ethanporcaro/eric-fulltext-meta huggingface dataset:
Chinese Learners of Portuguese and Spanish Majors in Macau: A Comparative Case-Study of Motivation Aspects
Author: Kharlay, Oskana
Date: 2019-00-00
Type: Journal Articles
Subjects: Spanish,Portuguese,Second Language Learning,Second Language Instruction,Majors (Students),Student Motivation,Foreign Countries,College Students,Popular Culture,Gender Differences,Student Attitudes,Learning Motivation,Self Concept,Comparative Analysis,Employment Opportunities,Cultural Background

This study investigated multiple learning motivation aspects of Chinese university students in Macau majoring in Spanish and Portuguese. A mixed methods research was employed by using questionnaires and interviews. 181 learners (96 Portuguese and 85 Spanish majors) were surveyed about ten language-learning motivation dimensions by using a questionnaire. A subset of participants from questionnaires were later given follow-up interviews. Quantitative and qualitative data indicated that the students in these majors had strong intrinsic motivation but limited integrative motivation towards the target language community. Other motivational pull-factors were the heritage connection between the language and the place of study and interest in the pop-culture associated related to the target language. Students reported a decline in motivation during the middle years of study, however, Spanish students' interest resurged by the end of year three. There was also a gender imbalance, suggesting that career-related aspects of motivations were stronger among males. The results also revealed that language learners had an ideal-self that was multilingual and cosmopolitan but did not aspire to integrate into a specific target-language community.
Beliefs of Two Culturally Diverse Groups of Teachers about Intercultural Bilingual Education
Author: Benavides Jimenez, Fabián
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Bilingual Teachers,American Indians,Western Civilization,Educational Attitudes,Multicultural Education,Bilingual Education,Foreign Countries,Cultural Differences,Minority Groups,Spanish,American Indian Languages,Language of Instruction,American Indian Education,Educational Philosophy,College Faculty,Teacher Education Programs,Bilingualism,Language Usage,English (Second Language),American Indian Culture,Teacher Educators

This article provides an overview of the ideas that two groups of bilingual teachers from different contexts, one indigenous and the other Western, have about the concepts of education, bilingualism, and interculturality. Their opinions were gathered through focus groups, semi-structured interviews, and videos, and reviewed under light of what the theoreticians have pointed out regarding the three mentioned concepts. One important outcome was the enrichment of perspectives of both groups of participants, and a remarkable conclusion that refers to the similar perceptions both groups have regarding the concept of education. Further research should address how each community perceives its own educational model and how it can be complemented with the views of the other.
Processing and Learning from Multiple Sources: A Comparative Case Study of Students with Dyslexia Working in a Multiple Source Multimedia Context
Author: Andresen, Anette
Date: 2019-00-00
Type: Journal Articles
Subjects: Dyslexia,Foreign Countries,Adolescents,Grade 10,Secondary School Students,Eye Movements,Instructional Materials,Multimedia Instruction,Reading Difficulties,Web Sites,Reading Strategies,Reading Comprehension,Reading Instruction

This study investigated how four 10th-grade students with dyslexia processed and integrated information across web pages and representations when learning in a multiple source multimedia context. Eye movement data showed that participants' processing of the materials varied with respect to their initial exploration of the web pages, their overall processing time, and the linearity of their processing patterns, with post-learning interviews indicating the deliberate, strategic considerations underlying each participant's processing pattern. Eye movement data in terms of fixation duration and percentage of regressions also corroborated the findings of formal, diagnostic assessments. Finally, it was found that participants differed with respect to how much factual information they learned from working with the materials and how well they were able to integrate information across the web pages and representations, with results suggesting particular problems with learning factual information and, at the same time, constructing a coherent mental representation of the issue, as well as with drawing on textual information in the integration process. This study brings together two research areas that essentially have been kept apart in theory and research, that is, dyslexia and multimedia learning, and it provides unique information about the role of individual differences in multiple source multimedia contexts.
Daily 6: An Approach to Foster Oral Fluency of English as a Foreign Language in Adolescents
Author: Cadena Aguilar, Roso Freddy
Date: 2019-00-00
Type: Journal Articles
Subjects: Oral Language,Language Fluency,English (Second Language),Second Language Learning,Adolescents,Foreign Countries,Achievement Tests,Grade 8,Anxiety,Diagnostic Tests,Reading Skills,Writing Skills,Reading Habits

