bluuebunny/crossref_metadata_2025 huggingface dataset:
The role of storm scale, position and movement in controlling urban flood response
Authors: ten Veldhuis Marie-Claire , Zhou Zhengzheng , Yang Long , Liu Shuguang , Smith James
Published: January 2018

Abstract. The impact of spatial and temporal variability of rainfall on hydrological response remains poorly understood, in particular in urban catchments due to their strong variability in land use, a high degree of imperviousness and the presence of stormwater infrastructure. In this study, we analyze the effect of storm scale, position and movement in relation to basin scale and flow-path network structure on urban hydrological response. A catalog of 279 peak events was extracted from a high-quality observational dataset covering 15 years of flow observations and radar rainfall data for five (semi)urbanized basins ranging from 7.0 to 111.1 km2 in size. Results showed that the largest peak flows in the event catalog were associated with storm core scales exceeding basin scale, for all except the largest basin. Spatial scale of flood-producing storm events in the smaller basins fell into two groups: storms of large spatial scales exceeding basin size or small, concentrated events, with storm core much smaller than basin size. For the majority of events, spatial rainfall variability was strongly smoothed by the flow-path network, increasingly so for larger basin size. Correlation analysis showed that position of the storm in relation to the flow-path network was significantly correlated with peak flow in the smallest and in the two more urbanized basins. Analysis of storm movement relative to the flow-path network showed that direction of storm movement, upstream or downstream relative to the flow-path network, had little influence on hydrological response. Slow-moving storms tend to be associated with higher peak flows and longer lag times. Unexpectedly, position of the storm relative to impervious cover within the basins had little effect on flow peaks. These findings show the importance of observation-based analysis in validating and improving our understanding of interactions between the spatial distribution of rainfall and catchment variability.
Seismic assessment of a multi-span steel railway bridge in Turkey based on nonlinear time history
Authors: Yılmaz Mehmet F. , Çağlayan Barlas Ö.
Published: January 2018

Abstract. Many research studies have shown that bridges are vulnerable to earthquakes,
graphically confirmed by incidents such as the San Fernando (1971 USA),
Northridge (1994 USA), Great Hanshin (1995 Japan), and Chi-Chi (1999 Taiwan)
earthquakes, amongst many others. The studies show that fragility curves are
useful tools for bridge seismic risk assessments, which can be generated
empirically or analytically. Empirical fragility curves can be generated
where damage reports from past earthquakes are available, but otherwise,
analytical fragility curves can be generated from structural seismic response
analysis. Earthquake damage data in Turkey are very limited, hence this study
employed an analytical method to generate fragility curves for the Alasehir
bridge. The Alasehir bridge is part of the Manisa–Uşak–Dumlupınar–Afyon
railway line, which is very important for human and freight transportation,
and since most of the country is seismically active, it is essential to
assess the bridge's vulnerability. The bridge consists of six 30 m truss
spans with a total span 189 m supported by 2 abutments and 5 truss piers,
12.5, 19, 26, 33, and 40 m. Sap2000 software was used to model the Alasehir
bridge, which was refined using field measurements, and the effect of 60 selected
real earthquake data analyzed using the refined model, considering
material and geometry nonlinearity. Thus, the seismic behavior of Alasehir
railway bridge was determined and truss pier reaction and displacements were
used to determine its seismic performance. Different intensity measures were
compared for efficiency, practicality, and sufficiency and their component
and system fragility curves derived.
Dynamic inflow effects in measurements and high fidelity computations
Authors: Pirrung Georg R. , Madsen Helge Aa.
Published: January 2018

Abstract. A wind turbine experiences an overshoot in loading after for example a collective step change in pitch angle. This overshoot occurs because the wind turbine wake does not immediately reach its new equilibrium, an effect usually referred to as dynamic inflow. Analycal vortex models and actuator disc simulations predict that the time constants of this dynamic inflow effect should decrease significantly towards the blade tip. As part of the NASA Ames Phase VI experiment pitch steps have been performed on a turbine in controlled conditions in the wind tunnel. The measured aerodynamic forces from these experiments seemed to show much less radial dependency of the dynamic inflow time constants than expected when pitching towards low loading. Moreover the dynamic inflow effect seemed fundamentally different when pitching from low to high loading, and the reason for this behavior remained unclear in previous analyses of the experiment. High fidelity computational fluid dynamics and free wake vortex code computations yielded the same behavior as the experiments. In the present work these observations from the experiments and high fidelity computations are explained based on a simple vortex cylinder wake model.
Bibliometria: quinze anos de análise da produção acadêmica em periódicos brasileiros
Authors: Ribeiro Henrique César Melo
Published: January 2018

