ethanporcaro/eric-fulltext-meta huggingface dataset:
Preparing Students for the Global Workplace: The Relevance of Languages for Specific Purposes (LSP)
Author: Risner, Mary
Date: 2016-00-00
Type: Journal Articles
Subjects: Languages for Special Purposes,Language Skills,Second Language Instruction,Global Approach,Cultural Awareness,Elementary Secondary Education,Higher Education,Curriculum Development,Language Teachers,Faculty Development

Acquiring second language and intercultural skills tied to real-world contexts is key to personal and professional success for students in today's globally connected society. This paper defines and details the benefits of integrating a current Languages for Specific Purposes (LSP) approach, which connects language learning and intercultural skills across disciplines, particularly professional schools, and prepares students for the 21st century workplace. Additionally, the paper provides an overview of the current state of LSP alongside specific resources such as a professional learning network that brings together K-20 educators interested in developing innovative curriculum for language learning that prepares students for a variety of career paths.
Analysis of an Interdisciplinary Optional Course: Geoinformtics
Author: Stanila, Cristian
Date: 2016-02-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Foreign Countries,Geography,Geography Instruction,Student Attitudes,Grade 7,Middle School Students,Secondary School Curriculum,Information Science

In the first part, we presented the concept of curriculum and analysed aspects related to the introduction of school-based curriculum in secondary education in Romania. The objective of this study was to analyse the curriculum of a Geoinformatics optional course, the &quot;annual plan&quot;, the &quot;learning unit plan&quot;, the learning activities included in the Geoinformatics optional course, the students' achievement in this course and their views on the subject matter. In order to identify the students' opinions about the course, we used the questionnaire as the survey method. We concluded that this optional course met the students' expectations and interests, being correlated to the prospects of evolution of the knowledge-based society.
Education for Tourism within the Project &quot;Maramures - Transcarpathia Info Tour&quot;
Author: Kosinszki, Sorin-Alin
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Tourism,Geography,College Students,Skill Development,Job Skills,High School Students,Volunteers

The article aims at presenting the exact means of tourism education for pupils and university students. We described the methodology of tourism prospective research, marking tourist tracks and designing cartographic publications for the project region of the historical Maramures. The presented facts are useful for pupils, university students/graduates from tourism programmes of study, bachelor or master level, in order to develop skills that are specific to the tourism activities. This article is basically a case study and it relies on actual activities implemented during the project &quot;Maramures-Transcarpathia Info Tour&quot;, financed through The Hungary-Slovakia-Romania-Ukraine Cross Border Cooperation Programme ENPI 2007-2013, project in which high school and university students, from tourism programmes of study, got involved as volunteers.
Web 2.0 Use to Foster Learners&apos; Intercultural Sensitivity: An Exploratory Study
Author: Mitchell, Claire
Date: 2016-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Adult Learning,Spanish,Second Language Learning,Educational Technology,Technology Uses in Education,Web 2.0 Technologies,Study Abroad,Web Sites,Collaborative Writing,Computer Mediated Communication,Teaching Methods,Student Attitudes,Ethnocentrism,Reflection

This chapter reports on a qualitative investigation on the development of adult Spanish language learners' intercultural sensitivity while using Web 2.0 technologies to explore living abroad. Comments provided by 33 participants on wikis, Pinterest, and journal entries were analyzed using a line-by-line interpretative approach (Charmaz, 2006). Data analysis revealed that while investigating studying and living abroad using Web2.0 technologies, learners often remained in an ethnocentric stage of intercultural sensitivity (Bennett, 1993). However, upon the completion of reflective activities, many learners began to progress in their intercultural sensitivity, demonstrating a shift away from ethnocentric thinking.
Investigating Products, Practices, Perspectives in a Simulated Moving Abroad Project
Author: Smith, Sabine
Date: 2016-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Undergraduate Students,Program Effectiveness,Simulated Environment,Competence,Student Attitudes,Intercultural Communication,Second Language Learning,Cultural Differences,Ethnic Groups,Role Playing,Writing Assignments,Perspective Taking

