Digital Commons Network^™

Representations Of Diversity In A Novice-Level Language Classroom And Beyond: An Engaging Semester Project, Lucian Rothe

Faculty and Staff Scholarship

Teacher-scholars have called upon fellow language educators to redevelop curricula at all proficiency levels to portray the lived experiences of target language (TL) speakers. This article presents a semester-long project that contributes to developing diverse teaching materials for college-level learners at the novice level. Via an ePortfolio with 10 tasks (virtual and in-person), 20 learners of a second-semester German course explored connections with the TL locally and broadened their understanding of language-community membership beyond stereotypical notions of native speakers. Participants’ feedback demonstrated how this project positively impacted students’ learning experiences and reflected learners’ strong desire for similar assignments in future …

Culture-Laden Extensive Reading Through Team-Based Mobile Learning: Effects On Intercultural Communicative Competence And Reading Motivation, David Imamyartha, Eka Wahjuningsih, Areta Puspa, Mutiara Bilqis, Rizki Febri Andika Hudori

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

With the advent of technology and increasing cultural diversity, language teachers in higher education are encouraged to push current pedagogical boundaries in search of the best approaches to cultural learning. This study responds to this pedagogical pursuit by experimenting with the integration of team-based mobile learning (TBML) in extensive reading classes mediated by the mobile instant messaging application Telegram. The research findings statistically demonstrate that TBML can develop EFL readers’ intercultural knowledge and understanding. The technological and socioconstructivist affordances of TBML also enhance reading motivation as a springboard for developing intercultural communicative competence (ICC). The research implications and limitations are …

Implicit Gender Bias In The Classroom: Memories From K-12 Education, Melissa J. Marks, Michelle L. Amodei

Journal of Research Initiatives

Implicit biases affect everyone in society, including within the K-12 education system. This study investigated what memories of implicit gender bias preservice teachers (PSTs) recalled from their K-12 education. These memories may be connected to the PSTs’ embedded implicit biases and indicate the long-term impact of teachers’ biases on students. A total of 141 undergraduate PSTs from two universities were surveyed regarding gender expectations and recognition of LGBTQ+ people. Results indicated an inconsistency between espoused beliefs and practices within the classrooms. Because schools often reflect society’s norms and perpetuate them through implicit bias, understanding what biases are currently accepted and …

Policy Brief: Exploring Response To Intervention’S Effectiveness With Students Of Color, Camille S. Talbert

Journal of Multicultural Affairs

This policy analysis explores the effectiveness of Response to Intervention (RTI) at diminishing racial disproportionalities in special education. It includes a brief review of the legislative context of RTI. It also examines one contributing factor to the effectiveness of RTI—educator ideologies. The analysis concludes with implications and future policy directions.

First Generation Preservice Teachers’ Self-Efficacy Regarding The Teaching Of Diverse Students And The Incorporation Of Diverse Topics Into Classroom Content, Roberto Ch. Nava, Peter M. Vigil, Jan P. Evenstad

The Interactive Journal of Global Leadership and Learning

The purpose for this study was to examine whether there is a difference in self-efficacy between first generation and non-first generation preservice teachers to address the teaching of diverse PK-12 students. Bandura’s (1997) concept of self-efficacy was employed as a framework to understand the results of the study. A cross-sectional design was used to analyze a self-efficacy survey that was administered to first generation and non-first generation preservice teachers. A total of 55 preservice teachers nearing completion of their teacher preparation at one university participated. The data demonstrates statistically significant differences of unequal self-efficacy development between first generation and non-first …

Effects Of Diglossia On The Acquisition Of Underlying Reading Processes: Toward Pragmatic Solutions, Mohammed R. Jouhar Phd

International Journal for Research in Education

The purpose of this systematic review was to investigate how diglossia hinders the acquisition of underlying reading processes of Arabic-speaking students and recommend pragmatic solutions that would help Arabic teachers in developing their students’ reading abilities. Results of the included studies showed that Arabic-speaking students lack standard phonemes, phonological and morphological patterns, and letters missing from their local Arabic vernaculars, which in turn, affect their word reading abilities. Nevertheless, it takes six years of systematic exposure to standard Arabic to close the linguistic gap between students’ oral and written language in terms of phonemes, letters, and phonological and morphological patterns. …

Teacher Perceptions On L2 Acquisition And Education Practice For English Language Learners, Shu J. Chen-Worley Ph.D.

