ethanporcaro/eric-fulltext-meta huggingface dataset:
Is the Sky Really Falling?: An Update on the Status of Social Studies in the K-5 Curriculum in Indiana
Author: VanFossen, Phillip J.
Date: 2008-00-00
Type: Journal Articles
Subjects: Academic Standards,Social Studies,State Standards,Elementary Education,Elementary School Curriculum,Curriculum Design,Teacher Surveys,Elementary School Teachers,High Stakes Tests,Educational Trends,Teacher Attitudes,Federal Legislation,Educational Legislation,Elementary School Students,Time on Task,Student Evaluation,Educational Assessment,Data Analysis,Time Factors (Learning)

This study replicates a 2005 study of the status of social studies in the K-5 curriculum in Indiana. The current study reports the results of a comprehensive survey (33 fixed and 2 open-ended) of a stratified (by grade) random sample of K-5 teachers in Indiana (n = 385; response rate = 32%). Results indicated a continued marginalization of social studies relative to other core areas (e.g. mathematics and English/language arts) as found in the previous study. Two of the three factors reported in the previous study still seem to play a role in this marginalization: (1) perceived level of administrative support for implementing social studies standards; and (2) lack of a state-wide high stakes assessment for social studies at the K-5 level. The third factor, teachers' lack of a clear understanding of the goals and mission of social studies may also be a contributing factor, but requires further analysis and will be discussed in another report. The current study provides a second point of reference that may indicate a trend. However, the report indicated that attitudes by teachers toward the social studies may be changing. The current study finds that respondents devoted less time to social studies instruction than they did in the previous study. This occurred despite the fact that more teachers were aware of and used the Indiana Academic Standards for the Social Studies in their planning. As in the previous study, there was an association (albeit slightly weaker) between administrative support for social studies and time devoted to social studies instruction. The report concludes that the status of K-5 social studies education is worse than it was four years ago and that social studies in the Indiana K-5 curriculum is a discipline at risk. (Contains 69 notes and 7 tables.)
Study Abroad as Professional Development for FSL Teachers
Author: Wernicke, Meike
Date: 2010-00-00
Type: Information Analyses
Subjects: Program Descriptions,Foreign Countries,French,Professional Development,Study Abroad,Second Language Learning,Second Language Instruction,Language Teachers,Educational Research,Trend Analysis,Teaching Methods

In July 2009, a group of over 80 FSL teachers from British Columbia (BC) participated in a two-week sojourn at the &quot;Centre d'Approches vivantes des Langues et des Medias&quot; (CAVILAM) in Vichy, France, as part of an initiative to address the critical shortage of qualified French language teachers in the province. After almost four decades of study abroad (SA) research, the literature offers little insight into teachers' professional development abroad. The following article attempts to situate the recent sojourn of the BC teachers within the field by presenting an overview of some of the major research trends of SA research as well as summarizing how teachers have been acknowledged in the literature to date. A description of the program at CAVILAM and the current research study is presented to highlight some of the emerging opportunities for future research on teacher education within a SA context. (Contains 4 footnotes.)
A Critically Conscious Examination of Special Education within FSL and Its Relevance to FSL Teacher Education Programs
Author: Arnett, Katy
Date: 2010-00-00
Type: Journal Articles
Subjects: Critical Theory,Teacher Education Programs,Immersion Programs,Learning Disabilities,Educational Experience,French,Special Education,Second Language Learning,Language Teachers,Second Language Instruction,Inclusion

