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Full-Text Articles in Education

Black Lives Matter In Teaching English As A Second Language!, Kristin Lems Oct 2021

Black Lives Matter In Teaching English As A Second Language!, Kristin Lems

Faculty Publications

The Winter 2020 issue of theIllinois Reading Council Journal published a special issue focusing on “action for equity,” with thoughtful articles and abundant family and classroom resources. This issue of the “wELLcome”column, which is dedicated to topics regarding English language learners (ELLs), continues in that same vein. In this issue, we place the spotlight on ELLs of African descent, their teachers, and their schools.


Music, Our Human Superpower, Kristin Lems Feb 2021

Music, Our Human Superpower, Kristin Lems

Faculty Publications

Research about music pervades every discipline because music touches every area of life. Studies revealing the salutary effects of music can be found not only in music educator research, but in research in psychology, speech and hearing, child development, neuroscience, and increasingly, health and wellness, aging, rehabilitation and recovery. Since my focus is especially in the areas of language and literacy, I research the positive effects of music on reading, writing, and learning languages - and of this, there is no shortage. In this brief Academia article, I share what I’d like to call an “homage-with-references” to our great Superpower ...


Truly, Madly, Deeply: Adverbs And Ells, Kristin Lems Oct 2020

Truly, Madly, Deeply: Adverbs And Ells, Kristin Lems

Faculty Publications

In this issue’s column focusing on adverbs and English language learners, columnist Kristin Lems explores some of the basic but not-so-obvious features about adverbs that readers and writers need to learn in order to take advantage of these powerful levers of language. The odds are very good that your native English speakers will also benefit from this information—and you might learn a thing or two as well.


Digital Tools For Online Assessment In Elt, Rhana Khan, Eun-Young Julia Kim, Kelly Mcclendon Sep 2020

Digital Tools For Online Assessment In Elt, Rhana Khan, Eun-Young Julia Kim, Kelly Mcclendon

Faculty Publications

Teaching online brings with it many benefits—increased flexibility, ability to connect regardless of geographic location, and convenience for example. But, as many teachers are learning, it also comes with a number of challenges, such as motivating passive students, technology issues, and encouraging collaboration and connection. Assessment, a critical and complex part of any language course, can be difficult when teaching online, as well. Following, learn about how three different educators utilize three separate digital tools for online assessment.


Louder Than A Bomb: Poetry Slams And Community Activism Create A Powerful Brew, Kristin Lems Apr 2020

Louder Than A Bomb: Poetry Slams And Community Activism Create A Powerful Brew, Kristin Lems

Faculty Publications

Louder than a Bomb is the oldest youth poetry slam in the country, born out of Chicago's oral performance resources, including Second City. The article shares LTAB's beginnings, evolution, growth, and influence, and the author describes the experience of being a judge at the annual poetry slam.


Teachers’ Beliefs About English Learners: Adding Linguistic Support To Enhance Academic Rigor, Audrey Figueroa Murphy Jan 2020

Teachers’ Beliefs About English Learners: Adding Linguistic Support To Enhance Academic Rigor, Audrey Figueroa Murphy

Faculty Publications

A persistent achievement gap for English learners (ELs) has prompted educators to search for contributing factors and pedagogical solutions. Our research shows teachers’ beliefs about rigor of curriculum may contribute to the problem; teachers supported less rigorous curriculum for ELs, evincing a “rigor gap” likely to exacerbate the EL achievement gap. We suggest that systematic analysis of the linguistic demands of classroom tasks can facilitate the design of appropriate linguistic supports, allowing ELs to engage in academically rigorous instruction comparable to that afforded English-proficient students. Counteracting the rigor gap as such has promise to ameliorate the EL achievement gap.


Language Nests On The Move: The Case Of Võro Pre-Primary Education In Estonia, Kara D. Brown, Mariko Faster Oct 2019

Language Nests On The Move: The Case Of Võro Pre-Primary Education In Estonia, Kara D. Brown, Mariko Faster

Faculty Publications

This article considers the circuitous route of knowledge exchange from South (New Zealand)-to North (Finland)-to regional South (Estonia) by examining the development of Võro language nests (keelepesä) in Estonia. Language nests reflect the global nature of educational knowledge exchange as well as the importance of networks of languageresearchers and activists in this policy inspiration. Estonia is a fascinating case for understanding the international spread and local development of the language-nest approach in a post-Socialist context. The authors draw on concepts of policy borrowing and diffusion and the “grammar of schooling” to explore the spread of the language nest ...


