ethanporcaro/eric-fulltext-meta huggingface dataset:
Official Language Bilingualism for Allophones in Canada: Exploring Future Research
Author: Mady, Callie
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Official Languages,French,Language Planning,Language Research,English,Native Speakers,Public Policy,Second Language Learning,Second Language Instruction,Teacher Attitudes,Administrator Attitudes,Access to Education,Learning Motivation,Immersion Programs

This article offers a review of policy and research as they relate to Allophones and their access to French Second Official Language (FSOL) programs in English-dominant Canada. Possible areas of future research are woven throughout the review as questions emerge in the summary of relevant literature. (Contains 3 notes.)
A Critical Role for Role-Playing Pedagogy
Author: Shapiro, Shawna
Date: 2012-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Learning,Second Language Instruction,Role Playing,Teaching Methods,Critical Thinking,Literacy,Higher Education

This article draws from practitioners' experience and from scholarship in a variety of disciplines to construct a rationale for incorporating what we call "critical role-play" in the English-for-academic-purposes (EAP) classroom. We discuss the historical significance of role-play in TESOL and explore why this type of pedagogy has become less prominent in scholarship from recent decades. We argue for a new direction in role-play pedagogy that foregrounds critical thinking as essential to academic literacy. We describe several role-play activities that were successfully implemented in college-level EAP classes to demonstrate that academic role-play can be both cognitively challenging and linguistically relevant. (Contains 3 notes.)
RC-MAPS: Bridging the Comprehension Gap in EAP Reading
Author: Sterzik, Angela Meyer
Date: 2012-00-00
Type: Journal Articles
Subjects: Prior Learning,Achievement Gap,Reading Achievement,Reading Comprehension,English for Academic Purposes,Learning Strategies,Cognitive Processes,Teaching Methods,Second Language Learning,Second Language Instruction,Questioning Techniques

In academic environments, reading is assigned not simply to transmit information; students are required to take the information, and based on the task set by the instructor, assess, analyze, and critique it on the basis of personal experiences, prior knowledge, and other readings (Grabe, 2009). Thus text-based comprehension (Kintsch, 1998) alone is not sufficient for academic success. Top-down processing is also required; this involves applying prior knowledge to define purpose(s), to make and verify hypotheses, and to infer and question content (Macaro & Erler, 2008; Urquhart & Weir, 1991). Although research has given teachers direction regarding the approach to use when providing strategy instruction in their classrooms, it has been left to teachers to develop the specific teaching tools required. In this article, I propose Reading Comprehension MAP for Situation-based comprehension (RC-MAPS): an instructional technique that provides teachers with an easily modified tool to assist in developing interpretative comprehension skills among second-language readers in academic environments through the strategy of questioning.
Prewriting Tasks for Auditory, Visual, and Kinesthetic Learners
Author: Leopold, Lisa
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Cognitive Style,Prewriting,English (Second Language),Second Language Learning,Second Language Instruction,Writing Instruction,English for Academic Purposes,Process Approach (Writing),Visual Learning,Kinesthetic Methods,Listening

Although it is a well-known fact that students' preferred learning styles vary, many instructors teach in the way that reflects their own learning style preferences despite the fact that mismatches in teacher-learner styles may result in lower student achievement. In a traditional ESL or EAP writing class, students who prefer to learn by reading and writing may be privileged over those who have a visual, auditory, or kinesthetic style preference. In this article, I describe a variety of prewriting tasks that appeal to diverse learners and complement a process-oriented approach to writing. (Contains 1 table.)
Expansive Visibilization to Stimulate EFL Teacher Reflection
Author: Ito, Ryu
Date: 2012-00-00
Type: Journal Articles
Subjects: Language Teachers,Action Research,English (Second Language),Foreign Countries,Data Analysis,Reflective Teaching,Second Language Learning,Second Language Instruction,Visual Aids

