ethanporcaro/eric-fulltext-meta huggingface dataset:
The Realization of the Speech Act of Disagreement by Tunisian Non-Native and American Native Speakers of English
Author: Khammari, Hassen
Date: 2021-05-00
Type: Journal Articles
Subjects: Speech Acts,Cultural Differences,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Native Speakers,North American English,Power Structure,Social Distance,Context Effect,Pragmatics,Sociolinguistics,Teaching Methods,Models,Classification,Masters Programs,Graduate Students,Language Tests,Interlanguage,Intercultural Communication,Transfer of Training

The present study investigated the production of the speech act of disagreement among Tunisian non-native students of English and American native speakers of English. Discourse completion test (DCT) was used to elicit disagreement strategies by the informants. Non-native informants produced a total of 376 acts and native informants produced 395 acts. The acts were categorized based on Brown and Levinson's (1987) Politeness Model. The speakers' performance of disagreement in variation with the contextual factors of Social Distance and Social Power was examined. Data was analyzed quantitatively and qualitatively. Results showed that there were significant differences between native and non-native speakers of English with regard to the frequency of direct and indirect strategies of disagreement. Non-native informants used a higher percentage of direct strategies (47%) and a lower percentage of indirect strategies (13%) than their native counterparts, who produced indirect strategies considerably (30%). NNSE opting for direct disagreement strategies might be attributed to their poor pragmatic and sociolinguistic knowledge of indirect strategies. This work can have pedagogical implications in teaching speech acts and pragmatics.
The Use of Discourse Connectives in the Written Academic Discourse of Students Majoring in Arabic and Their Peers Majoring in English
Author: Abdi, Ons
Date: 2021-05-00
Type: Journal Articles
Subjects: Majors (Students),Form Classes (Languages),Writing (Composition),Second Language Learning,Second Language Instruction,English (Second Language),Academic Language,Semitic Languages,Computational Linguistics,Persuasive Discourse,Task Analysis,Foreign Countries,Undergraduate Students,Phrase Structure,Sentence Structure,Essays,Contrastive Linguistics

The present paper explores the use of connectives in the persuasive discourse of 30 Tunisian third-year English majors and 30 Tunisian third-year Arabic majors. The study aims to look at the potential impact of Arabic rhetoric on Tunisians' EFL writing. A quantitative analysis of the students' Arabic and English essays on the same argumentative task shows the predominance of additive connectives at the clause and sentence levels and their overuse in Arabic productions. Causal connectives are the second most used category in both Arabic and English corpora. The two groups also showed comparable limited repertoires. A qualitative analysis of the data disclosed further similarities and differences in the ways connectives are used, combined and misused.
Effectiveness of TESOL Teachers&apos; Continuous Professional Development: Perspectives Form Oman
Author: Al Balushi, Khadija
Date: 2021-02-00
Type: Journal Articles
Subjects: Faculty Development,Second Language Learning,Second Language Instruction,English (Second Language),Program Effectiveness,Educational Improvement,Teacher Improvement,Language Teachers,Educational Quality,Teacher Attitudes,Faculty Workload,Family Work Relationship,Teacher Educators,Teacher Qualifications,Foreign Countries

Teacher continuous professional development (CPD) is perceived as a significant way of improving schools, increasing teacher quality, and enhancing student learning (Vangrieken et al., 2017; Day, 1999). Therefore, educational scholars and policy makers demand CPD opportunities for teachers to help them enhance their knowledge and develop new instructional practices. However, the effectiveness of CPD initiatives and the impact they have on teaching and learning is questionable as reported by many research studies both locally in Oman and internationally (e.g. Al-Balushi, 2017; Antoniou &amp; Kyriakides, 2013). This paper reports the findings of a study, which critically examined the effectiveness of the CPD activities run by the Ministry of Education-Oman for TESOL teachers and the impact of these activities in improving schools, increasing teacher quality and improving the quality of student learning. Data were collected using questionnaires, observations, semi structured and focus-group interview with EFL teachers in Oman. The findings revealed that a number of factors affect English teachers' CPD in Oman; some of these factors facilitate teachers access to CPD and its' success while others inhibit that. The data indicates that CPD timing and location can facilitate teachers' access to CPD while workload and family responsibilities are key inhibitors to CPD access. The findings further showed that suitability and relevance of CPD activity in terms of the topics presented in it and the ideas discussed was reported as an important factor to effective CPD whereas CPD done by unqualified teacher educators can hinder the success of CPD. The study further indicated that the centralised top-down nature of the current CPD system seems to negatively affect the success of CPD in the in-service TESOL context in Oman. The findings suggest that the role of teachers themselves in the provision of CPD is significant; the way teachers are currently marginalized and seen as grateful recipients of CPD do not provide the conditions for intelligent and responsive teaching profession.
Classroom Interaction in Communicative Language Teaching of Public Secondary Schools in Nepal
Author: Tiwari, Trilok Datt
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Secondary School Students,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Communicative Competence (Languages),Language Teachers,Teacher Attitudes,Classroom Communication,Learning Activities,Interaction,Teacher Student Relationship,Class Activities

