bluuebunny/crossref_metadata_2025 huggingface dataset:
Facebook: Facilitating Social Access and Language Acquisition for International Students?
Authors: Lee Kent , Ranta Leila
Published: May 2016

Many international students come to Canada to improve their English language proficiency and develop friendships with Canadians and other international stu- dents. However, gaining access to host nationals (i.e., Canadians) is not an easy task for most English as a second language (ESL) learners. Factors such as lan- guage proficiency may hamper students’ ability to build relationships with Eng- lish speakers, which in turn contributes negatively to linguistic development and psychological well-being. One way we can help ESL students interact outside of class is to use a social networking site such as Facebook. The present study sur- veyed adult ESL students about their use of Facebook and whether that use was associated with social connections with host nationals. Results from the survey of 125 international students at a Canadian university show that the majority of students were using Facebook. Correlation analyses suggest weak associations between (a) Facebook use and social connections with the local community and (b) Facebook use and self-assessed language proficiency, with the strongest associa- tion being to oral proficiency. Simply possessing a Facebook account is unlikely to increase social connectedness with host nationals. Suggestions for language teachers on integrating Facebook into their classes are provided.Plusieurs étudiants internationaux viennent au Canada pour améliorer leur com- pétence en anglais et développer des amitiés avec des Canadiens et avec d’autres étudiants internationaux. Il reste, toutefois, qu’il n’est pas facile pour la plupart des apprenants d’ALS de communiquer avec les Canadiens. Des facteurs comme la compétence langagière peuvent entraver la capacité des étudiants à établir des rapports avec des locuteurs d’anglais, ce qui peut nuire au développement lin- guistique et au bienêtre psychologique des apprenants. Parmi les façons d’appuyer l’interaction des étudiants d’ALS avec les Canadiens, notons l’emploi de sites de réseautage social comme Facebook. La présente étude porte sur un sondage auprès des étudiants d’ALS pour déterminer leur emploi de Facebook et dans quelle mesure il a contribué à l’établissement de liens sociaux avec les Canadiens. Les résultats du sondage effectué auprès de 125 étudiants internationaux à une université canadienne ont démontré que la majorité des étudiants employaient Facebook. Des analyses de corrélation révèlent des associations faibles entre (a) l’emploi de Facebook et les liens sociaux avec la communauté locale et (b) l’emploi de Facebook et les autoévaluations de compétence linguistique. L’association la plus forte était avec la compétence orale. Il est peu probable que le simple fait d’avoir un compte Facebook accroisse les liens sociaux avec les Canadiens du pays d’accueil. On offre aux enseignants de langue des suggestions pour intégrer Facebook dans leurs cours.
Teachers’ Stances on Cell Phones in the ESL Classroom: Toward a “Theoretical” Framework
Authors: Brown Jeff
Published: May 2016

In the ongoing and constantly expanding discussion surrounding cell phones in the classroom, a theoretical complement to the practical side of the issue is gener- ally lacking. This is perhaps understandable. Many teachers are still trying to deal with the simple presence of cell phones in the class, and managing a classroom in which the presence and use of cell phones is a reality takes precedence over chart- ing some sort of theoretical framework. Yet perhaps it is now time to step back and consider such a framework. I offer just such a consideration, as well as some remarks about which theoretical positions might be most advisable in specific classroom contexts.Au débat portant sur les téléphones cellulaires en salle de classe, toujours actuel et s’élargissant sans cesse, il manque souvent une composante théorique pour venir compléter le côté pratique. Plusieurs enseignants tentent encore de composer avec la simple présence des téléphones cellulaires en classe, alors la gestion d’une classe où on les utilise prend le dessus sur la planification d’un cadre théorique. Il est peut-être temps, toutefois, de prendre un certain recul et de considérer un tel cadre. J’offre une telle proposition ainsi que certaines remarques par rapport aux positions théoriques les plus recommandables dans des contextes pédagogiques particuliers.
A Word from the Editor
Authors: Rossiter Marian
Published: May 2016

N/A
Comparing the Lexical Features of EAP Students’ Essays by Prompt and Rating
Authors: Lavallée Maxime , McDonough Kim
Published: May 2016

