Bilingual, Multilingual, and Multicultural Education Commons^™

Teaching Language Variation In The Classroom: Strategies And Models From Teachers And Linguists, Michelle D. Devereaux, Chris C. Palmer

Chris C. Palmer

Welcome To Ilead: An Introduction To Intercultural Communication For Intensive English Program Students, Sharon Tjaden-Glass

Sharon Tjaden-Glass

Presentation introduces participants to the rationale, curriculum, and outcomes of the iLEAD intercultural communication program.

Bad French: Imagining Illiteracy On The Margins Of Paris, Cat Tebaldi

Cat Tebaldi

Republic And Nation Are Just Metro Stations: Value, Language And Play In Urban France, Cat Tebaldi

Cat Tebaldi

Context-Perception Model Of Third Language Learning Motivation, Masanori Matsumoto

Masanori Matsumoto

Through Matsumoto’s recent studies (2009, 2011) on foreign language learners’ motivation in Australian context, a third cultural factor has been detected. Both studies have revealed that besides the conventional account of the cultural distance between learners’ own culture and that of target language, the distance between learners’ own culture and the Australian educational culture in which their language learning occurs also influences the learners’ motivational state. That is, when learners learn a second foreign language in the second language educational context, this additional third culture plays an additional role which affects learner motivation. The study of cultural distance as a …

Initial Career Motives And Demotivation In Teaching English As A Foreign Language: Cases Of Korean Efl Teachers, Tae-Young Kim, Yoon-Kyoung Kim

Dr. Tae-Young Kim (김태영, 金兌英)

In order to broaden understanding of English as a foreign language (EFL) teacher motivation, this study examines Korean EFL teachers’ initial job motives and demotivating factors. Four psychological constructs emerged regarding initial career motives: Global Orientation, Job Security, Altruism, and Ought-to Self. Among the constructs, global orientation proved to be the most popular reason for choosing an EFL teaching career. This study also showed three constructs for detrimental factors on EFL teacher motivation: Obstacles to Communicative Language Teaching, Inadequate Administrative Support, and Lack of Social Recognition. It was shown that obstacles to communicative language teaching contributed to the greatest demotivation.

The Effect Of Motivational Languaging Activities On L2 Learning Motivation: Cases Of Efl Students In South Korea, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

This study highlights the effect of languaging activities on students' EFL-learning motivation. By presenting two different studies, I argue that Swain's concept of languaging can be applied to primary/secondary school students' L2 learning. Motivational languaging activities were particularly useful for elementary school students. Opinion writing group showed significant increase in their motivational constructs at the end of experimentation.

The Dynamic Ecology Of The Writing Process And Agency: A Corpus-Based Comparative Case Study Of Stancetaking Among Native Speakers And Non-Native Speakers Of English In First-Year Composition Conferences, Kirk Marshall Wilkins

Kirk Marshall Wilkins

While previous research into writing conferences and tutorials has found that sessions with non-native speakers of English (NNSs) differ from those with native speakers of English (NSs), these studies using conversation analysis have tended to approach conferences through more qualitative methodologies. This thesis builds upon and enriches these previous studies by incorporating more of a quantitative analysis through the use of corpus linguistics to systematically analyze the frequency with which particular grammatical devices that express the attitude of the speaker, otherwise known as stance, and power are used and how these frequencies may vary within a specific set of NS …

Applications Of Language Policy And Planning To Deaf Education, Sarah Compton, Francis M. Hult

Sarah Compton

No abstract provided.

American Sign Language As A Heritage Language, Sarah Compton

Sarah Compton

This chapter considers how American Sign Language (ASL)—a visual-manual language—is a heritage language of deaf, hard of hearing, and hearing people in the United States. Traditionally, heritage language education and maintenance efforts have centered on spoken languages. This chapter aims to broaden the scope to include signed languages. It begins with a historical overview of ASL, explicates for whom ASL is a heritage language, and examines the influence of current policy trends and technological advancements on language shift and language maintenance. Particular attention is drawn to the role of deaf communities in fostering language maintenance despite concerted efforts to restrict …

It's Not Just About The Money: Motivations For Youth Migration In Rural China, Yilin Chiang, Emily C. Hannum, Grace Kao

Emily C. Hannum

This study investigates the incentives for labor migration of youth in rural China using panel data from the Gansu Survey of Children and Families, a longitudinal study of youth in rural Gansu Province of China. We investigate the individual and altruistic economic motivations featured prominently in demographic and economic research on migration. However, we propose that the non-economic goal of personal development, a motivation suggested in numerous qualitative studies of women migrants in China and elsewhere, is also important, especially for young migrants. Analyzes indicate that, while young men and young women hold different motivations for migration, the desire for …

