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Full-Text Articles in Bilingual, Multilingual, and Multicultural Education

Revisiting Multiplication Area Models For Whole Numbers, Oh-Hoon Kwon, Ji-Won Son, Ji Yeong I Jan 2019

Revisiting Multiplication Area Models For Whole Numbers, Oh-Hoon Kwon, Ji-Won Son, Ji Yeong I

Education Publications

We argue that there are two conceptually different area models for whole number multiplication: area-to-area model and lengths-to-area model depending on how multiplication operation is conceived: action on / change of an initial quantity, or operation / coordination of two quantities. These models complement each other to promote students’ conceptual understanding of whole number multiplication and help students extend their understanding of whole number multiplication to fraction multiplication.


Implementing Mathematical Modeling For Emergent Bilinguals, Ji Yeong I, Ricardo Martinez, Betsy A. Araujo-Grando Nov 2018

Implementing Mathematical Modeling For Emergent Bilinguals, Ji Yeong I, Ricardo Martinez, Betsy A. Araujo-Grando

Education Conference Presentations, Posters and Proceedings

In this study, a researcher collaborated with a middle school mathematics teacher through co-planning, teaching and reflecting upon mathematical modeling lessons to support emergent bilinguals to make sense of mathematics. We investigate how this collaboration impacts the process of co-teaching and co-planning in terms of the interactions between the researcher and the teacher. Our analysis reveals how each role changed and maintained during the collaboration and what factors were discussed to develop and implement modeling-based lessons for emergent bilinguals.


Understanding Collaborations Between Chinese And The U.S. Universities: The Development Of A Typology, Hui Kang, Genshu Lu, Linda S. Hagedorn May 2018

Understanding Collaborations Between Chinese And The U.S. Universities: The Development Of A Typology, Hui Kang, Genshu Lu, Linda S. Hagedorn

Education Conference Presentations, Posters and Proceedings

There has been a recent and rapid increase in the number and forms of educational collaborations between the U.S. and China in recent decades. Through the years these collaborations have evolved from the simplest forms of welcome of international students and faculty to complex agreements and even new postsecondary institutions. In this manuscript, we develop a typology to better understand the various varieties of educational collaborations using examples of the various forms between universities in the U.S. and China.


On A Continuum: Examining Ncore's Influence In The Development Of Multicultural Competence In Student Affairs Educators, Jennifer Lynn Plagman-Galvin, Ann M. Gansemer-Topf Apr 2018

On A Continuum: Examining Ncore's Influence In The Development Of Multicultural Competence In Student Affairs Educators, Jennifer Lynn Plagman-Galvin, Ann M. Gansemer-Topf

Education Publications

Multiculturally competent student affairs educators are required to effectively meet the needs of today’s diverse student population. However, little is known about how educators acquire these skills. This study examined the multicultural awareness, knowledge, and skills gained by student affairs educators through their participation in NCORE, an experiential conference exploring race and ethnicity. Results of the study have implications for graduate preparation programs and professional development opportunities for student affairs educators.


Teaching English-Medium Lectures In Korea: Recommendations For Foreign Faculty, Eva Babicheva, Kyu-Hye Lee Jan 2018

Teaching English-Medium Lectures In Korea: Recommendations For Foreign Faculty, Eva Babicheva, Kyu-Hye Lee

International Textile and Apparel Association (ITAA) Annual Conference Proceedings

For the past decade, the number of English-medium lectures (EML) in South Korean universities have been steadily increasing. Although the EML policy was introduced to improve students' competitiveness in the globalized job market, its popularity among students and professors remained low. In response, universities began foreign faculty recruits; however, unfamiliarity with Korean education culture and differences related to classroom interaction often led to profound misunderstandings between foreign professors and Korean students. Drawing on existing literature, informal interviews with Clothing and Textiles students enrolled in EML, and in-class observations, this study aims to delineate main issues present in EML classroom and ...


Cogna/Te/Do/To: How To Use Cognates In English, Spanish, And Portuguese, Nancy A. Acosta Jan 2018

Cogna/Te/Do/To: How To Use Cognates In English, Spanish, And Portuguese, Nancy A. Acosta

Creative Components

This creative component introduces the concept of cognates and false cognates through sequential art. This guide on cognates leads the reader through a fictional society whose core philosophy is centered around languages and the preservation of any that they come across. By using storytelling elements present both in comic book work (sound effects, emotive characters, sequential order) and in graphic design (information hierarchy, semiotics), the story builds a connection between the material and the reader. Cognates here can be a tool for English speakers to acquire vocabulary of Spanish and Portuguese. With the main character of an ex-astronaut, who was ...