This classroom action research explores discipline-based inquiry and learner assessment of intercultural competence in a simulated &quot;Moving Abroad&quot; project that is part of an undergraduate English-language survey class required of all world language majors and minors at a large public university in the Southeast. The project tasks students to adapt the ACFTL Three Ps framework (Products, Practices, and Perspectives) through simulated intercultural encounters. The study seeks to assess the ways in which the project generates evidence of learners' development of intercultural competence and how participants perceive the project as meaningful. Data in the form of 124 student documents were collected and analyzed over four semesters in a mixed-methods approach. Preliminary findings describe the project's merits, acknowledge the study's limitations, and make recommendations for future practice and research.
Service-Learning: Overcoming Fears, Connecting with the Hispanic/Latino Community
Author: Guglani, Laura
Date: 2016-00-00
Type: Journal Articles
Subjects: Service Learning,Spanish,Second Language Learning,Hispanic Americans,Student Participation,Student Attitudes,Interaction,Interpersonal Communication,Native Speakers,Barriers,Experiential Learning,Second Language Instruction,College Students,Community Programs

This chapter explores the reasons why adult Spanish language students claimed to be hesitant to participate in the local Hispanic/Latino community in a recent study on 25 students enrolled in a 400/500-level Spanish class with a service-learning component at a Southeastern university. Data come from student reflection papers, written four times over the course of the semester, analyzed through thematic content analysis. Findings indicate that students held specific fears about participating in the local Hispanic/Latino community, including fear of interacting with the community and insecurity about their ability to communicate with native speakers. The analysis of the reflection papers revealed that service-learning helped many students to overcome these fears. Pedagogical implications that consider ways in which service-learning can help learners overcome their hesitance to participate in the local Hispanic/Latino community are discussed.
Teaching Pragmatics with the &quot;Mi Vida Loca&quot; Video Program
Author: Soler, Inmaculada Gómez
Date: 2016-00-00
Type: Journal Articles
Subjects: Pragmatics,Teaching Methods,Second Language Instruction,Second Language Learning,Spanish,Cultural Awareness,Context Effect,Program Effectiveness,Interactive Video,Educational Technology,Technology Uses in Education,College Students

This exploratory study examines the potentially beneficial role of utilizing an interactive video program (BBC's Mi Vida Loca) in aiding second language learners of Spanish to enhance intercultural competence via pragmatic training. The results of a discourse completion task shows that students who watched MVL significantly improved their performance in a series of tasks that are appropriate for a Spanish context such as ordering food, giving directions, etc., while the control group did not. Based on our findings, we believe that MVL is a tool that would lend itself readily towards fostering their intercultural and pragmatic competence to help students prepare for future encounters with native speakers of Spanish in the U.S. and abroad. Pedagogical implications on the integration of pragmatic training with authentic native speaker input are discussed.
Designing L2 Reading Lab Courseware at the Intermediate Level
Author: Godev, Concepción B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Courseware,Spanish,Undergraduate Students,Teaching Methods,Language Proficiency,Communicative Competence (Languages),Reading Processes,Reading Skills,Reading Comprehension,Programming,Teacher Role,Student Attitudes,Computer Assisted Instruction,Sustained Silent Reading,Recreational Reading

