ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Take Your Kung-Flu Back to Wuhan&quot;: Counseling Asians, Asian Americans, and Pacific Islanders with Race-Based Trauma Related to COVID-19
Author: Litam, Stacey Diane A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Racial Bias,Violence,Asian Americans,Pacific Americans,Social Bias,Mass Media Effects,Racial Discrimination,Well Being,Indigenous Populations,Counseling Techniques,Trauma,Metacognition,Intervention,Coping,Consciousness Raising,Reinforcement,COVID-19,Pandemics

Following the outbreak of COVID-19, reports of discrimination and violence against Asians and Asian Americans and Pacific Islanders (AAPIs) have increased substantially. The present article offers a timely conceptualization of how public and societal fears related to COVID-19 may contribute to unique mental health disparities and the presence of race-based trauma among AAPIs residing in the United States. The relationships between media, increasing rates of xenophobia and sinophobia, and racial discrimination are provided. Next, the deleterious effects of race-based discrimination on the emotional and physical well-being of people of color and Indigenous groups (POCI) and AAPIs are described. Finally, the article identifies the clinical implications of counseling AAPI clients, encourages a decolonization of current trauma-focused interventions, and presents specific strategies to heal race-based trauma in AAPI client populations.
Exploring the Code-Switching Behaviours of Chilean EFL High School Teachers: A Function-Focused Approach
Author: Cancino, Marco
Date: 2020-00-00
Type: Journal Articles
Subjects: Code Switching (Language),English (Second Language),Second Language Learning,Second Language Instruction,Native Language,Language Usage,Classroom Communication,Public Schools,High School Students,Teaching Methods,Language Teachers,Foreign Countries,Spanish,Teacher Student Relationship

The present study sought to assess and characterise the amount of first language use that two English as a foreign language teachers used to accomplish a number of functions in two classroom modes. An adapted version of the Functional Language Alternation Analysis of Teacher Talk scheme was used to analyse teacher talk in six English as a foreign language classes at a public high school. Results showed that the first language holds a hegemonic presence in these classrooms across a wide range of pedagogical functions. It is argued that initiatives that present prescriptive approaches to foreign language use need to take into account linguistic, contextual, and idiosyncratic factors in the English as a foreign language classroom.
Fostering Talk as Performance in an EFL Class through the Critical Analysis of YouTubers&apos; Content
Author: Aristizábal-Jiménez, Yesika
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Action Research,Grade 11,High School Students,Video Technology,Preservice Teachers,Classification,Audio Equipment,Media Literacy,Critical Literacy,Speech Communication,Cooperative Learning,Student Projects,Active Learning,Multimedia Materials,Rural Schools,Foreign Countries,Oral Language

This paper reports an action-research study aimed at exploring the benefits of the critical analysis of YouTubers' content through the empowerment spiral model to foster students' talk as performance. Twenty 11th-grade students shared alternative messages related to social issues based on content analysis and reflections. Data were collected via preservice teachers' journals, students' written and multimedia artifacts, and voice recordings, whose analysis was done through processes of codification and categorization. The results showed that the implementation of critical media literacy helped students become aware of the content they were consuming and improve their English oral performance by means of specific oral activities. Therefore, this study has a balance between English as a foreign language learning and the use of critical approaches.
Violation of Grice&apos;s Maxims and Humorous Implicatures in the Arabic Comedy Madraset Al-Mushaghbeen
Author: Al-Zubeiry, Hameed Yahya A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Comedy,Humor,Semitic Languages,Linguistic Theory,Comparative Analysis,Drama,Cultural Awareness,Prior Learning,Discourse Analysis,Rhetorical Invention,Interpersonal Relationship

The aim of this paper is to explore the violation of Grice's Maxims in the Arabic comedy &quot;Madraset Al- Mushaghbeen&quot; and explain how the violation of the maxims brings about humorous effects in the play. The analysis shows that 61 instances of maxims violation were identified in the play. Maxim of Manner receives the highest percentage of violation i.e., 24 (39.3%) compared to the other maxims. Maxims of Relevance and Quality come next, i.e., 14 (22.9%) and 13 (21.4%). Maxim of Quantity constitutes 10 number of violations (i.e., 21.4%). The study shows that most of maxim violations that create humorous situations are perceived through the following: rhetorical strategy of overstatement and personification, use of misleading conventional-coded expressions, incongruity of conversation-established concepts/ideas, and breaking of communication norms. The study also reveals that cultural and background knowledge significantly contribute to eliciting the humorous implicatures from the characters' utterances. The study concluded with the following implications: humorous implicature depends on the conventions of the speakers' community and the language shared among them; and it arises as a result of speakers' acts and/or expressions that tend to be incongruous with the behavior and concepts established in the culture of the concerned interlocutors.
Language Choice and Identity: An Investigation Based on the Comparison of Language Attitudes from Two Different Localities
Author: Yildirim, Filiz Çetintas
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Attitudes,Semitic Languages,Turkish,Bilingualism,Foreign Countries,Municipalities,Sense of Community,Social Influences,Cultural Influences,Self Concept,Identification (Psychology),Language Minorities,Native Speakers

