ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Curriculum through a Critical Antiracist Lens
Author: Schmier, Stephanie Anne
Date: 2022-00-00
Type: Journal Articles
Subjects: Racism,Curriculum Development,Whites,Teacher Educators,English (Second Language),Language Teachers,Preservice Teacher Education,School Policy,Critical Thinking,Self Efficacy,Barriers,Preservice Teachers

Informed by a critical antiracist perspective for teacher education, we describe a year-long research collaboration we engaged to interrogate how White allyship can be reimagined to support the design of critical antiracist initiatives in language teacher education. We were inspired to write this article because we see the realities, possibilities, and problems inherent in addressing the historic and entrenched ways that race and racism still operate in America, within teacher education, and within our institution, to sustain white privilege and power. This research is grounded methodologically in the notion of inquiry as stance, which recognizes the capacity of teacher educators to work collaboratively to reform education in democratizing ways. We conclude that within our institution and throughout teacher education barriers and resistance remain to taking antiracist actions to change the way we prepare teachers for guiding students who increasingly are not White and whose first language is not English.
Intersectionality for TESOL Education: Connecting Theory and Justice Pedagogy
Author: Kayi-Aydar, Hayriye
Date: 2022-00-00
Type: Journal Articles
Subjects: Intersectionality,Social Justice,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Correlation,Knowledge Base for Teaching,Educational Theories,Racism,Social Differences,Kindergarten,Elementary Secondary Education

This paper focuses on the concept of intersectionality, which has been used to account for multiple forms of identity and inequality. It argues that intersectionality is a powerful theoretical lens that could be used in analyzing language teachers' identities and their various contexts. It is also deeply connected to an orientation and understanding of justice. One significant connection that still needs to be explored in TESOL education is how intersectionality and social justice interact. Thus, the paper examines what specific professional practices educators can develop to support the critical awareness of language teachers in training. It concludes that one of the most important tasks for language teacher educators is to help current and future practitioners not only to understand the theory behind intersectional pedagogy, but to generate their own relevant, critical questions about forms of social and educational injustice in schools and other institutional contexts.
Principles and Practices for the Preparation of Antiracist ESOL Teachers
Author: de Oliveira, Luciana C.
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Racism,Equal Education,Language Teachers,Power Structure,Educational History,Language Usage,Language Proficiency,Social Justice,Instructional Materials,Multilingualism,Bilingualism,Teacher Competencies,Teacher Education,Curriculum,Role Models

Events in 2020 sparked the need to continue a focus on ongoing inequities in the United States. This article addresses the preparation of ESOL teachers for antiracist work, acknowledging that racist beliefs and structures are pervasive in education and beyond, and how ESOL teachers can develop antiracist &quot;conscientização.&quot; I address questions related to power and privilege that are present in the TESOL field and provide an overview of historically racist practices that have been part of TESOL. I draw on some personal experiences with linguistic racism as a woman, Latina, transnational, immigrant, and selfidentified multilingual speaker who speaks English as an additional language to guide why and how I come to this work as a scholar and teacher educator. Drawing from the previous sections, I describe principles and practices to tear down those racist beliefs and structures, build antiracist classrooms, and guide the preparation of antiracist ESOL teachers.
Positioning Radical Love through Narrative Inquiry to Foster Transformative Language Identities in the Multilingual Classroom
Author: Young, RAsheda
Date: 2022-00-00
Type: Journal Articles
Subjects: Multilingualism,Personal Narratives,Inquiry,Language Usage,Self Concept,English (Second Language),Language Teachers,Whites,Racism,Intimacy,Minority Groups,Authors,Humanization,Sense of Community,Public Colleges,Teaching Methods

Multilingual students learning English are situated in systems of oppression that require a critical understanding of the role that language plays in discrimination. We describe how we create opportunities to develop and implement critical pedagogies that aim to challenge white mainstream English (Baker-Bell, 2020) as the default language in our multilingual classroom spaces and detail how our pedagogies can contribute to decentering &quot;whiteness&quot; in English Language Teaching (Motha, 2014). Through narrative inquiry, we demonstrate how teachers can develop antiracist pedagogies in ELT by actively listening to each other's experiences, forming hush-harbors (Kynard, 2010), and integrating radical love (hooks, 2001). Additionally, exposing students to counternarratives from marginalized writers diversifies and enriches their learning experience. These pedagogical practices create opportunities for students' growth by centering love, humanizing education, and deliberately creating a sense of belonging.
Raciolinguistics through a Historical, Global, and Intersectionality Lens
Author: Del Pino, Josh
Date: 2022-00-00
Type: Journal Articles
Subjects: Race,Racial Attitudes,Language Usage,Intersectionality,Teacher Education,English Language Learners,Racism,Learning Activities