Recently there has been a growing number of interests in classroom research primarily focusing on interaction and language learning as these two issues are considered to be essential components in communicative language teaching which is widely practiced today. This current study was aimed to find out the classroom interaction situation and factors affecting it in public Secondary schools of Kanchanpur district, Nepal. The participants of this study were three English language teachers teaching in the secondary level. The researcher used semi-structured interview and observation of video recordings of classes for collecting the data. In analyzing this study, the researcher used types of interaction proposed by Kumaravadivelu (2006) that include: interaction as textual activity, interaction as an interpersonal activity, and interaction as an ideational activity. The findings showed that all types of interaction activities proposed by him were present in the class. The study also revealed that the teacher often dominated, controlled and initiated the interaction. It further showed that there were several affective factors that prevented the teachers from having classroom interaction. The implication of the study is that the teachers should include all three types of interaction activities in the class and maximize group/pair work for effective teaching and learning of language.
&quot;I&apos;m Afraid I Can&apos;t&quot;: Initiating Acts on Refusal Strategy Realization
Author: Dwiana, Nadya Rezkhita
Date: 2021-00-00
Type: Journal Articles
Subjects: Speech Acts,Pragmatics,Second Language Learning,Second Language Instruction,English (Second Language),Social Status,Task Analysis,Classification,Teacher Education Programs,Language Teachers,Undergraduate Students,Linguistic Theory,Communication Strategies,Foreign Countries

This study aimed to investigate how initiating acts affect refusal strategies realization. The subjects were 45 English Education Program students of Universitas Muhammadiyah Palembang. The study used Discourse Completion Task (DCT) which consisted of 12 situations covering four initiating acts; suggestion, request, offer, and invitations, and the classification of refusal strategy by Beebe et al was also used to categorize refusal strategies realized. The results showed that initiating acts were not insensitive towards the use of direct strategy. However, it has an impact on the realization of indirect strategies and adjuncts. It was also found that both initiating acts and the social status of interlocutors play an important role in producing refusal utterances. Hence, it is highly suggested to introduce initiating acts and social status factors to EFL learners so that they would be able to produce an appropriate refusal depending on the context.
Cross-Linguistic Transfer and Language Proficiency in the Multilingual Education System of Burundi: What Has the Existing Literature so Far Discovered?
Author: Nsengiyumva, Dominique Savio
Date: 2021-00-00
Type: Journal Articles
Subjects: Transfer of Training,Language Proficiency,Multilingualism,Second Language Learning,Curriculum Design,Phonology,Phonetics,Foreign Countries,Syntax,Semantics,African Languages,French,English (Second Language),Code Switching (Language),Vocabulary,Language Usage,Interference (Language),Second Language Instruction,Elementary School Students

This paper discussed Cross-Linguistic Transfer (CLT) and Language Proficiency in multilingual education in general and highlighted samples of CLT in Burundi as the existing literature reveals. As there exist CLT on all linguistic levels, this discussion has provided examples of phonological (including phonetics), lexical and semantic, and syntactic transfer. It has been realized that there exist a limited number of publications related to CLT among languages studied in the multilingual education system of Burundi. Yet analyses of CLT would supply interesting samples of linguistic features that are likely to be transferred. This would be useful for both language curriculum designers and language policymakers in deciding which language features to supply in language curriculum materials. Furthermore, teachers would find ways of helping learners to improve their language proficiency based on samples of CLT analysis.
Cross-School &apos;Close-to-Practice&apos; Action Research, System Leadership and Local Civic Partnership Re-Engineering an Inner-City Learning Community
Author: Dudley, Peter
Date: 2020-00-00
Type: Journal Articles
Subjects: Urban Schools,Action Research,Educational Change,Foreign Countries,Partnerships in Education,Educational Improvement,Leadership Role,Middle Management,Mathematics Education,Coaching (Performance),Elementary Secondary Education

