ethanporcaro/eric-fulltext-meta huggingface dataset:
Speaking in Colors: A Window into Uncomfortable Conversations about Race and Ethnicity in U.S. Bilingual Classrooms
Author: Kleyn, Tatyana
Date: 2008-11-00
Type: Journal Articles
Subjects: Student Diversity,Ethnic Diversity,Ethnic Stereotypes,Racial Discrimination,Bilingual Education,Bilingual Teachers,Multicultural Education,Racial Bias,Observation,Interviews,Teacher Attitudes,Social Bias,Haitians,Creoles,Spanish Speaking,Hispanic Americans,Blacks,Chinese Americans,Chinese,Russian,Immigrants

As the racial and ethnic make-up of the United States (U.S.) further diversifies, the need for open dialogue around stereotypes and discrimination intensifies. Schools can provide students with the opportunity to begin to unravel the complexities of race and ethnicity. Students in bilingual classrooms inevitably bring up the issues surrounding intra-and inter-group conflicts. This study looks at how bilingual teachers from four ethnolinguistic groups address these unplanned micro-interactions. A bibliography is included.
Do and Understand: The Effectiveness of Experiential Education
Author: Gama, Claudia
Date: 2009-11-00
Type: Journal Articles
Subjects: Experiential Learning,Educational Benefits,Program Effectiveness,Bilingual Schools,College Preparation,Secondary Education,Middle School Students,High School Students,Foreign Countries,Outdoor Education,Field Trips,Action Research,Well Being,Alignment (Education),Self Esteem,Responsibility,Friendship,Empathy,Physical Activities,Skill Development,Interpersonal Competence,Surveys,Student Attitudes,Feedback (Response),Data Analysis,Statistical Analysis,Parent Surveys

This paper shares the results of a study on the benefits which an experiential education program has on students in the K-12 range. The study was carried out at a bilingual North American-style college preparatory school located in Colombia, South America. Research was based on experiences obtained through the coordination and implementation of an experiential education program during the 2008-09 school year. The findings deal with experiential education as a pedagogical philosophy.
Translation Priming Effect in Spanish-English Bilinguals
Author: Ramírez Sarmiento, Albeiro Miguel Ángel
Date: 2011-11-00
Type: Journal Articles
Subjects: Translation,Priming,Spanish,English,Bilingualism,Bilingual Students,Undergraduate Students,Foreign Countries,Language Proficiency,Second Language Learning,Hypothesis Testing,Semantics,Psycholinguistics,Word Recognition,Task Analysis,Classification,Reaction Time,Educational Experiments

This article aims to establish the effects of masked priming by translation equivalents in Spanish-English bilinguals with a high-intermediate level of proficiency in their second language. Its findings serve as evidence to support the hypothesis that semantic representations mediate the mental association among non-cognates from a speaker's first and second languages as proposed by Grainger and Frenck-Mestre (1998) in their article entitled &quot;Masked Priming by Translation Equivalents in Proficient Bilinguals.&quot; The present article reports the results obtained from a graduation thesis written as a requirement for the M.A. degree in Linguistics at Universidad Nacional de Colombia. This project was finished in 2009 and was funded by the Unit of Research Administration from the School of Human Sciences at Universidad Nacional de Colombia, Sede Bogotá, through the contest &quot;Convocatoria de Apoyo a Trabajos de Posgrado 2008-II&quot;.
Identifying Language Learning Strategies: An Exploratory Study
Author: Pineda, Jorge E.
Date: 2010-11-00
Type: Journal Articles
Subjects: Learning Strategies,Second Language Learning,French,Portuguese,Mandarin Chinese,Japanese,Italian,German,English (Second Language),Questionnaires,Observation,Semi Structured Interviews,Student Attitudes,Grammar,Skill Development,Ethnography,Communicative Competence (Languages),Multilingualism,Undergraduate Students,Measures (Individuals),Oral Language,Writing Skills,Reading Skills,Listening Comprehension,Task Analysis

This is a small scale, inductive, ethnographic study whose objective is to explore the language learning strategies used by the students of different languages at a language program at the university level. Students of English, French, Portuguese, Mandarin Chinese, Japanese, Italian, and German participate in the study. Three instruments are used to gather data: an open-ended questionnaire, a series of lesson observations, and a semi-structured interview. The students report the use of several strategies for the learning of grammar, reading, speaking, writing, and listening.
Analyzing Bilingual Teaching and Learning in Madrid, Spain: A Fulbright Scholar Collaborative Research Project
Author: Gerena, Linda
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bilingual Education,International Cooperation,Research Projects,Educational Attitudes,Instructional Effectiveness,Teacher Attitudes,Student Attitudes,Teaching Assistants,Best Practices,Bilingualism,Program Development,Educational Practices,Mixed Methods Research,Surveys,Observation,Interviews

