ethanporcaro/eric-fulltext-meta huggingface dataset:
Articulation of Ethnomathematical Knowledge in the Intercultural Bilingual Education of the Guna People
Author: Maure, Luisa Morales
Date: 2018-04-23
Type: Journal Articles
Subjects: Foreign Countries,Ethnic Groups,Ethnology,Mathematics,Numeracy,Multicultural Education,Cross Cultural Training,Problem Solving,Pretests Posttests,Control Groups,Experimental Groups,Elementary School Students,Grade 4,Mathematics Education,Arithmetic,Geometry,Learning Strategies,Grade 3,Statistical Analysis

The aim of this research is to study the fundamental elements used to broaden mathematical knowledge and to establish guidelines for its development using Intercultural Bilingual Education (IBE) framework. This study is an experimental quantitative research. Problem solving pretest and posttest were given to the students of Carti Tupile School (control group) in Spanish and students of Sayla Olonibiginya School (experimental group) in their mother tongue. A didactic guide was used as the learning method in IBE for the fourth grade students of Sayla Olonibiginya School. It was used to motivate them to discover the principles and concepts of mathematics in arithmetic and geometry. The results showed that traditional methodologies are not better than the didactic guide used for contextualized development under the IBE.
Enhancing Pre-K-12 Student Learning Outcomes: The Need for Synergies of Policy-Makers, School Administrators and Parents
Author: Gbollie, Charles
Date: 2018-04-23
Type: Journal Articles
Subjects: Outcomes of Education,Stakeholders,Alignment (Education),Teacher Role,Administrator Role,Parent Role,Educational Administration,Educational Policy,Elementary Secondary Education,Educational Responsibility,Barriers,Group Dynamics,Decision Making,Change Strategies

Building strong synergy among policy-makers, school administrators, teachers and parents in the execution of their roles is very important to improve student learning outcomes. It helps to lay a firm educational foundation for children from Pre-K-12 and facilitates life-long learning in order to assist learners to acquire knowledge, skills, values and attitudes that empower them to contribute to sustainable development. As a remedy to deteriorating student learning outcomes (exemplified in Liberia), this paper examines and discusses synergic alignment of education stakeholders' roles towards the primary goal of better learning outcomes for students from pre-primary through high school, focusing on the need for combined efforts. It highlights why synergic alignment matters in spite of their traditionally ascribed roles and pinpoints some challenges and benefits of building synergy among stakeholders. Finally, this article offers suggestions aimed at improving student performance, particularly in developing countries through collaborative partnership. It sees synergy in group roles as one of the most effective solutions to cultivating better student learning outcomes and condemns children's education as the sole responsibility of school workers (administrators and teachers). It was concluded that the survivability of social institutions and continuity of human existence hinges on synergy built to support children's learning.
Anthropological Analysis of Content Knowledge of Preservice Elementary Mathematics Teachers&apos; on Graphs
Author: Övez, Filiz Tuba Dikkartin
Date: 2018-04-23
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Elementary School Mathematics,Graphs,Pedagogical Content Knowledge,Educational Anthropology,Recognition (Achievement),Institutional Characteristics,Foreign Countries,Semi Structured Interviews,Qualitative Research,Statistical Analysis

The purpose of this study is to analyse the content knowledge on graphs of pre-service elementary mathematics teachers from an anthropological perspective. 112 pre-service elementary mathematics teachers participated in the study. Concentric mixed pattern research method has been used in the study. The data was collected through Graphic Content Knowledge Scale and interview method in order to examine the content knowledge of primary school math teacher candidates related to graphics anthropologically. This scale which was developed within the frame of determined institutional recognitions includes graphic concept and its usage conditions, graphic types and different display forms, making proper transformations between graphics related to a given context, graphic reading, graphic interpreting and graphic drawing skills. In addition, for the purpose of having a more detailed review of the individual recognitions of the 10 participants, a semi-structured interview scale has been developed and used during the interviews. Data acquired have been analysed by using ecologic and praxiologic approach suggested within the framework of Anthropological Theory of the Didactic. The knowledge scale and interview data have been subjected to content analysis and descriptive analysis to interpret the individual recognitions of the pre-service teachers within the scope of institutional recognitions. As a result, it has been observed that the individual recognitions of pre-service teachers related to column, circle and line graphs conform to the institutional recognitions, however in institutional recognitions the techniques specified for column graphs are being used for histogram, hence they have difficulties in comprehending the differences between histogram and column graph. It has also been concluded that they were not aware of a theory based on graph knowledge.
Rater Cognition in L2 Speaking Assessment: A Review of the Literature
Author: Han, Qie
Date: 2016-00-00
Type: Journal Articles
Subjects: Second Language Learning,Student Evaluation,Evaluators,Speech Tests,Interrater Reliability,Scoring,Evaluation Criteria,Comparative Analysis,Decision Making,Metacognition,Definitions