This article presents two sequential case reports of how 60 schools in the London Borough of Camden used action research in three phases of development of their local school system reform, from a traditional council-led, top-down model of centrally based professional development and monitoring of schools, to one that is schools-led and 'bottom-up' in nature, but still in close partnership with its local council and community. The article uses a sociocultural lens through which to view this journey of self-reform, tracking change through three evolutions of the sociocultural model as professional learning becomes situated in classrooms and between schools in Camden, as motivations to develop and change become increasingly intrinsic and less driven by fear of failure or the consequences of failure. Of critical importance is the feedback-rich context created by adoption of enquiry- and coaching-based learning models at classroom, organizational and system levels. This both fuels and is fuelled by the strategic collaboration of head teachers and by system leadership also provided by middle leaders, whose increased cross-school agency builds improvement capacity and collaborative capital. The article does not report on the action research alone: unlike many accounts of action research for change, this account provides a narrative backdrop in which to locate both scientific and system developments. This is provided through three short vignettes that place the changes reported in a societal, political and community context, without whose energetic actors (in the form of local political and community leaders and school governors) the local 'civic governance' so strongly behind these reforms, would not have existed.
Close-to-Practice Research: The Need for Student Voice and the Strange Case of Academy x
Author: Edwards, Simon
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Student Attitudes,Disadvantaged,Males,Credibility,Barriers,Influences,Educational Attainment,Elementary School Students,Secondary School Students

The idea that teaching and school leadership should be informed by research and other evidence has developed traction recently in England and other jurisdictions. Yet, such research has too seldomly involved the student perspective in leadership decision-making. This article presents a case study of an 'all through' academy in the south of England (Academy x) that attempted to address this issue through research that was close to practice in nature. Here, school leaders, teachers, parents and, specifically, disadvantaged male students' perspectives of barriers and enablers to their attainment were explored with a view to working collaboratively with these stakeholders to respond to the findings. However, we had not taken into account that the credibility of the students' perspectives and the nature of the messages emerging from the findings would be questioned, and would influence a decision by school leaders not to act upon them. We consider how these issues might be addressed if student voice as a form of close-to-practice research is to become a reality.
&apos;Decolonising the Medical Curriculum&apos;: Humanising Medicine through Epistemic Pluralism, Cultural Safety and Critical Consciousness
Author: Wong, Sarah H. M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Medical Education,Educational Change,Curriculum Development,Barriers,Ethnic Groups,Minority Groups,Undergraduate Students,Medical Schools,Physician Patient Relationship,Diversity,Epistemology,Safety,Consciousness Raising,Biomedicine,Critical Thinking,Indigenous Knowledge,Change Agents,Medical School Faculty,Medical Students,Scoring Rubrics,Foreign Countries

The Decolonising the Curriculum movement in higher education has been steadily gaining momentum, accelerated by recent global events calling for an appraisal of the intersecting barriers of discrimination that ethnic minorities can encounter. While the arts and humanities have been at the forefront of these efforts, medical education has been a 'late starter' to the initiative. In this article, we describe the pioneering efforts to decolonise the undergraduate medical curriculum at UCL Medical School (UCLMS), London, by a group of clinician educators and students, with the aim of training emerging doctors to treat diverse patient populations equitably and effectively. Throughout this process, students, faculty and members of the public acted as collaborative 'agents of change' in co-producing curricula, prompting the implementation of several changes in the UCLMS curriculum and rubric. Reflecting a shift from a diversity-oriented to a decolonial framework, we outline three scaffolding concepts to frame the process of decolonising the medical curriculum: epistemic pluralism, cultural safety and critical consciousness. While each of these reflect a critical area of power imbalance within medical education, the utility of this framework extends beyond this, and it may be applied to interrogate curricula in other health-related disciplines and the natural sciences. We suggest how the medical curriculum can privilege perspectives from different disciplines to challenge the hegemony of the biomedical outlook in contemporary medicine -- and offer space to perspectives traditionally marginalised within a colonial framework. We anticipate that through this process of re-centring, medical students will begin to think more holistically, critically and reflexively about the intersectional inequalities within clinical settings, health systems and society at large, and contribute to humanising the practice of medicine for all parties involved.
&quot;BILT for Success&quot;: An Alternative Education Strategy to Reskill the Business and Technology Professionals for a Sustainable Future
Author: Liu, Xiang
Date: 2021-04-00
Type: Journal Articles
Subjects: Nontraditional Education,Educational Strategies,Retraining,Labor Force Development,Professional Personnel,Sustainability,Futures (of Society),Business Administration Education,Technology Education,Innovation,Leadership Training,Masters Degrees,Educational Certificates,Credentials,Learning Modules,Blended Learning,Employer Attitudes,Job Skills,COVID-19,Pandemics

