the pandemic shutdown. The emphasis of literacy education showcases the ways in which middle grades learners were able to continue discursive practices through online platforms to share and engage with texts. This reflective piece describes the process of perseverance in literacy education through the pandemic pause.
An Argument For Simplicity: Have Learning Systems Become Too Complicated?, William A. Mesce
An Argument For Simplicity: Have Learning Systems Become Too Complicated?, William A. Mesce
New Jersey English Journal
COVID has made higher education institutions more reliant on remote learning platforms, but there is little standardization between institutions, and some of these systems may be unnecessarily complex. This article argues for asking not what such systems could do, but what educators and students need them to do.
Language Ideologies In First Year Composition Textbooks, Joanna Clevenger
Language Ideologies In First Year Composition Textbooks, Joanna Clevenger
Electronic Theses, Projects, and Dissertations
This thesis examines how standard language ideologies are perpetuated in the five most frequently assigned first year composition textbooks from four higher education institutions in Southern California’s Inland Empire. Standard language ideologies position one variation of a language as superior, correct, appropriate and the normal variation of a language which everyone should be able to speak. Using Critical Discourse Analysis, the five textbooks were analyzed in order to uncover the embedded power and hegemony over women, people of color, and those from a lower socioeconomic status which are prevalent throughout society because they are unchallenged and widely accepted as the …
Request Strategies Used By English Language Learners: Student-Professor Email Communication, Padam Chauhan
Request Strategies Used By English Language Learners: Student-Professor Email Communication, Padam Chauhan
Communication and Theater Association of Minnesota Journal
Recently, email communication between students and professors in the U.S. higher educational institutions where English is the medium of instruction has become increasingly popular. However, ESL students in these educational institutions encounter numerous challenges to write email to their professors because of their unfamiliarity with email etiquette in English, inadequate English language proficiency, and lack of understanding of socio-cultural norms and values. Also, writing emails to professors requires higher pragmatic competence and critical language awareness of how email correspondence takes place in academic setting. Email requests written by ESL students are often seen as inappropriate or informal by their professors, …
Motivating Students To Participate In The German As A Foreign Language Classroom, Joanna Walton
Motivating Students To Participate In The German As A Foreign Language Classroom, Joanna Walton
Honors Theses
This details how to motivate students in the German as a foreign language class to participate and engage in the learning process. Increasing motivation in students is a struggle with which all teachers are familiar, but teachers of foreign languages have a particular challenge because of the intimidation students feel when faced with producing assignments and content in a new language. This topic is also of interest to foreign language educators because student retention is becoming a serious problem, leading many school districts to cut smaller language programs like French and German. Maintaining an engaging classroom environment, where students participate …
Scenario Specification Structuring Effective Collaborative Communication, James Lipuma, Cristo Leon, Kamiya Patel
Scenario Specification Structuring Effective Collaborative Communication, James Lipuma, Cristo Leon, Kamiya Patel
STEM for Success Resources
Dr. James Lipuma, a faculty member in the Humanities and Social Sciences department, Cristo Leon (PhD. Graduate Student) director of research at NJIT College of Science and Liberal Arts, and Kamiya Patel CEO-President at Lyra have a new article entitled “Scenario specification structuring effective collaborative communication”.
From Writer To Teacher: The Gradual Release Of Responsibility In An Early Childhood Education Writing Course For Pre-Service Teachers, Denise N. Morgan, Danielle G. Gruhler, Kristen I. Evans
From Writer To Teacher: The Gradual Release Of Responsibility In An Early Childhood Education Writing Course For Pre-Service Teachers, Denise N. Morgan, Danielle G. Gruhler, Kristen I. Evans
Teaching/Writing: The Journal of Writing Teacher Education
Teaching students to become confident, capable writers is imperative in today’s world. Growing attention has been paid to the amount and kinds of writing students are experiencing in schools with an urgent plea for more time and attention given to writing instruction (Nagin, 2003; National Commission on Writing, 2003). Yet, few teachers feel well prepared to teach writing.
