ethanporcaro/eric-fulltext-meta huggingface dataset:
From &quot;Promising Controversies&quot; to Negotiated Practices: A Research Synthesis of Plurilingual Pedagogy in Global Contexts
Author: Chen, Le
Date: 2022-00-00
Type: Journal Articles
Subjects: Multilingualism,Teaching Methods,Second Language Learning,Second Language Instruction,Native Language,Educational Policy,Literacy Education,Self Concept,Professional Identity,Intercultural Communication,Linguistic Theory,Research Reports,Language Attitudes,Personal Autonomy,Language Usage,Classroom Communication,Code Switching (Language),Language Proficiency,Geographic Location,Foreign Countries,Kindergarten,Elementary Secondary Education,Learning Motivation,Communicative Competence (Languages),Student Attitudes,Teacher Attitudes,Educational Benefits,Attitude Change,Barriers,Content and Language Integrated Learning

To better understand the factors facilitating or impeding the translation of &quot;promising controversies&quot; (Taylor &amp; Snoddon, 2013, p. 439) of plurilingualism theory into meaningful practices, this article presents a synthesis of 30 empirical studies on plurilingual pedagogy as enacted and experienced by educators and learners in various global K-12 and postsecondary contexts. Informed by plurilingualism (Coste et al., 1997/2009; Council of Europe, 2020), this synthesis forefronts the key contributions of plurilingual pedagogy as it fosters: (a) students' development of plurilingual (and pluri-/intercultural) competence, (b) evolution of language beliefs towards a positive orientation to plurality and hybridity, (c) affirmation of student and teacher identity and promotion of agency, and (d) language and literacy development. The perceived challenges, however, are related to the nature and practical issues of designing and implementing plurilingual pedagogy in the classroom which are interconnected with institutional policies and ideological discourses. The results illuminate the up-to-date progress as well as hurdles of promoting plurilingual pedagogies across different contexts and provide important implications for multiple stakeholders involved in pre-service teacher education, in-service professional development, curriculum improvement, and language policy making in Canada and other multicultural and multilingual societies and communities.
&quot;I Subtitle Myself&quot;: Affordances and Challenges of Canadian EAL Students&apos; Plurilingual Learning Strategies in a Francophone College
Author: dela Cruz, John Wayne N.
Date: 2022-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Learning,Second Language Instruction,Tutors,College Students,Tutoring,Contrastive Linguistics,Translation,Multilingualism,Language Teachers,Foreign Countries,Cultural Pluralism,Teaching Methods,Language Usage,Native Language,Student Attitudes,Code Switching (Language),Oral Language,French,Teacher Attitudes

Canadian multilingualism and multiculturalism are on the rise. Yet, monolingual language instruction remains the standard: students are often discouraged from using their additional languages and teaching materials still lack a plurilingual lens. To further inform the practice of plurilingual pedagogies, this paper reports on results of a convergent mixed methods study that investigated the plurilingual learning strategies of 20 adult English as an additional language (EAL) student tutors and tutees in a Francophone college in Montréal. The study asked (1) What plurilingual strategies do EAL tutors and tutees use to teach and learn English from each other? (2) What are their perceptions of the affordances and challenges of these plurilingual strategies? Data from an observation grid, fieldnotes, and semi-structured interviews were analyzed deductively and inductively, and merged for convergence analysis. Results show that (1) participants regularly engaged in plurilingual practices including translation, translanguaging, and crosslinguistic comparisons during the tutoring sessions. Further, (2) participants perceived plurilingual strategies as useful for supporting English language development, fostering positive learning experience and conceptual links; however, they noted challenges pertaining to the monolingual posture of EAL instruction, to English oral production, and to the feasibility of plurilingual pedagogies. Implications for EAL education in multilingual contexts like Canada are discussed.
Moral Character Education after COVID-19: An Interview
Author: Curren, Randall
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Moral Values,Values Education,Child Development,Self Control,Metacognition,Student Needs

This interview piece addresses the following questions: Does the COVID-19 pandemic offer any lessons for moral character education? Do the experiences of students, educators, and communities during the pandemic illustrate the importance of aspects of character education that may have been known but taken for granted? The three authors bring to this the perspectives of a philosopher of moral psychology and education (Curren, the interviewer), a clinical psychologist and co-founder of self-determination theory (SDT), a systematic approach in the psychology of motivation, development, and well-being (Ryan); and a moral theorist focused on mindfulness and virtue (Barber).
Negotiating Writing Identities across Languages: Translanguaging as Enrichment of Semiotic Trajectories
Author: Kalan, Amir
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Code Switching (Language),Writing Processes,Ethnography,Multilingualism,Syntax,Rhetoric,Semiotics,Second Language Learning,Language Usage,Authors,Individual Characteristics,Linguistic Borrowing,Identification (Psychology)