Despite the growing popularity of action research, bridging the gap between data collection and reflective data analysis still lacks a well-developed methodology. As a supplement to the traditional action research procedure for language teaching, I adopted a method called expansive visibilization (EV), which has the potential to be a reflective stimulus that facilitates the reflection of action researchers. EV was originally proposed by Engestrom (1999a) to help workers better understand and improve their workplace activities. I describe two EV sessions. The participants were two college and high school EFL teachers in Japan. Each went through the crucial second stage of EV. The participants first explained the daily contradictions that they faced when teaching. Subsequently, I asked them to draw a triangular diagram of their teaching and explain their teaching again using the diagram. I compared their explanations before and after use of the diagram. EV seemed to have changed the nature of the first participant's reflection, but not that of the second. This contrast demonstrates both the feasibility and limitations of EV as a supplement to conventional action research. (Contains 4 figures and 6 notes.)
Second-Language Education Policy in Quebec: ESL Teachers' Perceptions of the Effects of the Policy of English as a Compulsory Subject at the Early Primary Level
Author: Fallon, Gerald
Date: 2012-00-00
Type: Journal Articles
Subjects: English (Second Language),Foreign Countries,Language Planning,Resource Teachers,Grade 1,Grade 2,Second Language Learning,French Canadians,Interviews,Second Language Instruction,Teacher Attitudes,Personal Narratives,Language Teachers,Elementary School Teachers

This qualitative policy study focuses on the implementation and perceived effect of a recent language policy making English a compulsory subject in primary Cycle One (grades 1-2) in Francophone public schools in the province of Quebec. Based on the analysis of narratives from interviews with four teachers, three resource teachers, and two directors of instruction in charge of second-language teaching in public school boards, this policy study explored the perceptions, implementation,and effects of the policy regarding the compulsory teaching of ESL at the early primary level. (Contains 1 table and 1 note.)
Critical Media Analysis in Teacher Education: Exploring Language-Learners' Identity through Mediated Images of a Non-Native Speaker of English
Author: Chamberlin-Quinlisk, Carla
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Attitudes,Literacy Education,Teaching Methods,Media Literacy,Native Speakers,English (Second Language),Language Attitudes,Teacher Educators,Second Language Learning,Second Language Instruction,Language Teachers,Films,Social Class,Language Planning,Language Variation,Criticism,Statistical Analysis,Qualitative Research

Media literacy education has become increasingly present in curricular initiatives around the world as media saturate our cultural environments. For second-language teachers and teacher educators whose practice centers on language, communication, and culture, the need to address media as a pedagogical site of critique is imperative. In this article, I introduce critical media analysis (CMA) as a tool that cultivates discussion of language-learners' identities as they are shaped by popular media. I present CMA in the context of critical language studies and communication theories that situate language in social and political landscapes. I describe a hybrid (quantitative/qualitative) approach to CMA as I apply it to a non-native speaker of English (NNSE) character from an internationally successful Hollywood film. I describe representations that "symbolically colonize" (Molina-Guzman, 2010) the NNSE as lower class, lower status, and comfortably positioned as subordinate to his native-speaker counterparts. I then share examples of how students use CMA to further explore media cultivation of social attitudes toward language-learning, language policies, and NNSE identity. Overall, this article offers second-language teacher educators a theoretically informed model of analysis that engages TESL professionals as active participants in their media-saturated environments.
Depth versus Breadth of Lexical Repertoire: Assessing Their Roles in EFL Students' Incidental Vocabulary Acquisition
Author: Ehsanzadeh, Seyed Jafar
Date: 2012-00-00
Type: Journal Articles
Subjects: English (Second Language),Correlation,Vocabulary Development,Second Language Learning,Incidental Learning,Inferences,Tests,Language Tests,Retention (Psychology),Scores,Predictor Variables,Reading Skills,Second Language Instruction

