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Bilingual, Multilingual, and Multicultural Education Commons

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2015

Graduate Theses and Dissertations

Discipline
Institution
Keyword

Articles 1 - 13 of 13

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

Unpacking The Discipline Gap: Referral Categories And School-Wide Positive Behavior Interventions And Supports, Christopher Michael Barclay Oct 2015

Unpacking The Discipline Gap: Referral Categories And School-Wide Positive Behavior Interventions And Supports, Christopher Michael Barclay

Graduate Theses and Dissertations

Despite decades of efforts to racially integrate schools and the recent accountability movement, U.S. students’ access to equitable education remains elusive. Research demonstrates that discipline procedures disproportionately remove racial minority students from the classroom, creating a “discipline gap.” Racial disparities in discrete disciplinary infraction types (e.g., disruption, aggression) have shown nuanced patterns across groups and school levels. Moreover, the relationship between school-wide positive behavior interventions and supports (SWPBIS) – a framework for promoting positive behavior and preventing conflict – and the discipline gap is unclear. This investigation explored racial/ethnic disparities per infraction type (e.g. disruption, verbal abuse) and ...


La Lengua Del Oyente: Some Effects Of Listener Language On Spanish-Speaking Preschoolers’ Verbal Behavior, Gerardo Castillo Ii Jan 2015

La Lengua Del Oyente: Some Effects Of Listener Language On Spanish-Speaking Preschoolers’ Verbal Behavior, Gerardo Castillo Ii

Graduate Theses and Dissertations

Bilingual children represent a large population of preschool and school-aged children in the United States. Challenges may arise when the verbal community in which a child spends most of his or her time does not reinforce his or her primary language. Previous research has shown that children adjust their language to match the language of their listener (Genesee, Boivin, & Nicoladis, 1996). It is possible that having a native-language communication partner at school would improve child engagement, as measured by child mean length of utterance and quantity of child initiations. The purpose of this study is to examine whether listener language ...


The Effects Of Metacognitive Strategy Training On Esl Learners' Self-Directed Use Of Ted Talk Videos For Second Language Listening, Kelsey Gagen-Lanning Jan 2015

The Effects Of Metacognitive Strategy Training On Esl Learners' Self-Directed Use Of Ted Talk Videos For Second Language Listening, Kelsey Gagen-Lanning

Graduate Theses and Dissertations

Second language teaching tends to focus more on helping learners develop the productive language skills of speaking and writing (Takaesu, 2013; Vandergrift, 2003), while listening and reading, which are sometimes considered secondary skills, are often left out of the second language classroom even though they are essential skills in comprehending input and aid in the development of learners' productive skills (Takaesu, 2013). One way to address this issue of a lack of focus on listening skills is through self-directed learning with technology. This thesis investigates the effects of metacognitive strategy training on learners' self-directed use of TED Talk videos for ...


Innovative Assessment Tasks For Academic English Proficiency: An Integrated Listening-Speaking Task Vs. A Multimedia-Mediated Speaking Task, Hye Won Lee Jan 2015

Innovative Assessment Tasks For Academic English Proficiency: An Integrated Listening-Speaking Task Vs. A Multimedia-Mediated Speaking Task, Hye Won Lee

Graduate Theses and Dissertations

Language testing researchers and test developers have long preferred to use integrated tasks due to their authentic nature. However, such presumed authenticity is taken for granted without empirical justification. Therefore, in this study, I examined and compared the authenticity of two integrated task types, a speaking task following an audio lecture on an academic topic and a multimedia-mediated speaking task (MMST)—a similar task to the integrated listening-speaking task (ILST), but with a video lecture as its stimulus.

First, I used a questionnaire to analyze student perception of 1) situational authenticity regarding the task characteristics of the two assessment tasks ...