Drawing on findings from an ethnographic study of the writing practices of three plurilingual writers in Toronto, Canada, this article focuses on the translingual practices that these writers engaged with and discusses how these practices enriched their writing processes and products both in English and in their mother tongues. The author explains how these writers' translanguaging was a complex process with five dimensions: (1) lexical, (2) syntactic, (3) rhetorical, (4) conceptual, and (5) presentational (how to present, share, and disseminate text). The article highlights how translanguaging contributed to the participants' larger semiotic engagements. Moving beyond the formulations of semiotic agility as a technical skill, the author explains how translanguaging helped the writers maintain their writing identities by creating semiotic and semantic continuity in their writing trajectories.
Plurilingualism, Equity, and Pre-Service Teacher Identity: Centring [Linguistic] Diversity in Teacher Education
Author: Shank Lauwo, Monica
Date: 2022-00-00
Type: Journal Articles
Subjects: Multilingualism,Preservice Teacher Education,Critical Theory,Action Research,Equal Education,Teacher Educators,Literacy Education,Methods Courses,Elementary School Teachers,Case Studies,Self Concept,Professional Identity,Teaching Methods,Teacher Attitudes,Practicums,Multiple Literacies,Asians,Power Structure,White Students,English (Second Language),Second Language Learning,Second Language Instruction,Native Language,Foreign Countries,Student Attitudes,Teacher Education Programs,Sino Tibetan Languages

Plurilingual approaches to pre-service teacher education hold promise for critical engagement with linguistic, cultural, and racial diversity in equity-supportive ways. Employing critical action research, we as teacher educators implemented an equity-oriented plurilingual approach across three literacy methods courses for pre-service elementary teachers at one Canadian university. Using case study methods and a poststructuralist theory of identity, this paper examines implications of the equity-oriented plurilingual approach for the evolving teacher identities and beliefs about plurilingual pedagogical possibilities of two pre-service teachers: one Chinese Canadian and one White Canadian. Findings from an analysis of field notes, teacher education artefacts, and interview transcripts demonstrate that pre-service teachers' linguistic and racial backgrounds shaped their learning and identity trajectories vis-à-vis plurilingualism, and that critical personal reflection and practicum experiences were key mediators of participants' orientations towards plurilingual pedagogies. Plurilingualism, in concert with multiliteracies, supported a Chinese Canadian pre-service teacher to develop a resource orientation to her own plurilingualism and racialized identity, while challenging a White English-dominant pre-service teacher to confront power inequities and her English-speaker privilege. Implications centre on the importance of greater critical engagement with systemic issues of race and Anglonormativity and the need for more systematic integration of equity-oriented plurilingual approaches throughout teacher education programs.
A Social Network Analysis of Engineering Faculty Connections: Their Impact on Faculty Student-Centered Attitudes and Practices
Author: Middleton, James A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Networks,Student Centered Learning,College Faculty,STEM Education,Engineering,Teacher Attitudes,Teaching Methods,Professional Development,Teacher Collaboration,Educational Improvement

Connections among faculty who might be potential resources for diffusion of learner-centered practices across STEM departments were examined at a major research university. Specifically, the research assessed the impact of these connections on learner-centered beliefs among faculty and the implementation of learner-centered practices across the network. Participants were recruited from Physics, Chemistry, and Mathematics departments, and from departments in the College of Engineering. A snowball sampling procedure began with 21 randomly selected faculty from each department engaged in the STEM instruction of engineering students. These faculties then identified the colleagues they utilize as resources for improving their instruction. Characteristics of faculty connectedness in the network consisted of number of connections and depth of connections for both individual faculty and within and across departments. Outcome measures consisted of a survey of learner-centered attitudes and classroom observations of faculty instructional practices. The results show that faculty exhibiting more learner-centered behaviors had deeper and more extensive social networks than their peers who were more instructor-centered. The results are discussed in terms of the need for intra- and inter-departmental faculty professional development experiences that build and support collaborative organizations of faculty working together to transform early engineering experiences.
Difference in Executive Functions Development Level between Two Groups: Preschool Children Who Took Extra Music Classes in Art Schools and Children Who Took Only General Music and Dance Classes Offered by Preschools
Author: Bayanova, Larisa
Date: 2022-00-00
Type: Journal Articles
Subjects: Music Education,Executive Function,Preschool Children,Preschool Education,Art Education,Dance Education,Kindergarten,Program Effectiveness,Short Term Memory,Foreign Countries,Verbal Communication,Visual Perception,Cognitive Processes,Inhibition,Human Body