Previous research has shown that high frequency lexical items, such as AWL words and formulaic expressions, may differentiate between texts written by ex- pert and novice writers (Chen & Baker, 2010; Hancioğlu, 2009), and that lexical features related to breadth, depth, and accessibility differentiate among texts from L2 writers of different proficiency levels (Crossley & McNamara, 2009, 2012; Crossley, Weston, McLain Sullivan, & McNamara, 2011). The current study compared the essays written by EAP students in response to either a cause or an effect writing prompt. As part of their EAP writing class, the students (N = 94) had two weeks to read six source texts and take notes to prepare for an integrative-writing exam. Students’ essays were assessed by three raters using a holistic rubric, and five lexical features of their essays were analyzed: percentage of AWL word use, content word frequency, word familiarity, imagability, and lexical diversity. The results indicated that responses to the effect prompt were rated sig- nificantly lower than cause essays, contained more frequent and familiar words, and had a lower percentage of AWL words. However, there was no significant correlation between essay ratings and lexical features. Potential explanations for the findings and pedagogical implications are discussed. Des recherches antérieures ont révélé que les items lexicaux à haute fréquence, tels la liste des mots académiques et les formules rigides, peuvent varier selon que le texte soit écrit par un expert ou un débutant (Chen & Baker, 2010; Hancioğlu, 2009), et que les éléments lexicaux liés à l’envergure, la profondeur et l’accessi- bilité varient dans les textes écrits par des auteurs L2 de compétences différentes (Crossley & McNamara, 2009, 2012; Crossley, Weston, McLain Sullivan, & McNamara, 2011). La présente étude a comparé des rédactions écrites par des élèves d’anglais académique où la tâche d’écriture évoquait des causes ou des effets. Le cours d’anglais académique exigeait que les élèves (N=94) lisent, en deux semaines, six textes originaux et qu’ils prennent des notes pour se préparer à un examen écrit intégratif. Trois évaluateurs se sont appuyés sur une rubrique globale pour analyser cinq éléments lexicaux : pourcentage de l’utilisation des mots de la liste des mots académiques, fréquence des mots lexicaux, capacité à évoquer des images mentales et diversité lexicale. Les résultats démontrent que les évaluations des rédactions basées sur la tâche d’écriture évoquant des effets étaient nettement inférieures aux évaluations des rédactions basées sur la tâche d’écriture évoquant des causes. Ces premières comptaient également plus de mots familiers et répandus, et moins de mots figurant dans la liste des mots académiques. Les auteurs présentent des hypothèses pour expliquer ces résultats, ainsi que les impli- cations pédagogiques de leur recherche.
An Analysis of the Effect of a Cyber Home Learning System on Korean Secondary School Students’ English Language Achievement and Attitude
Authors: Shin Ji Hye , Albers Peggy
Published: May 2016

This study examined the effectiveness of a Cyber Home Learning System (CHLS), an online learning system currently being employed in South Korea to improve the access and quality of public education as well as to reduce pri- vate tutoring expenditures. The quasi-experimental research design used ex- periment and survey methods to learn about the impact of CHLS on student performance and to ascertain students’ perceptions of the system. The results of the experiment indicated that no statistically significant differences in test performance existed between the experimental and control groups. This finding suggested that CHLS did not have an impact on student performance overall. However, after the data were disaggregated according to ability level, students in the advanced level showed statistically significant differences between the ex- perimental and control groups. Results from the survey indicated that the CHLS was particularly effective for those who are motivated to voluntarily participate in academic activities and who have the capability for self-initiated study. The CHLS can be considered a useful supplement but not a replacement for second- ary private tutoring. To better address the needs of other learners, the English content of CHLS may need to be further modified to match students’ varying proficiency levels and learning styles. Cette étude a porté sur l’efficacité d’un système d’apprentissage en ligne, Cyber Home Learning System – CHLS, actuellement employé en Corée du Sud pour améliorer la qualité de l’éducation publique, en augmenter l’accessibilité, et ré- duire les frais liés aux services de tutorat privé. Le plan de recherche quasi-expé- rimental s’est appuyé sur l’expérimentation et des méthodes d’enquête pour en apprendre sur l’impact du CHLS sur le rendement des élèves et pour confirmer les perceptions qu’ont les élèves du système. Les résultats de l’expérience n’ont indiqué aucune différence statistiquement significative entre le groupe expéri- mental et le groupe témoin, ce qui portait à croire que le CHLS n’avait pas eu d’impact sur le rendement global des élèves. Une fois les données ventilées par niveau de compétence par contre, elles ont révélé des différences statistiquement significatives entre les élèves avancés du groupe expérimental et ceux du groupe témoin. Les résultats de l’enquête ont indiqué que le CHLS était particulièrement efficace chez les élèves motivés à participer aux activités académiques et capables d’apprendre de façon autonome. On peut considérer le CHLS un complément utile à l’apprentissage, mais pas une solution de remplacement aux services de tutorat privé. Afin de mieux répondre aux besoins des autres apprenants, il se peut que le contenu en anglais du CHLS doive être modifié davantage de sorte à refléter les niveaux de compétence et les styles d’apprentissage variés.
Using Critical Incidents to Understand ESL Student Satisfaction
Authors: Walker John
Published: May 2016

