ethanporcaro/eric-fulltext-meta huggingface dataset:
Focus on the Speaker-Learner in English as a Global Language: Agency and Satisfaction
Author: Kohn, Kurt
Date: 2022-11-00
Type: Journal Articles
Subjects: Native Speakers,Second Language Learning,Second Language Instruction,English (Second Language),Metalinguistics,Global Approach,Language Variation,Inferences,Creativity,Empathy,Constructivism (Learning),Language Attitudes,Linguistic Theory,Intercultural Communication,Computer Mediated Communication,Code Switching (Language),Futures (of Society),Communicative Competence (Languages),Language Teachers,Faculty Development,Pragmatics,Language Processing

In pedagogical debates about Global Englishes (GE) and English as a lingua franca (ELF), there is widespread agreement concerning an urgent need for liberating teachers and students from the normative constraints of ELT's orientation towards standard English by raising their awareness of the characteristics and complexities of GE/ELF communication. ELT students are generally perceived as weak GE/ELF communicators requiring remedial education based on the analysis of recorded GE/ELF exchanges. Contrary to this deficit view, this article calls for acknowledging ELT students as 'speaker-learners', who are endowed with a natural capability for communication including strategic creativity, contextual inferencing, empathetic cooperativity, and communication monitoring. Through a social constructivist lens, they appear as principal agents of 'MY English' development, guided by their personal requirements of communicative and communal success and their aspiration for speaker satisfaction. A normalizing account of GE/ELF communication and an emancipatory MY English perspective on ELT provide the theoretical-conceptual underpinnings of an immersive pedagogical GE/ELF approach, preferably implemented through virtual exchange in a blended learning environment. Pedagogical mentoring is essential for helping students assume MY English responsibility, make best use of their ordinary communicative capability, and exploit the translanguaging range of their resources when faced with unfamiliar challenges in GE/ELF encounters.
Online Resources and Professional Development for Teachers of English Learners: A US State-by-State Analysis
Author: Andrei, Elena
Date: 2022-11-00
Type: Journal Articles
Subjects: Language Teachers,English Language Learners,Second Language Instruction,Faculty Development,Educational Resources,State Departments of Education,Web Sites,Federal Programs

The United States has a growing population of English learners (ELs) and a shortage of trained English as Second Language (ESL) teachers, leaving many teachers unprepared to work with ELs. As teachers turn frequently to online resources for guidance, we reviewed the available resources and professional development on departments of education websites from all 50 US states and District of Columbia related to ELs. Our research question was: What type of resources and professional development are available on state departments of education websites that a teacher of ELs might benefit from? Findings suggest a majority of states link to federal resources. About half of the states provide more robust resources, such as webinars. Approximately two-thirds of states include links to professional resources; however, there is little consistency between the states as to which outside organizations they recommend. There is no correlation between the quantity or quality of a state's resources and the EL population in the state.
Providing Social-Emotional and Academic Supports to SLIFE: What Every Teacher Needs to Know
Author: Herrera, Luis Javier Pentón
Date: 2022-11-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Out of School Youth,Migrants,Migrant Children,Social Development,Emotional Development,Cultural Differences,Interpersonal Relationship,Social Support Groups,Culturally Relevant Education,Literacy Education,Native Language,Scaffolding (Teaching Technique),Second Language Instruction,Authentic Learning,Academic Support Services,Teacher Role

Recent trends of migration have contributed to the growing number of Students with Limited or Interrupted Formal Education (SLIFE) in our K-12 classrooms in the United States and worldwide. Simultaneously, the visibility of SLIFE in academic publications from around the world (i.e., Custodio &amp; O'Loughlin, 2017; DeCapua et al., 2020; Pentón Herrera, 2022) contributes to a general understanding of best practices on what this population needs and how teachers can best help them. In this article, we rely on recent and relevant available publications, as well as personal experiences, to recommend essential &quot;social-emotional&quot; and &quot;academic&quot; considerations that teachers and stakeholders should know to support SLIFE effectively. The social-emotional considerations shared include social and emotional needs, cultural dissonance, connections to programming and services, and interpersonal relationships. The academic considerations shared are programming, first language (L1) literacy instruction, appropriate scaffolding, oscillating target language (L2) literacy instruction, and authentic learning beyond the school walls.
Translanguaging as an Agentive Action: A Longitudinal Case Study of Uzbek EFL Learners in South Korea
Author: Jang, Jinsil
Date: 2022-11-00
Type: Journal Articles
Subjects: Code Switching (Language),Cultural Pluralism,Multilingualism,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Korean,Official Languages,Language of Instruction,Longitudinal Studies,Case Studies,Learning Experience,Language Usage,Native Language,Personal Autonomy,Teacher Student Relationship,Language Attitudes,Student Attitudes,Teaching Methods,Immigrants,Russian,Academic Achievement,Language Tests,Word Lists,Vocabulary Development,Synchronous Communication,Elementary School Students,Secondary School Students