This study was carried out as an international cooperative research project supported by a Fulbright Scholar award to investigate attitudes and perceptions towards bilingual education, and to extract key findings on effective pedagogy in bilingual schools in the Region of Madrid, where expansion of bilingual programs has been rapidly increasing. The study sought to identify the attitudes of teachers, language assistants and students towards bilingualism and bilingual program development. It was also interested in identifying effective classroom practices and strategies for effective teaching in bilingual contexts. The results obtained reveal key findings and possible implications that should be taken into consideration in order to facilitate the future development and consolidation of bilingual programs that promote educational excellence.
A Spectrum of Situatedness for World Language Educators: A Self-Assessment Tool
Author: Schwarzer, David
Date: 2011-11-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Learning,Second Language Instruction,Teaching Methods,Vignettes,Curriculum Development,Educational Philosophy,Program Development,Educational Change,Service Learning,Cooperative Education,Grammar,Comparative Education,Self Evaluation (Individuals),Measures (Individuals)

We believe that world language education at all levels of instruction in the United States is in crisis. In this article, we respond to this crisis by proposing a spectrum of situatedness and its relation to five distinct pedagogical approaches in world language education. We help to elucidate this spectrum with classroom vignettes, illustrating different scenarios in world language education and some of their curricular components. We then conclude the article with the presentation of a tool to aid the reader in self-guiding and self directing their own pedagogical practices. This tool is not conceptualized as a prescriptive option but rather as an instrument to help guide us in our academic endeavors. Our hope is that this notion of a spectrum helps us find a more precise terminology for characterizing our classrooms and our practices. We are arguing for a more balanced and reflective view of curriculum development in which teachers' philosophies and pedagogic views are the major catalyst for programmatic development and change.
Effectiveness of Understanding Relations between Community, Home, and School for Future Educators
Author: Peralta, Claudia
Date: 2013-11-00
Type: Journal Articles
Subjects: School Community Relationship,Family School Relationship,Graduate Students,Home Visits,Community Education,Sensitivity Training,Outreach Programs,Social Psychology,Parent Participation,Cultural Capital,Teacher Education Programs,Intervention,Community Resources,Teaching Methods,Assignments,Community Characteristics,Listening,Listening Skills,Educational Practices

As educators committed to preparing teachers to teach effectively across differences and in ways that actively resist perpetuating injustices, we have found that designing opportunities that take teachers into the children's community is the best way to learn about the cultural wealth existing in homes and to understand the importance of including parents in the education of their children. College students from a graduate program at a public institution were asked to engage in community, neighborhood and home visits to reflect on their understanding of the relationship among community, home, and schools. As a result of these interactions, the students came to a new and deeper understanding of the importance of bringing together communities, schools, and homes to create an optimum environment for student success.
Effectiveness of Computer-Assisted Pronunciation Teaching and Verbal Ability on the Achievement of Senior Secondary School Students in Oral English
Author: Gambari, Amosa Isiaka
Date: 2014-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Pronunciation,Teaching Methods,Educational Technology,Verbal Ability,Secondary School Students,Oral Language,Instructional Effectiveness,Foreign Countries,Gender Differences,Multiple Choice Tests,Pretests Posttests,Statistical Analysis,Conventional Instruction,Comparative Analysis,Intelligence Quotient

This study investigated the effectiveness of a computer-assisted pronunciation teaching (CAPT) package on the achievement of senior secondary students in oral English in Minna, Nigeria. It also examined the influence of CAPT on verbal ability and gender. The sample consisted of sixty senior secondary school students drawn from two coeducational secondary schools within the Minna metropolis. Stratified random sampling was used to select 60 students from each school: 15 males and 15 females; 10 high, 10 medium and 10 low verbal ability students. The Oral English Achievement Test (OAT) consists of 50-items of multiple-choice items, validated by experts, and administered to students as a pre-test, post-test and delayed post-test. The data obtained were analysed using t-test statistics, one-way ANOVA, and Scheffe's post-hoc test. The results revealed that students taught oral English with the CAPT package performed and retained the concepts of oral English better than those taught with the traditional teaching method. Students with high verbal ability performed better than medium and low verbal ability students respectively. However, there was no significant difference in the post-test mean achievement scores of male and female students taught using the CAPT package. These findings indicate that oral English concepts could be taught and learned better through the resourceful integration of a computer-assisted pronunciation teaching package.
Enhancing Moral and Ethical Judgment through the Use of Case Histories: An Ethics Course for Pre-Service Teachers
Author: Mc Danel de García, Mary Anne
Date: 2013-11-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Ethical Instruction,Action Research,Student Educational Objectives,Case Studies,Moral Development,Foreign Countries,Instructional Effectiveness,Scoring Rubrics,Questionnaires,Interviews,Qualitative Research