Objetivo. Este artigo tem como objetivo analisar o perfil e o padrão de crescimento da produção acadêmica dos artigos bibliométricos, nos periódicos nacionais da área de Administração, Contabilidade e Turismo (Triênio 2010-2012), durante o período de 1999 a 2013..Método. Para isso, utilizaram-se, metodologicamente, as técnicas de análise bibliométrica e de rede social em 366 identificados.Resultados. Os principais resultados identificaram que as revistas de Administração Contemporânea e de Administração de Empresas foram as mais produtivas; houve crescimento de estudos bibliométricos a partir de 2007; proeminência de artigos publicados em parceria; a Universidade de São Paulo e a Universidade Federal de Santa Catarina foram as Instituições de Ensino Superior com maior produção acadêmica e também se destacaram como as mais centrais deste estudo. Observou-se baixa densidade de rede de coautoria, e das IESs. Os temas: ensino e pesquisa em contabilidade, metodologia científica, ensino e pesquisa em administração, estratégia, contabilidade, contabilidade gerencial, empreendedorismo, controladoria, gestão de custos, gestão de pessoas e marketing, foram os mais publicados em 15 anos de estudos, respectivamente.
Towards a cultural science of videogames: evolutionary social learning
Authors: Banks John , Potts Jason
Published: January 2018

This paper outlines a cultural science approach to videogames. Using the example of the independently developed Minecraft, we examine the dimensions of social learning involved in playing videogames that are characterised by relatively unscripted gaming environments. We argue that a cultural science approach offers an analytic framework grounded in evolutionary externalism, social learning and emergent institutions. We develop this framework by proposing a multiple games model of social learning.
Social networking friendships: A cross-cultural comparison of network structure between MySpace and Wretch
Authors: Chang Hui-Jung
Published: January 2018

A cross-cultural comparison of social networking friendship between MySpace (in USA) and Wretch (in Taiwan) was conducted utilizing the high- and low-context framework proposed by Edward T. Hall (1976). Three network indicators were used to describe the network structure of both social network sites: size, density, and heterogeneity. Data were drawn from the forum “Jobs, Work, Careers” on MySpace and “Job-Related” on Wretch over a 2-month period from mid-October to mid-December in 2007. For each of the 2 sites, 6 users (3 men and 3 women) were randomly selected as sources or “seeds” from which to crawl the friendship networks. From the 6 seed users, a snowball sample was constructed by crawling 2 degrees out along the networks. The results indicated that Wretch, although it followed the expected direction predicted by Hall’s model, did not have significantly larger and denser networks than MySpace. Finally, no differences in same-sex and cross-sex friendships were found between the 2 sites either. The overall findings are discussed with implications for future studies.
Emergent Scale-free Social Networks in History: Burning and the Rise of English Protestantism
Authors: Ormerod Paul , Roach Andrew P.
Published: January 2018

There is a large and rapidly increasing literature which analyses social networks for which substantial amounts of quantitative data are available. Further, there is a growing and related literature on what is referred to by economists as ‘information cascades’ on such networks.

However, there is little discussion of the specific events which lead to either the creation of a network in the first instance, or of how a network which is latent in terms of its awareness evolves into a network on which individual behaviour/beliefs are actually altered.

In this paper, we describe the process of emergence and evolution of a historical cultural and social network across which the opinions and behaviour of individuals were influenced. We also illustrate how empirical networks can be reconstructed relying principally on information contained in qualitative, historical sources.

The specific example we use is religious belief in England in the 1550s. We describe how the burnings of Protestant leaders by the Catholic Queen Mary (1553-1558) created a set of martyrs which was decisive in increasing support not just for Protestantism compared to Catholicism, but which led to the rapid disappearance of rival Protestant factions.

The network of awareness of key religious leaders already existed prior to Mary’s accession to the throne. But her actions converted this into a network on which individual beliefs were affected, in this case decisively for English history.
PROTOCOLOS CLÍNICOS DA RESIDENCIA DE CLINICA MÉDICA
Authors: Carvalho Mauricio De
Published: January 2018

TRABALHO DE CONCLUSÃO DE RESIDÊNCIA DE CLÍNICA MÉDICA DO HOSPITAL DE CLÍNICAS
Development and evaluation of a hospital management practice rating scale
Authors: Zhu Yidan , Guo Ruya , Dou Lixia , Zhao Yifei , Li Shenshen , Qiao Yujia , Wu Yangfeng
Published: January 2018

Background: Lacking methods to quantify the inter-hospital variance in hospital management practice (HMP) is a bottle neck for research on HMP and quality of care. This study aims to quantify the inter-hospital variance in HMP by developing a novel rating scale of HMP and evaluating its feasibility, reliability and validity.Methods: Based on the theory of hospital management, we developed a HMP rating scale with 4 dimensions: Target, operations, performance and talent management. We used questionnaires to collect relevant information from the hospital director, the medical affairs director, the head of the department of cardiology, and a cardiologist. And we also requested a list of administration documents. For validation of the scale, we applied it to 101 hospitals that had participated in the Third Phase of the Clinical Pathways in Acute Coronary Syndromes Study (CPACS-3) in 2013 and repeated it in 2014.Results: The HMP rating scale includes 17 indicators and 47 sub-indicators in the four dimensions; 85% and 97% of hospitals responded to the first and second survey respectively. A high degree of the test-retest reliability for the overall score (ICC = 0.8) was found between the two time points. Both split-half and Cronbach’α coefficient of the overall score exceeded 0.85. Cumulative percentage of variance in all dimensions was above 60%, and factors extracted in each dimension were highly consistent with the designed indicators and sub-indicators. The overall HMP score was different between hospital groups with different revenues, patients’ hospital stays, and number of clinical pathways (All p values < .01).Conclusions: The HMP rating scale was demonstrated reliable, valid, and responsive, but future studies with larger sample size in different settings are needed to confirm the study findings.
A Novel Model for Predicting Sun Outage in Satellite Communication
Authors: Ma Lihua , Hu Chao , Pei Jun , Ma Xinghua , Han Yanben
Published: January 2018