All About The American Flap, Kristin Lems Oct 2019

All About The American Flap, Kristin Lems

Faculty Publications

In this column, I am going to talk about the American flap, a phonological feature of the American English dialect. Those of us with backgrounds in ESL/EFL learn about this in our master’s programs, but I have found that even teachers who have taken a course in linguistics may not be aware of the flap and its important implications for listening, reading, and spelling in English (Lems, Miller, & Soro, 2017)


Theory And The Scholarship Of Teaching And Learning: Inquiry And Practice With Intention, Nancy L. Chick Jul 2019

Theory And The Scholarship Of Teaching And Learning: Inquiry And Practice With Intention, Nancy L. Chick

Faculty Publications

Theory in the scholarship of teaching and learning (SoTL) is the conceptual basis for the practice of SoTL—or, more precisely, the conceptual bases for the practices of SoTL—as well as the bodies of knowledge, methodological assumptions, and explanations of phenomena that are deployed (explicitly or implicitly) from a range of contexts within SoTL. Put another way, theory is thinking on a meta level, a metacognitive move in which practitioners become aware, critical, and intentional of how and why they are doing their practice. It involves taking stock of the existing conversations to move beyond definitions, to critically evaluate ...


Second Language Identities Of International Teaching Assistants In The U.S. Classroom, Adam Agostinelli Jun 2019

Second Language Identities Of International Teaching Assistants In The U.S. Classroom, Adam Agostinelli

Faculty Publications

Sociolinguistic research has yet to comprehensively address changes in the second language mediated identity, or second language identity (L2I), of English as a second language (ESL) students that take place as a result of traveling abroad and experiencing English in authentic circumstances. First, this study provides an outline of L2I and proposes a framework for evaluating L2I in authentic contexts (i.e. in a country where the target language is the primary means of communication). Second, personal narratives, formal reports, and observed classroom comments of international graduate teaching assistants (ITAs), who were placed in a required English Speaking course as ...


Second Language Identities Of International Teaching Assistants In The U.S. Classroom, Adam Agostinelli Jun 2019

Second Language Identities Of International Teaching Assistants In The U.S. Classroom, Adam Agostinelli

Faculty Publications

Sociolinguistic research has yet to comprehensively address changes in the second language mediated identity, or second language identity (L2I), of English as a second language (ESL) students that take place as a result of traveling abroad and experiencing English in authentic circumstances. First, this study provides an outline of L2I and proposes a framework for evaluating L2I in authentic contexts (i.e. in a country where the target language is the primary means of communication). Second, personal narratives, formal reports, and observed classroom comments of international graduate teaching assistants (ITAs), who were placed in a required English Speaking course as ...


Korean Scholars’ Use Of For-Pay Editors And Perceptions Of Ethicality, Eun-Young Julia Kim Mar 2019

Korean Scholars’ Use Of For-Pay Editors And Perceptions Of Ethicality, Eun-Young Julia Kim

Faculty Publications

Many Korean scholars rely on language professionals for preparing English manuscripts. So far, little has been reported on how Korean scholars utilize them and how they perceive various types of help received. This study examines how Korean scholars utilize for-pay editors and translators, and how they perceive various types of textual modifications incurred in the process, based on the data obtained through a survey completed by 88 Korean faculty from three universities. Half of the participants received proofreading help from for-pay editors, and fewer participants received help with translation. They held widely differing views on ethicality concerning scenarios that involved ...


Transacting With Characters: Teaching Children Perspective Taking With Authentic Literature, Tracey S. Hodges, Erin Mctigue, Katherine Landau Wright, Amanda D. Franks, Sharon D. Matthews Jul 2018

Transacting With Characters: Teaching Children Perspective Taking With Authentic Literature, Tracey S. Hodges, Erin Mctigue, Katherine Landau Wright, Amanda D. Franks, Sharon D. Matthews

Faculty Publications

The present study builds upon established best practices in narrative comprehension instruction by redesigning a story map, to retain the benefits of text structure instruction, while also facilitating students to reach deeper levels of character-based comprehension. Framed in reader response theory, dual coding theory, and developmental theories of perspective taking, children increase their knowledge of text while becoming more capable of taking the perspective of unique characters through intentional transactions. Using an exploratory, single-subject design, the authors centered the reading intervention on comprehending children’s literature from two, conflicting character perspectives. The authors documented four 3rd-grade participants’ comprehension of plot-based ...