This action research study aimed to examine the possible impact of the &quot;Daily 6&quot; approach on the oral fluency in English of 13 adolescents. This approach (extension of the existing Daily 5™ framework) introduced a sixth step, &quot;speak to someone&quot;, to respond to the lack of oral fluency limiting participants' overall speaking performance in English as a foreign language. Data were gathered through surveys, diagnostic and achievement tests, and recordings using VoiceThread™. The coding and a small sample hypothesis test for means analysis unveiled the significance of the &quot;Daily 6&quot; approach to enhance oral fluency through technology. Results displayed gains in oral fluency (length of runs, silent pauses, length of pauses, filled pauses, and pace) and positive changes in attitudinal responses within a low-anxiety environment.
Teaching an Honors Seminar on #BlackLivesMatter in East Texas
Author: Malakaj, Ervin
Date: 2017-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Seminars,Activism,African American Students,College Students,Web Sites,Social Media,News Media,News Reporting,Deception,Credibility,College Faculty,African American Community,Social Justice,Race,Racial Relations,Teaching Methods

In spring 2017, Ervin Malakaj (Assistant Professor of German) and Jeffrey L. Littlejohn (Professor of History) led a Difficult Dialogues seminar on #BlackLivesMatter for the Sam Houston State University (SHSU) Honors College. The seminar considered the complex historical, economic, and cultural forces that produced the movement along with the various responses to it. By mid-semester, however, the course had become a target for fake news blogs and websites. Critics of the #BlackLivesMatter movement attempted to portray the course as a propagandistic endeavor intended to force a left-wing ideology upon unwilling students who had reluctantly enrolled in the course in order to receive scholarship money from taxpayer funds. Media responses mischaracterized the institutional parameters governing the course as well as the course aims. Consequently, Malakaj (as the instructor of record), the SHSU Honors College, and university administrators were all contacted by various interest groups angered by the news. Donors threatened to withdraw donations to the university. Students who had been accepted for admission and had declared that they would matriculate the following fall threatened to withdraw their initial intent to attend the university. At the same time, however, the course instructors and the university received a great deal of support. We provide here an outline of the institutional parameters within which the course was offered, the pedagogical aims and content of the course, and an examination of the public and university response to the fake news story. Our goal is to offer a case study that will benefit honors colleges considering similar course programs as well as those having dealt with or anticipating negative public responses to sensitive programming.
Chilean Pre-Service Teachers&apos; Perceptions towards Benefits and Challenges of EFL Writing Portfolios
Author: Saavedra Jeldres, Pamela Andrea
Date: 2019-00-00
Type: Journal Articles
Subjects: Writing Instruction,Portfolios (Background Materials),English (Second Language),Second Language Learning,Second Language Instruction,Teacher Education Programs,Foreign Countries,Preservice Teachers,Student Attitudes,Language Teachers,Reflection,Writing Improvement,Teaching Methods

Although keeping writing portfolios has proved to be a successful strategy in developing writing skills in English as a foreign language, few studies have focused on pre-service teachers at the pre-intermediate level. This study aims to describe pre-service teachers' perceptions towards portfolio keeping. The sample consisted of 51 first-year students from an initial English language teacher education programme at a university in Southern Chile. A writing portfolio-based class was implemented over a seventeen-week period. Data were collected through an adapted questionnaire and a focus group conducted at the end of term. Results show that pre-service teachers value the strategy; they perceive they have improved their writing and reflection skills. They also draw attention to some challenges to be considered in the planning and implementation phases of the strategy.
Helping Teachers Promote Self-Directed Language Learning: Report of a Fulbright Scholar in Ecuador
Author: Rubin, Joan
Date: 2019-00-00
Type: Journal Articles
Subjects: Independent Study,Self Management,Foreign Countries,Bilingualism,Second Language Learning,Second Language Instruction,Faculty Development,Learning Strategies,Metacognition,Teacher Role,Goal Orientation,Task Analysis,Affective Behavior,Language Teachers,Federal Legislation,Federal Programs,International Educational Exchange,Language Proficiency,English (Second Language),Teacher Education Programs,Teacher Attitudes,Teacher Workshops,Required Courses