Previous studies have shown that there is a positive correlation between attending music classes regularly and the development of executive functions. This paper discusses the results of a pilot study dedicated to determining the difference in the level of development of the components of executive functions (inhibitory control, cognitive flexibility, and working memory), between 5-6-year-old children taking extra music classes, and children who participated only in general music and dance education in kindergarten. A total of 94 senior preschoolers from Moscow kindergartens took part in the study. Children were selected into an &quot;extra music lessons&quot; group and a &quot;general preschool music and dance lessons&quot; group based on the results of a questionnaire on supplementary education, which was filled in by parents prior to the research starting. The respondents from the &quot;extra music and dance lessons&quot; group attended music classes in art schools at least two times a week, both in individual and group formats. The current study revealed that children attending regular extra music classes had a higher level of inhibitory control, audio-verbal working memory, cognitive flexibility, and general coordination of the development of all executive functions. The obtained results support the value of regular extra music classes at preschool age. Moreover, this pilot study allows us to articulate the recommendations for further research in this direction.
Virtual Learning Environments and a Needs Assessment of K-12 Teachers
Author: Baliram, Nalline
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Preservice Teachers,COVID-19,Pandemics,Teacher Attitudes,Student Attitudes,Educational Technology,Technology Uses in Education,Barriers,Online Courses,Self Efficacy,School Closing,Learner Engagement,Needs Assessment,Elementary School Teachers,Secondary School Teachers

During the COVID-19 emergency pivot to virtual learning environments, the researchers sought to understand mentors' and teacher candidates' experiences in K-12 schools so that they could offer improved training and support. We surveyed 60 mentor teachers' and 92 teacher candidates' perceptions of preparedness for a virtual learning environment (VLE), confidence in creating an effective VLE, obstacles involved in a VLE, and strategies for building community in an online environment. The survey was administered in November 2020. Both teacher candidates and mentor teachers were fully immersed in the virtual learning environment. In the fall, participants felt they were much more confident and equipped to handle the VLE technology than when they had been abruptly forced to transition in the spring quarter of the prior school year. However, despite the various strategies used to build community, the participants noted student engagement as the biggest challenge in a VLE.
The New Education Policy 2020, Digitalization and Quality of Life in India: Some Reflections
Author: Muralidharan, Kunnummal
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Technology Uses in Education,Quality of Life,Educational Change,Critical Thinking,Stakeholders,Public Policy,Program Implementation,Lifelong Learning,Educational Quality,Sustainable Development,Inclusion,Educational Objectives

The democratic welfare government is not only interested in creating educational institutions as infrastructure for education for all, but is also equally keen on quality-oriented, even-handed, and equitable education. In fact, the focus of the Global Agenda SDG 4 is to raise the standard of living and quality of life by ensuring quality and lifelong education irrespective of region, race, religion, color, and caste, etc. Thus, there is a strong focus in India to reach global targets and more importantly, this is due to the necessity of fulfilling the government's goals on overhauling India's education system in the context of far-reaching changes that have taken place in terms of economic, social, and scientific areas over a period of last twenty years. The outcome of all these complex issues and critical thinking across stakeholders in social development manifested into policy action called the New Education Policy 2020 (NEP 2020). Therefore, it is critically important to analyze the subject under study as a compact system composed of simultaneous relationships to give a combined effect of the objectives and the framework undertaken for the analysis. Quality of life and education are the variables that are difficult to precisely measure in quantitative terms and hence, the implications and inferences are carefully analyzed on the range of issues that are selected for statistical analysis and structural modeling. By going with our estimates, it seems that though NEP 2020 is a popular and mandated educational policy for educational reforms and for a better future, the expected implementation of the policy would be very difficult in the context of digitalization and for raising the quality of life. In our opinion, remarkable progress on the quality of life can be made possible with flexibility in proper life-long education and training, which can culminate skill, experience, quality of education, and rigidity of the segmented labor market into better opportunities and employment.
Plurilingualism and Multimodality: The Metanoia within Reach
Author: Werner, Riah
Date: 2022-00-00
Type: Journal Articles
Subjects: Multilingualism,Intermode Differences,Learning Modalities,Active Learning,Inquiry,Monolingualism,Intercultural Communication,Linguistics,Nonverbal Communication,Theories,Educational Practices

