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Articles 751 - 780 of 1151
Full-Text Articles in Language and Literacy Education
All About The American Flap, Kristin Lems
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)
Affective Variables And Motivation As Predictors Of Proficiency In English As A Foreign Language, Michaela Cocca, Armando Cocca
Affective Variables And Motivation As Predictors Of Proficiency In English As A Foreign Language, Michaela Cocca, Armando Cocca
Kinesiology Faculty Publications (Archived)
English has become a key subject of educational systems worldwide. Thus, researchers have centered their attention on psychosocial processes that influence English proficiency in EFL settings. The aim of our study was to investigate the relation between affective variables, motivation and proficiency and assess which attitudinal/motivational domains can better predict English proficiency. Mini AMTB and English Proficiency test were employed to a sample of 354 university students. Our findings showed that students’ achievement was significantly associated with their motivational intensity, their attitude towards learning English and their desire to learn it, as well as with their opinion of English native …
Top-Down English Policy And Bottom-Up Teacher Take: An Interview-Based Insight From The Balochistan Province Of Pakistan, Liaquat A. Channa, Sania G. Panezai
Top-Down English Policy And Bottom-Up Teacher Take: An Interview-Based Insight From The Balochistan Province Of Pakistan, Liaquat A. Channa, Sania G. Panezai
The Qualitative Report
Provinces in Pakistan have initiated teaching English as a compulsory subject in Grade 1 onwards in their government schools by following the latest National Education Policy (NEP) of 2009. The policy states that the measure shall develop the students’ English proficiency that would later help them compete. In this study we intended to understand whether the policy was implemented successfully in the province of Balochistan. By drawing upon the language planning framework proposed by Kaplan, Baldauf, and Kamwangamalu (2011) and applying convenient sampling technique, the researchers conducted thirty-one semi-structured interviews with urban and rural male and female teachers who teach …
Serving The Less-Commonly-Trained Teacher: Perspectives From Arabic Instructors, Dustin De Felice, Amanda Lanier, Paula Winke
Serving The Less-Commonly-Trained Teacher: Perspectives From Arabic Instructors, Dustin De Felice, Amanda Lanier, Paula Winke
The Qualitative Report
As proficient speakers of less-commonly-taught languages seek to meet the demand for qualified instructors, they face a range of personal and professional challenges. In an effort to understand the perspectives of these instructors and their particular educational experiences and needs, we conducted a phenomenological case study of two aspiring Arabic teachers. Specifically, we sought insights into their lived experiences, their motivations for pursuing a graduate degree, their attempts to connect coursework with pedagogical practices, and their needs in terms of professional development. Our findings illuminate the intersecting objectives these instructors must achieve. They need to position themselves as qualified candidates …
White Pre-Service Teachers’ Perceptions And Their Development Of Culturally Relevant Literacy Practices, Lakia M. Scott, Elena Venegas
White Pre-Service Teachers’ Perceptions And Their Development Of Culturally Relevant Literacy Practices, Lakia M. Scott, Elena Venegas
Journal of Multicultural Affairs
Existent literature purports that providing White teacher candidates with increased exposure to urban schools in order to create culturally competent educators has failed. These findings reflect the notion that teacher ideologies and overall perspectives about working with diverse student groups must be harnessed in a genuine ethic of care and intentionality for students of color. However, few studies have taken the approach of examining the development of culturally relevant pedagogy through context-specific field experiences using content-specific courses. This study examines the perspectives of twenty-five White pre-service teachers from a predominately White, private university regarding their initial perceptions and gained conceptual …
Revolución De Identidad: An Autoethnography On Spanish Heritage Language & Identity, Cristina Velazquez
Revolución De Identidad: An Autoethnography On Spanish Heritage Language & Identity, Cristina Velazquez
Electronic Theses, Projects, and Dissertations
This autoethnography narrative examines my journey as a first-generation Mexican immigrant woman from birth, through completion of the doctorate degree at California State University, San Bernardino. The purpose in writing this autoethnography is to present a personalized account of my experiences growing up, in communicating between two languages, the structural and personal motivators behind maintaining a heritage language (Spanish), and to reflect, in my experience, how I have negotiated with multiple social identities, including ethnic, academic, and bilingual identities. In this self-study, I bring the reader closer to Mexican-American identity, language, and culture. Specifically, this qualitative analysis of Spanish Heritage …
Myth And Reality: Reflections On Our Travels Through West Africa, Julius A. Amin
Myth And Reality: Reflections On Our Travels Through West Africa, Julius A. Amin
Myth and Reality: Reflections on Our Travels through West Africa
A collection of essays by the University of Dayton faculty who participated in the 2018 and 2019 Global Education Seminars focusing on West Africa.