A Model For Teaching Literary Analysis Using Systemic Functional Grammar, Shannon Mccrocklin, Tammy Slater Jan 2017

A Model For Teaching Literary Analysis Using Systemic Functional Grammar, Shannon Mccrocklin, Tammy Slater

English Publications

This article introduces an approach that middle-school teachers can follow to help their students carry out linguistic-based literary analyses. As an example, it draws on Systemic Functional Grammar (SFG) to show how J.K. Rowling used language to characterize Hermione as an intelligent female in Harry Potter and the Deathly Hallows. Using a simplified SFG analysis, the authors show how teachers can help students find and use language data that can support their intuition about characters or can uncover other patterns in the text. This type of SFG analysis approach can be particularly useful for English language learners and struggling ...


Effects Of Strength Of Accent On An L2 Interactive Lecture Listening Comprehension Test, Gary Ockey, Spiros Papageorgiou, Robert French Apr 2016

Effects Of Strength Of Accent On An L2 Interactive Lecture Listening Comprehension Test, Gary Ockey, Spiros Papageorgiou, Robert French

English Publications

This article reports on a study which aimed to determine the effect of strength of accent on listening comprehension of interactive lectures. Test takers (N = 21,726) listened to an interactive lecture given by one of nine speakers and responded to six comprehension items. The test taker responses were analyzed with the Rasch computer program WINSTEPS to investigate the relative difficulty of the items associated with the nine versions of the interactive lectures. Results indicated that comprehension of interactive lectures was diminished with quite light accents, as has been found with monologic lectures.


Automated Writing Evaluation For Formative Assessment Of Second Language Writing: Investigating The Accuracy And Usefulness Of Feedback As Part Of Argument-Based Validation, Jim Ranalli, Stephanie Link, Evgeny Chukharev-Hudilainen Feb 2016

Automated Writing Evaluation For Formative Assessment Of Second Language Writing: Investigating The Accuracy And Usefulness Of Feedback As Part Of Argument-Based Validation, Jim Ranalli, Stephanie Link, Evgeny Chukharev-Hudilainen

English Publications

An increasing number of studies on the use of tools for automated writing evaluation (AWE) in writing classrooms suggest growing interest in their potential for formative assessment. As with all assessments, these applications should be validated in terms of their intended interpretations and uses. A recent argument-based validation framework outlined inferences that require backing to support integration of one AWE tool, Criterion, into a college-level English as a Second Language (ESL) writing course. The present research appraised evidence for the assumptions underlying two inferences in this argument. In the first of two studies, we assessed evidence for the evaluation inference ...


The Effects Of Item Preview On Video-Based Multiple-Choice Listening Assessments, Dennis Koyama, Angela Sun, Gary Ockey Jan 2016

The Effects Of Item Preview On Video-Based Multiple-Choice Listening Assessments, Dennis Koyama, Angela Sun, Gary Ockey

English Publications

Multiple-choice formats remain a popular design for assessing listening comprehension, yet no consensus has been reached on how multiple-choice formats should be employed. Some researchers argue that test takers must be provided with a preview of the items prior to the input (Buck, 1995; Sherman, 1997); others argue that a preview may decrease the authenticity of the task by changing the way input is processed (Hughes, 2003). Using stratified random sampling techniques, more and less proficient Japanese university English learners (N = 206) were assigned one of three test conditions: preview of question stem and answer options (n = 67), preview of ...


The Design Of An Instrument To Evaluate Sotware For Efl/Esl Pronunciation Teaching, John Levis, Cristiana Gomes De Fretias Menezes Martins, Vladia Maria Cabral Borges Jan 2016

The Design Of An Instrument To Evaluate Sotware For Efl/Esl Pronunciation Teaching, John Levis, Cristiana Gomes De Fretias Menezes Martins, Vladia Maria Cabral Borges

English Publications

This study aimed at designing an instrument composed of 72 questions that evaluate the extent to which sotware programs teach pronunciation of English as a Foreign Language and/or Second Language (EFL/ESL) following the principles of the Communicative Approach (Celce-Murcia et al, 2010). he designed instrument was tested for reliability and validity. For this purpose, 46 EFL/ESL teachers used the instrument to analyze an online version of the sotware program Pronunciation Power 2. he participants’ answers to the questions were subjected to reliability and validity tests. he results of these statistical tests suggest the instrument is potentially valid ...


