Disfluent Pausing Effects On Listener Judgments Of An Asl-English Interpretation,
2015
Clemson University
Disfluent Pausing Effects On Listener Judgments Of An Asl-English Interpretation, Stephen Fitzmaurice, Kim A. Purdy
Journal of Interpretation
Although not all spoken language pauses are purposeful or functional, there is general agreement on the function and appropriate length and placement of pauses in English. Failing to conform to this agreement constitutes a pausing disfluency. In an interpreted environment, pauses do not generally detract from the discourse event, nor do they negatively impact the participants’ perception of one another, as long as the interpreter maintains generally acceptable pausing parameters (Fors, 2011; Heldner & Edlund, 2010; Krivokapi, 2007). Listeners of any communication event invariably form opinions about the speaker’s personality and make judgments about their character and background, forming a …
Contextualized Views Of Practices And Competencies In Call Teacher Education Research,
2015
Portland State University
Contextualized Views Of Practices And Competencies In Call Teacher Education Research, Nike Arnold, Lara Ducate
Applied Linguistics Faculty Publications and Presentations
While teachers play a central role in capitalizing on the potentials of computer assisted language learning (CALL), CALL teacher education overall still appears not to be adequate and effective (Healey et al., 2011; Hubbard, 2008). Furthermore, foreign/second language teachers have expressed a desire for more and better professional development opportunities in that area (Beaven, Emke, Ernest, Germain-Rutherford, Hampel, Hopkins, Stanojevic & Stickler, 2010; Digedu, 2014; Kessler, 2006). Given the continuing and new challenges for CALL teacher education, this special issue of Language Learning & Technology on CALL teacher education further speaks to its importance for our field and ultimately our …
Busy Intersections: A Framework For Revitalization,
2015
Portland State University
Busy Intersections: A Framework For Revitalization, George Tucker Childs
Applied Linguistics Faculty Publications and Presentations
Slides from a presentation given to the 4th International Conference on Language Documentation & Conservation (ICLDC4), University of Hawai’i at Mānoa, Honolulu, Hawaii. 26 Feb – 1 Mar., 2015.
Learners: Self-Paced Learning,
2015
Portland State University
Learners: Self-Paced Learning, Jill Castek, Gloria Jacobs, Kimberly D. Pendell, Drew Pizzolato, Stephen Reder, Elizabeth Withers
Research Briefs and Case Studies
The Self Paced Learning Brief details findings that demonstrate learners and tutors’ preferences for working at their own pace to learn digital literacy skills. The Research Briefs series highlight key findings about how underserved adults acquire digital literacy skills, and include quotes from participants and practitioners. The Briefs are designed to be accessible by practitioners, program administrators, and policy makers to inform and enhance digital literacy programs.
Language Learners: Learners' Perspectives,
2015
Portland State University
Language Learners: Learners' Perspectives, Jill Castek, Gloria Jacobs, Kimberly D. Pendell, Drew Pizzolato, Stephen Reder, Elizabeth Withers
Research Briefs and Case Studies
The Learners’ Perspective Brief introduces findings about English language learners’ language preferences as they work with tutors to learn digital literacy skills. The Research Briefs series highlight key findings about how underserved adults acquire digital literacy skills, and include quotes from participants and practitioners. The Briefs are designed to be accessible by practitioners, program administrators, and policy makers to inform and enhance digital literacy programs.
Language Learners: The Learner/Tutor Relationship,
2015
Portland State University
Language Learners: The Learner/Tutor Relationship, Jill Castek, Gloria Jacobs, Kimberly D. Pendell, Drew Pizzolato, Stephen Reder, Elizabeth Withers
Research Briefs and Case Studies
The Learner/Tutor Relationship brief describes findings that show how tutors who are bilingual are preferred by English language learners, even when they do not speak the learner’s first language. The unique ways that tutors and learners work together in digital literacy acquisition program are featured. The Research Briefs series highlight key findings about how underserved adults acquire digital literacy skills, and include quotes from participants and practitioners. The Briefs are designed to be accessible by practitioners, program administrators, and policy makers to inform and enhance digital literacy programs.
Program Design: Tutor-Facilitated Digital Literacy Acquisition,
2015
Portland State University
Program Design: Tutor-Facilitated Digital Literacy Acquisition, Jill Castek, Gloria Jacobs, Kimberly D. Pendell, Drew Pizzolato, Stephen Reder, Elizabeth Withers
Research Briefs and Case Studies
The Tutor Facilitated Digital Literacy Acquisition Brief highlights the importance of tutors in a digital literacy acquisition program and points to some specific ways tutors were able to support learners. The Research Briefs series highlight key findings about how underserved adults acquire digital literacy skills, and include quotes from participants and practitioners. The Briefs are designed to be accessible by practitioners, program administrators, and policy makers to inform and enhance digital literacy programs.