This article first provides a framing of how raciolinguistics exists in the world despite global progress in the past century. Raciolinguistics is then defined within a historical context that leads to Europeanness versus non-Europeanness (white or nonwhite) differentiation, social hierarchies, racial oppression, and modern-day linguistic violence. The second section addresses language education in relation to an additive approach, raciolinguistic approach, or provincializing English. The third section introduces linguistic profiling within Spanish-speaking Latinx communities. In the fourth section, I share some of my experiences as a cis gendered Black man speaking Japanese in Japan and my experiences being a Black man speaking English in the United States. Finally, I include activities for educators and students that can be used to move towards anti-racist teaching and learning environments. In conclusion, there is always action that needs to be taken to resist complacency and to engage with anti-racist pedagogy in classrooms and teacher training.
The Illusion of Inclusion: Blackness in ELT
Author: Bryan, Kisha
Date: 2022-00-00
Type: Journal Articles
Subjects: Inclusion,English (Second Language),Diversity,Equal Education,Racism,Critical Race Theory,Language Usage,Race,Black Dialects,African American Teachers,Second Language Instruction

The field of TESOL has experienced a renewed interest in the role of race in language teaching and learning within the context of the recent &quot;racial reckoning&quot; in the US. As a result, the field has seen a plethora of DEI position statements, initiatives, and publications on race, racism, and anti-racism over the past two years. However, the persistence of linguistic, racial, and cultural hegemony, bias, discrimination, linguicism, and marginalization leads us to ask whether inclusion is an illusion. In answering this question, we describe the effects of this illusion in two areas: ELT curriculum and materials (Grant &amp; Wong, 2008) and faculty hiring practices (Romney, 2010). With critical race theory and raciolinguistics as frameworks, we discuss the policies and practices that continue to marginalize Black TESOL professionals and disadvantage Black preservice teachers and English learners. We conclude the essay with recommendations for effective DEI and actionable allyship.
The Positioning of Black ESL Teachers in the United States: Teacher Perspectives
Author: Nabukeera, Olive
Date: 2022-00-00
Type: Journal Articles
Subjects: African American Teachers,Language Teachers,English (Second Language),Second Language Learning,Teacher Attitudes,Intensive Language Courses,Teaching Methods,Professional Identity,Race,Teacher Student Relationship,Role Models

This study draws upon critical theory for its theoretical underpinnings and narrative inquiry as a methodological tool to examine the ways that Black ESL teachers working in Intensive English Language Programs in the United States position themselves and define their roles as language educators especially with consideration of their diverse racial, linguistic, and cultural identities. Data collection consisted largely of a questionnaire survey and interviews that were conducted with seven teachers and administrators of African descent. Results suggested that teachers in the study see themselves as more than English language specialists but as role models, life coaches, cultural ambassadors, and agents of social change in ESL classrooms. Narratives showed that Black teachers' perspectives and approaches to teaching English as a second language are a valuable resource for educators seeking to incorporate race pedagogy in the ESL curriculum and improve faculty racial diversity.
Visibility as Validation: A Case Study of Culturally Responsive Materials Development for TESOL
Author: Boruah, Padmini Bhuyan
Date: 2022-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Foreign Countries,English (Second Language),Second Language Learning,Textbooks,Inclusion,Scoring Rubrics,Textbook Evaluation,Material Development,Bias,Stereotypes

In normative multilingual ESL/EFL contexts like India, non-dominant cultural and ethnic representations are absent or superficially represented in English textbooks. For learners from linguistically disadvantaged groups, English has to be negotiated through an unfamiliar dominant language. In this article, I argue that appropriate inclusivity self-checks at the predevelopment stage of materials preparation can contribute effectively to the development of culturally responsive English language teaching materials. Using the Steinhardt NYU Metro Center's Culturally Responsive Curriculum Scorecard and the Fairness, Bias, and Cultural-Responsiveness Checklist of the Centre for Collaborative Education, Indiana University, I examine whether, and to what extent, a set of state-mandated English textbooks reflect culturally responsive and inclusive pedagogy as a response to the English language needs of multilingual, multicultural learners in India. The study shows that by using appropriate self-check rubrics, textbook developers can identify sites of diversity-blindness or lack of cultural responsiveness, and design materials with inclusive cultural representations.
Reducing Colonial Harm in Language Teaching: A Guide to Critical Self-Reflexive Practices for Language Teachers
Author: Chugani Molina, Sarina
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Colonialism,Language Teachers,Educational Change,Race,Power Structure,Consciousness Raising,Intersectionality,Language Attitudes,History,Native Language,Multilingualism,Cultural Background,Teacher Attitudes,Racism,Language Variation,Teaching Methods