School Library Research From Around The World: Where It's Been And Where It's Headed, Karen W. Gavigan May 2018

School Library Research From Around The World: Where It's Been And Where It's Headed, Karen W. Gavigan

Faculty Publications

This article examines studies conducted by school library researchers around the world. The selected studies were conference papers, and articles published in School Libraries Worldwide. Findings from these studies are relevant to researchers and practicing school librarians, who may want to incorporate the findings into their library programs.


From English Learner To Spanish Learner: Raciolinguistic Beliefs That Influence Heritage Spanish Speaking Teacher Candidates. Language And Education, Allison Briceno, Claudia Rodriguez-Mojica, Eduardo Muñoz-Muñoz Feb 2018

From English Learner To Spanish Learner: Raciolinguistic Beliefs That Influence Heritage Spanish Speaking Teacher Candidates. Language And Education, Allison Briceno, Claudia Rodriguez-Mojica, Eduardo Muñoz-Muñoz

Faculty Publications

This qualitative study explored Spanish-speaking teacher credential students’ beliefs about academic language that might promote or inhibit their decision to become bilingual teachers. Data includes interviews with 11 bilingual teacher candidates who were heritage Spanish speakers. Findings show that most were only aware of English-only educational contexts and did not know that bilingual teaching and the bilingual authorization pathway were options. Their schooling experience fostered English hegemony; even their Spanish classes were pervaded by linguistic purism and elitism. Schools taught them that their registers of Spanish, which they learned at home, were insufficient, inappropriate or incorrect. Consequently, they questioned their ...


Assessing The Impact Of A Faculty Book Club On Self-Reflection And Teaching Practice, Scott Moncrieff, Anneris Coria-Navia Jan 2018

Assessing The Impact Of A Faculty Book Club On Self-Reflection And Teaching Practice, Scott Moncrieff, Anneris Coria-Navia

Faculty Publications

No abstract provided.


From The Ground Up: Providing Support To Emergent Bilinguals To Distinguish Language Difference From Disability, Andrea Golloher, David Whitenack, Lisa Simpson, Donna Sacco Jan 2018

From The Ground Up: Providing Support To Emergent Bilinguals To Distinguish Language Difference From Disability, Andrea Golloher, David Whitenack, Lisa Simpson, Donna Sacco

Faculty Publications

National Assessment of Educational Progress (NAEP) data reveal that students with disabilities who are emergent bilinguals (English language learners) have the lowest levels of profficiency in reading and mathematics among all student groups. We consider issues related to the instruction of emergent bilinguals, including those identified as having specific learning disabilities, using a Response to Intervention (RTI)/Multi-Tiered Systems of Support (MTSS) model. In so doing, we argue that instructional practices consistent with a robust Tier 1 framework are beneficial to emergent bilinguals with and without learning disabilities while differentiating Tier 2 and 3 interventions may improve outcomes for emergent ...


The School Librarian’S Role In Writing Instruction: Research, Perceptions, And Practice, April M. Dawkins, Karen W. Gavigan Nov 2017

The School Librarian’S Role In Writing Instruction: Research, Perceptions, And Practice, April M. Dawkins, Karen W. Gavigan

Faculty Publications

The degree to which librarians are actively involved in developing the writing skills of students has primarily been studied in academic libraries (Bronshteyn and Baladad 2006, “Librarians asWriting Instructors: Using Paraphrasing Exercises to Teach Beginning Information Literacy Students.” The Journal of Academic Librarianship 32 (5):533–536; King 2012, “Essentials of Basic Writing Pedagogy for Librarians.” Community & Junior College Libraries 18:55–66. Accessed March 20, 2016. doi:10.1080/ 02783915.2012.700211; Smith 2001, “Keeping Track: Librarians, Composition Instructors, and Student Writers Use the Research Journal.” Research Strategies 18:21–28) and has rarely been researched in terms of K-12 settings either in the United States or internationally. This paper examines the ways in which ...