Learners: Impact,
2015
Portland State University
Learners: Impact, Jill Castek, Gloria Jacobs, Kimberly D. Pendell, Drew Pizzolato, Stephen Reder, Elizabeth Withers
Research Briefs and Case Studies
The Impact Brief introduces findings that illustrate the tremendous positive impact that learning digital literacy can have on adult learners’ lives. The Research Briefs series highlight key findings about how underserved adults acquire digital literacy skills, and include quotes from participants and practitioners. The Briefs are designed to be accessible by practitioners, program administrators, and policy makers to inform and enhance digital literacy programs.
Program Design: Learning Digital Skills In A Time-Limited Program,
2015
Portland State University
Program Design: Learning Digital Skills In A Time-Limited Program, Jill Castek, Gloria Jacobs, Kimberly D. Pendell, Drew Pizzolato, Stephen Reder, Elizabeth Withers
Research Briefs and Case Studies
The Learning Digital Skills in a Time-limited Program Brief details how one program struck a balance between meeting the needs of learners and maximizing limited program resources. The Research Briefs series highlight key findings about how underserved adults acquire digital literacy skills, and include quotes from participants and practitioners. The Briefs are designed to be accessible by practitioners, program administrators, and policy makers to inform and enhance digital literacy programs.
Program Design: Learning Digital Skills In A Corrections Setting,
2015
Portland State University
Program Design: Learning Digital Skills In A Corrections Setting, Jill Castek, Gloria Jacobs, Kimberly D. Pendell, Drew Pizzolato, Stephen Reder, Elizabeth Withers
Research Briefs and Case Studies
The Learning Digital Skills in a Corrections Setting Brief describes the mentoring and learning model as applied in the Orleans Parish Prison Reentry Program. The brief also discusses the unique value of this program in a reentry setting. Also included is information about the logistics of ensuring Internet security and compliance to law prohibiting inmate access to the internet. The Research Briefs series highlight key findings about how underserved adults acquire digital literacy skills, and include quotes from participants and practitioners. The Briefs are designed to be accessible by practitioners, program administrators, and policy makers to inform and enhance digital …
Learners: Measuring Success,
2015
Portland State University
Learners: Measuring Success, Jill Castek, Gloria Jacobs, Kimberly D. Pendell, Drew Pizzolato, Stephen Reder, Elizabeth Withers
Research Briefs and Case Studies
The Measuring Success Brief summarizes findings that demonstrate the need for incremental, learner-centered evaluations of success in digital literacy acquisition programs. The Research Briefs series highlight key findings about how underserved adults acquire digital literacy skills, and include quotes from participants and practitioners. The Briefs are designed to be accessible by practitioners, program administrators, and policy makers to inform and enhance digital literacy programs.
Executive Summary: Tutor-Facilitated Digital Literacy Acquisition,
2015
Portland State University
Executive Summary: Tutor-Facilitated Digital Literacy Acquisition, Gloria Jacobs, Jill Castek, Drew Pizzolato, Kimberly D. Pendell, Elizabeth Withers, Stephen Reder
Presentations and Publications
The Tutor-Facilitated Digital Literacy Acquisition in Hard-to-Serve Populations research project was supported by a National Leadership Grant from the Institute of Museum and Library Services (IMLS) grant. It was conducted over the course of 3 years in cooperation with five partners across the United States, which were participating in a project funded by the U.S. Department of Commerce’s Broadband Opportunities Technology Program (BTOP). All phases of the research were guided by two national advisory groups made up of scholars and practitioners in the field of adult education and digital literacy.
Tutors: Tutoring Strategies And Organizing Learning,
2015
Portland State University
Tutors: Tutoring Strategies And Organizing Learning, Jill Castek, Gloria Jacobs, Kimberly D. Pendell, Drew Pizzolato, Stephen Reder, Elizabeth Melissa Withers
Research Briefs and Case Studies
The Tutoring Strategies and Organizing Learning Brief describes the strategies that tutors used to foster successful engagement with technology among a wide variety of learners. The Research Briefs series highlight key findings about how underserved adults acquire digital literacy skills, and include quotes from participants and practitioners. The Briefs are designed to be accessible by practitioners, program administrators, and policy makers to inform and enhance digital literacy programs.