This current research tries to compare and contrast the language attitudes of Arabic-Turkish bilinguals from Mersin and Hatay cities located in the East Mediterranean Region of Anatolia. The quantitative results of the language attitude surveys conducted in the two cities by two different researchers (Çetintas Yildirim, 2019; Kocaoglu, 2019) are compared, and qualitative conclusions which can be generalized to the population of Arabic-Turkish bilinguals are obtained. Two different but related themes (language choices and the sense of belonging to a social/cultural identity of the two participant groups) consist of the main focus. Four sets of questions for the identity theme and seven sets of questions for the language choice theme were determined from the surveys and the means of each group for every question were compared and interpreted. The comparison reveals that Arabic-Turkish bilinguals from Hatay interiorize Arabic language more than Arabic-Turkish bilinguals from Mersin. The first group is more inclined to use Arabic in their professional career and transfer it to the new generations.
Leadership, Risk Taking, and Social Gender Roles among Colombian Female Undergraduate Language Learners
Author: Peñaloza, Anna
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Females,Sex Role,Public Colleges,Leadership Qualities,Risk,Sex Stereotypes,STEM Education,Humanities,Disproportionate Representation,Self Concept,Professional Development,Second Language Learning,English (Second Language),Academic Language,Writing Instruction

This case study sought to understand how 17 undergraduate students in the humanities and science, technology, engineering, and mathematics majors positioned themselves in terms of gender in relation to their leadership and risk-taking skills. For this study, I used students' artifacts, semistructured interviews, and focus group discussions, which tied into the objectives of the Academic Writing for Professional Development course that the participants signed up for at a public university in Colombia. To analyze the data, I used aspects of the grounded theory method. The results revealed that the division of labor and social gender roles supersede the students' initial positions. Because of this, women's leadership and risk-taking abilities are invisible, an assertion which continues to perpetuate social gender roles, gender stereotypes, and the patriarchy.
Identifying the Needs of Postgraduate Students: The First Step of Academic Writing Courses
Author: Yuvayapan, Fatma
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Needs,Academic Language,Content Area Writing,Foreign Countries,English Departments,English Teacher Education,Student Attitudes,Writing Skills,Audience Awareness,Literary Genres,Discourse Communities

Academic writing practices constitute central processes through which students learn the conventions of their disciplines to meet the expectations of their academic communities. Therefore, academic writing courses should touch on the specific dimensions of it. One of the most prominent requirements of these courses is to identify the needs of students and implement a program based on the negotiation between the needs of students and the expectations of academic communities. The present study aimed to explore the academic writing needs of Turkish postgraduate students in the departments of English Language Teaching and English Language and Literature through an online questionnaire including Likert-type items and open-ended questions. The Likert-type items were analyzed using descriptive statistics and independent samples t-test statistics while the data gathered from open-ended questions was exposed to thematic analysis. We found that the participants (30 Turkish postgraduate students of English) obtained a clear idea of the disciplinary conventions and the importance of communication with readers in academic genres but they did not seem to develop awareness of building stance in academic genres. There was not a statistical difference between MA and PhD students' academic writing needs. Apparently, academic writing courses in post-graduate programs should place heavy demands on more specific needs-based curriculum to meet their students' target needs.
Proficiency Exams in Teaching Turkish as a Foreign Language in TÖMER (Turkish and Foreign Languages Research and Application Centers)
Author: Karagöl, Efecan
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Tests,Turkish,Language Proficiency,Second Language Learning,Second Language Instruction,Foreign Countries,Grammar,Test Items,Item Analysis,Discourse Analysis,Content Analysis,Reading Skills,Writing Skills,Rating Scales,Guidelines,Teaching Methods,Test Format,Testing Problems,Test Construction