Using the lens of critical theory, this article explores the tenuous relationship between special education and French Second Language (FSL) education, particularly as it manifests in the issue of including students with language-based learning disabilities/difficulties within the French immersion context. Drawing on considerations of these issues within empirical, theoretical, and popular literature, the authors point out that the current tensions are borne of conflicting ideals about what should comprise the requisite educational experience of students who learn in atypical ways in an age where learner difference is fully expected to be accommodated. Through this analysis, the authors consider how FSL teacher education programs could become sites for reconciling these tensions and potentially enabling greater inclusion within FSL programs, even though their current structures could explain some of the tensions that exist between the fields of special and FSL education. (Contains 3 footnotes.)
Raising FLAGS: Renewing Core French at the Pre-Service Teacher Level
Author: Carr, Wendy
Date: 2010-00-00
Type: Journal Articles
Subjects: Practicums,Global Education,Foreign Countries,French,Preservice Teachers,Second Language Learning,Second Language Instruction,Language Proficiency,Summer Programs,Immersion Programs,Program Descriptions,Language Teachers,Preservice Teacher Education,Student Attitudes,Self Concept

A new program for core French teacher candidates called FLAGS (French Language and Global Studies) was established at the University of British Columbia (UBC) in 2007. The program is intended for those who are keen to teach core French and possess rudimentary proficiency in the language but may not necessarily have the same proficiency or prior coursework as candidates applying to existing French specialist cohorts. The FLAGS program begins with a five-week summer immersion experience through &quot;Explore!&quot; and then proceeds with UBC's regular Bachelor of Education program but with an added French conversation course, a core French methodology course and a core French practicum concentration (augmented, in some cases, with a three-week practicum in a francophone locale). FLAGS is intended to address the less than satisfactory state of elementary core French teaching and learning in British Columbia. (Contains 8 footnotes.)
A WebCT Discussion Forum during a TESL Practicum: Pre-Service Teachers' Perceptions of Learning
Author: Parks, Susan
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Practicums,Teacher Education Programs,Interviews,Foreign Countries,Internet,Electronic Learning,Computer Mediated Communication,Preservice Teachers,English (Second Language),Second Language Learning,Language Teachers,Student Attitudes,Questionnaires,Second Language Instruction,Professional Development,French Canadians,Group Discussion

Within teacher education programs, the use of discussion forums offers potential for creating learning communities whereby participants can negotiate meaning and engage in knowledge construction (Lock, 2006; Murphy, 2000). To this end, the present article draws on the findings of a larger research project which focused on a discussion forum activity carried out with pre-service English second language (ESL) teachers during a practicum in Francophone schools in the province of Quebec. The specific question addressed in this article is: How do pre-service teachers view the discussion forum activity in relation to the practicum experience? Data were gathered using a survey questionnaire adapted from Arnold and Ducate (2006) and semi-structured interviews. Of particular note with respect to the results is that students who participated in the discussion forum perceived the exchanges as useful in terms of their professional development as teachers. As few studies have focused on the use of discussion forums in conjunction with a practicum, areas for future research have been identified. (Contains 2 tables.)
Native and Non-Native English Speaking Student Teachers Engage in Peer Feedback
Author: McGarrell, Hedy
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Speech Communication,Questionnaires,English (Second Language),Second Language Learning,Student Teachers,Criticism,Interpersonal Relationship,English,Native Speakers,Language Teachers,Teacher Education Programs,Electronic Learning,Computer Mediated Communication

This paper draws on data from questionnaires and participant discussion posts on WebCT to show how native and non-native English speaking student teachers explore the topic of peer feedback. Engaging in peer feedback for their own draft papers provides student teachers an opportunity to gain experience, then reflect on their experience and consider it in light of course readings and discussions. The data show that participants' comments revolve primarily around an initial lack of confidence in their own and their peers' ability to offer useful feedback; the difficulties of offering criticism without negatively affecting social relationships; and, knowing what to comment on as well as how to formulate the comments. Findings show that both native and non-native English speaking participants share the same concerns. They also show that connecting experience with development provides valuable learning opportunities for the participants. (Contains 6 tables and 3 footnotes.)
Exploring the &quot;Situation&quot; of Situational Willingness to Communicate: A Volunteer Youth Exchange Perspective
Author: Mady, Callie
Date: 2010-00-00
Type: Journal Articles
Subjects: Second Language Learning,Official Languages,Community Involvement,Learning Motivation,Foreign Countries,Volunteers,Native Speakers,Youth,Questionnaires,Interviews,Observation,Diaries