Since Ecuador has determined that it wants to be fully bilingual in ten years, this paper describes the experience of a Fulbright Scholar at a university Language Center in Quito; one helping language teachers improve the language learning skills of their students. The theoretical framework for this work comes from Learner Self-Management (LSM) or Self-Regulation. The scholar details her experience teaching LSM concepts such as SMART goal setting, Task Analysis, Cognitive and Affective Strategies. She provides descriptions of what these language teachers consider the roles of the teacher and that of the learner to be and also what their most critical teaching issues were. She also briefly elaborates the history of the development of learner strategies and the value of metacognitive strategies and knowledge.
Multimodal Texts in Chilean English Teaching Education: Experiences from Educators and Pre-Service Teachers
Author: Farías, Miguel
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Standards,Teaching Methods,Preservice Teachers,Teacher Attitudes,Student Attitudes,Language Teachers,Multimedia Materials,Teacher Educators,College Faculty,Newspapers,Novels,Periodicals,Social Media,Instructional Materials,Teacher Education Programs

Drawing on 10 pedagogical standards issued by the Chilean Ministry of Education, three dealing with multimodality, we, in this research, examined English language pre-service teachers' and educators' approaches to the use of multimodal texts. Data were gathered through two online surveys that explored the use of multimodal texts by teacher educators and pre-service teachers. Results indicate that educators were familiar with the standards and multimodality when teaching reading and writing, but lack of resources, preparation, and time prevents them from working with multimodal texts. Candidates read printed and digital newspapers, novels, and magazines outside university, but rarely use them academically. They extensively use social media, even for academic purposes. There is a mismatch between the use of multimodal texts by teacher candidates and teacher educators.
&quot;Teacher, ¿Puedo Hablar en Español?&quot; A Reflection on Plurilingualism and Translanguaging Practices in EFL
Author: Ortega, Yecid
Date: 2019-00-00
Type: Journal Articles
Subjects: Multilingualism,Code Switching (Language),English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,Classroom Communication,Cultural Awareness,Social Justice,Cultural Differences,Culturally Relevant Education,Spanish,American Indian Languages,Teacher Education Programs,Equal Education

This article uses a classroom experience to exemplify ways in which students as social beings learn English as a foreign language in Colombia and how the teacher uses &quot;trans[cultura]linguación&quot;. This is a process of making meaning during English-learning tasks while comparing specific linguistic variations as students learn about both their own culture and other people's cultures. Borrowing from plurilingualism and translanguaging, I describe how a teacher attempts to use a social-justice approach to teaching English by valuing her students' linguistic and cultural repertoires. I conclude by outlining the implications this has for proposing a paradigm shift from monolithic frameworks of learning language(s) to more dynamic ones in which students' cultural and linguistic backgrounds are deployed as a platform for addressing issues that are relevant to their communities.
The Impact of Information Gap Activities on Young EFL Learners&apos; Oral Fluency
Author: Ortiz Neira, Ramón Antonio
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Educational Games,English (Second Language),Second Language Learning,Oral Language,Language Fluency,Teaching Methods,At Risk Students,High School Students,Foreign Countries

This study adopted a mixed method approach with an action research design. The aim was to determine the impact of information gap activities on young English as a foreign language learners' oral fluency. Information gap activities were based on the communicative approach as well as on task-based learning. Twenty-three eighth graders participated in this action research. The students were immersed in a multicultural and at-risk context in a public high school in southern Chile. Their English-speaking level fluctuated between a1 and a2. The technique was applied over the course of a semester (ten weeks). Data were collected by applying a pre-test, post-test, and focus group questionnaire. Results suggest an improvement in oral fluency and a positive perception of the technique used during the intervention.
The Role of Systemic Functional Grammar in the Expansion of Nominal Groups
Author: Nieto Cruz, María Claudia
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Grammar,Language Teachers,Teacher Education Programs,Student Teachers,Teaching Methods,Linguistics,Educational Principles,Methods,Language Variation,Language Styles,Essays,Writing Evaluation