This study explores the roles of depth and breadth of lexical repertoire in L2 lexical inferencing success and incidental vocabulary acquisition through reading. Students read a graded reader containing 13 pseudo-words and attempted to infer the meanings of underlined target words. The Word Associates Test (WAT, Read, 2004) and the Vocabulary Levels Test (Schmitt, Schmitt, & Clapham, 2001) were administered to measure depth and breadth of lexical repertoire respectively. To rate retention of inferred meanings, I administered the Vocabulary Knowledge Scale (VKS, Paribakht & Wesche, 1996, 1997) with a repeated measure design. The results indicated that (a) both breadth and depth of lexical knowledge correlated positively with long-term retention of inferred word meanings. However, depth of vocabulary knowledge indicated a higher correlation; and (b) scores on both breadth and depth of vocabulary knowledge had a significant positive correlation with success of lexical inferencing through reading, but depth of vocabulary knowledge was a stronger predictor of inferencing success. (Contains 4 tables and 1 figure.)
Cooperating Teachers' Roles and Responsibilities in a MATESOL Practicum
Author: Payant, Caroline
Date: 2012-00-00
Type: Journal Articles
Subjects: Cooperating Teachers,Preservice Teacher Education,Practicums,Research Tools,Teacher Role,Preservice Teachers,Focus Groups,Masters Programs,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Interviews,Graduate Students,Teacher Responsibility,Self Concept

Responding to a gap in relevant literatures, this study explores cooperating teachers' perceptions of their roles and responsibilities as contributors to the practicum experiences of preservice teachers of English as a second language who were pursuing a master's degree. Research tools featured focus group and individual interviews with 11 cooperating teachers who were working with practicum students. Findings include a perceived lack of communication between cooperating teachers and practicum course instructors, inadequate written descriptions of cooperating teachers' roles and responsibilities, missed opportunities to develop more fully the quality of cooperating teacher-practicum student collaborations, as well as cooperating teachers' recommendations for enhancing the practicum experiences of those involved.
Hitchcock versus Shaker Chairs: Artifacts to Teach about the Rise and Rejection of Industrialism in the Young Republic
Author: Morris, Ronald Vaughan
Date: 2008-00-00
Type: Journal Articles
Subjects: Academically Gifted,Elementary School Students,Grade 4,Discovery Learning,United States History,Furniture,Holistic Approach,Industrial Structure,Industrialization,Natural Resources,Primary Sources,Evidence,Rejection (Psychology),Comparative Analysis

Students in elementary gifted class use discovery to learn about life in industrial New England. Taking multiple days to analyze this topic, students use artifacts (chairs), discussion, and primary sources to explore the politics of the 1830s. They examine the workings of Hitchcockville, Connecticut, and a Massachusetts Shaker colony. Students must use evidence to see the rise of industrialism and the reactions society had to it; the chairs reflect the geography, history, economics, and politics of the Age of Jackson. Students examine a parallel Shaker community that lived and worshipped together--people who rejected the industrial age and attempted to insulate themselves from the problems of the age. During this process gifted students unite in examining two artifacts and make discipline connections demonstrating the interrelatedness of the content. The artifacts or cultural materials are dependent upon student interpretation through critical thinking. This article discusses how artifacts can be used to teach about the rise and rejection of industrialism in the young republic. Gifted students find using artifacts important because it allows them to make connections between physical objects and ideas. They can think about these ideas to make evaluations when they compare two cultures. The reactions of the two groups to the Industrial Revolution give students opportunities to critically examine unrestrained capitalism. (Contains 9 online resources and 12 notes.)
The Use of Artifacts to Teach Ancient History in the Elementary Classroom
Author: Morris, Ronald Vaughan
Date: 2008-00-00
Type: Journal Articles
Subjects: Teaching Methods,Field Experience Programs,History,Social Studies,Student Behavior,Critical Thinking,Teacher Educators,Preservice Teachers,History Instruction