This article refers to an action research project involving pre-service teachers. The purpose of this study was to determine if specific learning outcomes could be successfully employed as objectives for an ethics course for preservice teacher preparation. Real life case histories were used by students to identify and reflect upon moral and ethical issues. Data was collected through questionnaires, interviews, written reflection, and teachers' observations. Findings revealed that the set objectives were attainable and apparently achieved by all of the participants. The use of case histories and a color rubric facilitated the development of the students' moral awareness, reflection and motivation.
Learners' Perceptions of the Benefits of Voice Tool-Based Tasks on Their Spoken Performance
Author: Wilches, Astrid
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Oral Language,Educational Benefits,Computer Mediated Communication,Computer Software,Communication Skills,Electronic Learning,Management Systems,Educational Technology,Asynchronous Communication,Speech Skills,Skill Development,English (Second Language),Adult Learning,Student Attitudes,Self Concept,Error Correction,Pronunciation Instruction,Intonation,Language Fluency,Accuracy,Comprehension,Interpersonal Communication,Preferences,Task Analysis,Qualitative Research,Statistical Analysis,Observation,Student Surveys

The purpose of this study is to investigate learners' perceptions of the benefits of tasks using voice tools to reinforce their oral skills. Additionally, this study seeks to determine what aspects of task design affected the students' perceptions. Beginner learners aged 18 to 36 with little or no experience in the use of technological tools for speaking practice were selected to participate in this study. The students' reflections were analyzed by following a combination of qualitative and quantitative research approaches based on classroom observation and two surveys. The findings show that tasks using voice tools are beneficial for students' oral performance as they can raise self-awareness and self-correction of speech patterns and provide extra practice of language features such as pronunciation, fluency, intonation and accuracy. The aspects of task design that affected the student's perception of those benefits were the opportunity to work on self-awareness of their spoken performance, to interact for comprehension purposes, and to exchange information. Students acknowledged that voice tool-based speaking tasks can be educational, personally meaningful, enjoyable, and beneficial for the reinforcement of their oral skills as long as they are carefully planned and integrated into the dynamics of the class. It can be concluded that the asynchronous anxiety-free nature of voice tool-based speaking tasks offers several benefits to practice speaking skills both collaboratively and individually.
Students Learn English Better… Learning to Teach It!
Author: Noel, Barbara
Date: 2008-11-00
Type: Journal Articles
Subjects: Literature Reviews,Student Experience,Teaching Experience,Bilingual Education,Schools of Education,Teacher Education Programs,Teaching Models,English Instruction,Educational Practices,Protocol Analysis,Protocol Materials,Questionnaires,Interviews,Teacher Surveys,Student Surveys,Second Language Learning,English (Second Language),Portuguese,Higher Education,Foreign Countries,Qualitative Research

This article provides a brief theoretical framework as well as literature review and describes the activities of an on-going research program which examines the experiences of students and professors at a specialized bilingual teacher's college in the Republic of Colombia, South America. It follows the development of a new pedagogical model as these same students and professors adapt their higher education academic practices to the Sheltered Instruction Observation Protocol (SIOP), which integrates English instruction into content-courses.
Borderlands Epistemologies and the Transnational Experience
Author: Petrón, Mary A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Epistemology,Immigrants,Mexican Americans,Case Studies,Teacher Attitudes,Rural Areas,Professional Identity,Self Concept,Place of Residence,Faculty Mobility,Spanish,English (Second Language),Second Language Learning,Language Usage,Code Switching (Language),Foreign Countries,Second Language Instruction,Language Teachers,Cultural Background,Teaching Methods,Cultural Awareness,Females,Qualitative Research,Phenomenology,Interviews,Participant Observation

This reflective article is based on an ethnographic case study of five transnational teachers of English in Mexico. These teachers had acquired English as children of Mexican immigrants to the U.S. At the time of the study, they were living and teaching in their parents' place of origin in rural Mexico. The intent of the article is to examine how borderlands ways of knowing were reflected in their personal and professional lives. The transnational experiences of living in and between nation states appeared at the forefront of their cultural and linguistic practices. They spoke the languages of transnationalism in that they engaged in &quot;translanguaging&quot; and considered English to be part of their heritage, too. They strongly identified with other transnationals who had similar backgrounds, and as teachers of English, they transformed their classroom into authentic lessons on language and culture. Their borderlands ways of knowing informed their linguistic identity and teaching practices.
Tucker Signing as a Phonics Instruction Tool to Develop Phonemic Awareness in Children
Author: Valbuena, Amanda Carolina
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Phonemic Awareness,English (Second Language),Phonics,Program Effectiveness,Pretests Posttests,Phoneme Grapheme Correspondence,Reading Instruction,Spanish Speaking,Foreign Countries,Decoding (Reading),Nonverbal Communication,Visual Aids,Grade 1,Elementary School Students,Observation,Oral Reading,Pronunciation,Alphabets,Sentences

