Education Commons^™

Investigating Gender Assignment Strategies In Mixed Purepecha–Spanish Nominal Constructions, Kate Bellamy, M. Carmen Parafita Couto, Hans Stadthagen-Gonzalez

Faculty Publications

Purepecha has no grammatical gender, whereas Spanish has a binary masculine–feminine system. In this paper we investigate how early sequential Purepecha–Spanish bilinguals assign gender to Purepecha nouns inserted into an otherwise Spanish utterance, using a director-matcher production task and an online forced-choice acceptability judgement task. The results of the production task indicate a strong preference for masculine gender, irrespective of the gender of the noun’s translation equivalent, the so-called “masculine default” option. Participants in the comprehension task were influenced by the orthography of the Purepecha noun in the -a ending condition, leading them to assign feminine gender agreement to nouns …

Scholarly Publishing In Korea: Language, Perception, Practice Of Korean University Faculty, Eun-Young Julia Kim

Faculty Publications

This study reports how internationalization of academic knowledge is reflected in the language choice of Korean academic journals across disciplines and examines perceptions and practices of eighty two faculty from various disciplines at three Korean universities concerning publishing in English journals. The results indicate that natural science has the highest percentage of English-medium journals whereas those in humanities and social science predominantly use Korean as a medium of publication. Similar disciplinary patterns are observed in the responses to survey questions about frequency of publication as well as desire and preference for publishing papers in English. The biggest motivation for Korean …

El Cuento Como Recurso Didáctico En La Enseñanza Del Francés Lengua Extranjera, Sonia R. Badenas

Faculty Publications

Este artículo ofrece una reflexión pragmática sobre el uso del cuento como material didáctico en el aula de francés

lengua como extranjera (FLE). Tras revisar brevemente las diferentes ventajas de trabajar con cuentos y géneros afines en la enseñanza de lenguas, se analiza la utilidad de este género como material pedagógico para la práctica de la expresión escrita. Sobre esta base proponemos un acercamiento práctico a la integración del cuento en la enseñanza del francés en niveles universitarios dentro de un contexto comunicativo y a la luz del Marco Común Europeo de Referencia para las Lenguas (MCERL).

Bringing Culture Back: Managing Unconscious Bias To Strengthen Your Corporate Culture, Michael Sholinbeck, Michele Villagran

Faculty Publications

Have you ever examined the sources of unconscious bias and how bias can influence interactions with others? Have you ever explored how cultural values impact our own biases and interactions? Cultural awareness and seeking to understanding unconscious biases are critical first steps towards improving our performance; however, we cannot stop there. Awareness alone does not guarantee success; individuals need to put that awareness into action in order to ensure these biases do not influence judgments about others. When done effectively, these actions can have a direct and positive impact on a library’s inclusive work environment and the strength of the …

Public Education For Democracy: Teaching Immigrant And Bilingual Children As Equals, Luis E. Poza, Sheila M. Shannon

Faculty Publications

This theoretical essay offers a genealogical analysis (Foucault, 1975) that problematizes the idea of “public” with respect to schooling immigrant and bilingual students. “Public” has been reconfigured in ways that privilege hegemonic whiteness, resulting in policies and practices such as standardized testing, for example, that primarily evaluate, sort, and penalize (Foucault, 1975) schools serving these students. We contend that testing’s pernicious impacts stem from a raciolinguistic project of American identity (Flores & Rosa, 2015). Educators, adapting to the tests (Freire, 1974), cement linguistic and racial hierarchies. Referencing classrooms from our teaching and empirical work, we argue for teacher education that …

How Cultural Intelligence Makes A Difference In The Information Profession: Are You Culturally Competent?, Michele Villagran

Faculty Publications

It is not enough to simply be ‘aware’ anymore. We must go beyond our own self-awareness and awareness of others to understand the impacts of how we work and interact effectively in culturally diverse situations, whether domestic or global. As the information profession operates in an ever changing, global environment, we need to be prepared to handle any diverse situation. As our workforces become more diverse, we face an even greater challenge and problem: that is how to successfully manage increasingly diverse interactions. To address this concern, organizations are applying the framework of cultural intelligence.Cultural intelligence is a person’s capability …

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 bilingual …