Turkish and Foreign Languages Research and Application Center (TÖMER) is one of the important institutions for learning Turkish as a foreign language. In these institutions, proficiency tests are applied at the end of each level. However, test applications in TÖMERs vary between each center as there is no shared program in teaching Turkish as a foreign language in Turkey. The purpose of this study is to examine the tests offered in TÖMER in teaching Turkish as a foreign language. The study engages a qualitative design. As the data sources include documents related to exams offered in TÖMERs, a document analysis was completed. The data consist of proficiency tests offered in 13 different TÖMERs that agreed to provide sample proficiency tests. In analyzing the data, a deductive approach used to look for themes and then codes. The main finding of the study is that the proficiency tests for each level are not compatible with each other. This incompatibility results from the types of questions on skills, the number of reading texts and the number of words in texts, the limit on word count in writing skills and the diversity of questions, the presence or absence of grammar questions and their placement in the exam, and not meeting the phases of skill development according to CEFR. In order to reduce these incompatibilities, there is a need for a program for teaching Turkish as a foreign language that would be followed by all TÖMERs.
Using a Student-Staff Partnership to Map, Understand, and Develop the Digital Curriculum
Author: Clark, Tom
Date: 2020-00-00
Type: Journal Articles
Subjects: Curriculum Development,Educational Technology,Technology Uses in Education,Teacher Student Relationship,Sociology,Undergraduate Students,College Faculty,Technological Literacy,Foreign Countries,Self Efficacy,Student Attitudes

Digital literacy is increasingly central to the experience of learning and teaching in higher education. This paper details the design, implementation, and results of a student-staff partnership project that utilized a mixed method research strategy to &quot;map&quot; the digital curriculum within a sociology program, measure the digital capacity of students across the degree (n=104), and explore their experience of that curriculum (n=12). The findings reveal that digital capabilities of undergraduates did develop over the course of their degree. However, not only is the development of digital curricula often without signposts, the results suggest that we should not assume that all students are &quot;digital natives.&quot; Indeed, many struggle to adapt to the technological demands upon entering higher education while others fail to connect educational uses of digital technology to their everyday lives. In detailing the tools that were developed as part of the project, the paper goes on to outline the value of student partnerships in the context of information and digital literacy, as well as higher education more generally.
Examining Individual and Organizational Factors of School Counselor Burnout
Author: Fye, Heather J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Burnout,School Counselors,Anxiety,Coping,Job Satisfaction,Counselor Attitudes,Role Conflict

Burnout is a statistically significant phenomenon for school counselors, correlated with various individual and organizational factors, which have been studied independently. Therefore, we investigated both individual and organizational factors of burnout conceptualized as a multidimensional phenomenon with 227 school counselors. Multidimensional burnout was measured by the five subscales of the Counselor Burnout Inventory, which included Exhaustion, Incompetence, Negative Work Environment, Devaluing Clients, and Deterioration in Personal Life. Using hierarchal regression analyses, we found individual and organizational factors accounted for 66.6% of the variance explained in Negative Work Environment, 38.3% of the variance explained in Deterioration in Personal Life, 36.7% of the variance explained in Incompetence, 35.1% of the variance explained in Exhaustion, and 14.0% of the variance explained in Devaluing Clients. We discuss implications of the findings for school counselors and supervisors. Identifying the multidimensions of burnout and its correlates, addressing self-care and professional vitality goals, communicating defined school counselor roles, providing mentoring opportunities, and increasing advocacy skills may help alleviate burnout.
Using Lifemaps to Build Capacity for Educational Leadership
Author: Williams, Heather P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Capacity Building,Leadership Training,Teaching Methods,Maps,Instructional Leadership,Active Learning,Cooperation,Graduate Students,Student Attitudes,Educational Administration,Specialists,Program Descriptions,Superintendents,Certification,Decision Making

This study examines the impact of a pedagogical strategy using individual life mapping as a foundational piece of a graduate educational leadership program. We argue that active learning opportunities, like life mapping, allow educational leadership students to explore more fully their sense-making processes about systems leadership, which is foundational to their developing mindsets and leadership skills. Jäppinen (2014) suggests that educational leadership programs should aim to allow students to make sense of the complexity around them and study the viewpoint of collaborative non-linear human interactions in their journey to leadership. Data and artifacts were collected from 41 graduate students; their ages ranged from 29 to 65 with the median age being 46. All the participants were enrolled in the closed-cohort, executive educational leadership program working toward an Educational Specialist degree and superintendent certification. The final condensing of the initial categories into macro-level themes illustrated that students perceived the life mapping activity as a catalyst for learning about themselves and others, building a successful cohort, and affirming their decisions to become systems leaders.
Readability of Turkish Tales
Author: Teksan, Keziban
Date: 2020-00-00
Type: Journal Articles
Subjects: Readability Formulas,Readability,Turkish,Middle School Students,Cloze Procedure,Foreign Countries,Fairy Tales,Reading Habits,Classification