Seeing Academically Marginalized Students’ Multimodal Designs From A Position Of Strength, Kate T. Anderson, Olivia G. Stewart, Dani Kachorsky Jan 2017

Seeing Academically Marginalized Students’ Multimodal Designs From A Position Of Strength, Kate T. Anderson, Olivia G. Stewart, Dani Kachorsky

Faculty Publications

This article examines multimodal texts created by a cohort of academically marginalized secondary school students in Singapore as part of a language arts unit on persuasive composition. Using an interpretivist qualitative approach, we examine students’ multimodal designs to highlight opportunities presented for expanding literacy practices traditionally not often available to lower-tracked students. Findings highlight the authorial stances and rhetorical force that this cohort of students employed in their multimodal designs, despite lack of regular opportunities to author texts and a schooling history of low expectations. We echo arguments for the importance of providing all students with opportunities to take positions ...


Middle-Grades Students' Understandings Of What It Means To Read In A High-Stakes Environment, Mary Beth Schaefer Jan 2017

Middle-Grades Students' Understandings Of What It Means To Read In A High-Stakes Environment, Mary Beth Schaefer

Faculty Publications

In this practitioner inquiry, the teacher researcher found that a culture of high-stakes testing had pervaded her diverse, urban seventh-grade students' conceptions of reading; students associated reading with tests and skills-based worksheets rather than pleasure. Using students' voices, passions, and interests, the teacher researcher broadened students' reading conceptions and abilities by introducing them to Langer's reading theory. Students used the theory to develop deep understandings of their own and others' reading needs, skills, and desires. Students constructed understandings of self as reader, found pleasure in constructing personalized reading skills and strategies, and reconstructed notions of reading to assert authority ...


A Critical Review Of The Literature Of Social Media’S Affordances In The Classroom, Olivia G. Stewart Jan 2016

A Critical Review Of The Literature Of Social Media’S Affordances In The Classroom, Olivia G. Stewart

Faculty Publications

Even though the use of social media in education is a now widely-studied topic, there still does not seem to be a general consensus for what social media may afford students or how best to use them in the classroom. In this article, I aim critically discuss some of the most prominent qualitative studies that explore the use of social media in the classroom. I critically consider some of the claims for affordances that social media can offer in the classroom, in particular the affordances of the interactive features that are unique to social media, the affordances for authoring to ...


Linguistic Cohesion In Middle-School Texts: A Comparison Of Logical Connectives Usage In Science And Social Studies Textbooks, Diego Román, Allison Briceño, Hannah Rhode, Stephanie Hironka Jan 2016

Linguistic Cohesion In Middle-School Texts: A Comparison Of Logical Connectives Usage In Science And Social Studies Textbooks, Diego Román, Allison Briceño, Hannah Rhode, Stephanie Hironka

Faculty Publications

Learning from textbooks is challenging because students must understand novel concepts while also comprehending the language used to convey those concepts. In the domain of science, one posited reason for the perceived difficulty in the reading comprehension of science texts is the low frequency of logical connectives (words that signal relationships between sentences and ideas). To test this claim and discuss its potential effects on the reading comprehension of texts used at the middle school level, this study measured whether the usage of logical connectives (e.g., therefore, so) differed between science and social studies textbooks. Our findings from a ...


Language Stimulation Techniques For Three-Year-Old And Four-Year-Old Children: Patterns Of Language Development, Hope Elisabeth Wilson, Jannah Walters Nerren, Carolyn D. Abel Jan 2015

Language Stimulation Techniques For Three-Year-Old And Four-Year-Old Children: Patterns Of Language Development, Hope Elisabeth Wilson, Jannah Walters Nerren, Carolyn D. Abel

Faculty Publications

One in 4 children in America ages 0-5 live in poverty (Federal Statistics, 2012); this group is far more likely to enter school as linguistically disadvantaged and the gap increases as they progress through school. This study investigates the effect of indirect language stimulation techniques on preschool children enrolled in Head Start programs in rural east Texas. The results from this study indicate differing patterns of language development between 3- and 4-year-old children, in response to their teacher’s use of indirect language stimulation techniques in normal day-to-day teaching. Specifically, the intervention using SPEAK techniques had a positive effect ...