Excelsior: Leadership in Teaching and Learning

This study examined teachers' perceptions on language acquisition and education practice for English Language Learners (ELLs) to further address the disproportionality concern in education and identify the areas of training needs for classroom teachers as education renovation. A total of 222 participants voluntarily participated in this study. A Mixed Methods approach was used to conduct the study and analyze the data. The results showed that most participants did not have formal training in second language (L2) or learning experience but they had already taught ELLs. Working with ELLs and their parents was considered challenging for five common reasons. Language barriers …

Using Multimodal Virtual Instruction To Build Preservice Teachers' Knowledge Of Dyslexia, Susan J. Chambre, Molly K. Ness

Excelsior: Leadership in Teaching and Learning

Increasing awareness about screening and instructional interventions for students with dyslexia is a necessary component of P-12 teacher preparation. Disparities in reading achievement for students with disabilities, including those with dyslexia, is evidenced in lower literacy testing scores as well as lower high school graduation rates for those with documented disabilities when compared to typical developing peers. Preservice teachers, however, continue to struggle with understanding, identifying, and providing targeted literacy instruction to remediate reading challenges for students with dyslexia. Emerging data on the impact of the COVID-19 school closures on lags in student’s reading attainment, further solidifies the need for …

Cultivating Powerful Mentorship In Educator Credential Programs, Lily Rosenthal, Annie Schaeffing, Emily Sharrock

Bank Street Education Center

This publication explores Bank Street’s approach to mentorship and lessons learned through implementation and features an interview with three Graduate School faculty members: Valentine Burr, Chair of the Department of Teaching and Learning; Jessica Wontropski, D13 Residency Program Administrator and Director of General and Special Education Programs; and Cristian Solorza, Director of the TESOL and Bilingual/Dual Language Programs.

‘Chinese Virus’: A Critical Discourse Analysis Of Anti-Asian Racist Discourse During The Covid-19 Pandemic, Peiwen Wang, Theresa Catalano

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Since the emergence of COVID-19, researchers have documented an increase in cases of anti-Asian racism and hate crimes. Research shows a possible connection between the ‘Chinese virus’ discourse of the Trump administration and violence in society (Arora and Kim 2020:387). Drawing from critical discourse studies we explore 2,071 comments from one YouTube video which documents anti-China rhetoric by the Trump administration in order to understand the underlying strategies commenters relied on in their reproduction and defence of this discourse. Findings show the trickle-down influence of Trump’s discourse on YouTube commenters, but also ways in which social media created a platform …

What Is The ‘E’ In Esol? Three Papers On Linguistic Borders, Normativity, And Race In Adult English Education, Kelsey Swift

Dissertations, Theses, and Capstone Projects

In this three-paper dissertation project, I explore how ‘English’ becomes a recognizable object within the context of adult ESOL education. Building on scholarship on named languages (García, 2019; Makoni & Pennycook, 2006), the historical construction of languages (Bonfiglio, 2010; Irvine & Gal, 2000), and raciolinguistic ideologies (Flores & Rosa, 2015; Rosa & Flores, 2017), I analyze how language, both as an abstract concept and as a collection of linguistic features, is treated within adult ESOL, looking at specific contemporary classrooms, as well as historical texts. This work culminated in the three studies I present here – focused, in turn, on …

Former Students’ Perceptions Toward Rsbi Program: A Reflection Of Indonesia’S Abolished Bilingual Program, Putu Yoga Sathya Pratama, Luh Putu Artini, Ni Putu Era Marsakawati

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

This article is an attempt to describe RSBI program’s reflection from the former students’ perceptions. The article employed case study research design to explore students’ perceptions with particular emphasis on the use of bilingualism in the classroom. The data were gathered from interview toward 17 former students of RSBI program. The obtained data were analyzed qualitatively and inductively. Results presented RSBI program were perceived diversely from the reason, experience, and expectation viewpoints. Implications portrayed evaluation material in planning future programs that intensify the implementation of international-standards in general, or the use of two languages in the classroom in particular.

