ethanporcaro/eric-fulltext-meta huggingface dataset:
Plurilingualism in Higher Education: A Collaborative Initiative for the Implementation of Plurilingual Pedagogy in an English for Academic Purposes Program at a Canadian University
Author: Galante, Angelica
Date: 2019-00-00
Type: Journal Articles
Subjects: Multilingualism,Teaching Methods,Second Language Learning,Second Language Instruction,College Second Language Programs,Foreign Countries,English for Academic Purposes,Language Usage,Self Concept,Code Switching (Language),Language Teachers,College Faculty,Researchers,Cooperation,Language Attitudes,Universities

Previous literature on higher education suggests the inclusion of pedagogy that is linguistically and culturally inclusive in settings with increasing multilingualism, which is the case in Canada. Yet, little is known as to how the implementation of such pedagogy can take place, particularly in language programs. This article reports a researcher-instructor collaboration that aimed at implementing plurilingual practices, such as translanguaging, plurilingual identity, comparons nos langues, and intercomprehension over 4 months in an English for Academic Purposes (EAP) program at a university in Toronto, Canada. Seven EAP instructors collaborated with a researcher to implement weekly plurilingual tasks: They conducted an environment analysis, examined the logistics of implementation, and collaboratively examined the tasks. The article presents the process of implementation of the plurilingual tasks and proposes a framework for collaboration with four key elements: administrative support, openness to the use of languages other than English in class, weekly collaborative checks with the researcher, and the learner-centered nature of the tasks. Implications for the implementation of plurilingualism in English language programs in higher education are discussed.
State-Wide Implementation of EdTPA in Preparation for High-Stakes Testing: A Mixed-Methods Study of the Concerns of EdTPA Coordinators
Author: Many, Joyce E.
Date: 2019-10-07
Type: Journal Articles
Subjects: Performance Based Assessment,Preservice Teachers,High Stakes Tests,Teacher Certification,Coordinators,Adoption (Ideas),Testing,Program Implementation,Testing Programs,Professional Development,State Programs,Attitudes

This study examined the implementation of high-stakes adoption of edTPA® in one state in the year prior to consequential use of edTPA scores for teacher licensure. Using a mixed methods design, we investigated concerns of coordinators who were responsible for edTPA implementation in their institutions. We utilized the Concerns Based Adoption Model (CBAM) to understand edTPA coordinators' &quot;Stages of Concern,&quot; the nature of the challenges they faced, and the professional development opportunities that alleviated their concerns. Based on the CBAM survey, the most common &quot;Stage of Concern&quot; for edTPA coordinators was &quot;Management.&quot; Coordinators' interviews revealed the nature of their concerns at different stages and how the size of their institution and supportive resources at particular times may have played a crucial role in shaping the edTPA roll-out in their institutions. The use of the CBAM framework enabled edTPA coordinators (a) to understand their own concerns about the high-stakes policy, (b) to articulate the complexities involved in implementing edTPA initiatives, and (c) to underscore the importance of relating concerns to appropriate professional development opportunities and support for themselves as well as their faculty.
Developing a Technical Words List for Research Articles in Computer Science Discipline
Author: Chen, Haiyuan
Date: 2019-00-00
Type: Journal Articles
Subjects: Jargon,Word Lists,Computer Science,Journal Articles,Research Reports,Rating Scales,Incidence

This study aims to identify technical words in research articles across sub-disciplines in computer science field. A corpus of research articles in computer science was constructed, comprised of 10,450,035 running words from 1045 research articles across ten sub-disciplines of computer science. The technical word List for research articles in computer science was created by the methods of computer-based analysis and the rating scales. 769 technical word types were identified and listed in Appendix A. The computer science field-oriented technical words list is expected to meet the needs of learners in this field.
EFL Teachers and Students Raising Their Eyebrows over Portfolio Assessment in Language Classrooms
Author: Al-Naibi, Is'haq Salim
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Teachers,Second Language Instruction,English (Second Language),Portfolio Assessment,Alternative Assessment,College Faculty,Teacher Attitudes,College Students,Student Attitudes,Language Skills,Evaluation Methods,Student Evaluation