With the increase in linguistic and cultural diversity in South Korea, the landscape of English education in Korean classrooms has been changing. This has led to an increased need to explore the language and literacy practices of the emergent multilingual youth in Korea where one (official) language (Korean) has been predominantly used as the medium of instruction for English teaching and learning. Addressing this need for more research on how emerging multilingual children learn English in the diverse Korean classrooms of today, this four-year longitudinal case study explored out-of-classroom English language learning experiences of three Uzbek students in South Korea. Drawing upon the conceptual framework of &quot;translanguaging&quot; and &quot;agency,&quot; data were collected from various sources. I found that the actions taken by these students to learn English depended on their interlocutors, practical and academic purposes, and language ideologies embedded in contexts, which in turn influenced learners' agency and translanguaging practices. More specifically, the findings show the students exercised agency over their choice of linguistic and non-linguistic resources in order to expand their linguistic repertoires on their own accord. These findings provide implications for EFL research and pedagogy, particularly within the context of the transition from monolingual to multilingual.
Translanguaging Life Writing: &quot;Auto&quot;biography-Driven Writing Instruction
Author: Yigitbilek, Demet
Date: 2022-00-00
Type: Journal Articles
Subjects: Code Switching (Language),Language Usage,Native Language,Second Language Learning,Second Language Instruction,English (Second Language),Autobiographies,Personal Narratives,Writing (Composition),Writing Instruction,Teaching Methods,Student Attitudes,Inclusion,Empathy,Cultural Background,Student Diversity,Literary Genres,Higher Education

Deficiency-oriented attitudes are still common occurrences despite growing emphasis on linguistic and cultural diversity. Promoting inclusivity in learning, Herrera (2016) proposed &quot;biography-driven instruction&quot; emphasizing the power of students' assets. Though her work was intended for young learners' biliteracy, I argue that the tenets can be used as a framework for more equitable adult ESL instruction to build on learners' &quot;funds of knowledge&quot; (Moll et al., 1992) and &quot;cultural wealth&quot; (Yosso, 2016). In this article, I theorize an &quot;'auto'biography-driven instruction&quot; approach where L2 writing instruction can foster inclusivity through life writing by acknowledging diverse linguistic and cultural backgrounds as assets, drawing from rich lived experiences, and tapping into multi-competencies. Drawing from the work in translanguaging and life writing, this article problematizes the deficiency-based assumptions, argues for life writing practices, and provides a practical look into the theorized &quot;auto&quot;biography-driven instruction. I detail how this approach can help students take a more active role in their learning and inevitably leads to amplifying diverse voices and inclusivity in ESL by learners (1) choosing the content they write about, (2) practicing a variety of the life writing genres, and (3) sharing their personal stories to create empathy and build rapport.
Using Padlet as a Learning Space for Simulating Real-Life Business Communication
Author: Lyn, Josephine Chan Ie
Date: 2022-11-00
Type: Journal Articles
Subjects: Educational Technology,Electronic Learning,Simulation,Business Communication,COVID-19,Pandemics,Distance Education,Learner Engagement,Authentic Learning,College Students,Written Language,Computer Mediated Communication

Due to the COVID-19 pandemic, lecturers of higher learning institutions had to pivot quickly from face-to-face classes to online classes. The new normal of online teaching and learning challenged lecturers in keeping their students engaged, especially when teaching a language course that heavily focuses on the writing component. The purpose of this study was to examine students' perception of using Padlet as a learning space to simulate real-life business communication. At the end of a 14-week semester language course, a cohort of 38 diploma students responded to a self-administered online survey with a 79% response rate. Findings from the descriptive analysis indicated high mean values for most survey items measured, implying that the students were generally favourable towards the use of Padlet and the simulation approach in learning business communication. Curriculum designers and lecturers of other courses could consider the potential of using Padlet as a learning space for simulation. Recommendations, limitations, and future research directions are also discussed in this paper.
How Working Memory and Prior Vocabulary Knowledge Influence the Impact of Task Repetition on L2 Oral Performance: Insights into Vietnamese EFL Learners
Author: Duong, Thao Phuong
Date: 2022-11-00
Type: Journal Articles
Subjects: Prior Learning,English (Second Language),Second Language Learning,Second Language Instruction,Predictor Variables,Language Fluency,Foreign Countries,Vocabulary Skills,Task Analysis,Individual Differences,Language Tests,Short Term Memory,Articulation (Speech),Oral Language,Undergraduate Students,Vietnamese People

