ethanporcaro/eric-fulltext-meta huggingface dataset:
edTPA? Good Grief!
Author: McKenna, Amanda
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Student Evaluation,Preservice Teacher Education,Student Attitudes,Personal Narratives,Performance Based Assessment

Over the course of six months, edTPA went from being an abstract jumble of letters thrown around to describe some assessment that we were going to have to do at some point before graduation (yes, the conversations were that uncertain) to a very concrete mountain that each member of my cohort was expected to climb triumphantly, in spite of the fact that the road to the top was still in the process of being built. In the beginning, I tried to pretend it didn't exist, in the middle I found myself grappling with how to best fit into a model that didn't seem to appreciate who I was as a teacher, and in the end I accepted that I had to jump through the hoop of fire at the end of the road if I wanted the medal of state certification hung round my neck. In psychology, they'd say I went through the five stages of grief and loss--denial, anger, bargaining, depression, and acceptance. Now how's that for a resounding endorsement for edTPA?
edTPA: An Assessment That Reduces the Quality of Teacher Education
Author: Chiu, Stephanie
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Student Evaluation,Performance Based Assessment,English (Second Language),Preservice Teacher Education,Language Teachers,Student Teaching,Personal Narratives,Educational Quality

As one of the first students in my TESOL teacher education program to complete my edTPA submission, I recently shared my experience with a class where the majority of the students were at the beginning of their program. Afterwards, one of my classmates expressed that while my presentation was informative, it was also very depressing. My student teaching seminar this past semester should have been one of the most valuable and insightful experiences of my teacher development program. My class consisted of peers whom I have grown to respect over the course of our program, and a legendary professor who is able to espouse the ideals of teaching and working with emergent bilinguals and their families, while also tackling the realities of teaching in an urban public school. Nonetheless, my peers and I ended the semester describing our edTPA-focused student teaching seminar not as &quot;inspiring&quot; or &quot;practical for our teaching,&quot; but rather as &quot;painful&quot; and &quot;as smooth as possible&quot; considering the circumstances.
Focus on Multilingualism: More Dots to Connect
Author: Hall, Timothy
Date: 2013-00-00
Type: Journal Articles
Subjects: Multilingualism,Second Language Learning,Bilingualism,Educational Research,Language Proficiency,Code Switching (Language)

Across the four selected papers, Cenoz and Gorter present a research program entitled &quot;Focus on Multilingualism&quot; (FOM), which is underpinned by two questions: (1) how to understand multilingualism, perhaps from a humanistic perspective, and (2) how to implement it in education. In exploring these questions, the authors cite an intellectual and methodological lineage drawn from the fields of bilingualism and second language acquisition (SLA). I do not see inherent contradictions in invoking both bilingualism and SLA for the purpose. However, the thesis of this commentary is that the argumentation for these goals might benefit from a more explicit reflection of current understandings of SLA, from a macro view to a micro view, such that its own descriptive adequacy can be bolstered. Furthermore, I have concerns about how the implementation of such understanding will follow in education. First, I describe the scope and motivation of the FOM framework. Then, I suggest that more constructs from the field of SLA be invoked in FOM, namely from a Usage-based framework. I also suggest borrowing some of SLA's methodological rigor. Last, I express broad concerns about the implementation of FOM for the purposes of education.
An Interview with APPLE Lecture Speaker Professor Alister Cumming
Author: Lin, Rongchan
Date: 2014-00-00
Type: Journal Articles
Subjects: Interviews,English (Second Language),Second Language Instruction,College Faculty,Educational Research,Multicultural Education,Cultural Influences,Evaluation Methods

On April 11, 2014, the TESOL/AL Web Journal (represented by Rongchan Lin, Yuna Seong, and Catherine Box) had the opportunity to sit down with Professor Alister Cumming, guest speaker for the 2014 Applied Linguistics &amp; Language Education (APPLE) Lecture Series, hosted annually by the TESOL/Applied Linguistics Programs at Teachers College, Columbia University. Professor Cumming was kind enough to take the time, during a very busy day, to speak about his research, his work on assessing writing, his thoughts on dynamic assessment, and his advice for new scholars working in the TESOL/AL fields. Professor Cumming is professor in the Centre for Educational Research on Languages and Literacies (CERLL) at the Ontario Institute for Studies in Education, University of Toronto. His research and teaching focus on writing in second languages, language assessment, language program evaluation and policies, and research methods. His most recent books include &quot;Adolescent Literacies in a Multicultural Context&quot; (2012, Routledge), &quot;A Synthesis of Research on Second Language Writing in English&quot; (with Ilona Leki &amp; Tony Silva, 2008, Routledge), and &quot;Goals for Academic Writing&quot; (2006, John Bejamins). Professor Cumming is currently the Executive Director of Language Learning, a journal he edited in the 1990s. For the past five years he has chaired the TOEFL Committee of Examiners at Educational Testing Service in Princeton. He received his PhD from the University of Toronto in 1988, MA and BA from the University of British Columbia in 1979 and 1975 respectively, and an honorary doctorate from the University of Copenhagen in 2009. From 2014 to 2017 he will hold a Changjiang Scholarship at Beijing Foreign Studies University.
The Role of Metalinguistic Awareness in Multilingual Acquisition
Author: Jung, Ji-Yung
Date: 2013-00-00
Type: Journal Articles
Subjects: Metalinguistics,Multilingualism,Literacy,Educational Research,Bilingualism,Language Proficiency