A sun outage is an interruption or distortion of satellite communication signals caused by interference from solar radiation. There is a serious interference to satellite communication services in a special period of time. In the present paper, a novel model for predicting sun outage that is effective and can greatly improve accuracy and precision of sun outage prediction of earth station in satellite communication is presented.
Het lichaam van de niet-uitvoerende bestuurder
Authors: de Roo K.H.M.
Published: January 2018

Het lichaam van de niet-uitvoerende bestuurder

De wetgevers van zowel Nederland als Engeland willen de benoeming van rechtspersonen als niet-uitvoerende bestuurders verbieden. In Nederland is deze keuze echter niet onderbouwd; dit terwijl zij lijkt te botsen met de behoeften van de praktijk. Welke lessen kunnen uit de Engelse stand van zaken worden getrokken?
Het special committee in de Nederlandse (overname)praktijk bij beursvennootschappen
Authors: Kemp B.
Published: January 2018

Het special committee in de Nederlandse (overname)praktijk bij beursvennootschappen

In deze column staat de auteur kort stil bij de bijdragen die in MvO 2017/11 zijn verschenen van Koster & Groen en Hezer over het special committee bij openbare biedingen. Er worden drie vragen besproken die in de praktijk en literatuur tot verdeeldheid leiden. De auteur geeft daarop zijn eigen visie, die soms gedeeltelijk afwijkt van de visie in de voornoemde bijdragen.
Enhancing the reconfigurability of special
purpose machine tools using mechanical
module interfaces
Authors: Farhan U.H. , Tolouei-Rad M. , Osseiran A.
Published: January 2018

Purpose: The purpose of this paper is to introduce a solution that can enhance the
reconfigurability of special purpose machines (SPMs). This is because SPMs can be used
in different configurations and the reconfiguring time for these machines can be crucial.
Therefore, it is important to reduce this time in order to enhance the performance of SPMs.
Design/methodology/approach: A mechanical adapter is proposed as a solution to
achieve the purpose of this paper. The design of the adapter is based on Multi Coupling (MC)
type, and its functionality is based on “Plug and Produce”. This adapter is used to modify
an SPM element called workpiece transfer in order to accommodate two types of chucks
without the need to change the workpiece transfer. The performance criteria are analysed
and investigated for this adapter.
Findings: The proposed solution will enhance the reconfigurability of SPMs. This is because
it will reduce the number of elements that are needed for reconfiguration. As a result, the
time and cost for the reconfiguration will be reduced considerably.
Research limitations/implications: Because SPMs have several types of elements,
adapting the proposed solutions to be used for all elements can be a complex process.
Therefore, more investigation and analysis need to be carried out in order to build a
complete adapter system for SPMs.
Practical implications: SPMs are already used widely in manufacturing. However, they
are considered relatively expensive compared to the traditional machines tools because
they are applied for special applications. The proposed solution will help to overcome this
problem and make SPMs applicable for wider applications.
Originality/value: The proposed solution is the first attempt in terms of enhancing
the performance of SPMs. This can bring considerable benefits to the end users in
manufacturing, who are using SPMs, in order to reduce the reconfiguration time and cost
for these machine tools.
Letramento acadêmico e oralidade: repensando termos à luz da presença indígena nas universidades brasileiras
Authors: Martins Maria Sílvia Cintra
Published: January 2018