The present paper reports on EFL teachers' and students' attitudes, challenges, and suggestions regarding portfolio assessment in language classes at a higher academic institution in Oman. The sample of the study includes six teachers and 108 students. Data was collected through two questionnaires. Analysis of the results reveals that teachers have low attitude levels, compared to students who have moderate attitude levels, towards using portfolios as an assessment tool for students' learning. Also, both teachers and students met various challenges in using portfolios and suggested different changes to the practice. These findings have several implications for language teachers, as well as language institutions, who should consider including all language skills in assessment portfolios. There should be periodic reviews of portfolio completion by the teacher and students. In addition, the findings of this paper suggest considerations for using e-portfolios.
The Journey of an Aboriginal Teacher: Imagining and Living the Potential of Excellence through Service
Author: Maglione, Sherryl
Date: 2013-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Canada Natives,Teacher Characteristics,Graduation Rate,High School Graduates,College Attendance,Unemployment,Social Justice,Residential Schools,Women Faculty,Females,Foreign Countries,At Risk Students,Student Needs,Student Empowerment,Culturally Relevant Education

As an Aboriginal educator, teaching Aboriginal students has, over time and very simply, become the author's focus, passion, and life's work. Her life's journey as an Aboriginal educator, through service to others, has been professionally and personally fulfilling, and is yet evolving. For instance, as her intertwined educational and life's journey progresses, she become more aware of the magnitude of wrongs that exist in the history and in the ongoing legacy of Aboriginal education in Canada. There is no doubt that these wrongs and deleterious effects are still evident today. These effects are most quantitatively and visibly demonstrated by the gap between Aboriginal and mainstream high school student graduation rates, post-secondary attendance numbers, and high unemployment figures among Aboriginal populations in Canada. As an Aboriginal woman whom the teaching profession has chosen, one of the critical wrongs that she is attempting to change, through her past, present, and future actions, is the legacy of residential school Aboriginal education. This article describes her journey through a series of stories that work within the First Nation paradigm of &quot;The Seven Teachings.&quot; The purpose of the journey, or &quot;itohtêwin,&quot; is not about the finished product, as her story does not necessarily follow the pattern of the traditional academic university thesis. Through the narrative inquiry that is framed around her experience, the nature of story and &quot;The Seven Teachings,&quot; she discovers, reflects, and discusses the process of finding her own fit as an Aboriginal woman and educator. In her thesis she also writes of the challenges inherent in the journey of being an Aboriginal teacher whose main purpose is, through &quot;miyopimatisowin,&quot; which means practicing a good way of living.
The Multiple Ideologies of Shaping Cambodian Students&apos; Chinese Language Learning Experiences
Author: Li, Jia
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Foreign Students,Ideology,Student Attitudes,Second Language Learning,Chinese,Learning Experience,Political Influences,Cultural Influences,Parent Influence,Teacher Influence,Economic Factors

In light of the increasing prominence of China's Belt and Road (B&amp;R) Initiatives and China's soft power projection to its neighboring countries, China's relations with Southeast Asian countries are getting closer. In recent years, a large number of Cambodian students have come to China for higher education. Informed by the theories of linguistic capital and language ideology, the present study aims to study the the macro-social factors mediated in the Cambodian students' Chinese language learning experiences. For current study, the data was collected from Guizhou Minzu University and Qiannan Normal University for Nationalities through semi-structured interview, questionnaire, online interactions, and the collection of linguistic autobiographies as well as other relevant documents and materials. The findings of the study show that there are four main factors influencing Cambodian students' higher education in China: (i) political factors: national and governmental policies; (ii) cultural factors: historical influences; (iii) educational factors: influences of schools and communities, parental strategies; (iv) economic factors: employment prospects and tourism. Based on the findings mentioned above, the study suggests that given the rapid increasing number of Cambodian international students in China, it is imperative for Chinese government and universities to consider how to better meet Cambodian international students' study needs and employment prospects.
Internal Roots of Tragedy: An Interpretation of Tom&apos;s Blind Loyalty and Submissiveness in &quot;Uncle Tom&apos;s Cabin&quot;
Author: Kaifu, Chen
Date: 2019-00-00
Type: Journal Articles
Subjects: Novels,Slavery,United States History,Personality Traits,Intention,Ethics,Literary Criticism,African Americans

&quot;Uncle Tom's Cabin&quot; is a reputed anti-slavery novel in American literary history. Tom, an unusually loyal and submissive slave, was sold to different slave masters again and again until he was tortured to death. Tom's tragic fate had multi-faceted roots. This paper tends to give an objective interpretation of Tom's personality so as to promote a better comprehension of this character and the intention of this novel. It's found that his blind loyalty and submissiveness are the defects in his personality leading to his tragic fate.
Undergraduates&apos; Out-of-Class Learning: Exploring EFL Students&apos; Autonomous Learning Behaviors and Their Usage of Resources
Author: Hsieh, Hui-Chun
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Second Language Learning,English (Second Language),Vocational English (Second Language),Independent Study,Personal Autonomy,Users (Information),Academic Libraries,Learning Resources Centers,Foreign Countries