This paper presents the perspectives of youth participating in the Society for Educational Visits and Exchanges in Canada's Volunteer Youth Experience (VYE) as gathered by way of pre- and post-program questionnaires, observations, interviews, and journals. The pan-Canadian questionnaire results suggest that this short, bilingual volunteer experience enhances participant motivation to learn a second official language and to be part of the target community. Triangulated findings from observations, interviews and journals indicate that participants' willingness to communicate (WTC) in the second language (MacIntyre, Dornyei, Clement, &amp; Noels, 1998) may have been influenced by situational factors inherent to the volunteer experience such as access to native speakers of the target language and opportunities for authentic community participation. (Contains 3 tables and 4 footnotes.)
Yes/No Tests for Foreign Language Placement at the Post-Secondary Level
Author: Lam, Yvonne
Date: 2010-00-00
Type: Journal Articles
Subjects: Second Language Learning,Language Tests,Achievement Tests,Word Recognition,Language Proficiency,Student Placement,Spanish,Vocabulary Development,College Students

This study examines the use of a yes/no test as a placement measure in a university Spanish foreign language program. Yes/no tests measure word recognition and have been shown to correlate well with other language proficiency tests. The main advantage of using a yes/no test as a placement tool is its ease of creation and administration. We examined the ability of a yes/no test to discriminate between adjacent placement levels in our program and found that it functions up to the low-intermediate level only. This limitation may be due to the way vocabulary is taught, the stages of development of the lexicon, and the learning plateau that intermediate learners appear to reach. Nonetheless, the yes/no test allows for a quick initial sorting of students into different levels and reduces the need for individual placement by instructors. (Contains 3 tables and 4 footnotes.)
Written Corrective Feedback: What Do Students and Teachers Prefer and Why?
Author: Amrhein, Hannah R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Second Language Learning,Error Correction,Teacher Student Relationship,Second Language Instruction,Written Language,Student Attitudes,English (Second Language),Qualitative Research,Statistical Analysis,Questionnaires,Teacher Attitudes,Teaching Methods,Instructional Effectiveness,Language Teachers,Foreign Countries

A growing body of research has examined the effectiveness of written corrective feedback (WCF) for L2 writing. An area that has attracted considerable attention recently is how students and teachers perceive the usefulness of WCF. Most research in this area, however, has focused on students' perspectives, while many fewer studies comparing students' and teachers' opinions. This study investigated how ESL students and teachers perceive the usefulness of different types and amounts of WCF, and also the reasons they have for their preferences. Qualitative and quantitative data were collected from 31 ESL teachers and 33 ESL students by means of written questionnaires. The results showed that while there were some areas of agreement between teachers and students, important discrepancies in their opinions did occur, not only in how WCF should be provided but also why. Pedagogical implications of the study are discussed. (Contains 12 tables.)
At-Risk Readers in French Immersion: Early Identification and Early Intervention
Author: Wise, Nancy
Date: 2010-00-00
Type: Journal Articles
Subjects: Reading Difficulties,Early Intervention,Immersion Programs,Reading Achievement,Phonological Awareness,Identification,Grade 1,French,At Risk Students,English,Native Speakers,Second Language Learning,Reading Improvement,Elementary School Students