Drawing on the evolution of our thinking around expedited learning and more egalitarian classroom spaces where learners are afforded greater agency and opportunities to tap into their full linguistic repertoires (Todeva &amp; Morule, 2009; Todeva, 2016) and on insights from complex dynamic systems theory, this paper offers a framework for dynamically aligning research on multimodality and plurilingualism with inquiry-based classroom practice. We argue that despite the existence of important research shedding light on the processes underlying our meaning-making and communicative abilities, languages continue to be taught as bounded entities and many instructional and assessment practices still reflect monolingual ideologies and nativespeakerist mindsets. Adopting a plurilingual, multimodal mindset provides a way for teachers, students, and researchers to bring their practices in line with the increasingly complex manner in which people construct, share, and access knowledge. How to achieve this metanoia-- this shift of mind towards linguistic and modal plurality--is the main thrust of this paper. We provide concrete examples of classroom plurilingual explorations and an emic narrative of one teacher's journey. Finally, we call for transformed research practices grounded in retrodiction (Larsen-Freeman, 2009) and for more nimble multimodal knowledge dissemination to support this realignment.
What&apos;s in Your Culture? Embracing Stability and the New Digital Age in Moving Colleges of Health Professions Virtually during the COVID-19 Pandemic: An Experiential Narrative Review
Author: Poudevigne, Melanie
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Technology,Technology Uses in Education,Allied Health Occupations Education,College Faculty,Teacher Attitudes,Online Courses,Mental Health,Experiential Learning,Clinics,Laboratories,Equal Education,Costs,Transformative Learning,Administrator Attitudes,Nursing Education,Athletics,Sports Medicine,Exercise,Dentistry,College Students,Access to Computers,School Closing,Computer Simulation,Safety,Blended Learning,Flipped Classroom,Educational Needs,Administrator Role

As traditional education transitioned from face-to-face interactions to virtual learning during the COVID-19 pandemic, faculty and staff in dental hygiene, nursing, and exercise science programs placed students at the center of every educational decision and promoted stability in learning with their commitments to excellence in teaching and the delivery of content using educational and communication technology. This experiential narrative review explains how faculty members and administrators addressed online education with technology specific to health professions and how universities managed to assist students with innovative services for mental health. It also provides an insight into how degree-specific academic personnel embraced technology-based hands-on activities in community health clinics and clinical laboratories, with sustainable and impactful lessons in equity, affordability, and transformative education. Finally, health administrators gather their top-10 leadership recommendations to continue moving forward during the pandemic and present a unique self-reflection on the process of caring considerations required for a successful experience for faculty members, staff, and students.
General and Unique Predictors of Student Success in Online Courses: A Systematic Review and Focus Group
Author: Arulkadacham, Lilani
Date: 2021-00-00
Type: Journal Articles
Subjects: Predictor Variables,Online Courses,Literature Reviews,Focus Groups,Success,College Students,Psychology,Instructional Effectiveness,Electronic Learning,Distance Education,Outcomes of Education

Despite the increase in the availability and popularity of online educational programs, there is a lack of understanding of non-academic as well as academic predictors of online student success. In this study, we have investigated predictors of tertiary level student success via the Psychology discipline, a popular online subject. A systematic literature review, followed by focus groups with students and instructors from online Psychology courses, revealed several important findings including a profile of general predictors of online student success and the existence of discipline-specific online student success predictors which can be extended to a variety of health care courses. Understanding the indicators of effective online education will allow course designers and instructors to develop strategies specific to the online mode and particular disciplines, enabling implementation of evidence-based education practices, which can support academic and non-academic student success in a range of online courses.
Online Teaching Effectiveness in Higher Education: Faculty Perspectives in India
Author: Mishra, Lokanath
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Online Courses,Higher Education,Teacher Attitudes,College Faculty,Barriers,Intellectual Disciplines,School Closing,Instructional Effectiveness,Classroom Techniques

The COVID-19 pandemic demanded the closure of education institutions abruptly in the middle of the academic term, disrupting regular teaching and learning activities throughout the world. The teaching fraternity immediately moved to online teaching to minimize learning damage and continue academic activities. With the sudden shift from traditional practices to online teaching, the key question arises about effectiveness of online teaching in higher education and how the teaching fraternity pursues academic activities, grouped under pre, during and post online teaching. This study aimed at examining the faculty perspective of online teaching in higher education without much experience and preparation. Data was collected from 81 faculty members across the disciplines of Engineering, Technology and Science for technical courses and Management and Commerce for the School of Social Science. Opinion of respondents received in pre, during and post online teaching activities and effectiveness in comparison to traditional system were analyzed. While the results show that there is no substantial pedagogical change or difficulty in delivery through online teaching. However, concerns remain about classroom management and the evaluation process through online as compared to face to face teaching. There is no significant difference of opinion from the faculties of School of Engineering and School of Management in regard to pre and post, except during the online teaching activities.