This literature review attempts to survey representative studies within the context of L2 speaking assessment that have contributed to the conceptualization of rater cognition. Two types of studies are looked at: 1) studies that examine &quot;how&quot; raters differ (and sometimes agree) in their cognitive processes and rating behaviors, in terms of their focus and feature attention, their approaches to scoring, and their treatment of the scoring criteria and non-criteria relevant aspects and features of the speaking performance; 2) studies that explore &quot;why&quot; raters differ, through the analysis of the interactions between several rater background factors (i.e., rater language background, rater experience and rater training) and their rating behaviors and decision-making processes. The two types of studies have improved our understanding of the nature and the causes of rater variability in their perception and evaluation of L2 speech. However, very few of those studies has drawn on existing theories of human information processing and research on strategy use, which can explain on a cognitive-processing (Purpura, 2014) level what goes on in raters' mind during assessment. It is argued as a final conclusion that only based on established frameworks of human information processing and research on (meta)cognitive strategy use can rater cognition be explored with more depth and breadth.
Second Language Reading and Instruction
Author: Ahmed, Shafinaz
Date: 2015-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Second Language Learning,Reading Instruction,Reading Processes,Cognitive Processes,Teaching Methods

Reading comprehension is a process in which words are interpreted and meaning is created. We read for a variety of reasons: to obtain information, to communicate, and for enjoyment. In order to comprehend or assign meaning to a text, various linguistic, conceptual, reasoning, and meta- cognitive abilities must work efficiently and simultaneously within the reader (Grabe, 1991; Grabe &amp; Stoller, 2011). Views on second language reading have been greatly influenced by research on first language reading. Second language reading research strives to understand what 'good' first language readers do and tries to guide second language instructors, learners, and readers in that direction (Catts &amp; Kamhi, 2005; Grabe, 1991; Grabe &amp; Stoller, 2011). However, in order to effectively do so, it is essential to understand what reading is and its multifaceted nature, both in a reader's first as well as second language.
Embodied Vocabulary Explanation in ESL Group Interaction: A Preliminary Account
Author: Lo, Carol Hoi Yee
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Nonverbal Communication,Interaction,Vocabulary,Group Activities,Video Technology,Audio Equipment,College Students

In recent decades, the study of language learners' embodied behavior amongst themselves has gained much currency. Broadly speaking, a wealth of studies on learner gestures connect gestures with second language acquisition, and have shown that gestures play a role in facilitating communication, acquisition, and retention (Gullberg, 1998, 2011, 2014; McCafferty, 2004; McCafferty &amp; Gullberg, 2008; Stam &amp; McCafferty, 2008). Another line of research examines learner gestures through the lens of sociocultural theory, and has found that learners use gestures to rehearse new knowledge and to self-regulate (Lee, 2008; McCafferty, 1998; Negueruela &amp; Lantolf, 2008; Platt &amp; Brooks, 2008). These studies, however, adopted experimental designs as a research method, and therefore, &quot;how&quot; learners actually use gestures when interacting with one another &quot;in situ&quot; remains largely a &quot;black box.&quot; To this end, a growing number of research on learner gesture now adopts a conversation analytic perspective, which focuses on uncovering &quot;members' method&quot; by analyzing naturally occurring classroom data (Olsher, 2004; 2008; Mori &amp; Hayashi, 2006). Continuing this line of research, this paper aims to provide a preliminary account of how learners employ gestures to do vocabulary explanation in the context of group work.
Unpacking the Concept of Complexity in Instructed SLA Research: Towards an Acquisitional Definition
Author: Jung, Ji-Yung
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,Adult Learning,Teaching Methods,Instructional Effectiveness,Difficulty Level

Over the past few decades, the field of second language acquisition (SLA) has seen a remarkable increase of interest in the study of instructed second language acquisition (ISLA), which &quot;investigates second language (L2) learning or acquisition that occurs as a result of teaching&quot; (Loewen, 2014, p. 2). Research insights gained from this subfield are particularly pertinent to adult L2 learners, who, due to biological and cognitive constraints, have difficulty acquiring a target language (TL) solely based on naturalistic input (e.g., Han, 2004; Long, 1990). The ISLA literature shows that there is an array of pedagogical options that can be used to facilitate adult L2 learning, ranging from implicit (e.g., input enhancement, recasts, etc.) to explicit (e.g., consciousness-raising, metalinguistic rule explanation, etc.) techniques. Furthermore, the effectiveness of an instructional treatment seems to depend largely on the nature (i.e., complexity) of the L2 feature (e.g., Ellis, 2002; Spada &amp; Tomita, 2010). However, extant empirical studies have yielded rather mixed findings on the issue regarding which type of L2 feature (i.e., complex or simple) benefits more from which type of instruction (i.e., implicit or explicit), rendering it difficult to provide straightforward guidance to L2 classroom teachers. There are several reasons for the disparities in research findings, such as differences in study designs, settings, learner characteristics, etc., but above anything else, the inconsistent findings can primarily be attributed to the varying conceptualizations of &quot;complexity.&quot; With an aim to enlighten future research in this line of inquiry, the present discussion emphasizes the need for a more integral definition of complexity. First, some traditional definitions of the concept are briefly reviewed. Next, a more recent, acquisitional perspective (Han &amp; Lew, 2012) is introduced, and finally, a few key aspects of &quot;acquisitional complexity&quot; are discussed, which offer critical insights for future empirical studies, particularly related to the internal validity of research designs.
Examining the Intersection between Task-Based Learning and Technology
Author: Akbar, Farah S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Task Analysis,Language Acquisition,Computer Mediated Communication,Technology Integration