The powerful undercurrents and rooted presence of coloniality continue to influence the field of English language teaching today (Kubota, 2016). Motha (2014) argues that our field in its historicity and embedded colonial lineage is inherently intertwined with notions of race and power. The language of the colonized is considered by the colonizers to be inferior to the colonial language &quot;associated with the word and people of God, of territory and ownership&quot; (Kalyanpur et al., forthcoming). This essay engages the reader in consciousness-raising practices that require deep introspection on our own positionality, intersectionality (Crenshaw, 1989), and histories with the English language and suggests ways to transform the self and system that dismisses the linguistic and cultural wealth (Yosso, 2005) of our students.
A Research on Individual Social Responsibility and Social Entrepreneurship Tendencies of University Students
Author: Sonmezoglu, Ugur
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Social Responsibility,Entrepreneurship,Social Problems,Service Learning,Community Services,Athletics,Sports Medicine,Individual Characteristics

The aim of this research is to examine the individual social responsibility and social entrepreneurship levels of university students in terms of some variables and to examine the effects of individual social responsibility levels on their social entrepreneurship orientations. Relational survey model, one of the quantitative research methods, was used in the research. The study group of the research consists of 200 students who study in sports sciences at universities in Turkey. SPSS statistical program was used in the analysis of the data. First, descriptive statistics were examined, and parametric tests were used for inferential statistics. In addition, Independent Samples t Test, Pearson correlation analysis and simple linear regression analysis were performed. When the research findings are evaluated, the fact that students have been involved in a social project before, except for the sub-dimension of financial return, has social entrepreneurship orientations and individual social responsibility levels. Taking the community service practice course has a positive effect on the development of their individual social responsibility levels and their social vision from the dimension of social entrepreneurship. In addition, it has been revealed that university students' whether they do sports or not has no effect on their individual social responsibility and social entrepreneurship. It has been revealed that as the individual social responsibility levels of recent students increase, their social entrepreneurship orientations also increase, and individual social responsibility has a positive effect on social vision, innovation, sustainability, and social networks in social entrepreneurship sub-dimensions.
The Effects of Adapted Physical Education and Sports Activities on Mental Adjustment Levels and Determination of Communication Skills of Trainable Mentally Handicapped Individuals
Author: Yildirim, Zeynep
Date: 2022-00-00
Type: Journal Articles
Subjects: Adapted Physical Education,Exercise,Training,Program Effectiveness,Communication Skills,Intellectual Disability,Students with Disabilities,Athletics,Student Behavior,Language Skills,Receptive Language,Expressive Language,Foreign Countries,Behavior Problems

This study aimed to determine the effect of exercise training on mental adaptation levels and communication skills in mentally handicapped individuals who were at an educable level. Based on this purpose, the Performance Determination Form for Individuals with Intellectual Disabilities, which was created in 2018 within the scope of the Ministry of National Education, General Directorate of Special Education and Rehabilitation Services, and Hacettepe Spiritual Adaptation Scale developed by Gökler and Öktem (1985) were given to the families of 11 mentally disabled individuals, (3 girls and 8 boys), with a mean age of 11.90. Afterward, 130 hours of adapted physical education and sports activities were applied to 11 trainable mentally retarded individuals, 90 minutes a day, 2 days a week for 12 weeks. After this activity, the same measurements were performed by the families again and the differences were examined. As a result of SPSS, although there was no statistical significance in the behavioural and neurotic results, which were the sub-dimensions of the psychological adjustment variable, a decrease was observed in the post-test mean scores after the exercise program was applied. This result proves that physical education and sports activities have positive effects on the mental adjustment of individuals with educable mental disabilities. Findings on receptive language skills and expressive language skills, which were sub-dimensions of the participants' communication skills, were examined. While the mean receptive language skills pre-test score was 31.72±3.00, the post-test mean score was 127.09±6.18, the expressive language skills pre-test mean score was 13.27±2.37, and the post-test mean score was 54.63±1.56. The observed difference was statistically significant. As can be seen, it was determined that physical education and sports activities applied have positive effects on individuals with educable mental disabilities, both in terms of psychological adaptation and communication skills. As a result, it has been determined in this research that physical education activities, which are an integral part of education, are very beneficial in terms of mental adaptation and communication skills, which are vital for individuals with mental disabilities.
The Application of Cinema Therapy to Mental Training as an Example of Digitalization in Sports
Author: Afacan, Ersin
Date: 2022-00-00
Type: Journal Articles
Subjects: Athletics,Training,Electronic Learning,Films,Cognitive Processes,Athletes,Information Technology,Mental Health,Intervention