The present study analyses the impact of phonological awareness instruction on the reading achievement of at-risk Grade 1 readers enrolled in an early French immersion program. Twenty-nine children from diverse linguistic backgrounds participated in the study. At-risk readers were identified on the basis of their text reading performance and phonological awareness test scores, and received 20 weeks of phonological awareness training in small groups. The intervention was initially given in English, and switched to French once students had acquired a foundation in the language. Significant gains were found in the phonological awareness skills of the treatment group. Results also indicated that the end-of-year French reading levels of the treatment group were superior to those of the comparison group. These findings suggest that a phonologically-based intervention can effectively address phonological awareness deficits and facilitate French reading acquisition for early immersion students who are considered to be at-risk for later reading difficulties. (Contains 3 tables and 2 figures.)
Text Messaging, Pragmatic Competence, and Affective Facilitation in the EFL Context: A Pilot Study
Author: Haggan, Madeline
Date: 2010-00-00
Type: Journal Articles
Subjects: Standard Spoken Usage,English (Second Language),Telecommunications,Pragmatics,Synchronous Communication,Second Language Learning,English,Native Speakers,Interpersonal Communication,Second Language Instruction,Teaching Methods,College Students

Since text messaging is a widely popular method of communication among young people, the paper tries to investigate whether it might have some practical application in the EFL classroom. Kuwaiti EFL students asked to render a mixture of text messages written by their peers and native English speakers into Standard English produced a large number and variety of basic language errors. However, native English-speaking judges were unsuccessful in discriminating between the native and non-native English messages. In addition, the EFL text messages showed that the students were effectively able to achieve their pragmatic aims. Text messaging may therefore have some pedagogical use in terms of motivating the learner. This idea is supported by referring to studies in the literature on text messaging which suggest that the medium may not be as linguistically damaging as is commonly thought. (Contains 3 tables.)
Constitution of Form-Orientation: Contributions of Context and Explicit Knowledge to Learning from Recasts
Author: Sato, Masatoshi
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Interdisciplinary Approach,Cognitive Processes,Second Language Learning,Cognitive Ability,Grammar,Error Correction,Language Research,Psycholinguistics,Sociocultural Patterns,Context Effect

This article investigates a language learner's cognitive ability (i.e., form-orientation) in detecting the corrective nature of non-salient feedback, by reviewing the operationalizations and reported effectiveness of recasts in recent SLA literature. Two directionalities which seem to have resulted in the divergent findings of recast effectiveness will be discussed: (a) operationalized (or intact) explicitness or implicitness of recasts, which designate the level of noticeability (i.e., feedback factors) and (b) contextual variables, including where a study was conducted and participants' learning background, which ultimately influence the effectiveness of recasts on language development (i.e., learner factors). To expose learner factors accordingly, learning contexts and learner's explicit knowledge will be discussed as possible variables in forming cognitive orientation. By taking an interdisciplinary approach to explore the constitution of the orientation, namely, SLA, psycholinguistic, and sociocultural approaches, this article concludes that contexts and explicit knowledge interdependently create the cognitive ability that enhances the noticing of implicit recasts, which then arguably determines subsequent language development. (Contains 2 tables.)
Points of Departure: Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada
Author: Faez, Farahnaz
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Education,Teacher Education Programs,Second Language Learning,Second Language Instruction,Knowledge Base for Teaching,Program Effectiveness,Foreign Countries,English (Second Language),French,Language Proficiency,Educational Environment,Cultural Background,Teacher Background,Language Teachers,Educational Practices,Educational Policy

In this paper I examine similarities and differences between the required knowledge base of teachers of English as a second language (ESL) and French as a second language (FSL) for teaching in Kindergarten through Grade 12 programs in Canada. Drawing on knowledge base frameworks in language teacher education (Freeman and Johnson, 1998; Richards, 1998) I discuss how a variety of factors impact the knowledge for language teacher education programs. These factors include the linguistic and cultural backgrounds of teacher candidates in ESL and FSL programs, the different student populations, and the variety of language teaching contexts. Teacher candidates' English or French language proficiency, their personal experiences and understanding of language development, as well as their understanding of real life experiences of ESL and FSL students, impact the development of their knowledge base. I discuss the implications of such nuances for policy and practice in language teacher education programs across Canada. (Contains 1 table and 5 footnotes.)
Languaging as Agent and Constituent of Cognitive Change in an Older Adult: An Example
Author: Swain, Merrill
Date: 2011-00-00
Type: Journal Articles
Subjects: Older Adults,Biographies,Cognitive Ability,Memory,Attention,Neurological Impairments,Residential Care,Interpersonal Communication,Researchers,Recall (Psychology),Syntax,Vocabulary,Social Isolation,Schemata (Cognition),Correlation

