ethanporcaro/eric-fulltext-meta huggingface dataset:
Occupying a New Space: Oral Language Skills within the Disciplines in English-Medium Instruction
Author: Hüttner, Julia
Date: 2019-04-08
Type: Reports - Evaluative
Subjects: Oral Language,Language of Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Secondary School Students,Bilingual Education Programs,College Students,Course Content,Academic Language,Student Attitudes,Teacher Attitudes,Discourse Analysis,Pragmatics,Phrase Structure,Profiles,Persuasive Discourse,Educational Practices,Teacher Education,Classroom Techniques

Bilingual education programmes involving English are currently experiencing an unprecedented rise in popularity, both at school and at university levels. While one of the aims of such educational programmes lies in developing both academic knowledge and language proficiency, our understanding of the interface between these two elements -- language and content -- is still developing. In this contribution I argue that one fruitful means of conceptualising this content and language interface is by focussing on disciplinary language, i.e. the language specific to a school subject or academic discipline. While the study of disciplinary literacies, with their prime consideration of reading and writing, has received some research attention (see e.g. Airey, 2011; Kuteeva &amp; Airey, 2014), the more dynamic area of oral language in the subject classroom has been less focussed on. By drawing on an existing body of research, I show how disciplinary language within English Medium Instruction (EMI) is positioned by teachers and learners at both upper-secondary and tertiary levels of education. I place equal focus on two areas of research; firstly, I outline the perceptions of students and teachers towards (oral) disciplinary language, showing the difficulty of clearly positioning it on a continuum from 'language' to 'content' and the diverse interpretations of participants within EMI educational endeavours. The second area of research addresses student oral language production within the discipline. I show patterns of language production in terms of lexico-phraseological profiles of teacher talk and student production, as well as discourse-pragmatic analyses of patterns of argumentation and reasoning. The final section argues on the basis of these findings that EMI provides a unique potential of fostering student ability in the area of (oral) disciplinary language. Implications for practices in both secondary and tertiary EMI programmes focus on teacher education and classroom practices. [For the complete volume, &quot;Rethinking Directions in Language Learning and Teaching at University Level,&quot; see ED594626.]
English as a Lingua Franca: An Overview of Communicative Strategies
Author: Lewandowska, Elwira
Date: 2019-04-08
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Official Languages,Communication Strategies,Language Usage,Communicative Competence (Languages),Meta Analysis,Pragmatics,Case Studies,Learning Strategies,Vignettes,Language Role,Language of Instruction,College Students,Foreign Students,International Cooperation,Educational Cooperation,Student Mobility,Foreign Countries,Student Attitudes,Asynchronous Communication,Code Switching (Language),Intercultural Communication,Language Processing,Translation

The present contribution discusses the importance of communicative strategies in introducing English as a Lingua Franca (ELF). A brief meta-analysis of the research conducted in the area of pragmatics reveals that one of the most salient elements of using ELF is the users' ability to conduct meaningful exchanges through various communicative strategies. The results of the case study show that certain strategies are less favoured by ELF users, like those that seem to require manipulation of the language content and adjusting the language forms to meet the goals of communication. It is also demonstrated that contrary to the results of the meta-analysis, the participants of the study use all types of strategies: avoidance, compensation, and stalling without easily observable differences in the gathered results. The analysis of the results allows us to claim that incorporating communicative strategies should be of importance in considering the possibility of teaching ELF or at least allowing the learners of the English language to explore various strategies that may be proved as useful in their language use in a global marketplace. [For the complete volume, &quot;Rethinking Directions in Language Learning and Teaching at University Level,&quot; see ED594626.]
Social Justice
Author: Chang, Benjamin
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Social Justice,English (Second Language),Second Language Instruction,Critical Theory,Feminism,Postmodernism,Action Research,Critical Literacy,Recognition (Achievement),Educational Cooperation,Sense of Community

This entry concerns issues of social justice within TESOL internationally, and approaches to building social justice within the TESOL field. Given the broad nature of TESOL and social justice education, there are many different areas that can be discussed both in theory and practice. This entry focuses more on the context of schooling, teachers, students, and classrooms, and issues of pedagogy beyond just the United States. More specifically, it discusses approaches of critical pedagogy, feminist theory, poststructuralism, sociocultural learning, action research, critical literacy, New Literacy Studies, recognition, collaboration, and solidarity. [This chapter was published in: J. Liontas (Ed.), &quot;The TESOL Encyclopedia of English Language Teaching&quot; (pp. 1-6). John Wiley &amp; Sons, Inc., 2018.]
Californians and Public Education: Views from the 2019 PACE/USC Rossier Poll
Author: Polikof, Morgan S.
Date: 2019-02-00
Type: Reports - Research
Subjects: Public Education,Educational Attitudes,Educational Policy,Public Opinion,Educational Change,Violence,Weapons,School Safety,Student Costs,Colleges,Early Childhood Education,Funding Formulas,Positive Attitudes,Teacher Strikes,State Legislation,Educational Finance,Affirmative Action,Court Litigation