In this special issue on writing methods courses, we discuss the evolution of our writing methods course for early childhood preservice teachers (PK-5). Specifically, we examine the current pedagogical practices within the course to support preservice teachers’ experiential learning. This piece examines …
Learning About Teaching Writing: The Use Of Roles To Support Preservice Teachers Pedagogical Knowledge And Practices, Kristine Pytash, Denise N. Morgan, Elizabeth Testa
Learning About Teaching Writing: The Use Of Roles To Support Preservice Teachers Pedagogical Knowledge And Practices, Kristine Pytash, Denise N. Morgan, Elizabeth Testa
Teaching/Writing: The Journal of Writing Teacher Education
If teacher educators are fortunate to be able to teach a writing methods class, they encounter challenges in designing field experiences that support what preservice teachers are learning in their course. In this article, we described how we developed a unique field placement where the preservice teachers worked in teams and rotated roles each week. We found that these taking on these roles provided preservice teachers with unique lenses to learning about writing, students, and general teaching pedagogies.
Exploring Wikipedia As A Tool For Community Building And Teaching And Learning, Timothy R. Dewysockie, Andrea Baer
Exploring Wikipedia As A Tool For Community Building And Teaching And Learning, Timothy R. Dewysockie, Andrea Baer
Libraries Scholarship
Wikipedia has become a widely accepted information source. Wikipedia is also by its very nature centered on community and on building and growing knowledge collectively. However, many are still understandably skeptical of how credible Wikipedia content is, and a gap remains between how frequently we use Wikipedia and how well we understand it. Wikipedia creates an opening for exploring how information is created and circulated, how the information creation process is often negotiated collectively, and how to critically evaluate online information. This session will explore how Wikipedia can be a rich tool for both teaching information literacy and building community …
Preservice Teachers’ Perceptions And Knowledge Of Response To Intervention/Multitiered Systems Of Support, Alexandra J. Taylor, Tommy Wells, Amy E. Lein
Preservice Teachers’ Perceptions And Knowledge Of Response To Intervention/Multitiered Systems Of Support, Alexandra J. Taylor, Tommy Wells, Amy E. Lein
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
There has been considerable research that establishes the need to improve teachers’ knowledge of and ability to effectively implement response to intervention (RtI)/multi-tiered systems of support (MTSS), and there is a scarcity of research examining interventions addressing these concerns. In a mixed methods study, we examined the perceptions and knowledge of the RtI/MTSS frameworks of undergraduate preservice teaching candidates enrolled in a dual certification program at a small, private Catholic university in Kentucky, before and after participating in a semester-long, experiential learning project. The project involved monitoring both the reading and mathematics progress of struggling elementary or middle school-aged students …
Disciplinary Faculty Needs And Qualified Tutors In An Efl University Writing Center, Graciela Arizmendi González, María Del Carmen González Videgaray
Disciplinary Faculty Needs And Qualified Tutors In An Efl University Writing Center, Graciela Arizmendi González, María Del Carmen González Videgaray
Writing Center Journal
This study investigates postgraduate (PGs) and faculty needs concerning academic writing (AW) tutors’ qualifications in an English as a Foreign Language (EFL) context. Tutors are the core element of a writing center (WC) (Hays, 2010). These professionals listen to (Burns, 2014), advise, and exchange information (Reid, 1993, in Hays, 2010) collaboratively so students can resolve their writing issues (Hays, 2010). However, in EFL contexts, scant research exists about WCs, writing programs (Molina & López, 2019), and qualifications to recruit tutors (Özer, 2020). Thus, to plan a WC, 24 participants in chemistry were interviewed and surveyed. Findings reveal that EFL PGs …
Self-Segregation, Sense Of Belonging, And Social Support: An Inquiry Into The Practices And Perceptions Of Chinese Graduate Students At An American Mid-Atlantic University, P. J. Moore-Jones
Self-Segregation, Sense Of Belonging, And Social Support: An Inquiry Into The Practices And Perceptions Of Chinese Graduate Students At An American Mid-Atlantic University, P. J. Moore-Jones
Journal of Global Education and Research