Multilingual acquisition is a nonlinear and complex dynamic process. The past several decades of research have revealed that a number of factors interact and influence the variability of the process, including, for instance, the type of third language (L3) learner, learner proficiency, linguistic domain, grammatical feature, and language (psycho)typology (e.g., Cabrelli Amaro &amp; Rothman, 2010; Llama, Cardoso, &amp; Collins, 2010; Cenoz &amp; Valencia, 1994; Gallardo del Puerto, 2007; Gibson, Hufeisen, &amp; Libben, 2001; Pittman, 2008; Ringbom, 2001). Yet another crucial factor to consider, especially from the recent perspective of the Dynamic Model of Multilingualism (DMM) (Herdina &amp; Jessner, 2002), is the linguistic background of the learner in relation to their literacy in the second language (L2), and more specifically, their metalinguistic knowledge and awareness (De Bot &amp; Jaensch, 2013). The present brief discussion intends to call attention to the significant role of metalinguistic awareness in multilingual acquisition and offer critical suggestions for future research. First, a general review of relevant concepts is provided, centering upon the scope of research on multilingualism. Next, the roles and potential advantages of metalinguistic awareness in L3 acquisition is discussed, in comparison with those in first language (L1) and L2 acquisition. Finally and most importantly, several critical suggestions are provided for future research in the field of multilingualism.
A Case of Membership Categorization: The &apos;Korean Male&apos;
Author: Park, Seul Ki
Date: 2013-00-00
Type: Journal Articles
Subjects: Group Membership,Foreign Countries,Social Attitudes,Males,Gender Issues,Stereotypes,Social Bias,Cultural Influences,Classification

Studies employing MCA often explore how people claim membership or non-membership in specific categories. Bateman (2012), for example, examines children's use of collective pro-terms in establishing and protecting exclusive dyadic friendships. Lerner and Kitzinger (2007), focusing on repair of self-references, found that speakers switched the reference form from individual (e.g., 'I') to collective (e.g., 'we') when aggregating themselves to the collectivity; they changed the reference form from collective to individual when extracting themselves from the collectivity.
Turn-Initial &quot;Yeah&quot; in Nonnative Speakers&apos; Speech: A Routine Token for Not-So-Routine Interactional Projects
Author: Lo, Carol Hoi Yee
Date: 2013-00-00
Type: Journal Articles
Subjects: Language Usage,Native Speakers,English Language Learners,Grammar,Responses,Speech Communication,Second Language Instruction,Adult Learning,Video Technology

This paper examines the use of turn-initial &quot;yeah&quot; in learner English, focusing on non-canonical uses of &quot;yeah.&quot; By showing how NSSs use &quot;yeah&quot; in ways different from that of native speakers (NSs), this paper aims to provide a nuanced view of the function it serves in NSSs' speech. It demonstrates that &quot;yeah&quot; carries particular interactional import for NSSs, in that it is adopted by NSSs to accomplish unconventional interactional projects. It considers turn-initial &quot;yeah&quot; in two sequential environments: (1) second position turn-initial &quot;yeah&quot; in responses to questions and (2) &quot;yeah&quot; in extended turns-at-talk.
Being a Woman: Membership Categorization in Interaction
Author: Tadic, Nada
Date: 2013-00-00
Type: Journal Articles
Subjects: Group Membership,Classification,Females,Social Attitudes,Social Influences,Gender Issues,Graduate Students,Interaction