With a new Governor, State Superintendent, and Legislators in Sacramento and a diminished federal role in education, there is an opportunity for California's leaders to take stock of recent educational reforms and make necessary improvements. Several high-profile reforms over the past few years, including the Local Control Funding Formula (LCFF) and the California School Dashboard, have meaningfully reshaped California public education. Recently, a research project involving over 100 researchers across the state and the nation, showed that these reforms have resulted in improvements, but that many changes are still needed to address persistent achievement gaps. This report presents findings from a state-representative poll of California registered voters on an array of education policy issues. The poll was led by researchers at the University of Southern California Rossier School of Education and Policy Analysis for California Education (PACE) and was conducted by Tulchin Research. The PACE/USC Rossier poll has generally been conducted annually since 2012. The questions in each wave are a mix of new and legacy questions meant to draw out voters' opinions on the most important educational issues of the day. In this report, the authors summarize the major findings of the poll, presenting overall means as well as some differences in responses across core demographic groups.
Predicting College Success: How Do Different High School Assessments Measure Up?
Author: Kurlaender, Michal
Date: 2019-03-00
Type: Reports - Research
Subjects: Predictor Variables,College Readiness,Academic Achievement,High School Students,Standardized Tests,Student Evaluation,Outcomes of Education,Common Core State Standards,Grade 11,Racial Differences,Socioeconomic Status,College Entrance Examinations,Grade Point Average,Academic Persistence

The Smarter Balanced Assessment (SBAC), implemented in California in 2014-15 as part of the California Assessment of Student Performance and Progress, is designed to evaluate students' levels of college and career readiness. Student scores on the Smarter Balanced Assessment are currently used for both accountability and school improvement purposes. In this research brief, the authors describe early college outcomes for the 2014-15 cohort of California 11th graders, the first cohort of 11th grade SBAC takers. Specifically, they explain how well the Smarter Balanced Assessment, high school grade point average, and SAT predict first-year college outcomes for students enrolled in the California State University (CSU) system and at the University of California (UC) campuses. The authors also report how the relationship between these assessments and early college outcomes differs by key student subgroups (race/ethnicity and socioeconomic disadvantage). [For the 2018 report, see ED591086.]
Acquisition of Japanese through Translation
Author: Ito, Kinji
Date: 2019-04-08
Type: Reports - Research
Subjects: College Students,Second Language Learning,Japanese,Language Acquisition,Translation,Vocabulary Development,Cognitive Processes,Incidental Learning,Retention (Psychology),Outcomes of Education,Learning Strategies

Acquiring and retaining vocabulary knowledge are two of the most important aspects of second language (L2) learning. Some scholars (e.g. Hedrick, Harmom, &amp; Linerode, 2004; Nation, 1999; Stone &amp; Urquhart, 2008) advocate that we should re-think and explore in depth the importance of vocabulary. According to Wilkins (1972), &quot;while without grammar very little can be conveyed, without vocabulary nothing can be conveyed&quot; (p. 111). In other words, vocabulary is the foundation of language because without sufficient vocabulary knowledge L2 learners will not be able to express themselves satisfactorily or comprehend incoming information. Vocabulary items are thus the basic building blocks of language (Read, 2001) and their acquisition naturally leads to more efficient communication. Since, in today's academic settings, language courses are designed to develop learners' communicative competencies, translation has been overlooked. Accordingly, the study that will be presented had a total of 21 participants who took the course &quot;Japanese Through Translation&quot; designed for intermediate Japanese language learners during the 2016-2017 academic year at a public university in the United States. Participants took two different types of vocabulary quizzes which had a variety of lexical items they learned throughout the semester. This study examined two different ways of learning vocabulary -- deliberate and incidental -- one through communication and the other through translation, respectively. The results indicated that most of the words learners retained were those which had been taught by means of translation. Hence, it can be said that translation has a positive impact on the acquisition of vocabulary because learners have a better chance of coming across more lexicons/words when they are engaged in translation tasks. Although the role of translation in language pedagogy has still been underappreciated due to negative associations with the antiquated grammar-translation method, it is time to reconsider its effectiveness for L2 learning. [For the complete volume, &quot;Rethinking Directions in Language Learning and Teaching at University Level,&quot; see ED594626.]
Translation Training and Language Instruction at the Academic Level
Author: Kodura, Malgorzata
Date: 2019-04-08
Type: Reports - Research
Subjects: Modern Languages,Second Language Learning,Second Language Instruction,Teaching Methods,Translation,Language Proficiency,Language Skills,Linguistics,English (Second Language),Foreign Countries,Instructional Design,Grammar,Undergraduate Students,Polish,Business Communication,Error Correction,Language Tests,Management Systems,Comparative Analysis,Error Analysis (Language)