Chinese students studying in the United States face great challenges when adapting to cultural, linguistic, and pedagogical differences. Although discouraged in the literature, self-segregation is a practice common among some international students and is especially prevalent in the Chinese community. This qualitative study explored the motivation and frequency of this practice vis-à-vis social support, and its effect on the participants’ sense of belonging. Insider status was employed to conduct focus groups of mainland Chinese students currently enrolled in graduate programs at a Mid-Atlantic University in the United States. Findings from the study explore how administrators, educators, and the students themselves …
The Art Of Audiencing: Visual Journaling As A Media Education Practice, Theresa Redmond
The Art Of Audiencing: Visual Journaling As A Media Education Practice, Theresa Redmond
Journal of Media Literacy Education
Using qualitative methods with an action research design, the author investigates uses of visual journaling as a media production opportunity in an undergraduate media literacy class. Through visual journaling as an arts-based inquiry process, students engaged in production, creating and sharing graphical representations of their emerging media literacy knowledge and perspectives. Findings illuminate visual journaling as a way of audiencing that cultivates agentive knowledge building, active negotiation of learning, and student-centered expression in the context of media literacy education. Visual journaling as a method of production results in a manageable and creative maker experience that augments learning, inviting students to …
Virtual Free-Writing Journal Portfolios In An Intensive English Program In Iraq, Charles Mckinney
Virtual Free-Writing Journal Portfolios In An Intensive English Program In Iraq, Charles Mckinney
MA TESOL Collection
Middle-Eastern English language learners (ELLs), specifically Iraqi students, are often not well equipped to succeed in university settings where English is the medium of instruction (EMI) for their intended graduate and undergraduate studies. Oftentimes, they are weaker in their academic literacy skills, when compared to listening and speaking, and need extra scaffolding and/or remedial instruction to develop their reading and writing dexterity for overall academic success. One way to support their writing development is to implement free-writing journal projects that will enable them to cultivate an original writer voice, to think quickly and critically in the L2, and to integrate …
Student Centered Language Teaching: A Focus On Student Identity, Rachel Mano
Student Centered Language Teaching: A Focus On Student Identity, Rachel Mano
All Graduate Plan B and other Reports, Spring 1920 to Spring 2023
This portfolio is a compilation of essays that describe what the writer has come to see as essential topics in second language acquisition. It begins with a professional environment piece, and then a teaching philosophy statement focused on student identity and interaction in the classroom. This is followed by an essay on observations of teaching. The next two sections focus on pragmatic resistance among advanced learners and the importance of preparing learners for peer interaction. The portfolio concludes with an annotated bibliography outlining the main concepts associated with Communicative Language Teaching, a method that is commonly employed in second language …
Radicalizing First Year Composition: A Novice Educator’S Venture Into Revolutionary Teaching, Xochilt Trujillo Flores
Radicalizing First Year Composition: A Novice Educator’S Venture Into Revolutionary Teaching, Xochilt Trujillo Flores
Electronic Theses, Projects, and Dissertations
This project is based on my experiences and reflections as a novice instructor on implementing educational practices which center a critical, feminist, anti-racist pedagogical approach in a first year composition course. Using my own experiences of teaching FYC as a central focus, this project will collect data through teacher-reflective journals. Those journals will be focused on how radical pedagogy shapes my approaches to teaching and how I experience/implement that approach in my day-to-day practices. In doing so, this project aims to address the persistent gap between theory and practice, particularly in the context of novice educators’ experiences in a …
Reading With Social, Digital Annotation: Encouraging Engaged Critical Reading In A Challenging Age, Miranda L. Egger
Reading With Social, Digital Annotation: Encouraging Engaged Critical Reading In A Challenging Age, Miranda L. Egger
English Theses & Dissertations
This design-based research study examines the pedagogical role of social, digital annotation in teaching reading as rhetorical invention, particularly the kind of invention necessary for thoughtful democratic participation in the contemporary discursive era, often described as troubled. In this dissertation study, I deployed a classroom-based intervention meant to challenge how educators in rhetoric and composition/writing studies might directly address the acute and exigent discursive struggle in the first-year composition classroom. This study ultimately finds that social, digital annotation invites significant shifts in students’ reading habits, in that Hypothes.is-based annotations yielded a far more complex, multifaceted set of reading skills, behaviors, …