In a marketized environment, ESL providers, in common with other postcompul- sory educational institutions, canvass student satisfaction with their services. While the predominant method is likely to be based on tick-box questionnaires using Likert scales that measure degrees of satisfaction, qualitative methodology is an option when rich data is desired. The well-established Critical Incident Tech- nique (CIT) is particularly useful in this regard as an exploratory methodology with potential to increase knowledge about previously unknown phenomena. A pilot study with a small sample of ESL students was set up to explore ESL student satisfaction using CIT. The data obtained were analyzed within the framework of Johnston’s (1995) quality factors, then further categorized in terms of satisfying, dissatisfying, or neutral factors. The findings provided some tentative indications of differentiation among ESL quality factors as perceived by ESL students. In- sights were obtained regarding procedural, analytical, and student response issues in the use of CIT in conjunction with satisfaction data. The outcomes supported the view that information obtained through CIT could assist ESL managers and teachers in developing and enhancing quality factors that more accurately reflect student expectations of the service. Dans un environnement commercialisé, les fournisseurs en ALS, tout comme les autres institutions postsecondaires, sondent les étudiants pour connaitre leur niveau de satisfaction avec les services qu’ils offrent. Alors que la méthode la plus couramment employée repose sur des questionnaires à choix multiples avec des échelles de Likert pour mesurer les niveaux de satisfaction, une méthodolo- gie qualitative est à envisager quand l’on désire des données approfondies. La méthode des incidents critiques (CIT) est bien établie et particulièrement utile à cet égard, étant une méthodologie d’exploration avec le potentiel d’accroitre les connaissances de phénomènes inconnus auparavant. On a mis sur pied une étude pilote avec un petit échantillon d’étudiants en ALS pour explorer, par la CIT, leur niveau de satisfaction. Les données ont été analysées dans le cadre des facteurs de qualité de Johnston (1995) et ensuite catégorisées en fonction de facteurs satisfai- sants, insatisfaisants et neutres. Les résultats fournissent des indices de différen- tiation parmi les facteurs de qualité en ALS, tels que perçus par les étudiants. De nouvelles idées sont ressorties par rapport à l’emploi de la CIT et les enjeux liés à la procédure, l’analyse et les réponses des étudiants dans le contexte de données relatives à la satisfaction. La conclusion en est que les informations découlant de la CIT pourraient appuyer les administrateurs et les enseignants dans le déve- loppement et l’amélioration des facteurs de qualité de sorte à mieux répondre aux attentes des étudiants en matière des services.
Dealing with Accuracy in Communicative Language Teaching
Authors: Allen Wendy , Waugh Sue
Published: May 2016

For practitioners interested in making principled decisions about what and how to teach, the implementation of any new approach presents dilemmas for which there are no clear answers. Theoretical knowledge, insights from experience and practical considerations all go into formulating hypotheses and developing techniques and materials to solve these problems. In this paper we will discuss some of these issues as they relate to the problem of accuracy within the communicative approach and present the self-assessment unit we developed to deal with the problem in our program.
Developing Oral Placement Tests for Community-Based Language
Authors: Applebaum Sheila Dermer , Taborek Elizabeth
Published: May 2016

This paper will describe the steps taken in developing oral placement tests for adults in two agency-based community ESL programs. A general overview of recent oral testing approaches will be presented and the suitability of specific tests for use in meeting the expressed needs of community agencies will be discussed.
Real People Don't Talk Like Book: Teaching Colloquial English
Authors: Engkent Petrusiak
Published: May 2016

Register is an important feature of language use, but has often been neglected in language teaching. A systematic presentation of register differences and use would help students minimize register errors. The language of the streets must be brought into the classroom so that students can cope with everyday spoken English. In this paper, different characteristics of conversational English are discussed.
What's an ESL Teacher Good For?
Authors: Lightbown Patsy M.
Published: May 2016

While ESL teachers often must play many roles, their fundamental task is to help learners progress in their ability to use English. In this paper, the ESL teacher's role as a language teacher is explored and five specific areas of responsibility are elaborated: (I) Providing comprehensible input; (2) Preparing learners to cope with non-classroom language; (3) Providing references and resource materials and guidance as to their use; (4) Providing focused instruction in particular areas of language or language use; (5) Providing corrective feedback under certain conditions.
Fostering Second Language Development Through Play in a Multilingual Classroom
Authors: Fraser Susan , Wakefield Patricia
Published: May 2016

For three years, a study on the relationship between language and play in a preschool multilingual/multicultural setting and its significance for linguistic and social development has been carried out in Vancouver. This paper reports on one aspect of the study-strategies for fostering second language development through play.
Reading Comprehension in a Second Language: The Role of Conjunctions
Authors: Geva Esther
Published: May 2016

The purpose of this study was to examine whether and at what level of proficiency the meaning of conjunctions is comprehended by adult L2 learners, and whether and at what level of proficiency conjunctions facilitate integration of information in text. Subjects were sixty immigrant or foreign ESL students and thirty-six students whose first language was English. Subjects completed a series of tasks focussing on intrasentential, intersentential and discourse level comprehension of conjunctions. They also read three college level one-page texts, which could appear in one of three versions: normal-intact, implicit-all conjunctions omitted, and highlighted-all conjunctions printed in bold typeface. Each text was followed by a set of high-level comprehension questions focussing on logical relationships in these texts. Analyses have shown that a discourselevel measure of knowledge of conjunctions was more closely related to how L2 learners comprehend logical relationships in written discourse than were discrete, sentence level items. In addition, the more advanced ESL students were more capable of inferencing or using available logical relationships under the three text versions than were the intermediate ESL students. Finally, highlighting. conjunctions had an adverse effect on intermediate level students and a facilitating effect on the advanced level students. The theoretical and practical implications of these results are discussed.
Research and Teaching: The Star-Cross'd Lovers
Authors: Sivell John
Published: May 2016

Language research and language teaching can and should enjoy a relationship of cooperation and respect that is, in fact, often lacking. A survey of the literature reveals how much of the friction stems from exaggerations or misunderstandings, not from any essential disaccord between the two domains. Still, that a moderate and eclectic outlook is necessary to restore harmony is far from a flaccid truism: it is a challenging requirement that entails a flexible and realistic intellectual approach to defining the learner's tasks, and a thoughtful, temperate attitude to the work of professional colleagues in related fields.
Hidden Problems in ESL Learners
Authors: Meara Paul , Coltheart Max , and Masterson Jackie
Published: May 2016