English Learning Demotivation Studies In The Efl Contexts: State Of The Art, Yoon-Kyoung Kim, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

This paper reviews the studies conducted on English learning demotivation in the EFL contexts. Demotivation research in the EFL contexts is significant given the learners’ less opportunities to use the target language outside school and consequent difficulties in maintaining their interest in learning it. In order to look into how this issue of demotivation has been addressed, the previous EFL demotivation studies are analyzed based on (a) their research methods and (b) perspectives on the definition of demotivation. The research methods adopted by the previous research include quantitative, qualitative, and mixed methods. In terms of different underlying assumptions on what …

Same Environment, Different Affordances: Ecological Analysis Of Four Different Learners In A University Context, Miso Kim, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

This study investigates the subjective realization of objective environmental factors and learners’ agency in constructing their meaning potential. According to van Lier’s (2000, 2002, 2004) ecological perspective, the environment is yet an unrealized set of potential, and affordance is what was felt meaningful to the learner. Also, learners actively construct their terms and conditions of learning with their agency (Lantolf & Pavlenko, 2001). Based on van Lier’s ecological framework, two pairs of students enrolled in two same English classes were recruited. Life history, semi-structured interview, and task recall data revealed that for some students, affordance of the English classroom was …

Implementing Language Policy For Deaf Students In A Texas School District, Sarah Compton

Sarah Compton

Language policy implementation is a complex, multilayered process. Understanding this process can be achieved by identifying the agents, layers, and processes of language planning and policy activities, analyzing the layers independently, and examining the relations among the layers. Considering these dimensions, this article explicates how U.S. special education policy functions as de facto language policy for deaf students. Turning to implementation in local contexts, data from a larger multi-sited, qualitative case study of a Texas school district is presented to show how individuals act as policy-implementing agents and how their beliefs about language and education policy influences the policy discourses …

The Never Ending Story Of Language Policies In Puerto Rico, Sandra Rodriguez-Arroyo

Sandra Rodriguez-Arroyo

This literature review addresses some of the issues discussed in the literature written about the controversial topic of English teaching in Puerto Rico. A deeper look into the language policies established in Puerto Rico since the island became a U.S. colony (1898) could lead us to understand why after more than a century of U.S. occupation, the majority of Puerto Ricans are still not bilingual in English and Spanish.

The Effect Of Languaging On Korean Students' L2 Learning Motivation: A Classroom-Based Mixed Methods Approach, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

This paper focuses on the effect of languaging activity on students' L2 learning motivation. Swain (2006, p. 98) defines languaging as "the process of making meaning and shaping knowledge and experience through language." To date, most of languaging research investigated its impact on L2 learners' cognition. I endeavor to extend its original notion to the domain of motivation. Based on Dörnyei's (2009) L2 Motivational Self-System, the effect of languaging on students' L2 selves and their teachers' reflection will be investigated in this paper.

In Spring 2012, three English teachers implemented four different languaging conditions for their students: 1) written languaging …

An Activity Theory Analysis Of Second Language Motivational Self-System: Two Korean Immigrants' Esl Learning, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

This paper analyzes two recent Korean immigrants’ ESL learning motivation using Dörnyei’s (2009) Second Language (L2) Motivational Self-System, which is synthesized with Engeström’s (1999) Activity Theory (AT) framework. Over a ten month period, the author conducted semi-structured monthly interviews and stimulated recall tasks. The findings of this case study suggest the following: 1) when sociocultural factors are mediated by L2 learners’ beliefs, these factors may directly influence learners’ ideal L2 self and ought-to L2 self; 2) learners’ sensitivity with inclusive attitudes can transform the L2 learning environment into meaningful affordances; and 3) if there is no tension among elements in …

Sociological Perspectives On Ethnicity And Education In China: Views From Chinese And English Literatures, Hua-Yu Sebastian Cherng, Emily C. Hannum, Chunping Lu

Emily C. Hannum

This paper reviews Chinese- and English-language literature on ethnic minorities and education in China. Six major research topics emerge from the Chinese-language research: (1) Marxism and ethnic minority education; (2) patriotism and national unity in education for ethnic minority students; (3) multicultural education; (4) determinants of ethnic differences in education; (5) school facilities and teacher quality; and (6) preferential / affirmative action policies. Four research themes are identified from the English-language literature: (1) policy overviews; (2) education and ethnic identity; (3) incentives and disincentives for buy-in to the education system; and (4) educational stratification. The majority of quantitative research from …