Today's organizations are operating in a volatile, uncertain and complex digital environment. The outbreak of COVID-19 pandemic has exacerbated this situation. There is an urgent need for organizations to acquire a new generation of business and technology professionals that not only possess in-depth and current disciplinary specialization knowledge, but also are able to communicate and collaborate using skills across the organization in fields including business, innovation, leadership, and technology (BILT). It is recognized that the traditional pathway of getting a &quot;full-fledged&quot; master's degree within 18-24 months may not address the challenge in a timely manner. As educators working in the technology and business sectors of higher education, we aim to explore an alternative strategy to prepare the BILT workforce ready for the &quot;new&quot; economy. This article reviews several alternative education models that have been taken by different stakeholders to prepare the workforce to meet employers' quickly changing expectations. An &quot;H-shaped&quot; BILT model is illustrated as a modular curriculum structure to enhance and complement disciplinary specializations with a focus on combined skills across multiple domains. We present a case study with details on developing and implementing the BILT model at our school as an alternative pathway with greater degrees of flexibility and agility. Finally, we discuss the potential of generalizing this alternative education model in other settings and delineate several future research directions.
Building a Cybersecurity Apprenticeship Program: Early-Stage Success and Some Lessons Learned
Author: Stoker, Geoff
Date: 2021-04-00
Type: Journal Articles
Subjects: Information Security,Computer Science Education,Workplace Learning,Apprenticeships,Program Development,Talent,Labor Needs,Professional Personnel,Internship Programs,Higher Education,Standards,Labor Force Development

The United States, along with the rest of the developed world, is experiencing a shortage of cybersecurity talent in the workforce ((ISC)[superscript 2], 2019). Among the strategies being encouraged and used to close this workforce gap are work-based learning programs like cybersecurity apprenticeships. Well-designed apprenticeships can provide a win-win-win situation for employers, students, and schools. This article describes our experiences to date working to establish a meaningful cybersecurity apprenticeship program. We share the early success we have found as well as some lessons learned.
Development of a Flexible Point-Based Tenure and Promotion Document in the Age of Societal Uncertainty
Author: Dickson, Kevin
Date: 2021-04-00
Type: Journal Articles
Subjects: Tenure,Faculty Promotion,Higher Education,College Faculty,Accreditation (Institutions),Guides,Departments,Computer Science Education,Faculty Evaluation,Models,Personal Narratives,Feedback (Response),Correlation,Institutional Mission,Management Development,Universities,Business Administration Education,Teacher Effectiveness,Academic Rank (Professional),Teacher Student Relationship,Faculty Development

The evolving landscape of higher education has forced many institutions to reorganize, remove administrative layers, and subsequently, reexamine criteria and processes. In particular, efforts to consolidate and combine departments has prompted a need to explore options for a systematic and objective framework for evaluating performance. This paper explores the process of restructuring tenure and promotion documents to accommodate a variety of programs with varying accreditation requirements brought together due to institutional restructuring. The authors utilized a modified version of the Input Process Output (IPO) logical model to facilitate the creation of a mixed method (narrative and point-based) tenure and promotion (T&amp;P) document that satisfied requirements for AACSB and non-accredited programs. The outcome produced a guide that is adaptable, minimizes subjectivity, and is easier to interpret for those within and outside the department. This paper extends the current literature by offering a review of current T&amp;P practices by four-year institutions and presenting a modified version of the IPO model designed to facilitate the process of crafting a new T&amp;P document. Suggestions for use by other departments and institutions as well as direction for future research are also presented.
Reconceptualizing the &apos;Problem&apos; of Widening Participation in Higher Education in England
Author: Jones, Iain
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,Access to Education,Educational Policy,Policy Analysis,Foreign Countries,Educational Legislation,Problems,Equal Education,Educational Opportunities,Dropouts,Marketing,Compliance (Legal),Administrator Attitudes

This article critically analyses national and institutional forms of policy and different conceptions of widening participation in higher education in England by contrasting representations of 'it' as a 'problem' to be managed, compared with complex and recurring dilemmas in practice. Building on Bacchi's (2012a) strategy, the article asks, 'What's the Problem Represented to be?' (WPR), and how the 'problem' of widening participation was constructed in specific contexts, by examining tensions between constructions of policy in texts and representations of widening participation in semi-structured interviews with national and institutional policy actors. Policy actors did not share a single voice, and various proposals embodied different representations of the 'problem'. These do not reduce practice to distinct or static categories limited by available policy options. Instead, contemporary representations, interpretations and translations of policy and practice make visible both limitations and possibilities for widening participation in higher education in the future.