Structural Equation Modeling Reporting Practices For Language Assessment, Gary Ockey, Ikkyu Choi Jan 2015

Structural Equation Modeling Reporting Practices For Language Assessment, Gary Ockey, Ikkyu Choi

English Publications

Studies that use structural equation modeling (SEM) techniques are increasingly encountered in the language assessment literature. This popularity has created the need for a set of guidelines that can indicate what should be included in a research report and make it possible for research consumers to judge the appropriateness of the interpretations made from a reported study. This article attempts to fill this void by providing a set of reporting guidelines appropriate for language assessment researchers.


New And Not So New Methods For Assessing Oral Communication, Gary Ockey, Zhi Li Jan 2015

New And Not So New Methods For Assessing Oral Communication, Gary Ockey, Zhi Li

English Publications

The assessment of oral communication has continued to evolve over the past few decades. The construct being assessed has broadened to include interactional competence, and technology has played a role in the types of tasks that are currently popular. In this paper, we discuss the factors that affect the process of oral communication assessment, current conceptualizations of the construct to be assessed, and five tasks that are used to assess this construct. These tasks include oral proficiency interviews, paired/group oral discussion tasks, simulated tasks, integrated oral communication tasks, and elicited imitation tasks. We evaluate these tasks based on current ...


Learners’ Views Of Social Issues In Pronunciation Learning, John Levis Jan 2015

Learners’ Views Of Social Issues In Pronunciation Learning, John Levis

English Publications

Success in L2 pronunciation learning is affected by both individual differ-ences and social influences on learning. While individual differences have been extensively researched, social influences have not. This study examines the beliefs and attitudes of advanced learners of English in regard to their pronunciation abilities and improvement. Twelve graduate students took part in four weeks of individualized pronunciation tutoring followed by inter-views asking about their pronunciation, use of English, and their pronuncition in social contexts. The interviews revealed four images of their pronunciation learning. The first was that their spoken language skills left them feeling pulled in conflicting directions; the ...


From One To Multiple Accents On A Test Of L2 Listening Comprehension, Gary Ockey, Robert French Jan 2014

From One To Multiple Accents On A Test Of L2 Listening Comprehension, Gary Ockey, Robert French

English Publications

Concerns about the need for assessing multidialectal listening skills for global contexts are becoming increasingly prevalent. However, the inclusion of multiple accents on listening assessments may threaten test fairness because it is not practical to include every accent that may be encountered in the language use domain on these tests. Given this dilemma, this study aimed to determine the extent to which accent strength and familiarity affect comprehension and to provide a defensible direction for assessing multidialectal listening comprehension. A strength of accent scale was developed, and one US, four Australian, and four British English speakers of English were selected ...


Online Strategy Instruction For Vocabulary Depth-Of-Knowledge And Web-Based Dictionary Skills, Jim Ranalli Jan 2013

Online Strategy Instruction For Vocabulary Depth-Of-Knowledge And Web-Based Dictionary Skills, Jim Ranalli

English Publications

This paper explores the feasibility of an automated, online form of L2 strategy instruction (SI) as an alternative to conventional, classroom-based forms that rely primarily on teachers. Feasibility was evaluated by studying the effectiveness, both actual and perceived, of a five-week, online SI course designed to teach web-based dictionary skills integrated with knowledge of lexical patterns (involving grammatical collocation, complementation, and transitivity). Sixty-four learners in a US university ESL composition course were matched for vocabulary size and then randomly assigned to treatment and comparison groups in a learning management system. The SI treatment comprised multimedia presentations and a variety of ...


The Structural Consistency Of A Six-Factor Model Of Academic Self-Concept Among Culturally Diverse Preadolescents In The United States, Gary Ockey, Sarah Abercrombie Jan 2013

The Structural Consistency Of A Six-Factor Model Of Academic Self-Concept Among Culturally Diverse Preadolescents In The United States, Gary Ockey, Sarah Abercrombie

English Publications

For decades, research has indicated that preadolescents’ self-concept is comprised of subject-specific academic factors, a general academic factor, and several nonacademic factors. More recently, there have been some indications that academic self-concept might further be differentiated into competence and affect factors, at least for some preadolescent ethnic groups. This study examines the extent to which a 6-factor model of academic self-concept, in which competence and affect are distinct, is tenable for White, Hispanic, and Native American preadolescents. A total of 313 White, 331 Hispanic, and 224 Native American preadolescents from the southwestern United States were administered a modified version of ...


Designing Online Strategy Instruction For Integrated Vocabulary Depth Of Knowledge And Web-Based Dictionary Skills, Jim Ranalli Jan 2013

Designing Online Strategy Instruction For Integrated Vocabulary Depth Of Knowledge And Web-Based Dictionary Skills, Jim Ranalli

English Publications

This paper describes the design and development of a CALL resource that teaches aspects of word combinability (i.e., grammatical collocation, transitivity, and complementation) to tertiary-level ESL learners by integrating conceptual understanding with related text-analysis and web-based dictionary skills. The resource delivers an automated, online form of strategy instruction outside of class time, facilitating self-paced learning with sufficient practice and feedback. In addition to the L2 lexicography, vocabulary, and strategy literatures, the project is informed by instructional design principles aimed at 1) managing demands on learners’ cognitive processing capacities; 2) differentiating materials so as to appropriately target declarative or procedural ...