Vygotsky's writings have established the critical importance of language in the development of higher mental functions, including memory and attention. One of the processes involved in this development is languaging, the activity of mediating cognitively complex ideas using language (Swain, 2006). The present study of an older adult with mild cognitive impairment living in a long-term care facility involves Alise (the resident) narrating a fragment of her life history. We investigate the hypothesis that languaging will restore aspects of cognitive functioning through a microgenetic analysis of ten recorded sessions totaling 18 hours of conversation between Alise and the researcher. We demonstrate that languaging mediates Alise's ability to recall details of the life history fragment she is recounting with increasing syntactic and lexical sophistication, thus documenting cognitive change. (Contains 1 figure and 2 footnotes.)
Alternative Sources of Feedback and Second Language Writing Development in University Content Courses
Author: Seror, Jeremie
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Undergraduate Students,Writing (Composition),Writing Processes,English (Second Language),Second Language Learning,Longitudinal Studies,Ethnography,Foreign Countries,Case Studies,Foreign Students,Second Language Instruction,Friendship,Tutors,Content Area Writing

Despite a strong intuitive sense held by instructors that feedback practices can help scaffold L2 writers' composition processes a number of questions remain concerning the manner best suited to deliver this feedback and its ultimate impact on literacy development. This paper presents findings from on an eight-month longitudinal ethnographic case study of five international Japanese undergraduate students and their efforts to navigate the writing requirements of their content courses at a large Canadian university. While confirming the importance of instructor based feedback practices and their potential as valuable language learning experiences, findings from this research also highlight language learners' perceived importance of &quot;alternative sources of feedback&quot; for their L2 writing development. Friends, roommates, and writing center tutors amongst others, were seen as valuable sources of advice on writing that could compensate for perceived problems with content instructor's feedback while offering feedback opportunities which were more closely associated to students ideal representation of this pedagogic tool. Implications focus on the advantages of widening our focus when understanding of feedback practices to also include paying closer attention to the impact of the &quot;invisible partners&quot; which also help shape students' literacy development and the bridges that might be built between these and more formal modes of instruction. (Contains 1 table, 2 figures, and 5 footnotes.)
Pausing Preceding and Following "Que" in the Production of Native Speakers of French
Author: Genc, Bilal
Date: 2011-00-00
Type: Journal Articles
Subjects: Language Patterns,Speech,Cartoons,French,Native Speakers,Form Classes (Languages),Audio Equipment,Story Reading,Discourse Analysis,Adults

Pausing strategies in read and spontaneous speech have been of significant interest for researchers since in literature it was observed that read speech and spontaneous speech pausing patterns do display some considerable differences. This, at least, is the case in the English language as it was produced by native speakers. As to what may be the case in French, this study was conducted with a specific focus on the "que" particle. The study reports on the audio recordings produced by native speakers of French (NSF), and aims to identify different silent pausing strategies as they were employed by these speakers. The audio recordings were provided in a twofold procedure: while 17 NSF watched the French version of the animated cartoon, "Scrooge", and then commented on its various themes, 10 of these participants read a short story, "Les Jumeaux" aloud to a digital audio recorder. Considerable attention was given to pausing preceding (PP) and following (PF) the "que" particle in "que" phrases as well as to the duration of this particle. Obtained results display significant differences between pausing preceding and following "que" both in spontaneous and read speech. Pausing preceding "que" was observed to be significantly longer than the following position in read speech, in spontaneous speech, however, it was just the opposite. (Contains 4 tables and 2 figures.)