Este trabalho comporta reflexões baseadas em pesquisa a respeito do letramento acadêmico tendo em vista a realidade contemporânea brasileira da presença indígena nas universidades. Baseamo-nos, em parte, em pressupostos presentes nos Estudos do Letramento e, em parte e de forma complementar, em concepções presentes nos Estudos de Tradução. A pesquisa a que aludimos deu-se nos anos de 2012 a 2015, através de procedimentos e estratégias semelhantes àquelas presentes no que Lea&Street (2006) denominam “Academic Literacies Model”. Com base em pesquisa de viés participativo e empoderador (CAMERON, 1992), tivemos como objetivos: a) compreender como se dá a transição/tradução do gênero do discurso do relato (“récit”) para os gêneros do discurso acadêmico; b) propiciar para que graduandos indígenas tivessem o acesso às práticas da escrita acadêmica, em conjunto com a reflexão necessária a esse respeito. Os resultados apontam, não apenas para o modelo dos Letramentos Acadêmicos como adequado para o sucesso de sujeitos oriundos de grupos minoritários no acesso ao letramento hegemônico, mas, também, para a necessidade da prática desse modelo sempre que visualizarmos nesses sujeitos e em suas demandas o potencial de transformação da universidade em outros setores. Sugere-se a importância do incentivo ao trabalho criativo com a linguagem (FRANCHI, 1988, 1992, 2006a; ILARI, 2003). Aponta-se, ainda, para a pertinência do texto poético na transição entre práticas letradas diversas e para a necessidade de sua prática sempre que se tratar, de fato, da busca pelo letramento de caráter crítico.
O intervalo Escola-Universidade: mais do que uma questão genérica
Authors: Perna Cristina Becker Lopes , Rollsing Lucas Zambrano , Ferreira Rafael Padilha
Published: January 2018

O presente artigo almeja trazer à agenda das discussões sobre letramento na universidade a lacuna existente entre o ensino e a aprendizagem de gêneros escolares e de gêneros acadêmicos. Nossa inquietação é fruto de uma preocupação com os alunos ingressantes em instituições de ensino superior que não tiveram uma experiência escolar com vistas a uma prática social de letramento acadêmico. A partir do tema proposto, refletimos sobre como a teoria dos gêneros discursivos, bem como sua aplicabilidade, auxilia no desenvolvimento do letramento acadêmico desses alunos universitários. A proficiência, ou inserção, na esfera discursiva acadêmica está muito relacionada com a competência genérica que o aluno deve possuir para assegurar sua comunicação de forma a alcançar seu status de sujeito discursivo e transformador. Portanto, defendemos que, aliada à análise de gêneros discursivos acadêmicos, a metodologia de ensino de Português para Fins Acadêmicos, aos moldes da consagrada área de Inglês para Fins Acadêmicos (English for Academic Purposes), pode, em muito, contribuir para se criar uma tradição de letramento acadêmico que propicie ao estudante uma experiência mais significativa não somente na sua esfera acadêmica, mas também no domínio discursivo do qual ele venha a participar, uma vez egresso da universidade e apto para atuar na sua profissão.
Vital Effects and Ecologic Adaptation of Photosymbiont‐Bearing Planktonic Foraminifera During the Paleocene‐Eocene Thermal Maximum, Implications for Paleoclimate
Authors: Si Weimin , Aubry Marie‐Pierre
Published: January 2018

Stable isotope‐size data of four major planktonic foraminifera lineages from the Paleocene‐Eocene Thermal Maximum (PETM, ~56 Ma) at two locations (North Atlantic New Jersey shelf and Southern Ocean) are analyzed. By comparing changes in δ13C/δ18O‐size correlation prior to and during the PETM, we present evidence of significant changes in vital effects in photosymbiont‐bearing planktonic foraminifera during the PETM. The δ13C‐size data indicate divergent changes in δ13C vital effects in high‐latitude versus mid‐latitude populations, due likely to different responses in photosymbiotic activities. Combined δ18O‐size data and isotopic ranking indicates that some surface dwellers experienced changes that may be interpreted as depth migrations. Extreme temperatures (>32°C) may have exerted selective pressure and drove depth migrations. Species with flexible depth distribution were capable of adapting to rapid warming by vertical migration in the upper ocean, while populations restricted to near‐surface ocean may have undergone temporal and/or regional collapse during the peak warming. From a paleo‐proxy perspective, these biologic responses have the potential to obscure paleoceanographic signatures both regionally and globally.
Improved Nested Sampling and Surrogate‐Enabled Comparison With Other Marginal Likelihood Estimators
Authors: Zeng Xiankui , Ye Ming , Wu Jichun , Wang Dong , Zhu Xiaobin
Published: January 2018

Estimating marginal likelihood is of central importance to Bayesian model selection and/or model averaging. The nested sampling method has been recently used together with the Metropolis‐Hasting (M‐H) sampling algorithm for estimating marginal likelihood. This study develops a new implementation of nested sampling by using the DiffeRential Evolution Adaptive Metropolis (DREAMzs) sampling algorithm. The two implementations of nested sampling are evaluated for four models of a synthetic groundwater flow modeling. The DREAMzs‐based nested sampling outperforms the M‐H‐based nested sampling in terms of their accuracy, convergence, efficiency, and stability, which is attributed to the fact that DREAMzs is more robust than M‐H for parameter sampling. The nested sampling method is also compared with four other methods (arithmetic mean, harmonic mean, stabilized harmonic mean, and thermodynamic integration) commonly used for estimating marginal likelihood and posterior probability of the four groundwater models. The comparative study requires hundreds of millions of model executions, which would not be possible without using surrogate models to replace the original models. Using the arithmetic mean estimator as the reference, the comparison reveals that thermodynamic integration outperforms nested sampling in terms of accuracy and stability, whereas nested sampling is more computationally efficient to reach to convergence. The harmonic mean and stabilized harmonic mean methods give the worst marginal likelihood estimation. Accurate marginal likelihood estimation is important for accurate estimation of posterior model probability and better predictive performance of Bayesian model averaging.
Folded roof house—Design solution to optimize environmental conditions with generic equipment and techniques
Authors: Suehiro Kaoru , Suehiro Noriko , Masuda Yoko , Ito Kazuko , Ito Kazuhide
Published: January 2018

