Reading and Language Commons^™

“I Can’T Relate”: Refusing Identification Demands In Teaching And Learning, Ian Barnard

English Faculty Articles and Research

In literature, composition, and other areas of English Studies, relateability can be an important tool to inscribe marginalized subjects as academic citizens. However, its larger arc reproduces ethnocentric and individualistic ideologies at the national and personal levels that foreclose the true understanding of and engagement with Otherness that defines learning. What are the particular intellectual and other challenges, pleasures, and rewards of refusing the pedagogical imperative to engage and understand through identification? I conclude the article by deploying theorists of difference to ask what it means to understand difference as difference, how this understanding might be facilitated, and what the …

Use Of Student Created Video Podcasts To Promote Foreign Language Grammar Acquisition In Middle School, Sergio Parra

CCAC Theses and Dissertations

The use of video podcasts in education has emerged as a phenomenon that has gained a considerable amount of attention over the last few years. Although video podcasting is becoming a well-established technology in higher education, new multimedia instructional strategies such as student-created video podcasts in grades K-12 are under-researched.

The study investigated the effects of video podcasts created by students to promote foreign language grammar acquisition at the middle school level and find how students described such experience. The current investigation was conducted by using the explanatory sequential design, which is a mixed methods research design that occurs in …

The Effect Of A Fluent Signing Narrator On Quality Of Maternal Behavior During E-Book Shared Reading Interactions With Their Children With Hearing Loss, Mar Alejandra Bonilla Yáñez

Open Access Theses & Dissertations

Purpose: The average high school student with hearing loss graduates reading at a 4th grade level. A factor that may contribute to the literacy development in children with typical hearing is language modeling and support surrounding shared book reading. The shared book reading experiences of children with hearing loss (CHL) and their parents may be different in quantity and quality from their peers with typical hearing. There is evidence reporting parental frustration and feeling of incompetence when reading to their CHL due to a sensory mismatch between the childâ??s and the parentâ??s mode of communication and skills. This study investigated …

The Effect Of A Fluent Signing Narrator On Children's Behavior During Technology-Enhanced Shared Reading With Children With Hearing Loss And Their Parents, Gabriela Itzel Rodriguez

Open Access Theses & Dissertations

Shared reading plays an essential role in the language and literacy development of children who are at risk of future problems in those areas. Children with hearing loss (CHL) are a group who usually experience limited and poor quality activities that foster literacy development such as shared reading (SR). Researchers examining high quality interactions have rated child behaviors, primarily attention and initiation, during shared reading and play based activities finding positive correlations between these behaviors and the overall development in typically developing children as well as in children with other impairments such as Autism Spectrum Disorder and Down syndrome (Kim …

Through A Wheat Field; To A Pond, Ian Mikyska

The Goose

Poetry by Ian Mikyska

I Don’T Control A Lot Of Things- But I Can Control What I Read, Yolanda Hood

UCF Forum

I found myself facing some epic declarations and accusations recently: “How do you even have the job that you have?” “And you have a Ph.D. in English! How? How did that happen?” “Should you even be a librarian?”

Design Research: Typography Within The Israeli Linguistic Landscape, Shayna Tova Blum

Faculty and Staff Publications

A linguistic landscape signifies language used within a physical or virtual public space, in which communication is presented in typographic form, portraying a message to an audience. Within the state of Israel, the linguistic landscape presents a unique situation in which it is common to view municipal and commercial multilingual signs that are designed using Hebrew, English, and Arabic letterforms. By studying the diverse linguistic landscape within Israeli urban environments, the article offers perspectives on the use of multilingual visual language, based on discussions with five Israeli designers in the summer of 2015.

Transnational Education Systems In Morocco: How Language Of Instruction Shapes Identity, Sarah Robertson

Independent Study Project (ISP) Collection

The North African country of Morocco boasts a rich history of linguistic diversity, which was further compounded with the introduction of the French language under the protectorate in 1912. Through a complicated mix of Fus’ha (Modern Standard Arabic), Darija (Moroccan Dialectical Arabic), French (historically the language of the protectorate), and most recently, the introduction of English, the system of education with respect to linguistic instruction is left in a bind. The divide between the public schools, private schools, traditional Arabic schools, and well-­‐ established French schools only grows, as the Moroccan Education system hurts for change. If language shapes education, …

Ivy Leaves, Volume 90, Ivy Leaves Editorial Staff

Ivy Leaves

The 2015 edition of the Anderson University journal of art and literature, Ivy Leaves.