Despite increasing attention on literacy-based approaches to foreign language instruction (e.g. Allen &amp; Dupuy, 2013; Barrette, Paesani, &amp; Vinall, 2010; Byrnes, 2005; Kern, 2004; Magnan, Murphy, &amp; Sahakyan, 2014) the communicative approach's emphasis on oral proficiency continues to shadow reading practices. Although research findings commonly report that extensive reading (pleasure reading) promotes L2 development (Al-Homoud &amp; Schmitt 2009; Day, 2015; Mason &amp; Krashen, 1997), instructors have reported that they do not include these reading practices in the curriculum due to budgetary constraints on reading resources, lack of instructional time, and concern over the complex coordination of reading resources (Macalister, 2010). The purpose of this paper is to respond to instructor concerns by demonstrating the creation of a free courseware model--informed by research findings on extensive reading and intensive reading--for developing third-semester Spanish students' L2 reading skills and proficiency. This study reports on the process of designing a free courseware model (using Hot Potatoes) by: (1) estimating the amount of reading that students could complete in one semester within the time span of a three-credit course, 2) estimating the average length of the reading passages in the modules, and 3) estimating the number of reading-comprehension activity items associated with each passage. This process for infusing intentional L2 reading into the curriculum can be implemented across languages and instructional levels.
Learning Styles and Metacognitive Awareness: How They Affect the L2 Listening Process of At-Risk Students in a Modified Foreign Language Program (MFLP)
Author: Corbitt, William Keith
Date: 2017-00-00
Type: Journal Articles
Subjects: Metacognition,At Risk Students,Cognitive Style,Linguistic Theory,Listening Skills,Measures (Individuals),Spanish,Teaching Methods,Visual Learning,Correlation,Preferences,Learning Disabilities,Academic Accommodations (Disabilities),Student Attitudes,Undergraduate Students,Learning Strategies

Research on the acquisition of foreign languages by at-risk students has primarily focused on the Linguistic Coding Deficit Hypothesis (Horwitz, 2000). Recently, there has been a growing discussion regarding the effects of learning style rigidity (Castro, 2006; Castro and Peck, 2005; Corbitt, 2011; Sparks, 2006) and metacognitive awareness (Corbitt, 2013) on the acquisition of Spanish by at-risk students in Modified Foreign Language Programs (MFLPs). This pilot study seeks to expand the conversation to include a discussion on foreign language listening. MFLP and non-MFLP participants completed the Metacognitive Awareness of Listening Questionnaire (Vandergrift, Goh, Mareschal, &amp; Tafaghodtari; 2006) and the Learning Style Survey: Assessing Your Learning Styles (Cohen, Oxford, &amp; Chi, 2001). The data were subjected to independent sample t-tests, ANOVAs, and a linear regression analysis to determine the relationship between and differences in learning styles and perceived metacognitive listening strategy use for each group. The findings suggest that MFLP and non-MFLP students diverge in their perceived usage of metacognitive listening strategies and MFLP students have a very strong visual learning style preference (p &lt; 0.05). Pedagogical implications and recommendations for future research are discussed.
Social Justice in the Language Classroom: A Call to Action
Author: Randolph, Linwood J., Jr.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Justice,Second Language Instruction,Cultural Awareness,Intercultural Communication,Communicative Competence (Languages),Transformative Learning,Standards,Lesson Plans,Curriculum Design,Faculty Development

The goals of language education in the United States have always been informed by the social, historical, and political contexts in which the instruction takes place. In this paper, we make the case for social justice education in all language classrooms, and we explore the different threads of scholarship that inform social justice in language education. We begin with the Communities and Cultures standards, and then discuss critical pedagogy and transformative learning. Avenues and opportunities are explored for effective social justice instruction at the lesson planning and course design level, and for professional development. This paper concludes with a call to action for all language teachers.
Who Gets to Play? Issues of Access and Social Justice in World Language Study in the U.S.
Author: Glynn, Cassandra
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Justice,Minority Groups,Disabilities,Second Language Learning,Second Language Instruction,Educational History,Disadvantaged Schools,Access to Education,Equal Education,Language Attitudes,Language Variation,Educational Trends,Trend Analysis,Advanced Courses,Barriers,Language Enrollment,Disproportionate Representation,English (Second Language),Native Language,Cultural Background,Advanced Placement,Language Tests,Elementary Secondary Education,Second Language Programs,Racial Differences