An Action Research Study On Lms Assessment Tools And Faculty Practice In English Composition Courses Of A Community College, Sophia Mitra
An Action Research Study On Lms Assessment Tools And Faculty Practice In English Composition Courses Of A Community College, Sophia Mitra
Theses and Dissertations
This mixed methods action research study aimed to understand the use of LMS assessment tools by faculty teaching English Composition (Eng 101) at a New Jersey Community College in order to increase that use for assessment of outcomes. In spite of administrative push for faculty to use the LMS for data based decision-making, there is still limited use of LMS tools. In writing-intensive fields like Eng 101 grading and feedback could be accelerated along with monitoring student performance on outcomes using LMS assessment tools. Forming a virtual faculty learning committee that collaborated in the study's data collection and analysis, volunteers …
Authentic Low-Stakes Practice To Make Meaning Lasting For Ells: Creating Vocabulary Chants And Songs To Enhance The Word Generation Curriculum, Lori Cohen
Masters Theses/Capstone Projects
This curriculum creation is designed to supplement the Word Generation (WordGen) vocabulary program for middle school students. It adds songs and chants of the weekly focus words for use as a mnemonic device to remember and synthesize word meaning. The WordGen curriculum is heavily based on reading and writing and English Language Learners (ELLs) are at a disadvantage when tasked with learning and understanding academic vocabulary due to the short length of time for mastery (Cummins, 1999; Collier, 1987; Thompson, 2017). This curriculum is inspired by the desire to appeal to ELLs who would respond favorably to music or kinesthetic …
Exploring How Developmental Education Students Make Meaning Of Identity, Competence, And Relationship Building Through Supplemental Instruction: A Grounded Theory Study, Jennifer Gasparino
Exploring How Developmental Education Students Make Meaning Of Identity, Competence, And Relationship Building Through Supplemental Instruction: A Grounded Theory Study, Jennifer Gasparino
Theses and Dissertations
The purpose of this constructivist grounded theory study was to explore Supplemental Instruction (SI) beyond its academic purpose, examining how community college developmental education students make meaning of their experience participating in SI. This study focused on how developmental education students experienced identity and competence through SI and examined how these students make meaning of their connections and relationships. Fifteen participants who placed below college-level in English and English Language Proficiency and who were enrolled in at least one college-level course with SI participated in semi-structured interviews and SI group observations. The findings support the need to integrate holistic support …
An Honorary Team Member: The Role Of A Literacy Coach In Supporting Writing Teachers, Macie Kerbs
An Honorary Team Member: The Role Of A Literacy Coach In Supporting Writing Teachers, Macie Kerbs
Teaching/Writing: The Journal of Writing Teacher Education
When teachers collaborate around student writing with the support of a literacy coach, their practice becomes more intentional, and their students grow as writers. The aim of this study was to explore writing teachers’ language and practice as they engaged in a professional learning community around a single unit of study for poetry writing with the support from a coach. The findings reveal a recursive process of collaborative professional learning that includes the following phases: assess, analyze, teach, reflect, adjust. Through job-embedded coaching combined with the structure of a Professional Learning Community (PLC), teachers acted more agentively in their planning, …
Criticism, Praise, And The Red Pen: The Role Of Elementary School Teachers On The Enduring Efficacy Of Writing Instructors, Julie Kimble
Criticism, Praise, And The Red Pen: The Role Of Elementary School Teachers On The Enduring Efficacy Of Writing Instructors, Julie Kimble
Teaching/Writing: The Journal of Writing Teacher Education
A teacher’s own early experiences with writing, whether positive or negative, have a significant effect on the students that they teach, especially those who go on to become teachers. In a graduate education and reading program at a public university in the southern United States, we ask our teachers through a writing biography assignment to explore these memories of their earliest writing experiences and determine how those experiences fit into their current teaching careers. For this qualitative project, the researcher analyzed essays that were submitted for a “Writing Autobiography” assignment for this graduate level writing class for educators. This study …