The names of the known editors for this issue of Ivy Leaves were Jonathan Kurtz, Charlotte Stapp, Callie Renfrow, Courtney Couch, Angel Hisnanick, Taylor Kaiser, Yvonne Didway, Noelle Hisnanick, Taylor Henry, Mitchell Dallas Herring, Rebekah Rhoden, Logan Hickey, Josie Maszk, Julia Madden, Kenneth Keller, Alex Dib, Micah Peek, Benjamin Mahaffey, Justin Parker, Teresa Jones, and Tim Speaker.

Specters Of Kurdish Nationalism: Governmentality And Counterinsurgent Translation In Turkey, Nicholas S. Glastonbury

Publications and Research

This essay examines translations of the Kurdish epic poem Mem û Zîn into Turkish, tracing the logics behind these state-sponsored translations and examining how acts of translation are also efforts to regulate, translate, and erase Kurdish subjectivities. I argue that the state instrumentalizes Mem û Zîn’s potent nationalist currency in order to disarm present and future claims of Kurdish national autonomy. Using translation as a counterinsurgent governmental tool, the state attempts to domesticate Kurdish nationalist discourses even as it reproduces them, thereby transforming Kurdish nationalism into a specter of itself. Attending to this specter, however, allows us to see how …

Boston Writing Project, Glenn Mitchell, Peter Golden

Office of Community Partnerships Posters

The Boston Writing Project focuses on the core mission of improving the teaching of writing and improving the use of writing across the disciplines by offering high-quality professional development programs for educators, at all grade levels, K–16 and across the curriculum.

Community University Project For Literacy (Cupl), Carol Chandler-Rourke

Office of Community Partnerships Posters

The Community-University Project for Literacy (CUPL), now in its third decade of service, provides an academic structure for UMB students to provide 40 hours of service each semester as tutors at community-based learning centers while attending a credit-bearing seminar at UMass/Boston.

Providing Staff And Program Development For Boston-Area Adult Basic Education Programs, Adult Literacy Resource Institute, University Of Massachusetts Boston, System For Adult Basic Education Support (Sabes), College Of Education And Human Development, University Of Massachusetts Boston

Office of Community Partnerships Posters

The Adult Literacy Resource Institute (part of UMass Boston since 1983, and 100% grant-funded) serves as the Greater Boston Regional Support Center for SABES, the state’s System for Adult Basic Education Support. We provide staff and program development services to adult basic education programs in the Boston area, especially the approximately 40 programs in the region (most located at community-based organizations) that are funded by the state’s Department of Elementary and Secondary Education and that offer ESOL, basic literacy and numeracy, high school equivalency preparation, and other classes (including family literacy, civics education, career pathways, and college transition).

Ivy Leaves, Volume 89, Ivy Leaves Editorial Staff

Ivy Leaves

The 2014 edition of the Anderson University journal of art and literature, Ivy Leaves.

The names of the known editors for this issue of Ivy Leaves were Christopher Mauldin, Anna Falardeau, Jonathan Kurtz, Jordan Sears, J.E. Tankersley. Cody Rabideau, Laurie Epps, Christian Bare, Nichole Dorontich, Hunter Burton, Charity Reed, Joy Hiller, Sarah Leugemors, Rebekah Rhoden, Julia Madden, Dixie Hemingway, Gage LaGreca, Kenneth Keller, Justin Parker, Teresa Jones, and Tim Speaker. Cover art photography by Julia Madden and Heidi Pettit.

Ua1c11/23 Wku Libraries Photo Collection, Wku Archives

WKU Archives Collection Inventories

WKU University Libraries photograph albums.

Community University Project For Literacy (Cupl), Carol Chandler-Rourke

Office of Community Partnerships Posters

The Community-University Project for Literacy (CUPL) provides an academic structure for undergraduates to provide 40 hours of service each semester as tutors at community-based learning centers while attending a credit-bearing seminar at UMass/Boston. Course are: Language, Literacy and Community (Fall) and ESL Tutor Training Seminar (Spring).

Ivy Leaves, Volume 88, Ivy Leaves Editorial Staff

Ivy Leaves

The 2013 edition of the Anderson University journal of art and literature, Ivy Leaves.