Students establish connection to location of cultures and understanding for people from the past. Students gather information through classroom procedures to examine music and artifacts. The implication of working with artifacts for the social studies field includes students getting opportunities to do critical thinking when they use the experiences they bring with them from their life into the classroom and use these to interpret the lives of people from their artifacts. Student behavior focuses on interpretation through critical thinking. Critical thinking as a part of social studies supports the idea of students becoming decision makers; students can evaluate a culture or the present by the artifacts it creates and leaves behind. Preservice teachers need experience designing discovery activities in their university methods classes; in addition, they need experience in both observing and working with children in field experiences where artifacts are used in classroom teaching. Teacher educators need to provide models of artifact instruction appropriate to primary, intermediate, and secondary students; moreover, teacher educators need to develop complex questioning strategies to guide young teachers as they help students to develop their thinking in progressively more rigorous experiences. (Contains 10 notes.)
"Outlines" of History: Measured Spaces and Kinesthetics
Author: Morris, Ronald Vaughan
Date: 2008-00-00
Type: Journal Articles
Subjects: Concept Formation,Social Studies,Grade 4,Motion,Teaching Methods,Space Utilization,Kinetics,Child Development,Time,Elementary School Students,Skill Development,Values,Measurement,United States History

What would happen if social studies student used spaces marked out on the floor and physical movement to learn social studies? Would such a lesson conform with the Vision of Powerful Teaching and Learning in the Social Studies? Students get out of their chairs and away from their desks to perform events within a defined space elsewhere in the room or outside. An outline refers to a carefully measured space that matchers or maps the dimensions of a thing or place from the past, such as a ship or a land claim. Kinesthetics are movements that involve the "big muscles" of the body. The use of outlines and kinesthetics can allow students engaged in concept development--to play with time and space, and to learn about human events. In these lessons, fourth grade students help to create an outline and then use kinesthetics to acquire knowledge, skills, and values. (Contains 19 notes.)
Ice and Sand: Linking the Sandbox to Geographic Features in Elementary Social Studies Classrooms
Author: Morris, Ronald Vaughan
Date: 2008-00-00
Type: Journal Articles
Subjects: Field Trips,Social Studies,Elementary School Students,Models,Teaching Methods,Computer Simulation,Land Settlement,Recreation,Prediction,Class Activities,Mnemonics,Recall (Psychology),Climate,Geography

Glaciers are an excellent subject for elementary social studies classes. Their effects are easy for students to model with inexpensive teaching supplies, such as sand and ice. Students can conduct research nationally with virtual field trips or locally with real field trips. The models and research can be used as starting point for a discussion of how the impact of glaciations on land had affected individuals and communities--how people encountered the land and respond to it though labor, industry, and recreation. Students use knowledge about glacial action to discover how the forces of nature changed their environment. To find out more about glacial action on land forms, student may manipulate ice and sand, use models for understanding the land, predict and question their experience, and respond with their observations. Additionally, students use models as a foundation that readies them for experience with text and serve as a mnemonic helping them to recall and interpret existing information and incorporating new information. (Contains 6 notes.)
How Teachers Can Conduct Historical Reenactments in Their Own Schools
Author: Morris, Ronald Vaughan
Date: 2008-00-00
Type: Journal Articles
Subjects: Social Studies,Historical Interpretation,History Instruction,United States History,Class Activities,Elementary School Students,Teaching Methods,Elementary School Teachers

A reenactment is the recreation of a scene, time period, or event as authentically as possible by a group of people. An educational reenactment takes the in-depth cultural experience of participating in a reenactment and joins it with the educational structure of a social studies classroom. Reenactments can be as varied as historical interpretation and imagination allow. Although many family vacations have made reenactment sites their destination of their vacations, and history clubs and gifted students have flirted with reenactment, there remains great untapped potential for use of historical reenactments as a way to teach about social studies. The reenactment described in this article focused on a twenty-year period of the French colonization in America (1741-1761). The French colonies of New France and Louisiana encompassed a large portion of North America--from the St. Lawrence River to the Great Lakes to the Mississippi watershed. This time period in U. S. history is relatively unexplored by textbooks, making it ideal for reenactment. This article explains a teacher-planned reenactment carried out during the school day and offers guidelines for teachers wishing to hold their own reenactments. (Contains 2 figures, 3 notes, and 12 resources.)
Learning from a Community Festival or Reenactment
Author: Morris, Ronald Vaughan
Date: 2008-00-00
Type: Journal Articles
Subjects: Community Recreation Programs,Cultural Activities,Social Networks,Field Trips,Grade 4,Grade 5,Expertise,Repetition,Role Playing,Historical Interpretation,Local History,Place Based Education,Cooperative Learning

