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Full-Text Articles in Education
Using Lessons From Collaboratively Processing Written Corrective Feedback, Nicholas Carr
Using Lessons From Collaboratively Processing Written Corrective Feedback, Nicholas Carr
Journal of Response to Writing
This case study investigates how two English language learners use knowledge co-constructed while collaboratively processing written corrective feedback (WCF) on jointly produced texts. It does so through the lens of sociocultural theory (SCT). This study extends the extant literature by investigating how co-constructed knowledge emerging from their interactions was manifested in subsequent individual writing and speaking tasks which were similar—but not identical—to the original collaborative writing tasks. Data were collected from video recordings of participants’ interactions as they collaboratively processed WCF; individual retrospective interviews, during which participants watched the video recordings and identified what they learned; and observation of individual …
Collaboration And Reconciliation In English Language Teaching? Personal Reflections On Critical Incidents, Michael Lessard-Clouston
Collaboration And Reconciliation In English Language Teaching? Personal Reflections On Critical Incidents, Michael Lessard-Clouston
International Journal of Christianity and English Language Teaching
Collaboration is largely assumed in English language teaching, while reconciliation is often a goal in this discipline. This article briefly introduces frameworks to help us think about collaboration and to understand reconciliation. Next it discusses three critical incidents in EFL teaching and ESL teacher education from personal experience in China, Indonesia, and the United States. Using the literature and frameworks outlined, the article reflects on cultural and other challenges, notes helps and hindrances to collaboration, and possible ways such issues were or might have been reconciled in the three incidents.
“Math Talks Are Like An Alarm Clock Waking You Up”: Language’S Crucial Role In Mathematics, Gabriella M. Wasser
“Math Talks Are Like An Alarm Clock Waking You Up”: Language’S Crucial Role In Mathematics, Gabriella M. Wasser
Journal of Practitioner Research
Whole group math talks, or number talks, are a common practice to get students talking about their own understanding of mathematical concepts. The purpose of this study was to implement math talks in small group settings to see what would happen, specifically to students’ conceptual understanding as well their general perceptions of math talks. This study took place in a fourth-grade math classroom, and math talks were implemented with the whole class for a week and then moved to small groups for the remaining three weeks of the study. During the study, a pre-and post-assessment was given, field notes were …