Designing, Implementing, And Evaluating An Automated Writing Evaluation Tool For Improving Efl Graduate Students’ Abstract Writing: A Case In Taiwan, Hui-Hsien Feng Jan 2015

Designing, Implementing, And Evaluating An Automated Writing Evaluation Tool For Improving Efl Graduate Students’ Abstract Writing: A Case In Taiwan, Hui-Hsien Feng

Graduate Theses and Dissertations

Writing English research article (RA) abstracts is a difficult but mandatory task for Taiwanese engineering graduate students (Feng, 2013). Understanding the current situation and needs of Taiwanese engineering graduate students, this dissertation aimed to develop and evaluate an automated writing evaluation (AWE) tool to assist their research article (RA) abstract writing in English by following a Design-Based Research (DBR) approach as the methodological framework. DBR was chosen because it strives to solve real-world problems through multiple iterations of development and building on results from each iteration to advance the project.

Six design iterations were undertaken to develop and to evaluate ...


Languaging In Cyberspace: A Case Study Of The Effects Of Peer-Peer Collaborative Dialogue On The Acquisition Of English Idioms In Task-Based Synchronous Computer-Mediated Communication, Xuan Teng Jan 2015

Languaging In Cyberspace: A Case Study Of The Effects Of Peer-Peer Collaborative Dialogue On The Acquisition Of English Idioms In Task-Based Synchronous Computer-Mediated Communication, Xuan Teng

Graduate Theses and Dissertations

Despite the growing interest in examining the link between peer-peer collaborative dialogue and second language (L2) development in recent years (Swain, Brooks, & Tocalli-Beller, 2002), much of the empirical work in this regard focused on face-to-face communication, leaving the operationalization of collaborative dialogue in text-based synchronous computer-mediated communication (SCMC) largely unexplored. In addition, while the bulk of the existing studies concerned L2 learners’ incidental learning of the linguistic structures they had difficulty with during their collaboration on communicative tasks (e.g., Watanabe & Swain, 2007), little is known about the connection between collaborative dialogue and second language acquisition (SLA) when L2 learners are faced with preselected language features that are intended for learning. Furthermore, L2 learners’ perspectives on collaborative dialogue and its contribution to L2 growth were for the most part ignored in the literature. This study seeks to address these gaps through the examination of English as a Second Language (ESL) learners’ collaboration on English idioms that are frequently used in academic discourse. Drawing on sociocultural SLA (Lantolf, 2000; Lantolf & Thorne, 2006) and the concept of “languaging” (Swain, 2006), it explores how episodes of collaborative dialogue are carried out during SCMC-based dyadic interaction, its association with SLA, and L2 learners’ opinions about its effectiveness.

Sixteen intermediate learners of English as a Second language (ESL) enrolled in a college-level academic writing class participated in the current study. They filled out a questionnaire, collaborated on four English idiom learning tasks, completed a pretest and posttests, wrote reflective journals, reflected ...


Development And Validation Of Virtual Interactive Tasks For An Aviation English Assessment, Moonyoung Park Jan 2015

Development And Validation Of Virtual Interactive Tasks For An Aviation English Assessment, Moonyoung Park

Graduate Theses and Dissertations

In response to growing concerns over aviation safety stemming from the limited command of aviation English by non-native English speaking practitioners, this study aimed to demonstrate the development process of aviation English test tasks in a virtual environment and investigate the validity for a task-based aviation English performance assessment in the context of Korean Army Aviation. In the current dissertation study, the development and validation of the VITAEA test were based on four inferences – domain description, evaluation, generalization, and explanation – and underlying assumptions in an interpretive argument that developed with reference to argument-based validity, evidence-centered design, target language use situation ...


The Lens Of Empathy, Earle Howard Rock Jan 2015

The Lens Of Empathy, Earle Howard Rock

Graduate Theses and Dissertations

This document accompanies the exhibit The Lens of Empathy. Portrait busts, audio interviews and a video installation explore effects of the status of "Other" on the individual. This thesis and exhibit also delve into and highlight the character and strength of those who find themselves on the outside of a set of hegemonic considerations in their daily efforts. Finally, together they examine how the subjects of such public scrutiny become more than the sum of their circumstances through embracing the struggles set before them.