Cover, Front Matter, University Of Dayton
Cover, Front Matter, University Of Dayton
Myth and Reality: Reflections on Our Travels through West Africa
No abstract provided.
Acknowledgments, Julius A. Amin
Acknowledgments, Julius A. Amin
Myth and Reality: Reflections on Our Travels through West Africa
No abstract provided.
Introduction, Julius A. Amin
Introduction, Julius A. Amin
Myth and Reality: Reflections on Our Travels through West Africa
No abstract provided.
Chapter 1: The Power Of Moments, Martha Henderson Hurley
Chapter 1: The Power Of Moments, Martha Henderson Hurley
Myth and Reality: Reflections on Our Travels through West Africa
A reflection on the 2018-19 Global Education Seminars in West Africa.
Chapter 2: A Native’S Flashback Into The University Of Dayton Global Education Seminar, Philip Appiah-Kubi
Chapter 2: A Native’S Flashback Into The University Of Dayton Global Education Seminar, Philip Appiah-Kubi
Myth and Reality: Reflections on Our Travels through West Africa
A reflection on the 2018-19 Global Education Seminars in West Africa.
Chapter 3: A Study In Contrasts And Connections, Bobbi Sutherland
Chapter 3: A Study In Contrasts And Connections, Bobbi Sutherland
Myth and Reality: Reflections on Our Travels through West Africa
A reflection on the 2018-19 Global Education Seminars in West Africa.
Chapter 4: Seeing Africa Through The Eyes Of An Educator, Rochonda L. Nenonene
Chapter 4: Seeing Africa Through The Eyes Of An Educator, Rochonda L. Nenonene
Myth and Reality: Reflections on Our Travels through West Africa
A reflection on the 2018-19 Global Education Seminars in West Africa.
Chapter 5: ‘Ghana Calls’ To Ud, Laura M. Leming F.M.I.
Chapter 5: ‘Ghana Calls’ To Ud, Laura M. Leming F.M.I.
Myth and Reality: Reflections on Our Travels through West Africa
A reflection on the 2018-19 Global Education Seminars in West Africa.
Chapter 6: How Can We Move Away From Social Injustices? A Catholic, Marianist Perspective, Joseph M. Day
Chapter 6: How Can We Move Away From Social Injustices? A Catholic, Marianist Perspective, Joseph M. Day
Myth and Reality: Reflections on Our Travels through West Africa
A reflection on the 2018-19 Global Education Seminars in West Africa.
Chapter 7: Perspectives On West Africa: Reminiscences Of The Global Education Seminar In Ghana And Togo, Sharon Davis Gratto
Chapter 7: Perspectives On West Africa: Reminiscences Of The Global Education Seminar In Ghana And Togo, Sharon Davis Gratto
Myth and Reality: Reflections on Our Travels through West Africa
A reflection on the 2018-19 Global Education Seminars in West Africa.
Chapter 8: Africa’S Gifts To The World, Julius A. Amin
Chapter 8: Africa’S Gifts To The World, Julius A. Amin
Myth and Reality: Reflections on Our Travels through West Africa
A reflection on the 2018-19 Global Education Seminars in West Africa.
Chapter 9: Looking Ahead, Julius A. Amin
Chapter 9: Looking Ahead, Julius A. Amin
Myth and Reality: Reflections on Our Travels through West Africa
A reflection on the 2018-19 Global Education Seminars in West Africa.
Additional Photographs, University Of Dayton
Additional Photographs, University Of Dayton
Myth and Reality: Reflections on Our Travels through West Africa
No abstract provided.