Autoethnography As A Recent Methodology In Applied Linguistics: A Methodological Review, Ufuk Keles Dr
Autoethnography As A Recent Methodology In Applied Linguistics: A Methodological Review, Ufuk Keles Dr
The Qualitative Report
In this methodological review, I explore how recent autoethnographic studies in the field of applied linguistics have used autoethnography as a research methodology. I examine 40 autoethnographies published in peer-reviewed journals between 2010 and 2020. The findings show that a large number of the researchers employed autoethnography as “an umbrella term” without opting for a specific type of autoethnography. Second, a great majority of the autoethnographers diverted from traditional third-person academic prose, although most of them approached their stories with an analytic lens. Third, the absence or scarcity of (auto)biographical information decreased both the evocative and analytic qualities of autoethnographic …
Efl Learners’ Attitudes Toward The Usability Of Lmoocs: A Qualitative Content Analysis, Amir Reza Rahimi Mr, Dara Tafazoli Dr
Efl Learners’ Attitudes Toward The Usability Of Lmoocs: A Qualitative Content Analysis, Amir Reza Rahimi Mr, Dara Tafazoli Dr
The Qualitative Report
This qualitative study aimed to explore the usability of Language Massive Open Online Courses (LMOOCs) based on Iranian English as a Foreign Language (EFL) learners’ attitudes. We used a qualitative questionnaire to collect data from 12 EFL learners from five cities in Iran. The study’s findings address a broad range of positive and negative aspects of LMOOCs. According to content analysis, learners have agreement on the positive aspects of LMOOC, including the learning environment, usability in language learning, inclusive educational technology, and parental presence. However, the learners’ attitudes were inconsistent regarding affective factors and feedback through LMOOCs. Finally, they believed …
The (Millennial) Times, They Are A’Changin’: Understanding Gen Z’S Expectations In The Classroom, Hayley C. Hoffman
The (Millennial) Times, They Are A’Changin’: Understanding Gen Z’S Expectations In The Classroom, Hayley C. Hoffman
Theses and Dissertations--Communication
Drawing from over a decade of research, it can be said with relative certainty what millennial learners expected of their instructors when they were in the college classroom. But what about the expectations and needs of our current group of students, Generation Z? Because few studies exist on Gen Z in higher education spaces, this dissertation establishes a baseline of what these students might need and expect from market and generational research on this group of students and establishes expectancy violations theory as a sound theoretical base for instructional research. This dissertation’s longitudinal, two-phase study, then, seeks to determine Gen …
Writing Centers, Enclaves, And Creating Spaces Of Change Within Universities, Bronwyn T. Williams
Writing Centers, Enclaves, And Creating Spaces Of Change Within Universities, Bronwyn T. Williams
Writing Center Journal
Writing center scholarship often highlights the ways in which their distinctive, less directive, nongraded, and individualized instruction can make them distinctive social and pedagogical spaces. There is a simultaneous argument, however, that writing centers are often institutionally vulnerable and may be unable to engage in or promote such differences within the larger college or university. Yet, despite their size and possible vulnerability, the daily practices and institutional positioning of writing centers can help change conversations and work toward a different vision, political approach, and institutional presence. Drawing on Victor Friedman’s concept of “enclaves of different practice” and Brian Massumi’s theories …
The Relationship Between Metacognitive Strategies And Listening Comprehension Proficiency In Intensive-Korean-Foreign-Language Setting, Gumok Seo
Doctoral Dissertations
The study investigated the relationship between a metacognitive-listening strategy and listening proficiency and gained insights into students’ perceptions of listening-strategy use among Korean-as-a-foreign-language learners in an intensive-language setting in Northern California. Little research has been carried out in a Korean-as-a-foreign-language (KFL) setting, and investigation in a different context of an intensive-language program is needed where good study habits, such as metacognitive strategy, self-regulation, and autonomous learning are required. Thus, this study aimed to investigate the relationship between metacognitive-listening-strategy use and listening proficiency outcomes by more- and less-proficient students among KFL adult learners and their perception of metacognitive-listening-strategies.
To achieve the …