The names of the known editors for this issue of Ivy Leaves were Cara Dillon, Sarah Burgess, Emmy Wheatley, Chris Mauldin, Genevieve Hamilton, Jonathan Kurtz, Chelsea Pancoast, Mary Langston Willis, Christina Martin, Emily Weiland, Joy Hiller, Sarah Leugemors, Brittany Wilson, David Estep, Heather McIlrath, Dixie Hemingway, Gage LeGreca, Annie Churdar, Teresa Jones, and Tim Speaker. Photography by Joy Hiller, Sarah Leugemors, Heather McIlrath, Emily Weiland, David Estep, and Brittany Wilson.

Early Literacy Matters, Lisa Van Thiel, Institute For Community Inclusion, University Of Massachusetts Boston

Office of Community Partnerships Posters

Early Literacy Matters (ELM) is a partnership between the University of Massachusetts Boston, Lynn Public Schools, and the Gregg Neighborhood House. Our goal is to create 8 preschool centers of excellence impacting 300 children per year identified as “at risk for academic failure.” ELM has transformed 17 classrooms that serve children speaking over 41 languages. 75% of ELM children speak a first language other than English or have limited English proficiency, and 16% receive special education services. ELM offers research-based curricula, professional development, and community/family involvement with intentional instruction proven to enrich children’s learning experiences. We offer professional development combined …

Ivy Leaves, Volume 86, Ivy Leaves Editorial Staff

Ivy Leaves

The 2012 edition of the Anderson University journal of art and literature, Ivy Leaves.

The names of the known editors for this issue of Ivy Leaves were Anna Davis, Brianne Holmes, Emmy Wheatley, Cara Dillon, Drew Welborn, Jesica Hooper, Robert Causey, Rachel Spoon, Mandie Wines, Jenni Elledge, Naomi Nakazato, Emily Weiland, Laura Jones, Jivan Davé, Teresa Jones, and Tim Speaker. Photography by Jivan Davé and Rachel Spoon.

Ivy Leaves, Volume 85, Ivy Leaves Editorial Staff

Ivy Leaves

The 2011 edition of the Anderson University journal of art and literature, Ivy Leaves.

The names of the known editors for this issue of Ivy Leaves were Anna Davis, Brianne Holmes, Sarah Dobrotka, Rafael Alcantar, Jr., Josh Overstreet, Calli Lawson, Kelly Johnson, Jennifer Hall, Rachel Spoon, Mandie Wines, Naomi Nakazato, Lindsey Dilleshaw, Jivan Davé, Phillip Belger, David Bishop, Laura Jones, Seth Christie, Andrew Higgins, Teresa Jones, and Tim Speaker.

Ivy Leaves, Volume 84, Ivy Leaves Editorial Staff

Ivy Leaves

The 2010 edition of the Anderson University journal of art and literature, Ivy Leaves.

The names of the known editors for this issue of Ivy Leaves were Kathryn White, Brenna Davis, Josh Sorrells, Steven Bailey, Anna Marie Davis, Brianna Holmes, Jennifer Hall, Laura Jones, Kelly Johnson, Chris Waldrop, Beth Cooper, Jivan Davé, Andrew Higgins, Katherine Carter, Megan Morris, Cameron Ridenour, Melanie Smalley, Dr. Teresa Jones, and Tim Speaker.

Reading Music: Representing Female Performance In Nineteenth-Century British Piano Method Books And Novels, Laura Vorachek

English Faculty Publications

The editorial content of piano method books published in the nineteenth century contributed to the gendering of the domestic piano by targeting a middle-class female audience. At the same time, these tutorials circumscribed the ability and ambition of female pianists, cautioning women against technical display or performing challenging pieces in company, thereby reinforcing the stereotype of the graceful, demure woman who played a little. However, this effort was complicated by both the tutorials themselves and contemporary fiction. The middle-class women reading these tutorials also read novels—a fact the method books occasionally acknowledge—which often presented a very different picture of women’s …

Class And Categories: What Role Does Socioeconomic Status Play In Children's Lexical And Conceptual Development?, Jennifer Bloomquist

Africana Studies Faculty Publications

At one time, academic inquiries into the relationship between socioeconomic class and language acquisition were commonplace, but the past 20 years have seen a decrease in work that focuses on the intersection between class and early language learning. Recently, however, against the backdrop of the No Child Left Behind legislation in the United States (which has been criticized as a culturally biased education policy that, through highstakes testing and broad-based, uniform curricula, discounts the value of non-standard home language varieties largely spoken by working-class children), there has been renewed interest in the relationship between class, language use, and the assessment …

Ivy Leaves, Volume 83, Ivy Leaves Editorial Staff

Ivy Leaves

The 2009 edition of the Anderson University journal of art and literature, Ivy Leaves.