MCA has aspired to underscore the significant influence categorization can have on the way members of a culture experience their social reality and assume their roles in it. By following such aspirations, analysts inevitably run the risk of projecting &quot;common-sense&quot; assumptions onto their data and having their work characterized as &quot;wild and promiscuous&quot; (Stoke, 2012). So as to avoid these pitfalls, analysts have searched for ways of making assertions based on the data alone, by treating membership categorization as analytically pertinent only when it is demonstrably relevant and procedurally consequential to the interaction. The trouble with this approach, however, is that the relevance of a certain category might not always be obvious in a single turn or even a single segment of talk. Categories and category-bound predicates may be unpacked throughout an entire interaction and explicitly named only in passing, if at all. This paper aims to show how one category--that of 'girls/women'--could be demonstrated as relevant via the participants' invocation of and orientation to other, connected categories and category-bound activities. The analysis shows that participants build a shared understanding of categories throughout their conversation, and that the demonstrable relevance and procedural consequentiality of these categories becomes evident only gradually as the interaction progresses. Almost an entire hour before they explicitly mention it, the participants seem to orient to the 'girls/women' category by invoking the related category of 'men/guys/boys' and its category-bound predicates. They seem to treat the 'men' and 'women' categories as a standardized relational pair (as having duties and moral obligations to one another), and, by invoking the 'men' category, the speakers appear to make potentially relevant their (unstated) orientation to and membership in the 'women' category.
Written Corrective Feedback: A Review of Studies since Truscott (1996)
Author: Meng, Yuan-Yuan
Date: 2013-00-00
Type: Journal Articles
Subjects: Written Language,Error Correction,Feedback (Response),Second Language Instruction,Grammar,Accuracy,Writing Improvement,Student Evaluation,Instructional Effectiveness,Writing Instruction,Learning Processes,Revision (Written Composition)

Linguistic errors are pervasive in second language (L2) students' writing. Depending on their gravity, the errors may cause a minor degree of irritation to the reader or even lead to total communication breakdown. As such, errors have always been a major concern to both students and teachers, and error correction has also assumed a central position in language teaching. Students generally expect that their errors will be pointed out and dealt with by their teachers. For instance, in a study on students' attitudes toward corrective feedback (CF) in college-level English writing classes, Leki (1991) surveyed 100 English as a Second Language (ESL) students, asking them such questions as how concerned they were with their written errors, what they thought were the most important features in their writing that the teacher should attend to, and what they looked at when receiving a graded paper from the teacher. The results of the survey indicated that the students believed that good writing should be error-free, and the majority wanted all their written errors to be corrected. For L2 teachers, providing written CF on student writing has long been an essential practice. In fact, &quot;grammar correction is something of an institution&quot; (Truscott, 1996, p. 327) in L2 writing courses. Despite the fact that correcting students' written errors is a time-consuming ordeal, and the endeavor is &quot;fraught with uncertainty about its long-term effectiveness&quot; (Ferris, 1999, p. 1), most L2 teachers have continued to slave over students' errors in one form or another. As confirmed by a recent study on practitioners' perspectives, the majority of teachers believe that students need CF and that written CF is overall an effective pedagogical practice (Evans et al., 2010).
Code-Switching and Translanguaging: Potential Functions in Multilingual Classrooms
Author: Park, Mi Sun
Date: 2013-00-00
Type: Journal Articles
Subjects: Multilingualism,Code Switching (Language),Teaching Methods,Bilingualism,Second Language Learning,Language Usage

The rise of multilingualism has drawn the attention of language researchers and instructors to various phenomena that have been observed in multilingual speakers, who develop knowledge on how and when to use their languages depending on, for instance, the interlocutors involved in the conversation, the topic of the conversation, and the social context (Reyes, 2004). The present paper aims to focus on two representative multilingual phenomena, namely &quot;code-switching&quot; and &quot;translanguaging.&quot; Each phenomenon will be defined based on existing literature and their potential functions in multilingual classroom research will be highlighted and discussed.
&quot;Stop Talking Like That&quot;: A Toddler&apos;s Construction of Identity at a Family Dinner
Author: Lo, Carol Hoi Yee
Date: 2013-00-00
Type: Journal Articles
Subjects: Family Environment,Interpersonal Communication,Socialization,Toddlers,Verbal Communication,Social Behavior,Case Studies,Parents,Identification (Psychology),Language Usage,Power Structure,Parent Child Relationship

Parent-child discourse in family settings provides insights into children's language socialization. In her seminal work on language socialization, Ochs (1993) argues that social identities are essentially constructed by verbal performance and the display of social acts and stances. This paper presents a single case analysis of a family dinner involving a three-and-a-half-year-old child, C, and her parents, M (mother) and F (father), interrogating how C asserts her identity, or resists those imposed on her, by &quot;going categorical&quot; (Stokoe, 2012) when counter-disciplining her parents. This analysis shows that when constructing her category membership, C appropriates her parents' voices and proffers her incumbency in the 'adult' category. The article concludes that the child appropriates adult language to claim power and to subvert the power asymmetry of the parent-child relationship, while the parents invoke duties and obligations associated with the categories 'parents' and 'children' to reinforce the power asymmetry of the status quo.
Engagement Features in Russian &amp; English: A Cross-Cultural Analysis of Academic Written Discourse
Author: Khoutyz, Irina
Date: 2013-00-00
Type: Journal Articles
Subjects: Russian,English,Journal Articles,Academic Discourse,Discourse Analysis,Research Reports,Native Speakers,Form Classes (Languages),Authors,Cross Cultural Studies,Qualitative Research,Statistical Analysis,Questioning Techniques,Comparative Analysis