We covered a rectangular site in a residential area oriented at a 45° angle to the north and rotated the roof of the second floor on top of the rectangular first floor; then, we created a large window on the side at the south corner. To achieve an open interior with a limited footprint, we created a single‐volume space connecting the first floor to the second floor with stairs. The timber frame of the second floor sits on the concrete box of the first floor. The stiff timber box consists of a folded roof and exterior walls to achieve a large pillar‐free space. We set the main windows higher to maximize the effect of natural light, placed eaves in front of the large window to block direct sunlight, and used slit windows between the first and second floors to promote natural lighting and ventilation.
Accent
Authors: Levis John M. , Zhou Ziwei
Published: January 2018

Accent is central in how speakers express their identities and how they fit into some social groupings while not fitting comfortably into others. Accent is also a normal and varied feature of L1 and L2 learning. However, accent may also be used to promote ways of speaking as better or worse, and thus create advantages and disadvantages for native and non‐native English teachers. This entry discusses how accents function in the English‐speaking world and their relationship to intelligibility, or how well listeners and speakers understand each other. Accents can have an exaggerated importance in implying whether language learners have been successful and whether non‐native English‐speaking teachers (NNESTs) are qualified, especially in whether they are qualified to teach pronunciation. Because of their social impact, accents cannot be ignored in language teaching and learning, but they should not determine ultimate success, either for learners or teachers.
Agency and Marginalization
Authors: Rudolph Nathanael
Published: January 2018

In globalized English‐language education, divergent ontological and epistemological commitments underpin frameworks for conceptualizing “self,” identity, and experience, with relation to “native” and “non‐native” learners, users, and teachers of English. These frameworks have resulted in differing apprehensions of privilege and marginalization, and of the possibility for and shape of agency, in terms of addressing inequity, both in and beyond the classroom. Teachers and teacher educators are charged with attending to both conceptual and experiential heterogeneity, within the field and their classroom, in their approach to practice.
Alternative Terms forNNESTs
Authors: Jain Rashi
Published: January 2018

The terms, non‐native English speakers (NNESs) and non‐native English‐speaking teachers (NNESTs), have been widely used in the field of English‐language teaching around the world for many decades. However, these terms have also been problematized in TESOL for being used to promote stereotypes and discrimination, especially against English‐language teachers who hail from “non‐center” contexts. TESOL scholars have both taken ownership of the NNES and NNEST terms to challenge the discriminatory discourses and practices, as well as offered alternative terms to more effectively illustrate the diversity and dynamism that exist within the community of language users, including English‐language teachers and students, who are typically lumped together as “NNEST” or “NNES” respectively.
Center and Periphery
Authors: Hilgendorf Suzanne K.
Published: January 2018

The terms “center” and “periphery” have a special significance for the English language given how widely it is learned and used around the world today. Various powerful centers of English use have tremendous attraction and influence. In turn, these centers render other English‐using communities to a relative peripheral status, thus creating a complex set of dynamics and tensions between communities. The concept of World Englishes captures this complexity in identifying the Inner Circle, where English historically has functioned as an L1, and the multilingual, demographically superior Outer and Expanding Circles, where English has become an additional language as a consequence of British colonial rule and greater transnational interaction. For native and non‐native English‐speaking teachers (NESTs and NNESTs) around the world, these center‐versus‐periphery dynamics have important ramifications for curriculum development and pedagogical practice. They further have personal relevance for NNESTs, who are the vast majority of instructors and are themselves from the Outer and Expanding Circles.
Collaboration and Collaborative Practices
Authors: Oda Masaki
Published: January 2018

Collaboration between native English speakers (NESs) and non‐native English speakers (NNESs) in ELT takes place mostly in the classroom in the form of team‐teaching or co‐teaching. However, very few practices at administrative level are reported. The author discusses the important roles played by program administrators and their collaboration with policy makers, and the fact that classroom teachers are a prerequisite for successful collaborative practices in ELT. The author argues, however, that the ELT profession should eventually depart from the prevailing NES–NNES dichotomy in order to achieve real collaboration.
Country of Origin and
NNESTs
Authors: Liu Dilin , Nelson Robert
Published: January 2018

While all non‐native English speaker teachers (NNESTs) share many commonalities and face similar challenges and struggles, they are not a monolithic group. Rather, they are individuals from many different countries (and hence different ethnic groups and L1s). This entry explores how difference in the country of origin and its related variables may affect NNESTs' identities, professional experiences, and teaching practices as well as how a good understanding of the issues involved can help enhance teaching and teacher education in TESOL and benefit the entire TESOL profession.
Empowerment of
NNESTs
Authors: Faez Farahnaz
Published: January 2018