Less than two decades ago most of the activities in Computer Assisted Language Learning (CALL) were created with a &quot;one-size-fits-all&quot; understanding of how computers could enhance language learning. Across the board, the sole rationale for using technology, mostly computer- based, was that it was useful and motivating for learners. The obvious lack of a solid research base for such practice gradually led both CALL researchers to approach the use of technology in language teaching and learning more empirically. Only recently has the field of CALL begun to undergo self-evaluation (Go´nzalez-Lloret &amp; Ortega, 2014), and researchers are now claiming that in order for the field to progress, it is necessary to look to SLA principles that make language teaching effective (Chapelle, 1998; Levy, 1999).
Enhancing the Role of Meaning in the L2 Classroom: A Cognitive Linguistics Perspective
Author: Sáez, Natalia
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Learning,Psycholinguistics,Semantics,Language Acquisition,Concept Formation

From the Cognitive Linguistics (CL) stance, language is a dynamic interplay of complex subsystems composed of symbolic units, and meaning is the driving force behind form. Meaning arises from our physical experience (i.e., embodied cognition), and interacts with culture-specific ways of conceptualizing entities and events through language. As a usage-based model of language acquisition, CL has made significant contributions to second language (L2) pedagogy. Some of these contributions will be briefly discussed below to shed light on how CL research in Second Language Acquisition (SLA) has extended to Instructed SLA.
Category Terms as Story-Telling Shortcuts
Author: Reddington, Elizabeth
Date: 2013-00-00
Type: Journal Articles
Subjects: Group Membership,Classification,Interaction,Story Telling,Inferences,Interpersonal Communication,Language Usage

Following Stokoe (2012), who grounded her study of membership categorization practices in the analysis of particular sequences of interaction, such as advice-giving, Elizabeth Reddington examines how participants invoke and orient to categories in story-telling episodes. Because category terms are inherently inference-rich (Schegloff, 2007), Reddington argues that they may serve as a powerful resource for story-tellers: By invoking particular categories, a speaker can prompt a listener to make inferences that facilitate the telling of the story, obviating the need for certain accounts and explanations. She then analyzes two extracts from a Skype phone conversation in which one female friend shares stories about her apartment-hunting experience with another female friend. Reddington suggests that evidence for categorization work in these extracts may be found both in what the participants say and in what they do not have to say.
Pragmatic Knowledge and Ability in the Applied Linguistics and Second Language Assessment Literature: A Review
Author: Tsutagawa, Fred S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Pragmatics,Linguistics,Test Validity,Test Reliability,Language Tests,Literature Reviews,Knowledge Level,Language Usage,Semiotics,Speech Acts

Almost forty years after Stalnaker's (1974) initial call for &quot;the development and application of a pragmatic theory in which detailed explanations of phenomena relating to linguistic contexts can be given&quot; (p. 214), a unifying construct definition and theory still does not exist to explain fully pragmatic knowledge and ability (Roever, 2011, 2013). Given that test validity and reliability are crucial concerns in the field of second language (L2) assessment, it is important that we try to develop a more comprehensive theoretical construct, so that tests of pragmatic ability will have more construct validity, better represent the target language use (TLU) domain of the test construct, and thus have results that are hopefully more generalizable and useful to stakeholders. This paper presents a brief review of the extensive pragmatics literature and examines how the construct of &quot;pragmatic knowledge and ability&quot; has been operationalized from the perspective of theoretical and applied linguists. The paper presents (1) an introduction to the theoretical foundations of pragmatics, (2) a brief survey of applied empirical studies in L2 pragmatics, and (3) an overview of how the L2 assessment field has conceptualized pragmatic knowledge and ability, looking also at the various theoretical frameworks that have been proposed and utilized. Validation studies for the assessment models, although scarce, are discussed where appropriate. Lastly, some general ideas and suggestions are offered to help lead us towards a unifying construct definition of &quot;pragmatic knowledge and ability.&quot;
&quot;He Is No Different from Other Men&quot;: Complimenting and Responding to Compliments through Membership Categorization Practices
Author: Song, Gahye
Date: 2013-00-00
Type: Journal Articles
Subjects: Group Membership,Gender Issues,Interaction,Responses,Foreign Countries,Social Attitudes,Males

