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Full-Text Articles in Education

Effectively Teaching A Second Language: Principles And Practices, Alexander Gatica May 2017

Effectively Teaching A Second Language: Principles And Practices, Alexander Gatica

All Graduate Plan B and other Reports

This portfolio is the amalgamation of the author’s research and experience during his time in the Master of Second Language Teaching program. The first section contains the Teaching Philosophy, which centers on applying effective teaching methods, increasing learner motivation, and incorporating technology into the classroom. The next section consists of three artifacts in which the author further investigates specific aspects of language teaching. The language paper focuses on the effect that identity has on motivation to learn a language. The literacy paper discusses how to increase vocabulary acquisition via a mobile-assisted language learning application called Duolingo. The culture paper ...


Perspectives On Effective Teaching In Dli And Foreign Language Classrooms, Karin Dejonge-Kannan, Maria Luisa Spicer-Escalante, Elizabeth Abell, Aaron Salgado Jan 2017

Perspectives On Effective Teaching In Dli And Foreign Language Classrooms, Karin Dejonge-Kannan, Maria Luisa Spicer-Escalante, Elizabeth Abell, Aaron Salgado

Languages, Philosophy, and Communication Studies Faculty Publications

No abstract provided.


Reflective Practitioners: Foreign-Language Teachers Exploring Self-Assessment, Maria Luisa Spicer-Escalante, Karin Dejonge-Kannan Nov 2016

Reflective Practitioners: Foreign-Language Teachers Exploring Self-Assessment, Maria Luisa Spicer-Escalante, Karin Dejonge-Kannan

Languages, Philosophy, and Communication Studies Faculty Publications

It is the professional and personal responsibility of teachers to analyze, evaluate, reflect on, and improve their classroom practice (Desimone & Garet, 2016). This paper introduces a guided teacher observation model which combines both self and peer-observations, designed for Foreign-Language (FL) teachers to evaluate their own classroom practice through video recording and directed reflection. Instructors’ self-assessment statements that implement this model show that it enables teachers to identify and address their areas for improvement (Bailey, 1981; Barber, 1990; Zeichner & Liston, 2014; Spicer-Escalante & deJonge-Kannan, 2014). Moreover, this guided teacher observation model entails a dialogue between observed instructor and observers. It does not ignore peer-evaluations, but rather requires responsive and responsible observations that are merged later with the self-reflection written by the observed instructor. As research in the field shows, regularly implemented self-assessment averts negative performance appraisals and reduces the need for intervention by superiors (Barber, 1990), thus offering reflective practitioners a pathway not only to professional growth (Burns, 2015; Matsuda, 2015) but also to personal development. In our own research, this model has also served as an excellent tool to inform our peers about our discipline and about the complexities involved in the training of foreign language teachers.


Exploración De Las Narrativas BilingüEs Orales Y Escritas En Español E Inglés, Maria Luisa Spicer-Escalante Oct 2015

Exploración De Las Narrativas BilingüEs Orales Y Escritas En Español E Inglés, Maria Luisa Spicer-Escalante

Languages, Philosophy, and Communication Studies Faculty Publications

Este estudio investiga las diferencias y/o similitudes en las narrativas personales bilingües, español e inglés, de un grupo de estudiantes de escuela secundaria, cuando cuentan una historia de manera oral o escrita. Previos estudios sugieren que los estudiantes bilingües nativo-hablantes del español tienden a producir narrativas diferentes dependiendo de la lengua en que relatan las historias. Los participantes del estudio escribieron una narración en español y unos días después escribieron la misma narración en inglés. Posteriormente, durante una entrevista personal, se les pidió que contaran la narración que habían escrito, tanto en español como en inglés. Las muestras se ...


Second Language Research In Practice: Exploring Foreign Language Teaching, Maria Luisa Spicer-Escalante, Karin Dejonge-Kannan, Aliza M. Atkin Kroek Jan 2015

Second Language Research In Practice: Exploring Foreign Language Teaching, Maria Luisa Spicer-Escalante, Karin Dejonge-Kannan, Aliza M. Atkin Kroek

Languages, Philosophy, and Communication Studies Faculty Publications

No abstract provided.


Maternal Language During Book-Sharing: Wordless Verses Print, Jessica Nielsen May 2012

Maternal Language During Book-Sharing: Wordless Verses Print, Jessica Nielsen

All Graduate Plan B and other Reports

The importance of adult linguistic responsiveness in facilitating language development in young children is well documented (e.g. Cross & Morris, 1980; Snow, 1994; Tamis-LeMonda, Bornstein, & Baumwell, 2001; Yoder, Warren, McCathern, & Leew, 1998). Research has shown that the use of responsive language by parents in the context of play is associated with greater child language productivity (Girolametto, Hoaken, Weitzman, & van Lieshout, 2000). Rocissano and Yatchmink (1983) found that when mother-child dyads utilized more joint attention, the toddlers demonstrated higher language skills and syntax abilities. Research has also shown that parent-child shared book reading contexts can be very beneficial environments for preschool aged children, as well as children with speech and/or language disorders, and can promote linguistic growth (Kaderavek & Justice, 2002). Parent-child shared book reading environments can be highly facilitative in vocabulary development, conversational participation, and emergent literacy knowledge. Findings suggest that parental behavior analyses during parent-child shared reading interactions with children who are delayed in language, impact the child’s engagement in the interaction (Kaderavek & Justice, 2002).