The present study aims to determine the readability and clarity levels of certain Turkish tales for middle-school students. The study was conducted with a survey model. The study material consists of three tales each chosen from the books titled &quot;Az Gittik Uz Gittik&quot; and &quot;Masal Masal Içinde,&quot; and the study group consists of 90 students who were studying in a middle school located in the central district of a province in the Spring semester of the 2018- 2019 academic year. The data collection tools used in the study include the Atesman Readability Formula, Çetinkaya-Uzun Readability Formula, and a Cloze Readability Application. Data collection was performed in two stages. In the first stage, the readability conditions of the first one hundred words of the tales were determined in order to apply the readability formulas. In the second stage, the Cloze Readability application was completed within three weeks by applying it to the study group using two texts per week. The analysis of the data was performed using the Descriptive Analysis technique. It was determined that the tales had a readability level of &quot;easy&quot; according to the Atesman readability formula, and &quot;educational&quot; according to the Çetinkaya-Uzun readability formula. It was found that the book titled &quot;Az Gittik Uz Gittik&quot; had a readability level of &quot;difficult (frustration)&quot; while the book titled &quot;Masal Masal Içinde&quot; had a readability level of &quot;educational (assisted)&quot; according to the Cloze Readability application.
The Acquisition of Discourse-Pragmatic Rules for Null and Overt First-Person Subjects by Greek Learners of Turkish
Author: Çeltek, Aytaç
Date: 2020-00-00
Type: Journal Articles
Subjects: Greek,Turkish,Pragmatics,Second Language Learning,Oral Language,Task Analysis,Syntax,Difficulty Level,Form Classes (Languages),Epistemology,Native Language,Comparative Analysis,Sentence Structure,Adults,Personal Narratives,Discourse Analysis,Foreign Countries

In Turkish, null and overt arguments do not show the same distributional properties at discourse level. There are discourse-pragmatic factors affecting this distribution (Kerslake, 1987; Ruhi, 1996; Turan, 1995; Çeltek &amp; Oktar, 2014; Çeltek Kaili, 2017). Previous studies suggest that the acquisition of argument realization system in second language (L2) poses a major acquisition problem for adult L2 learners, especially the properties that constrain the native use of null and overt subjects at the syntax-discourse interface are reported to cause persistent difficulty. Based on this assumption, this study investigates this problematic area in L2 acquisition from a discourse-pragmatic view. More specifically, the purpose of the present study is to inspect the acquisition of the following discourse-pragmatic rules governing the use of null and overt first-person subjects in L2 Turkish oral narratives produced by first language Greek speakers: a) &quot;salient referent,&quot; b) &quot;switch focus,&quot; c) &quot;contrastive focus,&quot; d) &quot;pragmatic weight,&quot; e) &quot;epistemic parenthetical.&quot; The data were collected via three oral narrative tasks. The participants were 10 advanced L2 Turkish learners and 10 native Turkish speakers. Results obtained from the three oral narrative tasks demonstrate that advanced L2 learners of Turkish present practically no deficiency on the use of discourse-pragmatic rules that govern the use of null and overt first-person subjects.
Profiles of Students in Bilingual University Degree Programs Using English as a Medium of Instruction in Spain
Author: Madrid, Daniel
Date: 2020-00-00
Type: Journal Articles
Subjects: Profiles,Student Characteristics,College Students,Bilingual Education,Language of Instruction,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Teacher Education Programs,Student Attitudes,Global Approach,International Education,Native Language,Study Abroad,Language Proficiency,Course Content,Teaching Methods

This is an empirical study which aims to examine the profile of Spanish university students in bilingual degree programs that employ English as a medium of instruction by utilizing the bilingual section of the teaching degree course at the University of Granada as a sample. To this end, a questionnaire was applied to 216 students. While 75% of the students reported having problems when following a bilingual class, these difficulties were found to diminish or disappear after the first trimester. The majority of the students (70%) were satisfied with the program offered but they also detected some deficiencies, which provided a basis for various suggestions as to how university bilingual programs might be improved.
Needs Analysis to Enhance English Language Proficiency at a Mexican University
Author: Garcia-Ponce, Edgar Emmanuell
Date: 2020-00-00
Type: Journal Articles
Subjects: Needs Assessment,Universities,Language Proficiency,English (Second Language),Second Language Learning,Second Language Instruction,Mexicans,Academic Achievement,Foreign Countries,Employer Attitudes,Language Teachers,Educational Objectives,Teaching Methods,Teacher Attitudes,College Second Language Programs,Cultural Context

This study examines the perceptions of employers, university authorities, English teachers and students concerning needs to promote English achievement in a Mexican university. By drawing on data collected from focus groups and questionnaires, the evidence suggests that there are several needs which hinder the attainment of English objectives in this higher education context. To address this, the participants' perceptions are reformulated into a set of recommendations which might be beneficial for this context and other higher education institutions which seek to develop English language competencies in university students. The relevance of this study is that it shows how needs analysis can be used in higher education as a tool to identify needs and formulate context-sensitive solutions for enhancing English achievement.