Educational research is increasingly paying attention to students' out-of-class learning. Students' out-of-class learning is linked to improved class performance and constitutes an important part of learner development. Prior research has argued that learning-resources provision should encourage students' autonomous learning both in and out of the classroom [Benson, 2013; Benson &amp; Reinders, 2011; Gardner &amp; Miller, 1999; Little, 1997; Richards, 2015]. However, work on autonomy often proceeds via generalities rather than focusing on its enactment in individual behavior. Accordingly, this study investigated 35 EFL undergraduates' autonomous learning behaviors and their use of resources of the learning center of a university. Data were collected via email interviews with the participants and examination of their resources-usage records. Content analysis of the interview data, using six categories based on a learner-autonomy model, was used to generate each participant's autonomy score. Spearman rho testing of the relationship between those scores and the students' resources-usage scores suggested a very strong positive relationship between autonomous learning behaviors and overall usage of resources, as well as the variety of those resources used by individuals. Data analysis also revealed that, to varying degrees, each participant's autonomous-learning behaviors (based on qualitative examples) fell into more than one of the six learner-autonomy types. Based on these findings, it is recommended that students be encouraged to learn beyond the classroom through pedagogical activities that link classroom learning to learning-center resources. Based on the findings of this study we make suggestions on pedagogical design with SAC and applications for SACs in other educational contexts.
Vertical Gardens: Sustainability, Youth Participation, and the Promotion of Change in a Socio-Economically Vulnerable Community in Brazil
Author: do Valle Santos, Waleska Carolina
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,After School Programs,Youth Programs,Science Programs,Disadvantaged Youth,Sustainability,Gardening,Attitude Change,Program Effectiveness,Urban Areas,Interpersonal Relationship,Science Education,Social Change,Environmental Education,Justice,Adolescents

This article is situated within the intersection of education for social transformation (EST) and ecojustice education (EJE). We have described the benefits of youth participation in an after-school science program offered to socio-economically vulnerable populations in São Paulo (Brazil). More specifically, we explored participants' changing views of sustainability as they engaged in a 24-week project of their choice: The cultivation of a vertical herb garden. The analysis of our discussions and extensive field notes revealed that during the time participants cared for the garden, they developed: (a) A more accurate (refined) conceptualization of sustainability, (b) an appreciation for alternative and viable ways of producing food in urban settings, and (c) a stronger relationship with one another. In the end, involvement in the vertical garden project proved to be a powerful example of how science education can transform the livelihood of youth by expanding their views on human interconnectedness with all forms of life.
Perception of Newcomers Regarding Learning English and Culture in Canada
Author: Khan, Shahla Sattar
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Immigrants,Barriers,Language Skills,Cultural Differences,Age Differences,Native Language,Adults,Educational Attainment

There are some factors, which are motivational, and on the other hand, there are many challenges that may cause hindrance for learning English as a second language. Therefore, the main objective is to assess perception regarding factors for learning English as a second language, especially among new immigrants. This was a cross-sectional study conducted at a Polycultural center, Canada during the period of June-2017 to July-2017. The results of the study reinforced that new immigrants face challenges while learning English. Almost more than half the participants said that they find difficulty in understanding majority words. Regarding learning culture, two-thirds mentioned that the learning about culture gives them different points of view about the world and develops their critical thoughts. However, the socio-demographic characteristics like age, native language, play an important role in learning English.
Major Socio-Political Factors That Impact on the Changing Role, Perception and Image of Imams among Dutch-Turkish Muslims
Author: Gürlesin, Ömer Faruk
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Muslims,Attitude Change,Role,Clergy,Social Influences,Politics,Immigrants,Public Opinion,Language Skills,Cultural Awareness