A total of 56 mother-child dyads participated in the study and were recruited from early intervention programs in the state of Utah. Dyads were given two books to use during the interaction, one wordless and one containing print. Mother-child dyads participated in a 15-minute interaction with books and toys in their home. The interaction was video recorded for later analysis. The verbal exchanges that occurred during the interactions were transcribed orthographically and coded for parental responsiveness using procedures and software from the Systematic Analysis of Language Transcripts (SALT; Miller, 2006).

The results indicated that the mothers were more responsive to children in the wordless book sharing context than the printed book sharing context. Parents were equally directive in both contexts. Maternal responsiveness was moderately to highly correlated with child linguistic productivity measured using mean length of utterance, number of total words, and number of different words in both contexts, highlighting the importance of maternal responsivity for facilitating linguistic productivity in young children ...


Communicative Language Teaching: The Cornerstone Of Second Language Acquisition, Sierra Fischback May 2012

Communicative Language Teaching: The Cornerstone Of Second Language Acquisition, Sierra Fischback

All Graduate Plan B and other Reports

This portfolio is comprised of a compilation of papers written by the author while completing the Master of Second Language Teaching (MSLT) program at Utah State University. The focus of the portfolio is a teaching philosophy outlining the author’s beliefs on how to foster effective language teaching in the university foreign language classroom. Included as well are artifacts addressing coping with culture shock, effective forms of language learning, and reading in foreign language literature courses. These artifacts were chosen to reflect important areas of language teaching that have affected the author’s teaching philosophy. Finally, the author has incorporated ...


Revising Our Curriculum/ Empowering Students: Teachers’ Preparation And Perceptions About Bilingual Writing, Maria Luisa Spicer-Escalante Nov 2011

Revising Our Curriculum/ Empowering Students: Teachers’ Preparation And Perceptions About Bilingual Writing, Maria Luisa Spicer-Escalante

Languages, Philosophy, and Communication Studies Faculty Publications

While emphasis on writing instruction has been a main concern in teaching Spanish to bilingual students in the U. S., it is an area in which very few theoretical advances have been made; in Mexico’s case the situation is even more challenging. Therefore, based on classroom observations, and individual interviews with both teachers and students, and on the collection of class syllabi, this paper seeks to describe the current state of affairs regarding Spanish and English writing instruction for bilingual students in both countries. The main objectives are: 1) the analysis and comparison of the diverse teaching methodologies that ...


Análisis LingüÍstico De La Escritura BilingüE (Español-Inglés) De Los Hablantes De Español Como Lengua Hereditaria En Los Estados Unidos, Maria Luisa Spicer-Escalante Dec 2009

Análisis LingüÍstico De La Escritura BilingüE (Español-Inglés) De Los Hablantes De Español Como Lengua Hereditaria En Los Estados Unidos, Maria Luisa Spicer-Escalante

Languages, Philosophy, and Communication Studies Faculty Publications

Tradicionalmente; los hablantes de español por herencia (Spanish Heritage Speakers) en los Estados Unidos aprenden español en casa o en su comunidad. Sin embargo; la mayoría no recibe instrucción formal académica en español. Por lo tanto; su escritura en español y en inglés muestra ciertas características lingüísticas relevantes. En esta investigación se analizan los textos persuasivos/argumentativos de estudiantes universitarios de los siguientes grupos: hablantes de español por herencia (HELH); estadounidenses que estudian español (EESL) y mexicanos hablantes nativos de español (HNE). Los resultados del análisis lingüístico y estadístico sugieren que hay diferencias notables en la manera en la que ...


La Enseñanza De La Escritura De Textos Académicos Para Los Estudiantes BilingüEs: Prácticas Pedagógicas De Dos Preparatorias En México Y En Los Estados Unidos, Maria Luisa Spicer-Escalante Jan 2009

La Enseñanza De La Escritura De Textos Académicos Para Los Estudiantes BilingüEs: Prácticas Pedagógicas De Dos Preparatorias En México Y En Los Estados Unidos, Maria Luisa Spicer-Escalante

Languages, Philosophy, and Communication Studies Faculty Publications

Con base en observaciones de clases, en el análisis de programas de estudio y en entrevistas individuales con los directores, maestros y estudiantes, este artículon tenta exponer la situación actual de la enseñanza de la escritura de textos académicos para los estudiantes bilingües en dos escuelas preparatorias de México y de los Estados Unidos. Esta investigación describe los métodos pedagógicos que senstrumentan en el aula para la enseñanza, la preparación académica y/o práctica de los maestros en cuestión de instrucción de la escritura y el efecto que estan instrucción tiene en la percepción que los estudiantes asumen respecto a ...