This article reports a case of a native speaker of Spanish who has severe reading and spelling difficulties in English. These difficulties resemble those found in surface dyslexia. It is argued that he also has the same difficulties in Spanish, but the regular spelling system of Spanish prevented his difficulties from becoming apparent. We consider the possibility that the writing system of a speaker's L1can strongly influence the way he/she habitually handles words both in the Ll and in an L2, and the implications of this view for teaching English as a second language are discussed.
Preadmission ESL Testing by Post-Secondary Educational Institutions in Canada
Authors: Banko Rosalie J. , Mackie Ardiss E. , Upshur John A.
Published: May 2016

A survey of administrators in post-secondary institutions probed the procedures and the policies governing pre-admission testing of second language ability. Findings indicate that most institutions use some means of measuring ESL but that testing procedures and policies had rarely been subjected to validation studies within the institutions.
ESL Through Issues in the Women's Movement
Authors: Petrie B. Mary
Published: May 2016

This section presents descriptions of teaching techniques or practical classroom activities.
ESL or EFL, Same or Different? - The Question of Professional Roles
Authors: Sivell John
Published: May 2016

It is readily agreed that appropriate teaching methods and classroom materials can vary widely between ESL (for instance in Anglophone Canada) and EFL (in a non-Anglophone environment abroad). However, this article suggests that additional changes between the two domains also exist: ESL instructors moving into EFL overseas will often find their role as language teaching professionals considerably modified, in terms of their politico-cultural impact, their professional prominence, and their psychological security. Adaptation to such changes - both for maximized effectiveness and satisfaction abroad, and for greatest long-term growth after returning home-depends on clear-sighted expectation and comprehension of the demands of these challenging but rewarding new experiences.
A Language Teaching Policy for Adult ESL
Authors: Goldstein Tara
Published: May 2016

Creating a curriculum plan for a language course is a complex undertaking which involves making a number of important decisions. To ensure they are making appropriate decisions, language teachers designing curriculum for their students need to develop a language teaching policy. Focusing on decisions that must be made in regard to content, objectives, treatment and evaluation, the following article suggests a language teaching policy for Adult ESL.
The Theory-Practice Relationship in ESL and the "Art of the Eclectic'.
Authors: Piper David
Published: May 2016

The theory-practice relationship in ESL, as in other curriculum areas, is a matter of continual concern. This paper reviews some of the central issues and problems relating to the interpretation of theory and research for ESL practice. The discussion focuses on four main areas: I) the relationship between theoretical and practical knowledge, 2) the temporary nature of theories, 3) the status of theoretical constructs, and 4)the multiple interpretability of theory and research. Following insistence upon the "art of the eclectic" in curriculum deliberation by Schwab (1970,1971,1973,1983), an attempt is made to distinguish between principled and unprincipled interpretations of eclecticism. The main conclusion of the paper is that the relationship between theory and practice must be an indirect one, one which therefore depends upon the skills of teachers as classroom researchers and deliberators about curriculum.
Building Multiple Bridges: Eclecticism in Language Teaching
Authors: Yorio Carlso
Published: May 2016

This section features: (I) reactions of readers to articles and reviews published in the Journal and the replies of authors to whom the comments are addressed (if forthcoming) and (2) viewpoints and opinions expressed in the form of a report, commentary, or interview on issues or topics of current interest.
The Cloze Response Patterns of L1 and L2 Students to Literal and Idiomatic Text
Authors: Gunderson Lee , Slade Kenneth , Rosenke Darlene
Published: May 2016

A lack of background knowledge has been shown to contribute to the difficulty ESL students have in comprehending text. An important part of background knowledge is an understanding of metaphor. The study measured the effects of metaphor on ESL adults' reading comprehension. Two passages were selected that were comparable in difficulty; one containing many idiomatic items, the other containing only literal language. The passages were made into cIoze passages and were administered to randomly selected native English speaking university students and adult ESL students. The university students scored significantly higher on both the literal and idiomatic passages than the ESL students. The ESL students scored significantly higher on the literal passage than they did on the idiomatic passage while the university students scored significantly higher on the idiomatic passage than the literal passage. Idiomatic language resulted in lower comprehension for the ESL students while it increased the English speakers' scores. It was concluded that since the vehicles of many metaphors have become lost and are not retrievable from surface structure, it may be necessary to teach metaphors as vocabulary items. Further research into the methodology of teaching metaphor is called for.
Peer Tutoring in Vocational Literacy Skills
Authors: Nore Gordon
Published: May 2016

This article provides an overview of the first year's operation of the Frontier College/ Learning in the Workplace (LWP) project. Operating under a contract with the Innovations Branch of Canada Employment and Immigration Commission (CEIC), LWP's mandate is to develop industry-specific training materials and model programmes that can be used to help employees develop the literacy skills needed to function in the changing workplace. One component of Learning in the Workplace is the use of peer tutors who meet with co-workers who are interested in improving their skills. This paper is concerned with showing that the peer tutoring model is a useful component for identifying and meeting worksite literacy needs of non-native speakers.
SCENES Brief Presented to The Task Force on Multiculturalism
Authors: Rubrecht Penthes , Vaid Anand , Woloshyn Donna , Craig Hilary , Anthony Estelle , Heit Mary , Dowhaniuk Bernice
Published: May 2016