Program Design: Volunteering In A Digital Literacy Program,
2015
Portland State University
Program Design: Volunteering In A Digital Literacy Program, Jill Castek, Gloria Jacobs, Kimberly D. Pendell, Drew Pizzolato, Stephen Reder, Elizabeth Withers
Research Briefs and Case Studies
The Volunteering in a Digital Literacy Program Brief describes findings that detail the personal reasons and programmatic qualities that engaged and motivated tutors bring to a tutor facilitated digital literacy acquisition program. The Research Briefs series highlight key findings about how underserved adults acquire digital literacy skills, and include quotes from participants and practitioners. The Briefs are designed to be accessible by practitioners, program administrators, and policy makers to inform and enhance digital literacy programs.
Learners: Learners Who Become Tutors,
2015
Portland State University
Learners: Learners Who Become Tutors, Jill Castek, Gloria Jacobs, Kimberly D. Pendell, Drew Pizzolato, Stephen Reder, Elizabeth Withers
Research Briefs and Case Studies
The Learners who Become Tutors Brief describes the experiences of learners who went on to become tutors in a digital literacy acquisition program. It details the reasons why these learners went on to volunteer and the unique connections they made with learners to support them. The Research Briefs series highlight key findings about how underserved adults acquire digital literacy skills, and include quotes from participants and practitioners. The Briefs are designed to be accessible by practitioners, program administrators, and policy makers to inform and enhance digital literacy programs.
Language Learners: The Role Of Online Materials,
2015
Portland State University
Language Learners: The Role Of Online Materials, Jill Castek, Gloria Jacobs, Kimberly D. Pendell, Drew Pizzolato, Stephen Reder, Elizabeth Withers
Research Briefs and Case Studies
The Role of Online Materials Brief describes how English language learners interact with online learning materials and resources in a digital literacy acquisition program. The Research Briefs series highlight key findings about how underserved adults acquire digital literacy skills, and include quotes from participants and practitioners. The Briefs are designed to be accessible by practitioners, program administrators, and policy makers to inform and enhance digital literacy programs.
Language Learners: Tutors' Perspectives,
2015
Portland State University
Language Learners: Tutors' Perspectives, Jill Castek, Gloria Jacobs, Kimberly D. Pendell, Drew Pizzolato, Stephen Reder, Elizabeth Withers
Research Briefs and Case Studies
The Tutor Perspective Brief shares the insights of tutors who worked with English language learners in a digital literacy acquisition program, along with instructional supports they used to support learning. The Research Briefs series highlight key findings about how underserved adults acquire digital literacy skills, and include quotes from participants and practitioners. The Briefs are designed to be accessible by practitioners, program administrators, and policy makers to inform and enhance digital literacy programs.
Volunteers In An Adult Literacy Library Program: Digital Literacy Acquisition Case Study,
2015
Portland State University
Volunteers In An Adult Literacy Library Program: Digital Literacy Acquisition Case Study, Jill Castek, Kimberly D. Pendell, Gloria Jacobs, Drew Pizzolato, Elizabeth Withers, Stephen Reder
Research Briefs and Case Studies
This case study describes how one library, in its role as a community anchor institution, served to connect people through volunteerism to the community through the digital literacy acquisition program. The case study describes the setting, how the digital literacy acquisition program fit within the mission of the library, and how the program functioned within the community. The digital literacy acquisition process is described as a people centered process. Volunteering as a tutor in the program was found to contribute to a sense of belonging and connection, provide a way for individuals to serve the community, and provide opportunities for …
Tutors: Personal Qualities Of Tutors,
2015
Portland State University
Tutors: Personal Qualities Of Tutors, Jill Castek, Gloria Jacobs, Kimberly D. Pendell, Drew Pizzolato, Stephen Reder, Elizabeth Withers
Research Briefs and Case Studies
The Personal Qualities of Tutors Brief highlights findings that detail the key qualities of effective tutors. These findings indicate that that patience is more important than technology knowledge in a digital literacy acquisition program The Research Briefs series highlight key findings about how underserved adults acquire digital literacy skills, and include quotes from participants and practitioners. The Briefs are designed to be accessible by practitioners, program administrators, and policy makers to inform and enhance digital literacy programs.
Tutors: The Tutor-Learner Relationship,
2015
Portland State University
Tutors: The Tutor-Learner Relationship, Jill Castek, Gloria Jacobs, Kimberly D. Pendell, Drew Pizzolato, Stephen Reder, Elizabeth Withers
Research Briefs and Case Studies
The Tutor/Learner Relationship Brief emphasizes the impact that a positive relationship with tutors can have on learners’ engagement and progress in a digital literacy acquisition program. The Research Briefs series highlight key findings about how underserved adults acquire digital literacy skills, and include quotes from participants and practitioners. The Briefs are designed to be accessible by practitioners, program administrators, and policy makers to inform and enhance digital literacy programs.