This paper examines discursive features of engagement (Hyland, 2009) demonstrated by native English- and Russian-speaking academics in their research articles. Pronoun choice, formation of directives, references to shared information, and use of rhetorical questions are identified in written academic discourse and analyzed quantitatively and qualitatively. This research connects the use of interactional features in research-based writing and the communicative practices of the authors. It is argued that academic discursive traditions are molded by the sociocultural environment, which either encourages or discourages a writer to engage in dialogue with the reader.
The Conceptualization and Operationalization of Diagnostic Testing in Second and Foreign Language Assessment
Author: Liu, Heidi Han-Ting
Date: 2014-00-00
Type: Journal Articles
Subjects: Diagnostic Tests,Language Tests,Second Languages,Computer Assisted Testing,Measurement Techniques,Alternative Assessment,Needs Assessment,English (Second Language)

Diagnostic testing has long been valued by language testing researchers and practitioners for its ability to inform both teaching and learning. However, the number of well-developed diagnostic language tests is relatively low, most likely due to the difficulty in constructing a diagnostic test that incorporates a wide enough range of language skills. In recent years, the advancement of technologies has allowed for the development of several large-scale, computer-based diagnostic language tests, as well as more sophisticated measurement methods to conduct diagnosis. This article first provides the theoretical ground for how diagnosis has been conceptualized in language testing over the past 60 years. Then, several current approaches to operationalizing diagnosis in second and foreign language assessment, including both tests and methods, are reviewed. The article concludes with reflections on diagnostic testing in second and foreign language assessment at its current state, as well as recommendations for its future directions.
Studying Heritage Languages with a Focus on Multilingualism
Author: Sok, Sarah
Date: 2013-00-00
Type: Journal Articles
Subjects: Native Language Instruction,Multilingualism,Holistic Approach,Teaching Methods

In recent decades, the field of applied linguistics has witnessed a growth of interest in the study of multilingualism. A particular subset of studies in multilingualism is that of heritage languages (Montrul, 2010). A &quot;heritage language&quot; (HL) can be broadly defined as an ancestral language with which one feels a cultural connection (Van Deusen-Scholl, 2003), or more narrowly defined as a home language that a person is exposed to in early childhood before becoming socialized into the host country's dominant language (Valdés, 2001). The present discussion suggests a direction for future research for HLs. First, the various approaches through which HLs have been studied will be mentioned. Next, Cenoz and Gorter's (2011) &quot;Focus on Multilingualism&quot; (FOM) approach will be presented and discussed in relation to its potential contributions to the study HLs.
Postcolonial Theories and TESOL: Exploring Implications for Teaching in U.S. Contexts
Author: Stessen-Blevins, Amanda
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Policy,Educational Theories,English (Second Language),Tutorial Programs,Service Learning,Partnerships in Education,Community Organizations,Grade 4,Grade 5,Grade 6,College Students,English Language Learners,Second Language Instruction,Political Power,Teacher Attitudes,Teaching Experience,Educational Practices,African Languages

One of my first experiences with teaching English as a Second Language (ESL) was during my years as an undergraduate, working with the Somali-Bantu Community Organization (SBCO) in Syracuse, NY. My fellow undergraduate tutors and I worked specifically with 4th-6th grade students, developing lesson plans and implementing project-based learning activities each semester. The program met weekly on Saturday mornings through collaboration with the Syracuse City School District and several student organizations and academic departments from Syracuse University. I continued my work with the tutoring program after graduation as a member of AmeriCorps, working as a liaison between the SBCO and the departments and programs at the university.
Psychological Effects of Retirement of Retirees: Implications for Counselling
Author: Abdulkadir, Abdulrasaq
Date: 2018-00-00
Type: Journal Articles
Subjects: Retirement,Psychological Patterns,Planning,Counseling,Preretirement Education

Retirees who retire from many government and non-governmental organisations are increasing daily. The relocation from routine work to private life is likely to result in some psychological reactions of anger, anxiety, depression and stress. This paper identified the voluntary, compulsory and mandatory types of retirement as well as types of retiree. The paper also discussed pre-retirement planning and the implications for pre-retirement counselling, which is aimed at providing comprehensive guidance and information concerning the social, emotional, financial and other aspects of retirement. The paper recommended that for effective pre-retirement counselling, there is a need for pre-retirement talks on finance, adequate use of leisure time and social interaction.