To develop reading acquisition in an effective way, it is necessary to take into account three goals during the process: automatic word recognition, or development of phonemic awareness, reading comprehension, and a desire for reading. This article focuses on promoting phonemic awareness in English as a second language through a program called Tucker Signing. Twenty-five first grade students in a public school participated in the study using the program as phonics instruction. In the process, students would see a word, do a movement with the left hand as a representation of the grapheme, and make the sound. To analyze if the program was useful, students took a pre- and post-test, and results were compared. Findings show that the program helped children to develop phonemic awareness through the identification and the relationship between each of the twenty-seven English graphemes (letters) and most of their corresponding phonemes (sounds). At the end, students developed phonemic awareness through the identification of English phonemes without the mix to translate from their L1 (Spanish) to the L2 (English); although some phonemes like &quot;th&quot; /?/ /ð/, &quot;j&quot; /d?/, and vowels would need more reinforcement.
Distance Education for EFL Teachers: Perceptions of Learner Support
Author: Roux, Ruth
Date: 2014-00-00
Type: Journal Articles
Subjects: Qualitative Research,English (Second Language),Language Teachers,Distance Education,Teacher Attitudes,Teacher Researchers,Videoconferencing,Educational Technology,Technology Uses in Education,Computer Mediated Communication,Elementary School Teachers,Secondary School Teachers,High Schools,Middle School Teachers,Undergraduate Students,Undergraduate Study,Comparative Analysis,Foreign Countries

This article reports the findings of a qualitative study exploring in-service EFL teachers' perceptions of the learner support resources provided to them while they were taking a teacher research distance course. Findings indicate that students valued videoconferencing technology because it facilitated interacting with adviser, peers and instructor to get academic assistance, a different perspective on their work, enthusiasm, and feedback, as well as opportunities to confront ideas and to share feelings. The course management system was perceived as highly beneficial to their learning because of the amount and variety of support resources, and the multidimensional learning it promoted. Results may help language teacher educators interested in enhancing the quality of research courses, Web-based course developers involved in providing learner support, and researchers engaged in teacher research and distance education.
Technology-Based Biliteracy Centers for the 21st Century Learner
Author: Mercuri, Sandra
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Content Area Reading,Content Area Writing,Language Skills,Elementary School Students,Bilingual Education Programs,Resource Centers,English,Spanish,Program Descriptions,Program Development,Media Literacy,Emergent Literacy,Technology Uses in Education,Teaching Methods,Classroom Techniques,Educational Practices,Electronic Learning

The purpose of this reflective article is to present an alternative that incorporates the four language skills in all content areas through technology-based dual-language centers for emergent bilinguals at the elementary level. The authors propose a matrix to plan the centers and include three examples to facilitate language transfer in English and Spanish to foster biliteracy. The planning of the three projects is discussed as well as results from their implementation with elementary grade learners.
Peer Feedback in Anonymous Peer Review in an EFL Writing Class in Spain
Author: Coté, Robert A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Evaluation,English (Second Language),Second Language Instruction,Second Language Learning,Writing Instruction,Error Correction,College Students,Confidentiality,Ethnography,Action Research,Measures (Individuals),Questionnaires,Correlation,Feedback (Response),Participant Observation,Statistical Analysis

The present study reports the results of a process of peer feedback through anonymous peer review in an EFL writing class. Numerous studies have reported on the benefits of peer review (PR) in the ESL/EFL writing classroom. However, the literature also identifies social issues that can negatively affect the outcome of face-to-face PR. In this study, twenty-five students were enrolled in an expository writing class in an Intensive English Program (IEP) of a private, American university in Madrid, Spain, where they attended 25 contact hours of English per week and experienced anonymous, or blind, peer review (PR). It was hoped that removing social interferences would force the participants to focus on the type and number of corrections they made to an unknown classmate's essay and as well as increase the type and number of corrections s/he incorporates into her/his original essay. Results indicate that writers accepted most of the changes proposed by the PR process (70%), an acceptance rate unprecedented in other studies.
Developing Foreign Language Teacher Standards in Uruguay
Author: Kuhlman, Natalie A.
Date: 2010-11-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Language Teachers,Teacher Competencies,Teacher Education Programs,English (Second Language),Performance,National Standards,Academic Standards,Scoring Rubrics,Educational Assessment,Postsecondary Education,Elementary Secondary Education

This article documents the development of foreign language (FL) teacher standards in Uruguay. It begins by discussing what it means to be a teacher, what standards are and are not, and how they can be helpful or misused in teacher development. In the proposal, a distinction is made between teacher preparation programs that are course-based and those that are standards-based, where standards cross particular course boundaries. Finally, the collaborative process used to develop the standards for the situation in Uruguay is described, which was based, fundamentally, on the TESOL p-12 ESL Teacher Preparation Standards.