This brief analysis examines the interactional practice of complimenting and responding to compliments using MCA. The topic is not new; numerous CA studies have brought to light how people tend to respond to compliments and how such tendencies can be understood in terms of the sequential organization of turn-taking. In American English, for instance, a compliment tends to call for a response in the following turn, which downgrades praise or shifts the referent (Pomerantz, 1978). This paper offers an example of MCA applied to a compliment-response sequence using an extract translated from a Korean radio show involving a female celebrity (Sun) as the host and an actress (Kim) as the guest.
Multilingualism and the Holistic Approach to Multilingual Education
Author: Chen, Cheng-Ling Alice
Date: 2013-00-00
Type: Journal Articles
Subjects: Multilingualism,Holistic Approach,Educational Trends,Educational Practices

The number of multilingual speakers now outnumbers that of monolinguals (Tucker, 1998). In a figure provided by the Linguistic Society of America, nations that are monolingual or mono-ethnic are the minority; on the contrary, scholars estimate over five-thousand languages are spoken in 160 nations around the world (Valdés, 2012). For those people, the usage of multiple languages occurs on a daily basis, possibly due to the emergence of global markets or the development of the Internet. The present commentary discusses multilingualism in relation to a newer perspective to multilingual education. First, the scope of multilingualism will be provided, followed by a discussion on a newer trend--a holistic approach--to multilingual education. A particular focus will be placed on monolingual bias, and insights for research on multilingualism will be proposed.
&quot;I&apos;m Putting Myself in a Time-Out&quot;: Suzi &quot;Going Categorical&quot;
Author: Searles, Darcey
Date: 2013-00-00
Type: Journal Articles
Subjects: Classification,Play,Children,Interpersonal Communication,Group Membership,Responsibility,Power Structure

When children play, they often say things such as &quot;you be the mommy&quot; or &quot;I'm the teacher&quot; (Gordon, 2002). Children establish these categories of &quot;mommy&quot; or &quot;teacher&quot; as part of their play sequences, which allow them to play in different roles, and assume adult roles even for just a moment. The work done by this type of categorization provides organization to their play. However, children can also create categories in order to accomplish their own personal goals, those that lie outside the purposes of establishing and promoting play categories. The purpose of this paper is to explore how children are able to manipulate those around them via categorical work by looking at the talk of one child, Suzi. More specifically, Suzi is able to use a standardized relational pair and category-bound activities to designate herself as one with authority and thereby promote her social and play agendas.
The Case against &quot;Monolingual Bias&quot; in Multilingualism
Author: Akbar, Farah S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Monolingualism,Bias,Multilingualism,Second Language Learning,Psycholinguistics,Applied Linguistics,Language Usage,Holistic Approach

Driven primarily by globalization, multilingualism has become a topic &quot;du jour &quot;in the field of applied linguistics in general and in critical applied linguistics in particular (May, 2013). Especially in the last decade, the field has witnessed an intensive period of research into multilingualism and multiple language acquisition. A fundamental premise for research in the field is that a multilingual is not the sum of many monolinguals in the same person. Hence an individual with more than one language needs to be studied as a multilingual, with researchers avoiding a so-called &quot;monolingual bias&quot; (Grosjean, 2008). This commentary presents a short description of the so-called monolingual bias, followed by a brief discussion of the critique mounted over this notion from within SLA, and concludes with a brief analysis of the proposed solution for a way out and forward by Ortega (2010).
Multilingual Competence
Author: Kang, EunYoung
Date: 2013-00-00
Type: Journal Articles
Subjects: Multilingualism,Linguistic Competence,Language Proficiency,Bilingual Education,Definitions

Multilingualism is a widespread phenomenon in modern societies. A considerable number of people speak more than two languages in their everyday life due to historical, social, or economic reasons (Cenoz &amp; Genesee, 1998). They may live in a multilingual community as a result of colonialism and immigration, or they might be in constant contact with different monolingual communities because of globalization (Kemp, 2009). The continuing growth of individuals and communities that use three or more languages has led many researchers to investigate multilingualism and multilingual acquisition. Of the many key issues within the field of multilingualism, this short piece will focus on multilingual competence from the perspective of proficiency and acquisition goals. Identifying the extent to which an individual should be proficient in each of his or her languages is essential for defining a multilingual and for understanding which goals are attainable in multilingual education.