From Creative Writing To A Self’S Liberation: A Monologue Of A Struggling Writer, Ethan Trinh
From Creative Writing To A Self’S Liberation: A Monologue Of A Struggling Writer, Ethan Trinh
Journal of Southeast Asian American Education and Advancement
The pressure of being alone in a new country and of surviving in a competitive academia has scared me to death. I cannot find any better way to heal me other than writing. Writing helps me make sense of the worlds and come closer to my true self. This piece is journeying from my own struggles of a Vietnamese, queer, immigrant teacher to accept who I am as a writer. In addition, writing this piece helps me get closer to decademizing academic writing in higher education.
Remembering How To Listen: A Theoretical And Pedagogical Approach To Literacy, Adolescence, And Young Adult Literature, Stuart A. Morris
Remembering How To Listen: A Theoretical And Pedagogical Approach To Literacy, Adolescence, And Young Adult Literature, Stuart A. Morris
Graduate Theses and Dissertations
There is a substantial and growing body of critical theory on young adult literature (YAL), and there are a multitude of publications dealing with how secondary English/ELA teachers incorporate YAL in their classroom. From a curricular perspective, however, YAL is still most often considered inferior to canonical novels (i.e., “classics” or “great books”); thus, there has been no substantive or concerted movement to include YAL in secondary English/ELA at a curricular level, particularly in grades ten, eleven, and twelve. While the scholarship on YAL is extensive, discussion of YAL is most often devoted to pedagogy or literary theory, as if …
An Analysis Of High School Students' Self-Efficacy In Second Language Acquisition Through Digital Language Lab Learning: Exploring New Pathways To Proficiency, Lorna A. Fairess
An Analysis Of High School Students' Self-Efficacy In Second Language Acquisition Through Digital Language Lab Learning: Exploring New Pathways To Proficiency, Lorna A. Fairess
Theses and Dissertations
Students are often faced with barriers acquiring a second language due to various factors such as language anxiety, learning differences, and a lack of speaking time with the language. The purposes of this qualitative study were to: a) determine students' perceptions of the effectiveness of a digital language lab on their self-efficacy in second language acquisition at the secondary level, and b) discern teachers' perceptions of the effectiveness of the lab as well as recommendations for best practices in teacher training and implementation. Twenty-seven Italian and Spanish students and 12 world language teachers from two fairly rural high schools in …
Cruzar Fronteras Em Espaços Acadêmicos: Transgressing “The Limits Of Translanguaging”, Brendan H. O’Connor, Katherine S. Mortimer, Lesley Bartlett, María Teresa De La Piedra, Ana Maria Rabelo Gomes, Ariana Mangual Figueroa, Gabriela Novaro, Marjorie Faulstich Orellana, Char Ullman
Cruzar Fronteras Em Espaços Acadêmicos: Transgressing “The Limits Of Translanguaging”, Brendan H. O’Connor, Katherine S. Mortimer, Lesley Bartlett, María Teresa De La Piedra, Ana Maria Rabelo Gomes, Ariana Mangual Figueroa, Gabriela Novaro, Marjorie Faulstich Orellana, Char Ullman
Publications and Research
Scholarship on translanguaging and related concepts has challenged traditional assumptions about how people use their multiple languages, urging us to move beyond the boundaries of named linguistic codes and toward conceptualizations of multilingual language use as flexible use of a speaker’s whole linguistic repertoire. Critiques of this theoretical shift have included assertions of translanguaging’s conceptual and practical limits—limits to its transformative potential as well as limits to its practical use. This paper takes up, in particular, the question of why we academics may assert the value of translanguaging in schools and communities while still largely failing to move beyond monoglossic …
New Approach To Chinese Writing: An Exploratory Study Of Writing Performance On Social Q&A Online Community, Lin Zhu
Chinese Language Teaching Methodology and Technology
Many studies have investigated how the online community has informed language acquisition and teaching. In the scholarship of Computer-Mediated Communication Theory (CMC), while most of the studies have emphasized second language English writing using the CMC framework, evidence is shown to support CMC in foreign language instruction. However, there is a lack of research on how feedback from native speakers of Chinese influences Chinese learners’ writing in a web environment. In response to the research gap, drawing on sociocultural and CMC, the current exploratory study probes the nature of feedback on Zhihu, the largest Chinese social question-and-answer website, and how …