Major influences on this body of work are identified and analyzed, including my personal experiences with ...


An Argument-Based Validation Study Of The English Placement Test (Ept) – Focusing On The Inferences Of Extrapolation And Ramification, Zhi Li Jan 2015

An Argument-Based Validation Study Of The English Placement Test (Ept) – Focusing On The Inferences Of Extrapolation And Ramification, Zhi Li

Graduate Theses and Dissertations

English placement tests have been widely used in higher education as post-admission assessment instruments to measure admitted English as a second language (ESL) students’ English proficiency or readiness in academic English, usually upon their arrival at universities in English-speaking countries. Unlike commercial standardized English proficiency tests, many English placement tests are locally developed with comparatively limited resources and are relatively under-investigated in the field of language testing. Even less attention has been directed to the score interpretation and the impact of placement decisions on ESL students’ English learning and academic achievement. Undoubtedly, this scarcity of research on English placement tests ...


Development And Evaluation Of Online Pronunciation Instruction For International Teaching Assistants’ Comprehensibility, Edna De Freitas Lima Jan 2015

Development And Evaluation Of Online Pronunciation Instruction For International Teaching Assistants’ Comprehensibility, Edna De Freitas Lima

Graduate Theses and Dissertations

Pronunciation is an important part of language proficiency because of its immediate role in language judgments. Nevertheless, it has often been overlooked and sometimes neglected in favor of grammar and vocabulary in SLA research (Neri, Cucchiarini, Strik, & Boves, 2002). Taking into consideration the importance of pronunciation instruction and the central impact of suprasegmentals on comprehensibility (Celce-Murcia, Brinton, Goodwin, & Griner, 2010; Isaacs, 2008), a four-week fully online pronunciation tutor (the Supra Tutor) was developed as an attempt to address gaps in pronunciation instruction identified by previous research (e.g., marginalization of pronunciation instruction, lack of trained instructors, and lack of connection between theory and practice) (Derwing & Munro, 2005).

The primary purpose of this mixed methods study, an adapted version of the embedded experimental model ...


An Integrated Theory Of Prejudice Reduction Through Service Learning: College Students' Interactions With Immigrant Children, Carolyn Elizabeth Dallinger Jan 2015

An Integrated Theory Of Prejudice Reduction Through Service Learning: College Students' Interactions With Immigrant Children, Carolyn Elizabeth Dallinger

Graduate Theses and Dissertations

This qualitative study developed theory while investigating the meaning college students' attributed to interaction with young immigrant children through a service learning program and how the interaction reduced their prejudice. Based on the grounded theory methodology, thirty-one in-depth interviews of college graduates who had been involved in the program were coded and analyzed to develop four significant themes resulting in theory development. Participants demonstrated fear of differences with their immigrant partners upon starting the interactions, they worked to develop relationships which resulted in gaining new perspectives and reducing reported prejudice. This integrated theory of prejudice reduction through service learning concurs ...


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 M. Wilkins Jan 2015

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 M. Wilkins

Graduate Theses and Dissertations

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 ...


A Systemic Functional Perspective On Automated Writing Evaluation: Formative Feedback On Causal Discourse, Aysel Saricaoglu Jan 2015

A Systemic Functional Perspective On Automated Writing Evaluation: Formative Feedback On Causal Discourse, Aysel Saricaoglu

Graduate Theses and Dissertations

Making explanations is a very important communicative function in academic literacy; several disciplines including science are dominated by causal explanations (Mohan & Slater, 2004; Slater, 2004; Wellington & Osborne, 2001). For academic success, students need to write about causes and effects well with the help of their instructors, which means that formative assessment of causal discourse is necessary (Slater & Mohan, 2010). However, manual evaluation of causal discourse is time-consuming and impractical for writing instructors. For this reason, automated evaluation of causal discourse, which current automated writing evaluation (AWE) systems cannot perform, is required. Addressing these needs, this dissertation aimed to develop an automated causal ...