Book Review: Biliteracy From The Start: Biliteracy Squared In Action, Allison Briceño Jan 2015

Book Review: Biliteracy From The Start: Biliteracy Squared In Action, Allison Briceño

Faculty Publications

A review of Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla. (2014). Biliteracy from the Start: Literacy Squared in Action. Philadelphia, PA: Caslon Publishing. 224 pp.


The Transformative Potential Of Boundary Spanners: A Narrative Inquiry Into Preservice Teacher Education And Professional Development In An Nclb-Impacted Context, David Whitenack, Patricia Swanson Jul 2013

The Transformative Potential Of Boundary Spanners: A Narrative Inquiry Into Preservice Teacher Education And Professional Development In An Nclb-Impacted Context, David Whitenack, Patricia Swanson

Faculty Publications

This narrative inquiry uses pedagogic discourse theory and organization theory to frame pre-service teacher education and in-service professional development initiatives in a school district facing tensions related to the No Child Left Behind Act of 2001. Implications for similar future initiatives are considered.


Dialogic Conversations In An Embedded Literacy Assessment Field Experience, Lucy Spence, Amy Donnally, Amy Johnson Lachuk, Marcie Ellerbe Jan 2012

Dialogic Conversations In An Embedded Literacy Assessment Field Experience, Lucy Spence, Amy Donnally, Amy Johnson Lachuk, Marcie Ellerbe

Faculty Publications

Preservice teachers often come into teacher education programs with a positivist view of assessment, which may have developed during their own schooling experiences. For this reason, purposefully constructed course work and field experiences must be offered to enable them reframe their conceptions of literacy assessment and to complicate the assessment practices that have become most familiar to them. This paper examines a course in which, the aim is to intentionally counter the positivist testing culture and invest in helping preservice teachers understand assessment as a multi-faceted, dynamic process of inquiry.


Bridging Professional Development And Context: Integrating Mathematics And Academic Language In A District Facing Takeover, Patricia Swanson, David Whitenack Apr 2011

Bridging Professional Development And Context: Integrating Mathematics And Academic Language In A District Facing Takeover, Patricia Swanson, David Whitenack

Faculty Publications

This quasi-experimental, multi-phase study uses mixed methods to evaluate a professional development initiative focused on integrating mathematics and academic language. The context is a highly diverse urban district facing state takeover. The professional development focused on the understanding of key mathematics concepts and developing content-specific academic language. It linked explicitly to district-adopted texts and prescribed lesson formats. Teachers perceived the strategies to be feasible and beneficial to student learning, and had high rates of implementation. Nonetheless, pacing guides pressuring teachers to quickly cover content pose challenges for continued implementation. Implications for (1) professional development focusing on integrating subject-matter content and ...


Becoming A Good Teacher: Struggles From The Swampland, Mary Beth Schaefer Jan 2011

Becoming A Good Teacher: Struggles From The Swampland, Mary Beth Schaefer

Faculty Publications

One seventh-grade English language arts teacher engaged in teacher research in order to become a more understanding, responsive, and confident instructor. Systematic inquiry into her own practice revealed a conflict between what students perceived as their literacy needs and desires (discrete reading skills) with what she perceived to be important and valuable (deeper literary understandings through reflective response to literature). The teacher sought to address the conflict by listening closely to students' talk, orchestrating activities to blend reading skills with responses to literature, and negotiating class conversations to produce knowledge.


Linguistic Moments: Language, Teaching, And Teacher Education In The U.S., Brandon Lavada, Denise Marie Baszile, Theodorea Berry Jan 2009

Linguistic Moments: Language, Teaching, And Teacher Education In The U.S., Brandon Lavada, Denise Marie Baszile, Theodorea Berry

Faculty Publications

This article was published in Educational Foundations, volume 23, issues 1-2, and was posted with permission from the publisher.Copyright © 2009, Caddo Gap Press. This article is not to be duplicated, distributed, or sold without specific permission from Caddo Gap Press.SJSU users: Use the following link to login and access the article via SJSU databases.


Advocating For Languages - Lessons Learned, Anne O. Fountain Oct 2007

Advocating For Languages - Lessons Learned, Anne O. Fountain

Faculty Publications

No abstract provided.