In this paper, we draw on the current literature to argue that access to world language study for students from minoritized groups, students from under-resourced schools, and students with disabilities is a significant social justice issue. This inequitable access is exacerbated by three key issues: the devaluation of students' languages and cultures in schools; the elitist nature of language study; and the one-sided nature of the curriculum. However, in response, we offer four concrete suggestions, at the classroom, school/ district, and policy levels, that can disrupt these historic trends and ensure that all students have access to advanced study of world languages and cultures.
The Effect of Pronunciation Instruction on the Perception of /s/ Aspiration
Author: Agostinelli-Fucile, Christina
Date: 2017-00-00
Type: Journal Articles
Subjects: Pronunciation,Listening Comprehension,Second Language Learning,Second Language Instruction,Correlation,Auditory Perception,Spanish,English,Phonemes,Phonemic Awareness

This study examines whether pronunciation instruction can improve listening comprehension in a second language. At the most basic level, listening comprehension involves the perception of individual sounds and sound contrasts, a process that is known to be related to production, or pronunciation, within the L2 phonological system. As improving listening comprehension has been cited as a reason to teach pronunciation in the L2 classroom (Arteaga, 2000; Brown, 1992; Gilbert, 1995), this study tests whether the positive relationship between pronunciation instruction and perception can be born out empirically using the case of /s/ aspiration in Spanish with native English speaking students.
Spanish[left right arrow]English Translation Studies: An Adaptable Curricular Model
Author: Doyle, Michael Scott
Date: 2017-00-00
Type: Journal Articles
Subjects: Spanish,Translation,English,Undergraduate Study,Graduate Study,Second Language Learning,Second Language Instruction,Program Descriptions,Research Skills,Skill Development,Educational Objectives,History,Curriculum

The University of North Carolina at Charlotte has long offered undergraduate and graduate programs in Spanish[left right arrow]English Translating and Translation Studies (TTS). The curriculum is based on a systematic articulation of history, theory, and method for all course work in different translation modes and content domains, and on continuously relating this foundational knowledge to praxis and vice versa. History, theory, method, and praxis are intertwined with the learner outcome goals of developing research skills, resources, and technology-based tools upon which to continue building in order to become effective translators for the long term. The program and curriculum provide an adaptable model for meeting this objective.
Capitalising Rural Identity in Mari?elu Village, Bistri?a-Nasaud County? First Step: Education for Equestrian and Horse-Drawn Carriage Tourism
Author: Tursan, Vasile Grigore
Date: 2016-08-00
Type: Journal Articles
Subjects: Animals,Tourism,Foreign Countries,Rural Areas,Learning Activities,Cultural Background,Transportation,Elementary School Students

In the introduction of the paper, we presented theoretical aspects related to rural tourism, equestrian, and horse-drawn carriage tourism. Next, we presented the organisation of the research, and then we presented and analysed results. The research carried out in 2016 had two phases. In the first phase, questionnaires were administered to residents about equestrian and horse-drawn carriage tourism heritage of Mariselu village and its capitalisation. In the second phase, a teaching experiment was held with 22 pupils in the primary grades from Mariselu Middle School, Bistri?a-Nasaud County, Romania. An initial test and a final one were applied, and in between, an experimental activity took place consisting of pupils' completion of a 25 km long route, during 12 hours through six villages of Mariselu Commune, accompanied by teachers and parents in horse-drawn carriages.
Disrupting Standard Practice: Queering the World Language Classroom
Author: Coda, James
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Cultural Differences,Sexual Identity,Sexual Orientation,Social Theories,Social Attitudes,Teaching Methods,Identification (Psychology),Power Structure,Teacher Role,Gender Issues,Controversial Issues (Course Content)