Students’ And Teachers’ Perceptions Of Using Memes In Esl Classrooms, Fadwa Youssef

Theses and Dissertations

Using humor in the language classroom has proven to be an effective pedagogical teaching tool that builds rapport between students and teachers. It also reduces anxiety and affective filter as well as increases students’ performance and willingness to communicate in class using their L2 (Azizinezhad & Hashemi, 2011; Banks, 2014; Soares, 2015). Previous studies used humor broadly starting from humorous comments in class to funny TV shows, movies, or songs. Some studies went further using funny memes in class and fewer studies went all the way making students create memes as part of their class requirements (Purnama, 2017). Results of …

Code Mixing In Parent’S Bilingualism For Developing English Children Literacy, Testiana Deni Wijayatiningsih, Riana Eka Budiastuti, Mustasyfa Thabib Kariadi, M. Riyanton, Dini Anggraheni

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

This case study aims at analyzing the bilingualism Indonesian-English code mixing in parents’ day-to-day talk toward children’s literacy development in learning English. The areas of analysis in this bilingualism study include code-mixing categories: intra-sentential, intra-lexical, and changing dictions. Further, those areas give impacts to the children’s literacy development. The findings indicate that the parent is a bilingual who used Indonesian and English equally well. She is accustomed to do conversation by mixing two different languages to her children. In the conversation, the children are able to imitate and remember the words and phrases produced by parent. Further, this study also …

Voices Of Language Lecturers On The Implementation Of Case Method And Project Based Learning, Reli Handayani, Mukhlas Abrar, Friscilla Wulan Tersta, Muhammad Fauzan, Muhammad Sobri

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

Innovative learning can be interpreted as an innovation from conventional learning in terms of facilities, media, and methods. Using a student-oriented approach to innovative learning bas ed on the constructivism paradigm which sees that knowledge is built independently by students through the process of investigation and use of technology. Innovative learning can be realized through several methods such as problem solving (problem-based learning), investigation (discovery learning), research (inquiry learning), and group discussion (project-based learning). Responding to this, the Department of Language and Literature Education (PBS) under the auspices of the Faculty of Education and Teacher Training, Jambi University is trying …

English Language At Secondary Level In Bangladesh: (Dis)Connections Between Policy And Practice Of Oral Skills, S.M. Akramul Kabir

The Qualitative Report

The development of curriculum, textbooks and assessment is a continuous process for better teaching and learning outcomes. The National Curriculum & Textbook Board (NCTB) revised its secondary curriculum in 2012 for English education considering the 2010 National Education policy. The only textbook for the whole country for secondary level, English for Today has been developed accordingly in 2013 for grades 6 to 10, to help students attain competency in listening, speaking, reading, and writing. This qualitative study is based on semi-structured interviews and content analysis of pertinent policy documents. The semi-structured interview data includes a set of English curriculum policy …

Explanation Needed: Understanding The Low Graduation Rates Of Spanish-Speaking English Learners In Southeastern Louisiana, Alice I. Garcia

LSU Doctoral Dissertations

This qualitative research study used the case study method of one-on-one interviews to collect and examine the experiences of former English learners (ELs) who were unable to finish high school in southeastern Louisiana. This study aimed to identify specific factors that, using Everett Lee’s theory, pushed or pulled these ELs from school and affected their ability to graduate. The push factors that were identified included language, inadequate support, academic performance, discrimination, and lack of connection with school and culture. Pull factors that were identified included lack of prior education, immigration, poverty, pregnancy, being far from family, financially supporting family, and …

Revisiting Cybersecurity Awareness In The Midst Of Disruptions, Avideh Sadaghiani-Tabrizi

International Journal for Business Education

The awareness of cybersecurity and knowledge about risks from a variety of threats, which present harm or steal private information in internetworking could help in mitigation of vulnerabilities to risks of threats in safeguarding information from malware and bots. Revisiting cybersecurity awareness of every member and evaluation of organization’s posture might help to protect sensitive or private information from a network of computers, working together and forming into botnets. The purpose of the qualitative case study narrative was to explore prospects for integrating cybersecurity education into elementary school children’s curriculum through interviews of elementary schoolteachers, IT experts, and parents to …

Addressing Equity And Antiracism In A Reading Specialist Program, Sophie Degener, Tina Curry, Mary Hoch, Gloria Mcdaniel-Hall, Ruth Quiroa, Courtney Brookins