The aim of this paper is to make a point in a discussion whether and to what extent it is advisable to incorporate language instruction activities into the translation course. Although translation competence is often perceived as a set of sub-competencies that always includes language skills, regardless of the theoretical framework adopted, it is generally assumed that language proficiency of students taking a translation course at the university is adequate to undertake such tasks. However, as experience shows, novice translators frequently struggle with language problems unexpected at that level. Based on an experiment conducted with students of English philology attending a translation course at the Pedagogical University of Cracow, the author of this paper presents challenges and areas of linguistic problems faced by inexperienced translators, proposing solutions that might be useful for a translation trainer designing such a course. A reference is made to a reversed concept of translation as the fifth skill in learning a foreign language. This controversial idea of using translation in a language class, rejected by the modern language teaching approach as deriving from the traditional grammar-translation method, has been recently gaining popularity among teachers and researchers. The findings in this area may be of practical value for both translation teachers and language instructors. [For the complete volume, &quot;Rethinking Directions in Language Learning and Teaching at University Level,&quot; see ED594626.]
A Search for Paraphrasing and Plagiarism Avoidance Strategies in the Context of Writing from Sources in a Foreign Language
Author: Marzec-Stawiarska, Malgorzata
Date: 2019-04-08
Type: Reports - Research
Subjects: Foreign Countries,Graduate Students,Second Language Learning,English (Second Language),Writing (Composition),Writing Skills,Language Usage,Plagiarism,Writing Strategies,Theses,Reading Comprehension,Prewriting

Writing from sources is a keystone in academic education. Studies show that it can be problematic for students and in extreme cases may result in plagiarism. This article is devoted to one of the many skills necessary to write from sources, namely paraphrasing. The study described here aims to identify and categorise the paraphrasing and plagiarism avoidance strategies applied by students when writing their Master of Arts (MA) dissertations in English as a Foreign Language (EFL). The data were collected via questionnaires and were based on students' reports concerning their paraphrasing behaviours. The study enabled an array of before-, while- and after-paraphrasing strategies to be collected. The results may contribute to the literature on writing from sources by drawing greater attention to strategic behaviours of students connected with paraphrasing and plagiarism avoidance. [For the complete volume, &quot;Rethinking Directions in Language Learning and Teaching at University Level,&quot; see ED594626.]
The Infinitive in the Writing of Czech Advanced Students of English
Author: Válková, Silvie
Date: 2019-04-08
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Undergraduate Students,Writing (Composition),Foreign Countries,Advanced Students,College Faculty,Teaching Methods,Contrastive Linguistics,Native Language,Writing Instruction,Teacher Attitudes,Syntax,Grammar,Language Tests,Verbs,Morphemes,Language Usage

This paper sums up partial results of a long-term project aimed at determining specific needs in teaching advanced English students at the Institute of Foreign Languages of the Faculty of Education, Palacký University, where both authors have been teaching for more than 15 years. In our advanced English students, we have long observed a tendency to make quantitative mistakes, that is to use certain English language structures with a remarkably different frequency than the frequency typical for texts composed by English native speakers. Through a series of quantitative analyses of our students' texts in comparison with authentic English texts, we have been trying to identify the areas of major quantitative discrepancies, which, in turn, helps us make our teaching to advanced students more focussed and effective. The present contribution maps the theoretical background of the functions and usage of various forms of the English infinitive, and comments on the frequency of usage of various forms and syntactic positions of the infinitive in authentic English texts and in texts produced by our 3rd year Bachelor students in the written part of their final English language examination. [For the complete volume, &quot;Rethinking Directions in Language Learning and Teaching at University Level,&quot; see ED594626.]
Role of Networking Technology in Higher Education
Author: Sekar, J. M. Arul
Date: 2010-02-00
Type: Speeches/Meeting Papers
Subjects: Computer Networks,Technology Uses in Education,Higher Education,Internet,Intelligent Tutoring Systems,Artificial Intelligence,Robotics,Computer Simulation

Network technology provides access to various sources of information from across the world. Network technology allows the higher education system to bring the lab to the classroom, rather than making students move to separate classrooms when they need to use computers. It, therefore, saves cost and makes students more productive. Students and staff can access courses, administrative and research services via the Internet and to each other via e-mail, anytime and anywhere on campus, using wireless laptop computers. Students can receive class assignments or virtual tutorials from their professors, communicate with each other and their instructors via e-mail and store files at a central server, while moving from the library, to the cafeteria, to an outdoor common area. Through network technology, the teachers and the learners access the email and voice mail by way of the internet. In universities and colleges or educational institutions, the teacher should plan to take advantage of the use of network technology. [This paper was published in &quot;International Conference on e-Resources in Higher Education: Issues, Developments, Opportunities and Challenges,&quot; p811-812.]
Rethinking Study Abroad and Intercultural Competence
Author: Lenkaitis, Chesla Ann
Date: 2019-04-08
Type: Reports - Research
Subjects: Study Abroad,College Students,Second Language Learning,Second Language Instruction,Foreign Countries,English (Second Language),Cultural Awareness,Communication Skills,Intercultural Communication,Interpersonal Competence,Spanish