SCENES, a professional organization for educators in English as a Second language/ Dialect (ESLlD) appreciates the adoption of the Act on Multiculturalism. The provisions therein, if consistently implemented, will make it possible for immigrant children and adults as well as Indian and Metis people to take an active part in the evolution and shaping of our Canadian society. At last people whose mother tongue is not English or French will have equal access to education and employment. The fundamental concern that we wish to bring to the attention of this Task Force is the lack of involvement of the provincial government in the provision of language training. Consequently we are lagging far behind Quebec and Manitoba in the services we can offer. Even though immigration and settlement are federal responsibilities, the Province of Saskatchewan has a mandate for education, health and social services. The provincial government must take these mandates seriously and play an active role in the co-ordination of existing ESL programmes and initiate new, more specialized programmes. It must be responsible for the development of curricula and materials and monitor and evaluate the programmes delivered in our province. As far as the English language provision for Indian and Metis children and adults is concerned the provincial government must accept its share of the responsibility for the development of a policy on bilingual education; a policy which promotes the retention of the Indian languages and strengthens the provisions for English as a Second Language/Dialect programmes.
The Comprehensible Output Hypothesis and Self-directed Learning: A Learner's Perspective
Authors: Liming Yu
Published: May 2016

In the course of his diary study dealing with communication strategies, the writer of this paper has found that the way of acquiring a language is not merely as simple as "understanding the message" as Krashen's Input Hypothesis (1985) claims. Swain's Comprehensible Output Hypothesis (1985) maintains that the development of a learner's communicative competence does not merely depend on comprehensible input: the learner's output has an independent and indispensible role to play. Swain's thesis has proved to be of relevance to the writer's experience as a self-directed learner. This paper discusses in detail the significance to language acquisition of pushing for comprehensible output. Three issues are discussed: (I) comprehensible output and negative input; (2) comprehensible output and incomprehensible output; (3) comprehensible output and comprehensible input.
Variations in Composing Behaviours of Academic ESL Writers in Test and Non-test Situations
Authors: Hall Ernest
Published: May 2016

While composing process research has revealed great variation among writers and among types of writers, research has largely ignored fluctuation in writing behaviours of a single writer. This study contrasted both texts and behaviours of six ESL writers as they wrote a practice essay test with their texts and behaviours in an actual English composition proficiency examination. Fluctuations were observed in the complexity of the texts generated, in the allocation of time to various activities, in the writers' pausing behaviours, and in the type of alterations they made while inscribing. In addition, the six writers displayed six unique profiles. The findings suggest that assessment practices need to distinguish writing problems from language problems and that instructional practices need to attend to composing behaviours, accommodating students who are apprehensive about writing or anxious about tests. The findings reiterate the long-standing suspicion about the validity of assessing writing skill through a single text.
Helping ESL Students Cope With Content-Based Tests
Authors: Early Margaret , Tang Gloria M.
Published: May 2016

The purpose of this article is to propose the use of key visuals as a technique to prepare students to read content text. Based on a specific Language and Content conceptual framework (Mohan 1986), the use of key visuals as a pre-reading strategy acknowledges the role of schema theory in the reading process. This paper describes the strategy; discusses procedures for the construction and implementation of key visuals in content classrooms with examples from the Vancouver School Board Language and Content Project; and, reports briefly the results of an evaluation study which provide tangible evidence of the facilitative effect of key visuals on reading comprehension.
Lifestorying and Drawing in a Czech EFL Class
Authors: Butler Sydney J.
Published: May 2016

This article describes a "lifestorying" activity for developing oral communication in an EFL classroom. The instructor, a volunteer teacher for the Canadian "Education for Democracy" organization in Prague, Czechoslovakia, was teaching four courses at the intermediate level of English for post-secondary students at the Prague institute of Chemical Technology. The article includes samples of the students' drawings which were used in the class to enable the students to generate ideas and build vocabulary for their personal stories, in the re-telling of which they gained confidence and improved their oral fluency in everyday English.
Who Are Our Students? A Synthesis of Foreign and Second Language Research on Individual Differences with Implications for Instructional Practice
Authors: Oxford Rebecca
Published: May 2016

Teachers of second or foreign languages, to be most effective, must understand who their students really are. This means teachers must comprehend differences among their students in many individual characteristics, such as age, sex, motivation, anxiety, self-esteem, tolerance of ambiguity, risk-taking, cooperation, competition, and language learning strategies and styles. This article synthesizes previous and current research on these individual differences among students and provides implications for instructional practice. Researchers, teachers, and administrators should heed the article's message: we need to have keys for knowing our students better, and here are some of the most significant keys available.
The Role of Knowledge about the L2 Code in Adult Second Language Acquisition: A Review of Theories and Research
Authors: Fraser Carol A.
Published: May 2016

This article reviews theories and research on the topic of the role of L2 code knowledge in adult second language acquisition. In the literature, this issue has been addressed from two main theoretical perspectives-cognitive psychology, which examines the internal processing mechanisms involved in learning and then in using language information for communication, and second language acquisition, which examines the effects of instruction that focuses on the L2 code on the learner's developing L2 proficiency. This analysis concludes that while the knowledge the learner has about the L2 code plays a limited role (planning and monitoring) in actual communication, it does play a significant role in the development of proficiency. Finally, instructional implications emerging from existing theory and research data are drawn.
Breastfeeding Knowledge and Intent to Breastfeed
Authors: Lee Emily , Jackson Joanie
Published: May 2016

Objectives: Identify, synthesize, and critically review research on common barriers to successful breastfeeding and ways healthcare providers can assist patients in overcoming the barriers.