The present study investigates the effect of task repetition and individual differences on Vietnamese English as a foreign language (EFL) learners' lexical use and fluency in oral task performance. The study adopts a within-subjects design with forty students performing the same narrative task twice. Students also completed two prior vocabulary knowledge tests (i.e., a receptive size test and a productive level test) and two working memory tests(i.e., a backwardspan task and a Vietnamese-version operation-span task). Lexical complexity was measured in two aspects (i.e., lexical sophistication and lexical diversity). Fluency was assessed in terms of articulation rate. Unlike previous studies, our study surprisingly did not reveal an effect of task repetition on lexical complexity and fluency. Interestingly, prior vocabulary knowledge and working memory appeared to be good predictors of learners' lexical complexity and fluency.
Full-Time Schools in Portugal: Participation and Educational Achievement
Author: Abrantes, Pedro
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Participation,Academic Achievement,Public Schools,Socioeconomic Status,Outcomes of Education,School Holding Power

Since its implementation in 2006, Portugal's full-time schools programme led to a massive increase of curricular enrichment and family-support activities in public schools throughout the country. The literature review brings together important contributions from previous research and assessments of the full-time school programme, including results of similar programmes in other countries and particularities of the Portuguese case. The methodological design is outlined, describing the research questions as well as the variables and categories under consideration. Drawing on extensive administrative data from all public schools in the country, the analysis focuses on participation rates and their link to school location, socioeconomic context, local providers, and educational achievements. The (moderately) positive correlation between participation rates and educational success arises as a key finding, for which possible explanatory factors are discussed. The article concludes with some implications for policy-making and future research on this topic.
Raising Primary School Boys&apos; and Girls&apos; Awareness and Interest in STEM-Related Activities, Subjects, and Careers: An Exploratory Case Study
Author: McMaster, Natalie
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Students,STEM Education,Foreign Countries,STEM Careers,Grade 6,Gender Differences,Academic Achievement

Internationally, there is an under-supply of intellectual capital to provide for STEM-related employment. One contributing factor is the low number of female students selecting STEM school subjects and careers. Despite the literature recommending students engage in STEM activities earlier, many initiatives are not implemented until high school. This paper reports on an Australian project named MindSET-do which provided students with early positive STEM experiences prior to high school to raise awareness of, interest in, and aspirations for STEM-related subjects and careers. The case study surveyed n = 107 Year 6 boys' and girls' interests, ability beliefs and expectations in STEM school subjects and careers. Students' awareness and interest in STEM-related subjects and careers increased significantly following experiences with inquiry-based STEM activities, X[superscript 2](1, n = 107) = 4.57 to 63.67, p &lt; 0.05. Expectancy for success in mathematics was significantly higher for males than for females (U = 1125, p = 0.044, r = 0.2). Expectancy for success in science was slightly lower for the female group, but p &gt; 0.05. Logistic regression found females were 24 percent less likely to have a positive view of mathematics than males (p = 0.003). Gender differences in STEM ability versus ability beliefs and expectancies for success are discussed, with recommendations for earlier positive experiences with STEM tasks.
Accent Difference Makes No Difference to Phoneme Acquisition
Author: Jones, Marc
Date: 2022-11-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Phonemes,Language Variation,Language Attitudes,English (Second Language),Instructional Materials,Comparative Analysis,Native Language,Japanese,Undergraduate Students,Foreign Countries,Linguistic Input,Language of Instruction,Independent Study,Learning Management Systems,Auditory Perception,Vowels,Teaching Methods,Speeches,Video Technology,Pretests Posttests,Language Usage

ELT materials tend to use prestige variety speakers as models, an underlying assumption being that this is needed in order to acquire the phonology necessary to parse English speech (Rose &amp; Galloway, 2019). Global Englishes Language Teaching (GELT) (Galloway &amp; Rose, 2018) provides the potential for movement away from such 'native speaker' ideologies, but lacks empirical evidence. In this study, the use of GELT input in comparison with prestige varieties of English was investigated. Sixteen first-year L1 Japanese university students in an English Medium Instruction programme participated in a self-paced listening study via a learning management system (LMS). All participants were tested on their perception of the English vowels /ae/, /[open-mid back unrounded vowel]/, /[open-mid central unrounded vowel]/ and/ /[open-mid back rounded vowel]/. After this pretest, they were separated into two groups: using edited TED talks, the experimental group (G) (N=8) watched videos of Global English varieties, and the control group (P) (N=8) watched videos of prestige English varieties. Both groups acquired losses, i.e., immediate posttest scores were mainly lower than pretest scores on vowel identification. Scores were predicted by the variation in interval between lessons and posttest, but not by the varieties of English used. This provides support for the view that GELT is as valid a language teaching approach as using prestige varieties.
Conflict Resolution Skills of Chinese International Students in the United States
Author: Wang, Zhiwei
Date: 2022-00-00
Type: Journal Articles
Subjects: Conflict Resolution,Foreign Countries,Foreign Students,College Students,Student Needs,College Environment