Alternative Models Of Self-Regulation And Implications For L2 Strategy Research, Jim Ranalli Jan 2012

Alternative Models Of Self-Regulation And Implications For L2 Strategy Research, Jim Ranalli

English Publications

In this paper I discuss the proposal of Dörnyei and colleagues (Dörnyei, 2005; Tseng, Dörnyei, & Schmitt, 2006) to replace the construct of learning strategy with that of self-regulation and thus shift the research focus from specific strategic behaviors to a trait that is seen to underlie them. I argue that before doing so, we need a fuller understanding of what self-regulation entails and how it might intersect with traditional concerns of second language strategy research. To contribute to this understanding, I highlight alternative conceptualizations of self-regulation and then use data from my doctoral research to illustrate one in particular, the ...


Towards Effective Integration And Positive Impact Of Automated Writing Evaluation In L2 Writing, Elena Cotos Jan 2012

Towards Effective Integration And Positive Impact Of Automated Writing Evaluation In L2 Writing, Elena Cotos

English Publications

The increasing dominance of English has elevated the need to develop an ability to effectively communicate in writing, and this has put a strain on second language education programs worldwide. Faced with time-consuming and copious commenting on student drafts and inspired by the promise of computerized writing assessment, many "educational technology enthusiasts are looking to A WE [automated writing evaluation] as a silver bullet for language and literacy development" (Warschauer & Ware, 2006, p. 175). This chapter reviews what AWE offers for learners and teachers and raises a number of controversies regarding A WE effectiveness with the underlying message that clear ...


Potential Of Automated Writing Evaluation Feedback, Elena Cotos Jan 2011

Potential Of Automated Writing Evaluation Feedback, Elena Cotos

English Publications

This paper presents an empirical evaluation of automated writing evaluation (AWE) feedback used for L2 academic writing teaching and learning. It introduces the Intelligent Academic Discourse Evaluator (IADE), a new web-based AWE program that analyzes the introduction section to research articles and generates immediate, individualized, and discipline-specific feedback. The purpose of the study was to investigate the potential of IADE’s feedback. A mixed-methods approach with a concurrent transformative strategy was employed. Quantitative data consisted of responses to Likert-scale, yes/no, and open-ended survey questions; automated and human scores for first and final drafts; and pre-/posttest scores. Qualitative data ...


Review Of Wimba Voice 6.0 Collaborative Suite, Elena Cotos Jan 2011

Review Of Wimba Voice 6.0 Collaborative Suite, Elena Cotos

English Publications

Wimba Voice 6.0TM is a component of the Wimba Collaboraton SuiteTM 6.0, which is a set of tools for online communication that combines a series of interactive technologies. Wimba Voice allows teachers to complement their pedagogical approaches with five web-based applications: Voice Authoring, Voice Board, Voice Podcaster, Voice Presenter, and Voice Email. These applications add audio and video components to asynchronous communication and can be easily integrated into different course management environments (e.g., Angel, Blackboard, Moodle, WebCT). Consequently, Wimba Voice has attracted the interest of an increasing number of language educators who are striving to enhance teaching ...


Review Of Task-Based Language Learning And Teaching With Technology, Jim Ranalli Jan 2011

Review Of Task-Based Language Learning And Teaching With Technology, Jim Ranalli

English Publications

It is interesting to consider that task-based learning and teaching (TBLT) and computer-assisted language learning (CALL) both originated in the 1980s, were long considered marginal to mainstream language education (though this has thankfully changed), and more recently have been the focus of increasing scholarly attention, and yet to date no book has explicitly addressed the potential links between these two fields. What antecedents and principles do they share, and how can they mutually inform each other’s contributions to second language pedagogy and research? Task-based language learning and teaching with technology, edited by Michael Thomas and Hayo Reinders, attempts to ...


Assessing Language And Content: A Functional Perspective, Bernard Mohan, Constant Leung, Tammy Slater Jan 2010

Assessing Language And Content: A Functional Perspective, Bernard Mohan, Constant Leung, Tammy Slater

English Publications

This chapter will discuss the integrated assessment of language and content (IALC), with particular reference to second language learning and use. We will address the central question of IALC: what does it mean to assess language and content in an integrated way? To put the question more specifically: what does it mean to assess how wording constructs meaning (and particularly content meaning) in text in context?