A Dialectical Relational Analysis Of Tesol Quarterly 2006 Special Issue On Race: Discourse, Race, And White Supremacist Ideology, Ginger A. Looney
A Dialectical Relational Analysis Of Tesol Quarterly 2006 Special Issue On Race: Discourse, Race, And White Supremacist Ideology, Ginger A. Looney
Language, Literacy, and Sociocultural Studies ETDs
Although the field of TESOL is not racially neutral this dialectical relational analysis examined (1) what discourses did the authors use to deploy race in the articles in the 2006 TESOL Quarterly Special Issue on Race (TQSIR)? and (2) how do these discourses work to either conform to, or resist white supremacist ideology? Analysis of the texts identified four key discourse: racialization, whiteness, emotional labor of racism, and sonic and optic negation of racism. These discourses were examined in the domains of scholarship, curriculum, teachers, and students. In 21 instances, these four discourses work to resist white supremacist ideology. …
The Experience Of Co-Teaching For Emergent Arabic-English Literacy, Anna M. Dillon, Kay Gallagher
The Experience Of Co-Teaching For Emergent Arabic-English Literacy, Anna M. Dillon, Kay Gallagher
The Qualitative Report
In this paper we explore teachers’ experiences of co-teaching within a new bilingual (Arabic/ English) model in public Kindergarten schools in the United Arab Emirates. The main objective was to understand teachers’ experiences with intercultural teaching for biliteracy in this context. We interviewed six pairs of co-teachers. These co-teachers represent six of the nationalities of teachers working in public Kindergartens in Abu Dhabi, thereby representing a cross-section of the cultural context of teaching in the reformed public schools. The data highlight teachers’ varied co-teaching practices and point to aspects such as classroom management and translanguaging as aspects of classroom practice …
Improving Literacy Outcomes For Adolescent English Language Learners, Grace Diaz-Peterson
Improving Literacy Outcomes For Adolescent English Language Learners, Grace Diaz-Peterson
Graduate Teacher Education
As the population of English Language Learners in United States public schools has risen significantly in recent years, the unique academic challenges these students faced, particularly in middle and high school, became more apparent. A widening reading and vocabulary gap between English Language Learners and their native English-speaking peers posed particular barriers in secondary content area classes, where many teachers reported feeling ill-prepared to meet the specialized linguistic needs of their English Language Learner students. This paper analyzed a mix of recent, available qualitative and quantitative research on best practices to improve literacy outcomes for adolescent English Language Learners. As …
Developing Language And (Pre)Literacyskills In Deaf Preschoolers Through Shared Reading Activities With Bimodal-Bilingual Ebooks, Gene Mirus, Donna Jo Napoli
Developing Language And (Pre)Literacyskills In Deaf Preschoolers Through Shared Reading Activities With Bimodal-Bilingual Ebooks, Gene Mirus, Donna Jo Napoli
Journal of Multilingual Education Research
Encouraging relaxed and playful interaction over stories naturally fosters language interaction and both preliteracy [hereafter (pre)literacy skills] and literacy without anxiety. Reading for pleasure is valuable for young hearing children – we know that, it is among the most beloved family rituals. In this article we argue that reading for pleasure needs to be recognized as valuable for young deaf children and needs to become a beloved family ritual for them, as well. One way to achieve this is to read ebooks to deaf children in order to advance their communication and other (pre)literacy skills. An exploration of these types …
“…4542 Miles From Home…”: Repositioning English Language Learners As Power Brokers And Teachers As Learners In The Study Abroad Context, Kenneth J. Fasching-Varner, Michaela P. Stone, Roberto Mora Mella, Francisco Olave Henriquez, Macarena Yacoman Palma
“…4542 Miles From Home…”: Repositioning English Language Learners As Power Brokers And Teachers As Learners In The Study Abroad Context, Kenneth J. Fasching-Varner, Michaela P. Stone, Roberto Mora Mella, Francisco Olave Henriquez, Macarena Yacoman Palma
Teaching and Learning Faculty Research
This article provides an empirical context for the role that bi/multi-lingual children and families may play in supporting pre-service and in-service educators engaging difference through a literacy and language situated study abroad internship in Chile. Drawing on data over a 15-year longitudinal study of the program, the authors examine how students and parents navigate serving the role of teacher, whereas the teacher participants navigate a new role as a learner in a context where they, many for the first time, experience being language and cultural minorities.