Public debates in the Netherlands assume there is an inherent tension between the traditional task of the imam and his tasks in the secularized Dutch society. Studies of the effect of age and generation on religiosity report that intense religious changes are taking place among second-generation migrants. But the direction of this change is interpreted differently by scholars. A majority of scholars indicate that second-generation migrants consider themselves more 'Muslim' and are more concerned about the traditional sources of religious authority. Other studies report that there is an ongoing pattern of secularization among Muslims in Europe and that second-generation migrants consider themselves less concerned about the traditional and popular sources of religious leadership and authority. In relation to the findings of my PhD study, in this contribution, I elaborate on several factors to shed some light on the possible reasons behind these different findings. These factors are, in turn, the lack of language skills and knowledge of the local culture, the politization of Diyanet's institutional culture, and the secularization of young immigrant identity. While discussing these factors, I evaluated their role in the formation of the public image of imams. The results indicate that the image of the imam in Dutch-Turkish Muslim communities is not uniform. On the one hand, there are the educated interviewees and spiritually oriented respondents, who generally criticize the ignorance of most imams and the irrelevance of their sermons to young Muslims in Europe. On the other hand, there are the less educated respondents and the respondents who strongly experience popular religiosity, who do not question the authority of imams. The image of the imam in the minds of the majority of Dutch-Turkish Muslims is positive and retains its authority.
Undergraduate Research as a High Impact Practice in Higher Education
Author: Lanning, Shari
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Learner Engagement,Educational Practices,Mentors

Higher education research indicates that student engagement is the most critical factor in retention programs for undergraduate students (Upcraft, Gardner and Barefoot, 2005; Tinto, 2012; Pascarella, Seifert, and Whitt, 2008). These studies illustrate that if students do not feel engaged, they are at high risk for leaving their institution prematurely. Among high impact practices, undergraduate research has been shown to have the most positive effects with regard to promoting student engagement (Kuh, 2018; Kuh, 2008). Herein we highlight the use of mentored research as a high impact practice in undergraduate education, Further, we call upon the education community to share their models, approaches, observations, and research findings related to undergraduate research initiatives.
Dual Language: A Combined Dual Language Framework for Implementation: A 90/10 and 50/50 Model Design
Author: Billy, Roslyn J. F.
Date: 2019-00-00
Type: Journal Articles
Subjects: English Language Learners,Second Language Learning,Second Language Instruction,English (Second Language),Bilingual Education Programs,Academic Achievement,Native Language,Cultural Differences,Program Design,Literacy,Mastery Learning,Foreign Countries,Cross Cultural Studies,Course Content,Language of Instruction,Technical Education,Preschool Education,Elementary Secondary Education,Scheduling,Time Factors (Learning)

Dual Language programs are starting to resurface amongst the best practices for increasing literacy and academic language acquisition. Substantial evidence exists to support dual language (DL) education as a viable and enriching method of supporting high levels of academic achievement for both English Language Learners (ELLs) and English-speaking students (as cited in Ray, 2009). With that being said, there is no doubt that a DL program will increase the academic achievement of Culturally Linguistically Diverse (CDL) students. However, the question that arises in the implementation of DL programs is, which model either the 90/10 or the 50/50 is effective in sustaining academic achievement of CLD students during their educational experience? One issue that can impact Dual Language Education (DLE) program design concerns the allocation of time given to each language (Lindholm-Leary, 2012). The purpose of this research is to test the implementation of the conceptual dual language framework developed by the researchers that embraces both the 90/10 and 50/50 model allowing for a blended allocation of time given to each language for biliteracy mastery. Although the focus of the study took place in the United States, the researchers have also reviewed Europe and the Middle East where the Content and Language Integrated Learning (CLIL) model is very popular as other possible contexts for implementation of the framework.
Getting Closer to Authenticity in the Course of Technical English: Task-Based Instruction and TED Talks
Author: García-Pinar, Aránzazu
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Speeches,Teaching Methods,Task Analysis,Undergraduate Students,Engineering Education,Work Environment,Course Descriptions,English for Special Purposes,Authentic Learning,Speech Communication,Language Styles,Student Motivation,Learning Motivation,Linguistic Input

Authentic materials, if appropriate to the learning situation, might turn the classroom environment into a more engaging place, where motivation might be generated through the performance of meaningful tasks. This article describes how a Text-Based Instruction approach can provide the basis for the design of an ESP syllabus based on relevant, varied and engaging tasks to enhance authentic language use among engineering undergraduates. The design of these tasks mainly draws on TED Talks that are specifically technological and connected to engineering undergraduates, as the talks develop novel and thought-provoking ideas which are interesting and personally meaningful and relate to different engineering fields. These tasks are specially designed to enable students to carry out a process of talk deconstruction through the analysis of distinct discourse and linguistic features specific to the spoken genre of TED Talks. This analysis ultimately aims at the eventual construction of students' oral presentations. Oral presentations can be conceived as an activity that approximates the real world and future workplace of engineering undergraduates, and in consequence, promotes students' instrumental motivation.