Methods: A search of databases and citations for evidence-based research published from 2001 to 2015 was conducted. Forty-nine articles were reviewed with 22 articles being discussed.

Results: Three major themes were identified: (a) characteristics of breastfeeding education in the prenatal setting, (b) primary care interventions to promote breastfeeding, and (c) healthcare provider education on breastfeeding.

Conclusions: Findings of this review collectively suggest the need to increase breastfeeding rates among women in the United States. To achieve this, there is great significance placed on healthcare providers implementing interventions to promote breastfeeding, which subsequently requires improving healthcare provider knowledge and self-confidence on breastfeeding.
In Vivo Inhibition of Porphyromonas gingivalis Growth and Prevention of Periodontitis With Quorum‐Sensing Inhibitors
Authors: Cho Young‐Jae , Song Hyun Young , Ben Amara Heithem , Choi Bong‐Kyu , Eunju Ryu , Cho Young‐Ah , Seol Yangjo , Lee Yongmoo , Ku Young , Rhyu In‐Chul , Koo Ki‐Tae
Published: May 2016

Background: Autoinducer (AI)‐2 has an important role in biofilm formation in the oral environment. Mature biofilms formed as a result of the cell‐to‐cell communication make it difficult to overcome periodontitis with the use of antibiotics. Previous in vitro studies suggest that quorum‐sensing inhibitors (QSIs) interfere with AI‐2. This study compares the QSI effects resulting from an oral inoculation of Porphyromonas gingivalis in an experimental animal model.

Methods: Forty‐five male mice were divided into three groups (n = 15 each): 1) infection; 2) QSI; and 3) control. Infection and QSI groups received oral inoculation of P. gingivalis, whereas treatment with QSIs (furane compound and d‐ribose) was only performed in the QSIs group. The control group was a negative control not receiving manipulation. After 42 days, mice were sacrificed, and the distance from the alveolar bone crest (ABC) to the cemento‐enamel junction (CEJ) was measured by microcomputed tomography. P. gingivalis DNA was quantified in the soft and hard tissues around the molar teeth by real‐time polymerase chain reaction.

Results: Distance from ABC to CEJ was significantly increased in the P. gingivalis infection group compared with the control group (P = 0.02) and significantly decreased in the QSI group compared with the infection group (P = 0.02). The QSI group contained 31.64% of the bacterial DNA count of the infection group.

Conclusion: Use of QSIs in the mice infection model showed a reduction of bone breakdown and a decrease in the number of bacteria in vivo, suggesting that QSIs can be a new approach to prevention and treatment of periodontitis.
Enhanced Activity of the Macrophage M1/M2 Phenotypes and Phenotypic Switch to M1 in Periodontal Infection
Authors: Yu Ting , Zhao Li , Huang Xin , Ma Chanjuan , Wang Yixiong , Zhang Jincai , Xuan Dongying
Published: May 2016

Background: Macrophages are central players in the pathogenesis of periodontitis. However, the phenotypic switch of macrophage M1/M2 remains uncertain.

Methods: Adult male mice were divided into periodontitis (P) or control (C) groups. Bone marrow–derived macrophages (BMMs) were stimulated with Porphyromonas gingivalis lipopolysaccharide (LPS). In both the periodontium and serum, macrophage M1 and M2 phenotypes were detected in vivo and in vitro via the following: 1) immunofluorescence; 2) immunohistochemistry; 3) electrochemiluminescence immunoassays; 4) quantitative polymerase chain reaction assays; and 5) enzyme‐linked immunosorbent assays. The M1‐type markers used included the following: 1) nitric oxide synthase (NOS)‐2; 2) tumor necrosis factor‐alpha; 3) interleukin (IL)‐1β; 4) IL‐6; and 5) C‐reactive protein. The M2‐type markers were as follows: 1) arginase‐1; 2) cluster of differentiation (CD) 206; and 3) IL‐10.

Results: Compared with the C group, the P group had a 14‐fold increase in F4/80+ NOS2+ cells and four‐fold more F4/80+ CD206+ cells with an enhanced NOS2/CD206 ratio in the periodontium (P <0.01). NOS2− CD206+ and dual NOS2+ CD206+ macrophages dominated in the C and P groups, respectively. The P group had significantly increased M1‐ and M2‐type cytokines in both the periodontium and serum and also had an enhanced IL‐6/IL‐10 ratio in the serum (P <0.05). M1‐type markers were significantly upregulated at the mRNA level, whereas M2‐type markers were downregulated at both the mRNA and protein levels in BMMs after LPS stimulation (P <0.01).