This study presents the expansion of nominal groups in a systemic functional grammar class of an English language teacher program in 2016 at a Colombian public university. The participants were six student teachers. Nominal groups were first considered in a document written by the students before being exposed to the principles of systemic functional grammar and then in a revised version after the exposure to it. The study shows initial improvements in the enlargement of nominal groups between the two written productions and provides insights into the enormous potential for structural and meaningful expansion and the complexity of nominal groups. The gained awareness may become a cognitive framework for students to produce complex nominal groups in academic productions demanded in their studies and in the exercise of their professional practice.
An Examination of Ethnic Identity, Self-Compassion, and Acculturative Stress in Asian International Students
Author: Tian, Lu
Date: 2019-00-00
Type: Journal Articles
Subjects: Stress Variables,Self Concept,Acculturation,Foreign Students,Ethnicity,Correlation,Daily Living Skills,Asians,Student Adjustment,Undergraduate Students,Student Attitudes,Measures (Individuals),Self Concept Measures,Factor Structure

There is a dearth of research examining psychosocial factors that contribute to Asian international students' acculturative stress. This study examines: (a) whether ethnic identity associates with acculturative stress, (b) whether other-group orientation mediates the relation between ethnic identity and acculturative stress, and (c) whether self-compassion moderates the relation between ethnic identity and acculturative stress. Results indicated that a stronger ethnic identity was associated with heightened acculturative stress. Self-compassion was significantly negatively associated with acculturative stress. Asian international students who strongly affiliated with their own ethnic group reported an increased openness to other ethnic groups and, in turn, reported reduced acculturative stress. Additional studies should examine other mediators that may explain the positive correlation between ethnic identity and acculturative stress.
(In)Visible Literacies of Transnational Newcomer Youth in a Secondary English Classroom
Author: Taira, Brooke Ward
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Students,Refugees,Literacy,Self Concept,Cultural Background,Sociocultural Patterns,Oral History,Case Studies,Grade 9,Educational Benefits,Teacher Education,Literacy Education,Immigrants,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Student Attitudes,Personal Narratives

Research documents how transnational youth leverage literacy practices to maintain global connections, identity, and self-worth within learning environments that often fail to honor their cultural and linguistic repertoires. This article extends this research by focusing on the unique practices, experiences, and perspectives of secondary newcomer and refugee students. Grounded in transnational, sociocultural, and asset-based frameworks, this article highlights findings from a qualitative case study that explored the literacy practices of transnational students in a ninth-grade English classroom taught by a transnational teacher. Analysis of oral histories, classroom observations, and in-process interviews collected over a prolonged period revealed participants' numerous and varied literacy practices. These practices, however, remained mostly invisible in the school and classroom, surfacing when recruited for narrow curricular and academic purposes. This work offers implications for continued research into the practices of newcomer students and potential benefits of teacher education centered on critical inquiry as a means for creating empowering literacy classrooms that draw on students' assets, backgrounds, and repertoires to create more authentic and empowering spaces for literacy learning.
Reading Humanitarian Heroes for Global Citizenship Education?: Curriculum Critique of a Novel Study on Craig Kielburger&apos;s &quot;Free the Children&quot;
Author: Karsgaard, Carrie
Date: 2019-00-00
Type: Journal Articles
Subjects: Global Approach,Citizenship Education,Social Values,Western Civilization,Cultural Influences,Child Labor,Foreign Countries,Reader Text Relationship,Instructional Effectiveness,Critical Theory,Secondary School Curriculum,Empathy,Nongovernmental Organizations,Personal Narratives,Advantaged,Resource Units,Social Justice

Literature classrooms hold great potential to educate students for critical global citizenship through serious engagement with marginalized stories that test or subvert mainstream knowledges and structures, including the familiar humanitarian framework that dominates Western thinking about the Global South. Unfortunately, much existing literary curriculum in the Global North often does just the opposite. Instead, Western-oriented texts and safe, traditional reading practices contribute to a form of global citizenship that perpetuates Western hegemony and limits expressions of citizenship to benevolent actions. This is especially the case where global citizenship curriculum is developed by NGOs and humanitarian organizations, such as Me to We, a popular social enterprise with increasing influence over education in Canada, the U.S. and the U.K. Using the frameworks of critical global citizenship education, Slaughter's (2006) theory of humanitarian reading, and Stone-Mediatore's (2003) notion of reading for enlarged thought, this paper will undertake a close reading of the unit materials for &quot;Free the Children,&quot; a unit developed by Me to We, which aspires to educate for global citizenship. Unit activities problematically appropriate the voices and viewpoints of child laborers in South Asia by establishing dichotomies between readers and the populations that Me to We aspires to help. This unit provides a means by which to examine the effectiveness of reading a memoir by an exemplary humanitarian, particularly when unit activities are framed by an organization with a particular humanitarian agenda.