Due to competing demands of university students, short-term study abroad trips are on the rise (Lewis &amp; Niesenbaum, 2005; NAFSA, 2003, 2019). The present study is the only study that has explored a trip of less than one week and the ways in which L2 participants have developed their intercultural competence daily. Like in Allen (2010), this study was small in scale, since only two second language (L2) learners of Spanish studied abroad. In addition, this study used Merriam's (1998) case study framework to illuminate the case of two L2 learners and their short-term five-day study abroad experience. Analyses of surveys and Deardorff's (2012) Intercultural Competence (IC) self-reflection, coupled with field notes, revealed that participants' daily fluctuations of up to 18.7% did occur, thus demonstrating IC's dynamicity (Deardorff, 2012). Not only is a short-term study abroad of less than one week practical for university students, but this study also suggested that a non-traditional short-term study abroad can be a valuable tool to an L2 learner's IC development. [For the complete volume, &quot;Rethinking Directions in Language Learning and Teaching at University Level,&quot; see ED594626.]
Working Toward K-12 Funding Adequacy: California&apos;s Current Policies and Funding Levels. Research Brief. Getting Down to Facts II
Author: Imazeki, Jennifer
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Funding Formulas,State Policy,State Aid,School District Autonomy,Public Schools,School Districts,Educational Finance,Comparative Analysis,Finance Reform,State Standards,Income,School Funds,Educational Equity (Finance),Taxes,School District Spending

California policymakers have established the expectation that all public school students should have access to a broad course of study, in classes where instruction is consistent with the state's content standards. Further, the state holds schools and school districts accountable for their ability to ensure that all students achieve at a specified level of academic proficiency, attend school regularly, and graduate from high school prepared for adult success. This brief puts California's K-12 funding system into context by comparing the state's school finance system to other states, both in terms of funding levels and policy. It also summarizes the results of an adequacy study that takes on the difficult task of estimating how much funding might be enough, using a professional judgment approach to provide some insights into the resources likely needed for adequate schooling. [This brief summarizes three &quot;Getting Down to Facts II&quot; technical reports on funding levels in California: &quot;Adequacy and State Funding Formulas: What Can California Learn From the Research and National Context?&quot; (ED594606), &quot;District Dollars 2: California School District Finances, 2004-05 through 2016-17&quot; (ED594665), and &quot;What Does It Cost to Educate California's Students? A Professional Judgment Approach&quot; (ED594739).]
Ohio&apos;s Plan to Raise Literacy Achievement: Birth through Grade 12
Author: Ohio Department of Education
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Literacy Education,Statewide Planning,Alignment (Education),Needs Assessment,Educational Objectives,Progress Monitoring,Evidence Based Practice,Elementary Secondary Education,Educational Improvement,Faculty Development,Coaching (Performance),Reading Skills,Reading Achievement,Children,Adolescents,Teaching Methods,Language Skills,Preschool Education,Participative Decision Making,Leadership,Family Involvement,Accountability,State Programs,Writing Skills

Ohio's Plan to Raise Literacy Achievement serves as a guide to promote evidence-based language and literacy teaching and learning for all learners from birth to grade 12. Literacy acquisition affects learners' access to, and interest in, content at all grade levels and in all aspects of their lives. In light of this, literacy is not treated as a separate field of study or course but instead is layered over all aspects of education. It is critical that the focus of every educator and educational activity includes language and literacy development. This plan articulates a cohesive state literacy framework aimed at promoting proficiency in reading, writing and oral language for all learners. The state's plan is driven by scientific research and encourages a professional movement toward implementing data-based, differentiated and evidence-based practices in educational settings throughout the state. Specifically, this plan illustrates the strong language and literacy efforts currently in place in Ohio and the vision to expand and strengthen them to support improvement across the educational cascade (state, regional, district, school, classroom, families and communities). The plan is organized into eight sections: (1) Ohio's Theory of Action; (2) Alignment of Ohio's Literacy Improvement Efforts; (3) Comprehensive Needs Assessment; (4) Ohio's Literacy Vision; (5) Objectives, Strategies and Activities; (6) Goals and Measures; (7) Plan for Monitoring Progress; and (8) Implementing Evidence-Based Practices.