NCE Research Residencies

This study deeply examined the Reading Master’s program at our university to understand better how the program itself and the courses within it perpetuated or pushed back on oppressive approaches to reading instruction, assessment, and intervention and how we could make program and course revisions to reflect anti-bias/anti-racist beliefs. We utilized a case study approach, seeking feedback from all involved in or impacted by our program. Beginning with self-study, we (the researchers) met monthly to discuss shared readings on equity-focused topics and interrogate our teaching to understand how our pedagogy and course assignments and readings either upheld or resisted racist …

Elementary Preservice Math Teachers’ Evolving Dispositions Throughout A Math Methods Course: A Mixed Methods Study, Christine E. Hood

Electronic Theses and Dissertations

This study aimed to understand graduate-level Elementary Preservice Teachers’ (EPST) mathematical dispositions before, during, and after a graduate elementary math methods course taught through a rehumanizing (Gutiérrez, 2018), ambitious and equitable math (Horn & Garner, 2022) teaching framework. In this study, EPSTs’ dispositions included four constructs: math anxiety, math teaching anxiety, math self-efficacy, and math teacher self-efficacy. To fully understand the nuance and complexity of teacher education and EPSTs’ mathematical dispositions, I looked at both the EPSTs' and the instructors' perspectives. I investigated EPSTs’ dispositions through a modified multi-methods, sequential, and phenomenological lens. For the instructors’ perspectives, I conducted a …

Middle School Grow Your Own Teaching Program, Andrew J. Vondran

Dissertations of Practice

Middle School Grow YOur Own Teaching Program

This dissertation addresses the teacher shortage in the United States of America. The profession of education has struggled to find teachers to fill vacancies and it is being felt throughout the country. This is not just in the rural areas or areas of low socioeconomic status. Even high paying districts are feeling the squeeze. Many school districts are trying to combat this problem in different ways, especially Grow Your Own teaching programs. Many of these programs run by school districts are focused on high school students, although there has been a lack of …

The Not-So-Silent Period: Testimonios Of Recently Arrived Latinx Students, Teri M. Hutchinson

Electronic Theses and Dissertations

The purpose of this study was to explore and amplify the experiences of recently arrived Latinx¹ students as interpreted through their testimonios in educational borderlands. Through increasingly xenophobic discourses around immigrants and their children (Pérez Huber, 2015), U.S. public schools have become entrenched borderland spaces wherein the humanity of recently arrived students is voided through silencing them with labels of linguistic deficiency and cramming them into one-size-fits-all educational programming (Fine et al., 2007; Flores & Rosa, 2015). There is demand for research that explores the experiences of these children, especially in light of their continued marginalization through neoliberal programming …

Becoming One With The Revolution: A Scholarly Analysis Of The Everyday Life Of Soviet Citizens, Genesis Medina

History - Master of Arts in Teaching

I. Synthesis Essay………………………………...1

II. Primary Documents and Headnotes………...29

III. Textbook Critique……………………………...39

IV. New Textbook Entry…………………………..44

V. Bibliography………………………………….....26

Habits Of Mind: Designing Courses For Student Success, Julia M. Gossard, Chris Babits, Jennifer Grewe, Cree Taylor, Doris Mcgonagill, Missy Kofoed, Leonard Henderson, Travis Thurston, Mehmet Soyer, Gonca Soyer, Josie Tollefson, Nichelle Frank, Matthew D. Laplante, Jessie Koltz, Jenifer Evers, Kimberly Hiatt, Kelsey Bushman, Heather Lyman, Sarah Gosney, Melanie Chambers, Sharon Lyman, Antje R. H. Graul, Ayse Sapci, Raymond Veon, Jason Twede, Rachel Robison-Greene, Sarah Tulane, Joyce Kinkead, John Draeger, Jill K. Singer, Ekaterina Arshavskaya, Rachel Turner, Karin Dejonge-Kannan

Habits of Mind

Although content knowledge remains at the heart of college teaching and learning, forward-thinking instructors recognize that we must also provide 21st-century college students with transferable skills (sometimes called portable intellectual abilities) to prepare them for their futures (Vazquez, 2020; Ritchhart, 2015; Venezia & Jaeger, 2013; Hazard, 2012). To “grow their capacity as efficacious thinkers to navigate and thrive in the face of unprecedented change” (Costa et al., 2023), students must learn and improve important study skills and academic dispositions throughout their educational careers. If we do not focus on skills-building in college courses, students will not be prepared for the …