World language education (WLE) offers students the opportunity to explore the linguistic and cultural identities of the target language. However, critical issues, such as the diverse sexual identities found within the target cultures and of the language learners themselves are often not addressed within the language learning experience. Also implicated are discourse and knowledge/power, which serve to erase certain students' identities from the curriculum. Queer theory/pedagogy, which resists normal (Jagose, 1996), has much to offer WLE related to addressing heteronormativity. Thus, this article explores the myriad ways in which queer theory/pedagogy could potentially be useful in WLE to challenge normative societal assumptions and provide different ways of thinking about WLE practice to include all students' identities.
Use of Facebook for Learning and Assessment in Geography
Author: Dulama, Maria Eliza
Date: 2016-02-00
Type: Journal Articles
Subjects: Social Media,Geography,Geography Instruction,Foreign Countries,Grade 12,Student Behavior,Discussion Groups,High School Students,Questionnaires

In this research was analysed 120 twelfth grade students' behaviour, of &quot;Iulian Pop&quot; Economic High School in Cluj-Napoca, Romania, regarding the use of the Facebook social network for learning and assessment in Geography. Students were organised in five discussion groups on the social network Facebook. To achieve the research objectives, we analysed students' answers at a questionnaire and the contents of the dialogue between teacher and students and also between students. Students perceived positively the learning and assessment activities and they perceived their teacher as their equal. At the cognitive level, the activity was focused on clarifying certain aspects, revision, knowledge learning and assessment. The disadvantages of the learning activity in the Facebook discussion group were that the posted materials cannot be classified and can be found with difficulty.
Geography University Students&apos; Awareness of Their Own Learning Process during the 2013 Neubrandenburgurg International Summer School
Author: Ilovan, Oana-Ramona
Date: 2016-02-00
Type: Journal Articles
Subjects: Geography,Geography Instruction,College Students,Student Attitudes,Summer Schools,Foreign Countries,Teaching Methods,Field Trips,Learning Activities

We presented research on Romanian students' educational process during an international interdisciplinary summer school that took place in 2013, in northern Germany, focusing on regions in transition. We questioned our 12 Romanian students about their expectations and needs of formation related to the summer school activities and we received their answers in the form of learning journals as part of their portfolios. We presented the results of our research as an answer to the question on the efficiency and benefit that summer school activities could bring to Geography university students' education and we concluded that learning journals were efficient educational tools.
The Georgia Seal of Biliteracy: Exploring the Nexus of Politics and Language Education
Author: Jansa, Tim
Date: 2017-00-00
Type: Journal Articles
Subjects: Bilingualism,Literacy,English (Second Language),Second Language Learning,Politics of Education,State Legislation,Educational Policy,Language Proficiency,Second Language Instruction,Educational Benefits,Legislators,Policy Formation,Required Courses,International Trade,Job Skills,Global Approach,English Only Movement,Elementary Secondary Education,Employment Qualifications,Language Tests,Capacity Building,Information Dissemination,English,Educational Legislation

On May 3, 2016, House Bill (HB) 879--the Georgia Seal of Biliteracy--was signed into law by Governor Nathan Deal and went into effect on July 1, 2016. Outside of the language education sphere, many educators and policymakers may not fully understand the benefits of studying other languages. Yet, this policy hinges on the utility of simultaneously demonstrating proficiency in a foreign language and an advanced command of English, thus forming the foundation of biliteracy. This article provides an overview of the political landscape in Georgia as it pertains to language education and analyzes how lawmakers translated the issues at hand into specific goals for the Seal of Biliteracy. The paper concludes with four policy proposals to improve the implementation of the legislation and provide suggestions for enhancing pending legislation elsewhere.
An Interview with Terry A. Osborn
Author: Johnson, Stacey Margarita
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Justice,Second Language Instruction,Bilingual Education,Critical Theory,Inclusion,Epistemology,Language Research,Power Structure,Advocacy

In this interview with Terry A. Osborn, whose work set the stage for the momentum that is currently building around social justice in language education, Dr. Osborn shares his perspective on the past, present, and future of language education.