Conclusion: Periodontal inflammation is associated with an enhancement of both the M1 and M2 phenotypes of macrophages, in which a phenotypic switch of M2 to M1 might be a critical mechanism in mediating periodontal tissue damage, including alveolar bone loss.
A feminização do jornalismo e a ausência da perspectiva de gênero nas editorias de tecnologia no Brasil
Authors: Rocha Paula Melani , Dancosky Andressa Kikuti
Published: May 2016

A participação feminina no jornalismo brasileiro é maior que a masculina a partir do século XXI. No entanto, o processo de produção jornalística ainda é o mesmo no que diz respeito à perspectiva dos estudos de gênero. Há uma predominância de fontes masculinas nos discursos jornalísticos, principalmente nas editorias de política e de economia. Nesse sentido, o presente artigo tem como proposta olhar para uma editoria nova, se comparada com as de política e de economia - trata-se da editoria de tecnologia, em versão online. O objetivo é verificar a presença de mulheres tanto como produtoras de notícias como de fontes, bem como as representações de gênero veiculadas no conteúdo informativo, incluindo fotos e temas das notícias. A metodologia inclui pesquisa bibliográfica em estudos de jornalismo e gênero, sobre a teoria do newsmaking e conceito de gênero. Observou-se quatro jornais brasileiros, Gazeta do Povo, Correio Braziliense, Folha de São Paulo e O Estado de São Paulo, a partir de categorias jornalísticas estabelecidas com base no referencial teórico em jornalismo. A análise das categorias fundamentou-se nas discussões de gênero. Os resultados apontam que o número de profissionais femininas atuantes na editoria de tecnologia é praticamente inexistente e que a preocupação com questões de gênero é mínima nessas editorias. Tal percepção reforça a importância da continuidade dos estudos e dos debates nesta área.
Um 13 de maio antecipado: edições temáticas, atualidade e memória no circuito TRIP e TPM
Authors: Tavares Frederico de Mello Brandão
Published: May 2016

Em abril de 2014, as revistas brasileiras TRIP e TPM publicaram uma edição temática, sob o mesmo título base – “Ser negro/negra no Brasil é f*da”, e estabeleceram um diálogo editorial a partir de um gancho temporal: o dia 13 de maio, quando se comemora a abolição da escravatura no país. Com um mês de antecedência e a partir de coberturas estruturadas por conteúdos específicos, em contato ou não, as publicações anteciparam o acontecimento, previsto, encerrando-o em uma “totalidade” de pautas, acionada por seções e provocadora de um circuito que, antes do “acontecer do acontecimento”, atualizou-o como temática, indicando seus sentidos. Neste contexto, o presente artigo observa relações existentes em acionamentos acontecimentais no jornalismo, mesmo quando estes não partem de uma cobertura factual. Tendo como objeto as edições de TRIP e TPM indicadas, busca-se percorrer a transversalidade originada pela tematização das revistas e compreender as afetações e/ou “determinações” que nela aparecem.
Eisenstein contemporain : entretien avec Antonio Somaini
Authors: Leites Bruno
Published: May 2016

Entretien avec Antonio Somaini à propos des films, des écrits et des dessins de Sergei Eisenstein. Somaini est actuellement un des plus grands spécialistes de l’œuvre d’Eisenstein. À l’entretien, nous parlons de nombreux sujets : les défis de traduire les ouvrages d’Eisenstein, les phases de sa carrière, le développement de sa pensée, la relation de ses films avec ses écrits, sa pratique du dessin et sa passion pour les dessins de Walt Disney. C’est un long entretien dans laquelle nous parlons aussi des principaux concepts d’Eisenstein, tels que l’extase, le pathos, l’organicité, l’attraction, la régression et la plasmaticité. Somaini nous parle également de la spécificité de son travail et de l’urgence de reprendre Eisenstein. D’un côté, il faut le faire sortir de l’histoire du cinéma exclusivement et l’inclure dans le réseau le plus vaste des arts et de la pensée des années 1920, 1930 et 1940. De l’autre côté, il faut penser son projet comme essentiellement contemporain. Comme Somaini l’a dit, ce que nous pensons beaucoup aujourd’hui, le dispositif cinématographique, le rapport entre le cinéma et l’histoire de l’art, l'influence des images sur l’ensemble de l’expérience humaine, cela a toujours été le problème d’Eisenstein.
Cinema, migração e identidades: representações cinematográficas das identidades brasileiras in between contemporâneas
Authors: Teixeira Rafael Tassi
Published: May 2016

O presente artigo propõe-se a pensar a construção das narrativas cinematográficas diaspóricas a partir de dois filmes nacionais realizados no período da retomada (1995) e pós-retomada (2006). Tal análise se dá no âmbito das relações entre os processos de mobilidade e a percepção da subjetividade em contextos de partida e recepção dos coletivos de brasileiros estabelecidos em trânsitos de partida e retorno (in between) como problemática central as interpretações dos sujeitos migratórios em situação de trânsito (expectativas de partida, integração, retorno) e seus desenvolvimentos em duas leituras cinematográficas recentes filmes Terra Estrangeira (Walter Salles e Daniela Thomas, 1995) e Jean Charles (Henrique Goldman, 2009). Paralelamente, o trabalho tem como objetivo maior tentar problematizar a questão contemporânea dos fluxos migratórios e suas representações no cinema, bem como a própria interpretação do fenômeno. Para tanto, enfoca-se na produção cinematográfica brasileira atual pensada junto à mobilidade latino-americana na atualidade.
Como uma Deusa: considerações acerca da representação da mulher negra nas HQs de superaventura
Authors: Dalbeto Lucas do Carmo , Oliveira Ana Paula
Published: May 2016