Elementary School Students' Foreign Language Learning Demotivation: A Mixed Methods Study Of Korean Efl Context, Tae-Young Kim Dr., Hyo--Sun Seo

Dr. Tae-Young Kim (김태영, 金兌英)

This mixed methods study investigates Korean elementary school students’ foreign language learning demotivation and their teachers’ perception of student demotivation. A questionnaire was conducted with 6,301 elementary school students from Grades 3 to 6 to examine their motivational changes. This revealed a decrease in all motivational constructs – instrumental, intrinsic, integrative, parental/academic extrinsic motivations – as the students advanced throughout the school grades. The findings were further analyzed by using interviews and open-ended questionnaires with 17 English teachers. They attributed the students’ demotivation to three elements: 1) the negative impact of the English teacher such as incongruence with students’ needs, …

The L2 Motivational Self System Of Korean Efl Students: Cross-Grade Survey Analysis, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

Due to the increase in international trade, mass transportation, and information technology, the role of English as a global language has changed, and conventional EFL/ESL motivation needs paradigmatic reconstruction. This study compares Dörnyei’s (2009) recent proposal of a second language (L2) motivational self-system with Gardner’s (1985) socio-educational model by investigating 2,783 Korean students’ English learning motivation from Grades 3 through 12 in 14 different schools. The cross-grade survey results indicated that Korean EFL learners’ motivational intensity showed a curvilinear pattern, which means their motivation consistently decreased until Grade 9 but increased from Grades 10 to 12. A series of regression …

Korean Secondary School Students' L2 Learning Motivation: Comparing L2 Motivational Self-System With Socio-Educational Model, Yoon-Kyoung Kim, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

In order to confirm ecological validity of Dörnyei’s second language motivational self, the present study investigated 495 South Korean secondary school students’ L2 learning motivation and motivated behavior by using a questionnaire survey. The participants’ ideal L2 self, ought-to L2 self, integrativeness, and instrumentality were examined and compared to identify which motivational factor had the most effect on their motivated L2 learning behavior. Among Korean secondary school students, the concept of integrativeness was replaced with the ideal L2 self as a more appropriate concept for understanding Korean secondary school students’ L2 learning motivation. As for instrumentality, promotional aspects demonstrated a …

Korean Efl Students' Amotivation To Learn English: An Activity Theory Analysis, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

By using Dörnyei’s (2009) L2 motivational self-system, this qualitative study investigates 39 Korean EFL students’ amotivation of English learning, or the lack of motivation. Theoretically, the study was guided by Leont’ev’s (1978) activity theory, which emphasizes the unique mediation between the individual (as an active agent representing ontogenetic human development) and the social domain. I argue that an AT perspective can coherently explain students’ amotivation by paying attention to the students’ socioeducational contexts. Particularly, hakbul, or degreeocracy widespread among students and parents in Korea, is attributed to be the major reason for student amotivated but sustained English learning.

The research …

A Multi-Platform Application Suite For Enhancing South Asian Language Pedagogy, Tao Bai, Christopher K. Chung, Konstantin Läufer, Daisy Rockwell, George K. Thiruvathukal

Konstantin Läufer

This interdisciplinary project explores the potential for handheld/wireless (H/W) technology in the context of language education within and beyond the classroom. Specifically, we have designed and implemented a suite of multi-platform (desktop/laptop, handheld, and browser) applications to enhance the teaching of South Asian languages such as Hindi-Urdu. Such languages are very difficult to learn, let alone write, and H/W devices (with their handwriting/drawing capabilities) can play a significant role in overcoming the learning curve. The initial application suite includes a character/word tracer, a word splitter/joiner, a smart flashcard with audio, contextual augmented stories for reading comprehension, and a poetic metronome. …

Dialect-Neutral Indices Of Narrative Cohesion And Evaluation, Frances Burns, Peter A. De Villiers, Barbara Zurer Pearson, Tempii Champion

Barbara Zurer Pearson

Purpose: This study compares the development of essential elements of narrative skill in children from African American English (AAE)- and general American English (GAE)-speaking communities using an innovative elicitation and evaluation paradigm. The measures include: 1) reference contrasting, 2) temporal expressions, 3) mental state descriptions, and 4) understanding of behavior based on false belief. Method: Participants were 291 AAE speakers and 238 GAE speakers, 4 to 9 years of age. Approximately one-third of both dialect groups were identified as language impaired. Children generated two stories based on short picture sequences. Their stories were coded for the four key indices of …

A Multi-Platform Application Suite For Enhancing South Asian Language Pedagogy, Tao Bai, Christopher K. Chung, Konstantin Läufer, Daisy Rockwell, George K. Thiruvathukal