A long‐established belief in the field of English language teaching, and society generally, characterizes native English‐speaking teachers (NESTs) as superior to non‐native English‐speaking teachers (NNESTs). This pervasive, yet unfounded, belief results in discriminatory practices against NNESTs. In an attempt to level the playing field, a substantial body of literature has examined the strengths of NNESTs and argued that teachers should be evaluated on the basis of their pedagogical qualifications, not their native/non‐native status. In a globalized world, it is important to recognize the unique linguistic repertoires of individuals and their distinct ways of communication. Hence, the long‐standing view of predetermined, fixed, and unitary linguistic identities and the attributes associated with such identities needs to be challenged. To empower themselves, all teachers, regardless of their linguistic identities, are encouraged to become aware of their own unique
situated
strengths and challenges and to be proactive in pursuing self‐directed, ongoing professional development.
Idealization of Native Speakers and NESTs
Authors: Rudolph Nathanael
Published: January 2018

The idealized native speaker/listener, an abstract linguistic construct, has been actualized linguistically, culturally, geographically, ethnically, theoretically, and practically in the field of English language teaching (ELT), granting de facto linguistic and cultural authority to those who fall within its descriptive parameters. As a result, the idealized native speaker (NS) has come to serve as the measure by which learner, user, and instructor ability might be assessed. Critically oriented scholarship has challenged the idealization of native speakers and native speaker teachers, calling for approaches to theory and practice that attend to the diversity of contexts, varieties, and users of English. Such scholarship is underpinned by divergent conceptualizations of identity and experience, thus leading to differing approaches to apprehending, problematizing, and addressing idealization in and beyond the classroom.
In‐Service Training in Preparing
NESTs
and
NNESTs
Authors: Hall Stephen J.
Published: January 2018

In‐service training whether for native English speakers or non‐native English speakers has seen a shift beyond a technical approach to greater ownership of the process by teachers. Issues abound in acceptance of so‐called non‐native speakers as teachers, yet commonalities exist in the profession when building expertise. Research has shown limited success with large‐scale transmission techniques as a focus of professional development. This has led to adoption of reflective practice and group approaches. Pedagogy may also be used as a vehicle for teachers' own language development and it is in this area that differences which exist between non‐native English‐speaking teachers (NNESTs) and native English‐speaking teachers (NESTs) will be described. However, the core of success could well be in the teacher and teacher educator's relationship to drive acceptance of what could be novel techniques. Indicators of acceptance of change suggest that a collegial supportive approach through reflection and mentoring may be more beneficial than earlier approaches.
Linguistic Imperialism andNNESTs
Authors: Phillipson Robert
Published: January 2018

Teachers can acquire optimal TESOL qualifications whether they are native speakers (NESTs) or non‐native speakers (NNESTs). A love for languages and success in learning them are essential, as well as relevant academic and educational qualifications for foreign and second language teaching. It is also important to be aware of how English has expanded worldwide through processes of linguistic imperialism, with devastating consequences for other languages. Many of the constituent factors in linguistic imperialism are identified. Of pedagogical significance has been the way monolingualism, native speakerism, the early start, and related fallacies were foundational for global TESOL and still persist. Sending under‐qualified native speakers (NESTs) to Asian countries, or monolingual advisers on educational projects, is indefensible. Such policies can serve to strengthen the social inequality that is a consequence of policies of linguistic imperialism. A set of conclusions for NNESTs are drawn. Discrimination against NNESTs must cease, in recruitment, in teacher training, and in everyday practices.
Monolingual Bias
Authors: Barratt Leslie
Published: January 2018

Monolingual bias (MB) refers to the viewpoint that people who speak only one language, that is, monolinguals, are the norm and that bilinguals and multilinguals are exceptions to that norm. That is, the prototypical human is seen as having only one language. This bias can be found in the assumptions, hypotheses, and practices of many fields connected to language. Similar terms are themonolingual perspective(Cook & Wei, 2016), themonolingual paradigm(Canagarajah, 2013), and themonolingual mindset(Hajek & Slaughter, 2015). This summary provides a brief overview of monolingual bias, examines theoretical considerations and issues, and discusses pedagogical implications. A discussion of MB is critical because MB contributes to the discrimination of multilinguals and of multilingual language teachers, such as NNESTs.
Divide Between
NESTs
and
NNESTs
: Dichotomy and Continuum Perspectives
Authors: Rajagopalan Kanavillil
Published: January 2018

Many ordinary people and some linguists are given to thinking that the putative distinction between NESTs and NNESTs is intuitively satisfactory and empirically sound. It is in fact a continuum, rather than a cut‐and‐dried dichotomy. With globalization and the resultant mass migration of people across the world on an unprecedented scale and growing contact among people from different regions at an exponential rate, the distinction is becoming more and more difficult to maintain. But in the realm of English‐language teaching, it is still defended by many, largely in virtue of huge vested interests. This has resulted in unequal power relations, frequent clashes of interests, and unfair pay scales for those disparaged as “non‐native speakers,” often purely on the grounds of birth, race, or nationality. However, thanks to “World Englishes,” our conceptualization of being and becoming an English user and teacher has been slowly but steadily changing.
NNESTs
Authors: Liu Jun
Published: January 2018