Este trabalho visa analisar a representação da mulher negra americana nas Histórias em Quadrinhos por meio de uma abordagem que resgata o contexto histórico e sociocultural de produção e divulgação destas narrativas. Toma-se por objeto de estudo a personagem Tempestade, do título X-Men. Por meio de sua trajetória, são traçados alguns paralelos que corroboram e questionam o papel social naturalizado a estas mulheres. Os resultados obtidos levam a crer que, através da análise de bens culturais voltados ao entretenimento, é possível traçar considerações acerca das relações entre gênero e etnia na sociedade ocidental contemporânea.
Disponibilidade de irmãos no Brasil: um estudo metodológico sobre relações de parentesco
Authors: Guerra Francismara Fernandes , Wajnman Simone , Turra Cássio M.
Published: May 2016

Quando a fecundidade declina, não é somente o número de filhos que se torna menor, mas também o número de irmãos. Para aferir as mudanças ocorridas sobre a disponibilidade de irmãos no Brasil, o presente estudo emprega um método que se destina a estimar o número esperado de irmãos nascidos vivos e sobreviventes, por meio de modelos matemáticos que utilizam apenas taxas de fecundidade e de mortalidade. Os resultados indicam que, no início da transição demográfica brasileira, a média de irmãos nascidos vivos se estabelece em patamares elevados e sofre um forte declínio durante o processo, motivado principalmente pela queda da fecundidade. Observa-se, ainda, que a média de irmãos sobreviventes nas idades mais avançadas tende a ser muito semelhante para coortes mais velhas e mais novas, mas o número de irmãos sobreviventes durante a infância dessas coortes tende a diferenciar-se fortemente. Isso ocorre porque, por um lado, o efeito da elevada mortalidade, principalmente a infantil, reduz a média de irmãos gerados pela alta fecundidade para as coortes mais velhas e, por outro, a queda da fecundidade diminui o número de irmãos nascidos vivos das coortes mais novas, ao mesmo tempo que a redução da mortalidade garante sua quase constância no ciclo de vida. Como conclusão, indica-se que: o número médio de irmãos nascidos vivos tende a se estabelecer em baixos níveis nos próximos anos; o número médio de irmãos sobreviventes tende a ser cada vez mais próximo da média do número de irmãos nascidos vivos; e, apesar dos baixos níveis de fecundidade corrente, não se pode falar em uma tendência de extinção dos irmãos e, por consequência, primos, tios, etc.DOI http://dx.doi.org/10.20947/S0102-309820160002
Trajetórias de local de moradia, estudo e trabalho dos jovens brasileiros entre 2003 e 2011: uma análise de entropia
Authors: Oliveira Thiago Dumont , Golgher André Braz , Loureiro Pedro Mendes
Published: May 2016

Diversos estudos mostram que, em vários países, incluindo o Brasil, o período em que os jovens permanecem na casa dos pais aumentou constantemente entre 1970 e 2000. O presente trabalho analisa a decisão dos jovens de sair da casa dos pais, sair da escola e entrar no mercado de trabalho, com o objetivo de identificar se o bom desempenho da economia brasileira entre 2003 e 2011 promoveu a aceleração dessas transições para a vida adulta. Utilizando os microdados da PNAD, calculou-se a proporção de jovens de 15 a 34 anos de áreas metropolitanas que moram com os pais, que estudam e que trabalham. Em seguida, utiliza-se a análise de entropia com o objetivo de investigar essas três dimensões conjuntamente. Os resultados sugerem uma quebra com o paradigma do prolongamento da juventude amplamente discutido nas últimas décadas: houve uma aceleração da transição para a vida adulta no período analisado.DOI http://dx.doi.org/10.20947/S0102-309820160003
A imigração brasileira na França: do tipo histórico às modalidades migratórias contemporâneas
Authors: Almeida Gisele Maria Ribeiro de , Baeninger Rosana
Published: May 2016

O cenário atual de intensa mobilidade do capital tem sido acompanhado por um crescente deslocamento internacional de população. As transformações sociais vivenciadas nas últimas décadas tornaram mais complexo o fenômeno da imigração e emigração internacionais, que se realizam sob “novas lógicas”, em especial devido à ampliação do mercado mundial e à dispersão da indústria e da produção de bens e serviços. É nesse contexto que o presente artigo reflete sobre a imigração brasileira na França após 1980, considerando as diferentes modalidades migratórias que compõem esse fluxo, as quais se redefinem na lógica da inserção do Brasil na rota das migrações internacionais. O caráter multifacetado da emigração de brasileiros e brasileiras para a França revela que, além dos históricos vínculos entre os países, as novas lógicas das migrações, no cenário geopolítico mundial do século XXI, anunciam a diversificação do fluxo de brasileiros e brasileiras em direção à França. A pesquisa de campo realizada na França, em 2012, com 82 imigrantes brasileiros evidenciou que há uma diversidade de perfis de migrantes e de modalidades migratórias. Essas modalidades foram engendradas a partir da leitura dos projetos migratórios e reconstruídas por meio do material obtido com as entrevistas semidirigidas realizadas com os imigrantes.DOI http://dx.doi.org/10.20947/S0102-309820160007