Chapter 4- With Sustainability In Mind: Twelve Habits Of Mind For A Successful Learning Experience In The Second-Language Classroom And Beyond, Doris Mcgonagill

Habits of Mind

When Art Costa and Bena Kallick first developed their Habits of Mind framework, they conceived of their approach as a contribution to sustainable and ethical learning. The dedication opening in all four volumes of Habits of Mind: A Developmental Series is explicit about this trajectory: “Native peoples teach that the ultimate norm for morality is the impact our choices have on persons living seven generations from now. If the results appear good for them, then our choices are moral ones; if not, they are immoral. We therefore dedicate Habits of Mind: A Developmental Series to our children, our grandchildren, and …

Chapter 19- "I See Research Questions Everywhere": Developing Metacognitive Skills In An English-Major Research Methods Course, Joyce Kinkead, John Draeger, Jill K. Singer

Habits of Mind

How many ways can sticky notes—branded as Post-it Notes and introduced in 1980 by 3M—be used by college students? According to the undergraduate who investigated this topic, 31. In the report she produced as a result of a study conducted in English 3470: Approaches to Research in English Studies, the researcher found that “many stationery products have died with advancements in technology, but the Post-it Note has thrived and continues to play a role in productivity in the workplace, continuing at the top of the supply list” (Eralie, 2019). To come to this magic number of 31, Megan conducted a …

Chapter 20- Service-Learning And Community-Engaged Projects For International And Domestic Students, Ekaterina Arshavskaya

Habits of Mind

It’s a good idea to help the local community by sharing something from our cultures and support each other as well. It really makes a big difference for all.

An anonymous student comment, spring 2020

Reflecting on my years of teaching, one of my most gratifying and powerful memories as an educator deals with developing a sense of community and belonging in my students. More generally, higher education instructors have come to understand the value of community building and creating a sense of belonging in various areas of our lives and for different populations in diverse teaching contexts (Hoffman et …

Introduction And References, Julia M. Gossard, Chris Babits

Habits of Mind

Although content knowledge remains at the heart of college teaching and learning, forward-thinking instructors recognize that we must also provide 21st-century college students with transferable skills (sometimes called portable intellectual abilities) to prepare them for their futures (Vazquez, 2020; Ritchhart, 2015; Venezia & Jaeger, 2013; Hazard, 2012). To “grow their capacity as efficacious thinkers to navigate and thrive in the face of unprecedented change” (Costa et al., 2023), students must learn and improve important study skills and academic dispositions throughout their educational careers. If we do not focus on skills-building in college courses, students will not be prepared for the …

What Counts As Literacy In The Polytechnic Hispanic Serving Institution? Culturally Sustaining Frameworks For Writing Assignments, Assessment, And Language Use, Lisa Tremain, Jill Anderson, Beth Eschenbach, Nicolette Amann, Kerry Marsden

Humboldt Journal of Social Relations

This article theorizes and describes classroom pedagogies that support the development of students’ disciplinary literacies through culturally sustaining, socially just approaches. Drawing primarily from the framework of culturally sustaining pedagogies (CSP) (Paris, 2012; Alim, Paris & Wong, 2020), the authors suggest strategies for writing assignment and assessment designs that support students’ multilingual and multiliterate ways of knowing. These strategies intentionally invite and integrate students’ multiple ways of knowing and being in and outside of the polytechnic HSI. They also ask instructors to decenter the ways that whiteness operates in their curricula and programs. The authors conclude the article by arguing …

Jnchc, Vol. 24, No. 2: Frontmatter And Backmatter, National Collegiate Honors Council

Journal of the National Collegiate Honors Council Online Archive

JNCHC: Journal of the National Collegiate Honors Council

Forum on Creating an Honors Faculty

Vol. 24, No. 2 | Fall/Winter 2023

Masthead

Contents

Call for papers

Editorial policy

Dedication: Cliff Jefferson and Mitch Pruitt

About the authors

About the NCHC monograph series

NCHC monographs and journals

NCHC publications order form

In this issue