The issues of non‐native English‐speaking teachers (NNESTs) have received scholarly attention in the field of TESOL for almost two decades with much debate and controversies. The major issues and challenges that NNESTs face in the field, as well as the history of research in the area of NNESTs in the TESOL field are discussed. The author calls for the concerted efforts by both NNESTs and NESTs to move forward without the divide as they, together, will complement each other and become better teachers when they constantly reflect on the strengths and weaknesses they bring to the classroom and work to constantly improve their practices to maximize learning outcomes.
Preparing Teacher Educators to Work With
NESTs
and
NNESTs
Authors: Frazier Stefan
Published: January 2018

Educators of future NNESTs are often not aware of the challenges that NNESTs encounter in their work. A large amount of research indicates that NNESTs are, principally, just as capable as native speakers in teaching English, and also boast an advantage: their status as role models to their students. Teacher educators need to become sensitized to NNEST issues and challenges, and administrators of teacher education programs can help them in several key ways.
Teacher Qualifications, Professionalism, Competencies, and Benchmarks
Authors: Doğançay‐Aktuna Seran , Hardman Joel
Published: January 2018

To achieve professionalism, English language teachers (both native English‐speaking teachers [NESTs] and non‐native English‐speaking teachers [NNESTs]) need to gain competence in disciplinary content knowledge about the nature of language, language learning, and language teaching, as well as pedagogical content knowledge regarding teaching strategies that they can use to make their teaching contextually appropriate and effective. Teachers also need to achieve the ability to use English effectively for different purposes, and acquire knowledge about English that gives them the skills to analyze and explain the language. In addition, teachers need to engage in reflective activities and classroom‐based research as part of developing teacher qualifications, in order to be able to make a connection between these bodies of knowledge and their practice and continue their professional development. Benchmarks developed to measure teachers' English language proficiency need to reflect local needs and constraints as well as respond to the role of English as a lingua franca.
Teaching Practicum in Preparing NESTs andNNESTs
Authors: Nemtchinova Ekaterina (Katya)
Published: January 2018

A practicum prepares ESOL teachers‐to‐be for employment by offering practical experience and professional training. It combines teaching and non‐teaching activities such as observation of and by experienced instructors, peers, and supervisors, participating in discussion, reflection, and peer teaching, and assuming a sole or shared responsibility for classroom instruction. Affording a connection between academic ideas, instructional skills, and personal beliefs about teaching, a practicum allows teachers‐in‐training to focus on practical aspects of teaching, such as lesson planning and class management, understanding the challenges, reflecting upon decisions guiding their pedagogical actions, and beginning to develop their professional identity. While traditional practicum activities benefit native and non‐native English‐speaking trainees alike, curricular measures targeting NNES‐related issues could significantly enhance NNESTs' practicum experience.
Race, Ethnicity, and
NNESTs
Authors: Curtis Andy
Published: January 2018

Non‐native English‐Speaking Teacher (NNEST) studies is a relatively new field, with a history of only approximately 20 years. However, preferences for the use of native‐speaker teachers in language education goes back nearly 200 years. This disparity between NNESTs and native English‐speaking teachers (NESTs) is one of the reasons for the development of NNEST studies. These studies are usually based on narrative inquiry, drawing on personal accounts of professional experiences, which show how complex and controversial concepts such as “race,” “ethnicity,” and “nativeness/non‐nativeness” are related to and impact on each other. After centuries of having the norms and targets for the assessment of linguistic competence being based on the language of native speakers of English, there has been a slow and gradual but steady and continuous shift toward using “non‐native norms,” as the notion of “native‐speaker norms” is now a contradiction in terms, in the teaching and learning of English.
Shortcomings of NESTs and
NNESTs
Authors: Moussu Lucie
Published: January 2018

Thanks to the English language's status as lingua franca, an increasing number of people around the world want to learn the language. However, the historical belief holds strong around the world that native speakers of English are more qualified to teach it than non‐native speakers of that language. As a result, learners of English as a second or foreign language (ESL/EFL), parents of younger learners of English, and language school administrators often instinctively prefer native English‐speaking teachers (NESTs) rather than non‐native English‐speaking teachers (NNESTs). Numerous studies show that while non‐native speakers of English can be excellent ESL/EFL teachers, they can also have a number of shortcomings (e.g., a foreign accent), depending on individual contexts. However, these studies also show that native speakers of English are not without pedagogical, cultural, and linguistic shortcomings, too, in some contexts. This entry presents these shortcomings based on a wealth of publications related to this topic and then discusses these shortcomings' pedagogical implications.
Error Analysis
Authors: Hinkel Eli
Published: January 2018