George K. Thiruvathukal

This interdisciplinary project explores the potential for handheld/wireless (H/W) technology in the context of language education within and beyond the classroom. Specifically, we have designed and implemented a suite of multi-platform (desktop/laptop, handheld, and browser) applications to enhance the teaching of South Asian languages such as Hindi-Urdu. Such languages are very difficult to learn, let alone write, and H/W devices (with their handwriting/drawing capabilities) can play a significant role in overcoming the learning curve. The initial application suite includes a character/word tracer, a word splitter/joiner, a smart flashcard with audio, contextual augmented stories for reading comprehension, and a poetic metronome. …

What Code-Mixed Dps Can Tell Us About Gender, Elena Valenzuela, Joyce Bruhn De Garavito, Ewelina Barski, Maria De Luna Villalón, Ana Faure, Yolanda Pangtay, Alma Ramírez Trujillo, Sonia Reis

Ewelina Barski, PhD

There has been a growing interest in the examination of the steady state of simultaneous bilinguals. An understanding of what leads to the possible weaknesses in the grammar of early bilinguals can contribute to our understanding of the possible causes of the apparent characteristic ‘failures’ in second language acquisition (Montrul 2008). Spanish has a gender feature for nouns (Carroll 1989) and gender agreement for determiners and adjectives. Problems with the acquisition of gender marking on the noun and/or with gender agreement are well-known in the L2 literature (Hawkins 1998; Fernández–Garcia 1999; Franceschina 2001; Bruhn de Garavito and White 2002; White …

Sociocultural Analysis Of Second Language Learner Beliefs: A Qualitative Case Study Of Two Study-Abroad Esl Learners, Jin-Suk Yang, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

Framed in Vygotsky’s sociocultural theory (SCT) of mind, this paper explores second language (L2) learning beliefs in study-abroad (SA) contexts. Previous research on learner beliefs has relied mostly on survey methods, while regarding belief as a static, internal representation of experience that is resistant to change. Due to the concern regarding the prevalence of a cognitive orientation, this qualitative research examines two L2 learners’ belief changes and their impact on motivated L2 behaviors from an SCT perspective. The data were collected mainly through pre- and post-SA interviews and monthly-collected journals with other triangulating methods such as L2 learning autobiographies and …

Gender Differences In Korean Secondary School Students' Learning Styles And L2 Motivation, Yoon-Kyoung Kim, Tae-Young Kim

Dr. Tae-Young Kim (김태영, 金兌英)

To date, gender differences in learning style has not been investigated from the perspective of L2 motivational self-system (Dörnyei, 2005, 2009). This study investigates the perceptual learning style preferences, ideal L2 self, ought-to L2 self, and motivated L2 behavior of 495 Korean male and female secondary school students. The results of the analysis, which is based on survey questionnaires, revealed that the female students were more strongly orientated towards visual learning, while the male students preferred kinesthetic learning. In addition, the female students exhibited a more vivid ideal L2 self and more motivated L2 behavior. The visual and the ideal …

Collaborative Dialogues And L2 Learning: Korean Junior High School Students' Pair-Work In English Composition, Hyo-Sun Seo, Tae-Young Kim Dr.

Dr. Tae-Young Kim (김태영, 金兌英)

This classroom-based study investigates the relationship between collaborative dialogues and L2 development working in pairs on a collaborative writing task. Specifically, this study focuses on how the students’ pair talk exerted a positive influence on their L2 development. Over a six-week period, three pairs with differing levels of L2 proficiency engaged in a two-stage task: pair writing and individual writing. After the task completion, the six participants were interviewed individually. In order to identify the patterns of prominent pair interaction, the participants’ pair talks were transcribed and analyzed qualitatively in language-related episodes (LREs). The findings suggested that the patterns of …

The L2 Motivational Self System And Perceptual Learning Styles Of Chinese, Japanese, Korean, And Swedish Students, Jin-Suk Yang, Tae-Young Kim Dr.

Dr. Tae-Young Kim (김태영, 金兌英)

This paper explores the perceptual learning style, ideal L2 self, and motivated L2 behavior of Chinese, Japanese, South Korean, and Swedish high school students. Guided by Dörnyei’s (2005, 2009a) L2 motivational self system, this quantitative study extends Al-Shehri’s (2009) and Tae-Young Kim’s (2009a) research by reinterpreting the role of perceptual learning styles in the creation of learners’ ideal L2 self and the maintenance of their motivated L2 behavior. The statistical analysis found that learners’ perceptual learning styles (i.e., visual, auditory, and kinesthetic styles) were significantly correlated with their ideal L2 self and motivated L2 behavior. However, the results of the …