Thanks to the rapid change and development of technological opportunities in sports, training can be carried out in an electronic environment and with electronic tools. Among these tools, we can mention a desktop computer, a printer, a scanner, a projection device, a smart phone, a portable computer also called as laptop, glasses for simulation, and a wearable measuring device such as a polar clock. Through these tools, it is also easier to evaluate the educational activity performed. Digital sports can be defined as sports that are produced, performed and evaluated in an electronic environment. In this context, digital sports means changing and transforming all kinds of modern information about sports, scientific and philosophical views, theories and concepts related to technology. Digital sports, which contains more than one understanding of sports and technical narration about sports, questions the interaction of the sportsperson with his environment and technology, especially with himself. Therefore, a digital sport, as in every newly developing perspective on sports, is supported in a broad context by long-term studies that select multiple perspectives. One of these studies is mental training study in which the basic principles of cinema therapy are applied. Mental training is one of the trainings made using technological opportunities in sports. This training is carried out by making sports people, especially athletes, watch movies or scenes from movies, in line with the principles of cinema therapy, with the help of a computer and a projection device. The main purpose of this study is to consider cinema therapy in mental (psychosocial) training education as an example of digitalization in sports. As a data collection method, the data compiled were blended from sources in different fields such as digital technology, sociology, psychology, sports sociology, sports psychology and psychiatry. It is thought that this study, which is one of the rare studies on the subject, will be an example for similar studies in the future.
Examination of Social Media Addiction and Sleep Behavior of Athletes: A Study on Athletes in Universities
Author: Ayyildiz, Erdem
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Media,Addictive Behavior,Sleep,Athletes,Health Behavior,Correlation,Foreign Countries,Young Adults,Individual Characteristics,Gender Differences,Age Differences

Determining young athletes' sleep quality and social media addiction is important for their performance. For this reason, our study aims to examine elite athletes' sleep quality and social media addiction. There are three parts to the research. The first part consists of demographic information. In the second part, the social media addiction scale was used. This scale was developed by Firat and Barut (2018). In the third part, the athlete sleep behavior scale was used. The athlete sleep behavior scale was developed by Driller, Mah, and Halson (2018) and adapted into Turkish by Darendeli, Diker, and Cinar (2019). The research consists of 412 participants collected by convenience sampling method. In the study, MANOVA and correlation analysis were performed after Cronbach alpha, and Skewness-Kurtosis values were checked with the SPSS program. According to the results of the research, a negative relationship was found between habitual sleep quality and sleep disorder. This result shows that while increasing sleep disturbance decreases habitual sleep quality, decreasing sleep disturbance increases habitual sleep quality.
Can HRV Training Make Us Happy: An Experimental Study on University Students
Author: Besler, Hamza Kaya
Date: 2022-00-00
Type: Journal Articles
Subjects: Metabolism,Psychological Patterns,College Students,Intervention,Physiology

The purpose of this study is to determine the effect of 8 weeks of HRV (Heart Rate Variability) training on the happiness and coherence levels of university students. According to this purpose, 20 sports management students from the same class volunteered to participate in the study. 10 students were selected randomly as the experimental group while the other 10 were control group. Data was collected with Oxford Happiness Inventory and Inner Balance HeartMath (biofeedback device). 8 weeks of HRV training was applied to the experiment group every night before going to sleep. After 8 weeks, the results showed a significant difference between pretest and post-test results p &lt; 0.05. The experimental group increased their happiness and coherence while the control group decreased. In other words, the experimental group is now happier and more coherent.
A Study for Student Perception of Mathematical Physics E-Module Based on Gender
Author: Astalini
Date: 2022-00-00
Type: Journal Articles
Subjects: Physics,Science Education,Teacher Education Programs,Preservice Teachers,Student Attitudes,Gender Differences,Electronic Learning,Science Achievement,Student Interests,Foreign Countries,Mathematics,Educational Technology

The purpose of this study was to find out how the differences in perceptions and learning outcomes of physics education students of the Faculty of Teacher Training and Education Jambi University on the e-module Mathematics Physics I which were reviewed based on gender differences. The type of used research design is quantitative with survey research. The instrument used in this study was a questionnaire of perceptions and learning outcomes of the Likert type scale with 4 answer choices as a data collection tool. The data is analyzed by using descriptive statistics in terms of mean, median, mode and percentage. The data is also analyzed through statistic inferential by performing assumption tests (normality test and homogeneity test) and hypothesis testing (one-way ANOVA test followed by Tukey's further test) and simple linear regression hypothesis testing. Sampling was performed by purposive sampling technique, namely as many as 289 physics education students of the Faculty of Teacher Training and Education Jambi University. The result of this study is that there is a difference between student perceptions and learning outcomes based on gender on the E-Module Mathematics Physics I. Students with male gender are higher than female students because male students have high interest and interest in Mathematics Physics I. The results of this study are expected to contribute to educators in order to identify related perceptions and learning outcomes that students have of the learning media to further improve the quality of learning for the better.