Error analysis (EA) is an area of applied linguistics and second language acquisition (SLA) that deals with the systematic and methodical collection and documentation of second language (L2) errors in learners' language production. An important contribution of EA to the current understanding of language learning and acquisition is that many L2 errors are a result of learners' inaccurate inferences (or hypotheses) about the grammar and lexical (vocabulary) rules of another language. By the late 1970s, EA was considered largely outmoded and flawed as a research methodology, and it all but disappeared in its original form; but more recently it has begun to be used again following the growth of computerized analysis of learner corpora in Europe and, to a lesser extent, in Asia.
Explicit Versus Implicit Grammar Knowledge
Authors: Basturkmen Helen
Published: January 2018

This entry defines explicit and implicit grammar instruction. It also introduces the related concepts of explicit versus implicit learning and knowledge. These are discussed in relation to important theoretical and practical questions concerning the role of explicit grammar knowledge in learning a second or foreign language.
Garden Path Technique
Authors: Smith Megan , Loewen Shawn
Published: January 2018

The garden path technique is a means of providing language learners with focused, immediate feedback on certain oral production errors. Learners are taught a linguistic rule with regular forms, and exceptions are provided during practice drills. Learners are induced to overgeneralize the rule with the exceptions and then immediately provided with the target form as a recast. Some empirical evidence suggests that this technique is more effective than explaining the exceptions to learners.
Implicit Versus Explicit Grammar Feedback
Authors: Sanz Cristina
Published: January 2018

Feedback is the response provided by a teacher or interlocutor or by a computer to the learner's communicative efforts. Feedback can be positive or negative, in which case it is also known as corrective feedback, which itself can be explicit or implicit, depending on whether the focus remains on the content of the exchange (implicit) or the form (explicit). This entry provides a summary of the research on the effects of different types of feedback, and briefly describes the evolution of the teacher's role as feedback provider.
Input Enhancement
Authors: Simard Daphnée
Published: January 2018

Input enhancement, the manipulation of the target language formal properties, has been a key concept of second language teaching for decades now. In this entry, its origins and development in both second language teaching and acquisition studies are presented. Finally, recommendations‐based study results are offered.
Input Flooding
Authors: Hernández Todd A.
Published: January 2018

Input flooding is a focus‐on‐form intervention in which the input that is provided to learners is seeded with multiple examples of a target structure. The expectation is that ample exposure to the same target form in the input will make it more salient, and in doing so, will draw learners' attention to the linguistic form. This entry describes the rationale, research considerations, and theoretical framework supporting the use of input flood, and then discusses how to implement it in second language (L2) classes.
Interface and Non‐Interface Positions
Authors: Gascoigne Carolyn
Published: January 2018

Interpretations of the relationship between explicit and implicit knowledge in second language acquisition theory and pedagogy have historically been captured by one of three positions: a non‐interface, a weak interface, or a strong interface. Non‐interface positions reject the existence of a facilitative and transformational relationship between explicit and implicit knowledge. A weak interface position allows for a limited facilitative relationship between the two. A strong interface position, not only sees a relationship between explicit and implicit knowledge, but believes that explicit knowledge can, under the right conditions and with enough practice, become implicit.
Interlanguage and Grammar
Authors: Benati Alessandro
Published: January 2018

Second language learners develop an internal linguistic system called “interlanguage.” This term was firstly coined by Larry Selinker and refers to a unique system which is neither the first language (L1) nor the second language (L2), but something in between. The system draws in part on the learner L1 but also from the target language. The interlanguage theory revolves around three key principles. The first principle is that L2 learners construct a system of abstract linguistic rules. The second principle suggests that L2 learners' competence is transitional and variable at any stage of development. The third main principle argues that interlanguage development is affected by cognitive and communicative strategies. The concept of interlanguage has been influenced and examined from three main perspectives: linguistics, psycholinguistics, and discourse.
Interlingual Versus Intralingual Errors
Authors: Derrick Deirdre J. , Paquot Magali , Plonsky Luke
Published: January 2018

Learner errors have typically been traced back to the learner's first language (i.e., interlingual errors) or to more general learning processes and pathways (i.e., intralingual errors). The entry first provides some historical background and shows how the understanding of learner errors has evolved with time and under the influence of different theoretical models. We then discuss the implications for such an understanding for pedagogy in TESOL.
Modified Input and Output
Authors: Kim YouJin
Published: January 2018

Building on Krashen's input hypothesis, which states that acquisition occurs when learners are exposed to language input that is comprehensible (
i
+ 1), researchers have suggested that providing modified input facilitates language comprehension, which in turn leads to language acquisition. The construct of modified output arose from Swain's output hypothesis as well as from Long's updated interaction hypothesis. Modified output refers to the learner's reformulation of his or her previous utterances and results in a more accurate or complex form in response to an interlocutor's corrective feedback. This entry provides a brief review of the two critical constructs (i.e., modified input and modified output) in the field of second language acquisition (SLA) and offers suggestions for promoting modified input and output opportunities in classroom contexts.