Towards Systematic And Sustained Formative Assessment Of Causal Explanations In Oral Interactions, Tammy Slater, Bernard Mohan Jan 2010

Towards Systematic And Sustained Formative Assessment Of Causal Explanations In Oral Interactions, Tammy Slater, Bernard Mohan

English Publications

The questions and answers in the above exchanges are common occurrences in classroom discourse: requests by the teacher for causal explanations and efforts by the students to give them. To succeed in school, students need to be able to explain causally, and teachers need to be able to assess these explanations. Students’ causal explanations allow teachers to check understandings of how and why; thus, examining the development of this type of discourse has the potential to provide a framework for formative assessment that can promote learning. Researchers and educators working from a systemic functional linguistic perspective have provided a body ...


Language Learning Materials Worthy Of Attention, Carol Chapelle, Grace Jun, Ivon Katz Jan 2009

Language Learning Materials Worthy Of Attention, Carol Chapelle, Grace Jun, Ivon Katz

English Conference Papers, Posters and Proceedings

At the 2008 Technology for Second Language Learning conference, we were very grateful to have Jim Pusack and Sue Otto of the University of Iowa accept our invitation to appear as invited speakers along with Dorothy Chun (University of California at Santa Barbara) and Sherry Preiss (Pearson Education). The three invited talks provided three perspectives on the complex process of language learning materials development and evaluation. Just three months after the conference, we were shocked and saddened to learn that Jim Pusack died suddenly on December 30, 2008. Jim’s academic career was devoted to exploration of new technologies for ...


Prospects For Developing L2 Students’ Effective Use Of Vocabulary Learning-Strategies Via Web-Based Training, Jim Ranalli Jan 2009

Prospects For Developing L2 Students’ Effective Use Of Vocabulary Learning-Strategies Via Web-Based Training, Jim Ranalli

English Publications

A large body of research supports the efficacy of learning strategies employed in the acquisition of second language vocabulary. However, research also indicates that many such strategies are underused or misused by learners and, further, that any effort to integrate learner training in the use of such strategies into classroom instruction faces a number of challenges, among them a shortage of appropriate training materials, a lack of expertise on the part of the teacher, and ingrained habits or even resistance on the part of the learner. This paper describes a classroom-based investigation into the utility of a prototype web-based learner-training ...


Individual Learner Differences In Call: The Field Independence/Dependence (Fid) Construct, Carol Chapelle, Trude Fraiser Jan 2009

Individual Learner Differences In Call: The Field Independence/Dependence (Fid) Construct, Carol Chapelle, Trude Fraiser

English Publications

In Spring semester 2006, we conducted a study with 50 learners of German to investigate the use of a new measure (Cárdenas-Claros, 2005) for research on the field independent/dependent (FID) cognitive style and CALL use. After the measure was administered, students worked on a CALL program for German that logs interaction. This paper reports the reliability and item analysis of the FID-CALL measure in addition to its relationship with learners' behaviors in the CALL program. With the goal of understanding how FID intersects with satisfaction and success in learning through CALL, we suggest areas for future development of the ...


Investigating The Promise Of Learner Corpora: Methodological Issues, Nick Pendar, Carol Chapelle Jan 2008

Investigating The Promise Of Learner Corpora: Methodological Issues, Nick Pendar, Carol Chapelle

English Publications

Researchers working with learner corpora promise quantitative results that would be of greater practical value in areas such as CALL than those from small-scale and qualitative studies. However, learner corpus research has not yet had an impact on practices in teaching and assessment. Significant methodological issues need to be examined if results from learner corpus research are going to provide convincing results about language development. This study explored the use of the International Corpus of Learner English (ICLE) focusing on methodological issues such as identification of variation in learners' levels and statistical analysis of large numbers of predictors consisting of ...


Learning English With The Sims: Exploiting Authentic Computer Simulation Games For L2 Learning, Jim Ranalli Jan 2008

Learning English With The Sims: Exploiting Authentic Computer Simulation Games For L2 Learning, Jim Ranalli

English Publications

With their realistic animation, complex scenarios and impressive interactivity, computer simulation games might be able to provide context-rich, cognitively engaging virtual environments for language learning. However, simulation games designed for L2 learners are in short supply. As an alternative, could games designed for the mass-market be enhanced with support materials to allow students to enter and make use of them for learning? This classroom-based investigation looked into whether the best selling game The SIMs™ could be rendered pedagogically beneficial to university-level ESL learners by means of supplementary materials designed to meet criteria for CALL task appropriateness. The mixed-methods study found ...