Community festivals allow students opportunities to meet key contact people and investigate local resources. Further, the excitement of the social festival is infectious; it encourages learning among people of multiple ages in a common area. Festivals serve to define the community, transmit culture, and allow the community to participate in education. The field trip is a research activity where students gather information to be shared in the classroom with their peers. This research is directly connected to their community and their sense of place. Finally, the experience of being surrounded by a cadre of dedicated experts and seeing another type of community is exhilarating. Students learn with and from members of the community when they experience festivals. Although a festival is a good way to integrate inquiry methods into student field trips, it is not the only way to take a field trip and other types of sites would require different methods. The author suggests that social studies educators do need to promote inquiry to encourage students to hold problems as their own. Students need suggestions and limits set by teachers on where to go, what to do, and how to do it. By giving students some latitude in selecting an assignment that motivates them, teachers encourage decision-making skills through this event. (Contains 9 figures and 11 notes.)
Colonial America and Service Learning in the Fifth Grade
Author: Morris, Ronald Vaughan
Date: 2008-00-00
Type: Journal Articles
Subjects: United States History,Museums,Handicrafts,Mentors,Service Learning,Grade 5,Elementary School Students,Units of Study,Social Studies,Apprenticeships

This article describes a unit of study about Colonial America given in Lubbock, Texas, in which fifth grade students learn about the crafts system by becoming apprentices for a time. The students apply to apprentice with a master crafts person, a mentor, and learn some basic methods of a craft. Mentors are typically students' relatives, friends of the family, museum educators, or business representative who enjoy teaching the basics of a specific craft. Students spend three hours outside the classroom learning form their mentors. Later, they repay the mentors for their instruction with three hours of service. Students produce a craft product, and then share some off their new knowledge to their peers and to younger students. At the end of the unit of study, students have learned a new craft and have provided community service by helping their mentors. Students gain many things from the unit of study. They learn from and relate to an adult other than their usual classroom teach; they teach social studies content to their peers and younger students; they perform useful community service for someone they know; and they are recognized for their efforts. Students get to make choices in how and what they learn; they are invited to choose a topic, learn about it, and apply their knowledge in a useful way on Colonial Crafts Day. (Contains 6 notes.)
The Clio Club: An Extracurricular Model for Elementary Social Studies Enrichment
Author: Morris, Ronald Vaughan
Date: 2008-00-00
Type: Journal Articles
Subjects: Enrichment,Field Experience Programs,Field Trips,After School Programs,Enrichment Activities,Social Studies,Clubs,Investigations,Travel,Historical Interpretation,Information Dissemination,School Newspapers,Family School Relationship

This article describes an extracurricular social studies enrichment program called the Clio Club. &quot;Clio&quot; is derived from the Greek muse of history, and the club offers a variety of activities to help students discover and interpret social studies beyond the traditional school hours. They meet after school and on weekends both at their public school and off site on field trips to learn additional content and skills that are not possible during the regular school day. The members of the club engage in learning that compliments their school studies by allowing them to go into greater depth and to engage topics the classroom would never cover in a regular curriculum. The essence of the Clio Club's activities focuses upon four types of experiences: study travel, reenactment, field experiences, and sharing information. Students learn content knowledge through investigations that they conduct based upon their study travel experiences. The format of the Clio Club adapts easily for grades three through six. The author describes how to establish the Clio Club. (Contains 11 notes.)