The names of the known editors for this issue of Ivy Leaves were Kathryn White, Katie Meitzler, Sophie Dembroski, Lydnsey Thompson, Julianna Capps, Charlies Waddell, Grier Parrott, Brittany Hughes, Nikita Cowan, Josh Overstreet, Adreaunna Rhome, Andrew Higgins, Kelly Johnson, Wellington Payne, Savannah Springer, Carter Stuart, Dr. Teresa Jones, and Tim Speaker. Photography by Andrew Higgins and Savannah Jane Springer.

Ivy Leaves, 2007, Ivy Leaves Editorial Staff

Ivy Leaves

The 2007 edition of the Anderson University journal of art and literature, Ivy Leaves.

The names of the known editors for this issue of Ivy Leaves were Jessica Sopolosky, Charlie Grant, Phyllis Goins, Joshua Rigsby, Robbie Cobb, Wayne Cox, and Eric Whitlock.

Ivy Leaves, 2006, Ivy Leaves Editorial Staff

Ivy Leaves

The 2006 edition of the Anderson University journal of art and literature, Ivy Leaves.

The names of the known editors for this issue of Ivy Leaves were Jill Ayers, Cassie Kolasky, Maghan Lusk, Ashley McAdams, Jess Sopolosky, Danielle Webb, Kristy Eppolito, Wayne Cox, and Eric Whitlock.

Reading In The Future: Literacy And The Time Of The Internet, David R. Cole

Reconstruction: Studies in Contemporary Culture

David R. Cole's Reading in the Future: Literacy and the Time of the Internet locates the literacies of the internet -- itself read as the end game of western technology or the Machina Mundi, the Great Chain of the World that has a centre that is everywhere and a circumference that is nowhere -- in a contradictory space. But Cole also self-consciously locates his own writing at a moment in time when the initial technological hype of the internet is subsiding in the face of the boredom of informational overload and the internet is emerging as both an unlimited …

Ivy Leaves, 2004-2005, Ivy Leaves Editorial Staff

Ivy Leaves

The 2005 edition of the Anderson College journal of art and literature, Ivy Leaves.

The names of the known editors for this issue of Ivy Leaves were Joshua Burdette, Darcie Davis, Leanne Gray, Maghan Lush, Jessica Sopolosky, Marissa Sullivan, Sarah Swofford, Becky Bradstreet, Brian Burrell, Kayla Evett, Anthony Gonzalez, Melissa Johnson, Kari Pettit, Donavon Schmidt, Ashely Smoak, Alice Wilkins, Wayne Cox, and Jane Dorn. Cover art by Kari Pettit.

Ivy Leaves, 2003-2004, Ivy Leaves Editorial Staff

Ivy Leaves

The 2004 edition of the Anderson College journal of art and literature, Ivy Leaves.

The names of the known editors for this issue of Ivy Leaves were Amanda Burgess, Shannon Griffin, Tennille Owens, Jennifer Roman, Marissa Sullivan, Joshua Fleming, Brandon Fricks, Katy Gray, Shelli Hanshew, Brian Irving, Misty Kelley, Kristen Lambert, Matthew Mantooth, Theresa O'Rourke, Jessica Parks, Shelly Sawyer, Emerald Shumer, Jonathan Tribble, Wayne Cox and Jane Dorn. Cover art by Matthew Mantooth, and illustrations by Matthew Tolbert.

Ivy Leaves, 2002-2003, Ivy Leaves Editorial Staff

Ivy Leaves

The 2003 edition of the Anderson College journal of art and literature, Ivy Leaves.

The names of the known editors for this issue of Ivy Leaves were Chris Bailey, Christin Bradley, Sarah Colson, Rich Gregory, Jason Johnson, Joshua Poe, Annabelle Robinson, Jay Strickland, Renee Tanner, Aaron Archibald, Tanner Capps, Ada Ezeokoli, Jessica Gregory, Kurtis Miller, Wayne Cox, and Jane Dorn. Cover art by Sarah Colson.