The number of Chinese international students in the United States has dramatically been increasing for the past two decades, while little is known about how these Chinese students handle campus conflicts in the United States. With an interpretative phenomenological research methodology, we invited 10 Chinese students at three different universities in the United States to share their experiences and strategies in resolving campus disputes. Five themes emerged based on the experiences of research participants. The findings strongly indicate that conflict management strategies and styles of Chinese students are significantly shaped by Chinese culture, and Chinese international students are less likely to express their needs and negative feelings. According to findings, this study suggests that more attention and resources of student help centers should be allocated to Chinese international students in the United States for improving their learning experiences.
What If They Are Set Free? Using Autonomous Reading-Listening and Book Clubs in Reading Fluency Development
Author: Isozaki, Anna Husson
Date: 2022-11-00
Type: Journal Articles
Subjects: Reading Programs,Clubs,Books,Reading Fluency,Reading Rate,Second Language Learning,English (Second Language),Foreign Countries,Listening Skills,Personal Autonomy,Silent Reading,Visualization,Reading Comprehension,Young Adults,High School Graduates

Recent research has shown that reading and listening together can be helpful in developing EFL reading fluency, but learner-autonomous bimodal reading research remains scarce. The present study, in an intensive academic English program in Japan, was intended to explore whether reading rates and related reading skills might improve while autonomously reading and listening outside class, holding &quot;book clubs&quot; in class, and while meeting course goals. Within the program setting's trimester sessions, young adult participants carried out extensive reading and listening online at their own pace, followed by small group &quot;book club&quot; discussions, and conducted monthly silent reading rate checks. Participant data collection found the participants (N = 130) reported approximately 64 wpm in overall average gain through their 9-10 week projects. Post-project survey responses and interviews also indicated positive views of book club discussions and possible growth in skills related to increasing fluency, such as mentally &quot;hearing&quot; while reading, and visualizing. Rates of spoken word delivery in audiobooks were measured and compared to reading rates and fluency development markers discussed in research to date. Correlating these with participants' reading rates was found potentially helpful in visualizing ranges in learners' reading fluency development. Further research investigating these points is suggested.
Engagement of International Students at Irish Higher Education Institutions
Author: Darmody, Merike
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Foreign Countries,Academic Achievement,Learner Engagement,College Students

Existing research paints a mixed picture of how international students fare academically following a transition to a host higher education institution. Most studies that have examined differences between domestic and international students' engagement have treated international students as a homogenous group. Less evidence is available on the experiences of international students from different regional groups. Drawing on Irish Student Engagement Survey data, this article explores the extent to which international students' engagement differs from that of their Irish peers, and whether there are differences across regions of origin. The findings indicate that while international students are highly engaged compared with their Irish counterparts, regional differences persist when the data were disaggregated. The article is of potential interest to policymakers and higher education institutions, offering insights into how the provision of services and supports to international students could be better targeted.
&quot;It&apos;s How We Get Along&quot; -- Translanguaging in Middle-School Mathematics Class
Author: Mackinney, Erin
Date: 2022-11-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,English (Second Language),Second Language Learning,Native Language,Language Usage,Code Switching (Language),Classroom Communication,Middle School Students,Bilingualism,Bilingual Schools,Spanish,Teacher Student Relationship,Hispanic American Students,Learning Processes,Student Characteristics,Bilingual Education Programs,Self Concept

This article explores the translanguaging practices of five middle-school emergent bilinguals in mathematics. Situated in a Spanish-English dual language school in Miami, Florida, this ethnographic case study utilized student shadowing as the principal method of data collection. Data sources included six months of classroom observations, students' mathematics work, and interviews with students and their mathematics teachers. Findings illustrate how translanguaging was not a random, haphazard experience among participants; rather students and their teachers transcended modes in a dynamic way that reflected their personal histories as members of Spanish-speaking families, as Latinas/os living in Miami, as members of a dual language school, and as individuals with different mathematics histories. This research underscores the multimodal aspects of translanguaging that students used to make sense of their mathematics learning. It highlights translanguaging as an asset-based pedagogy in its recognition of students' funds of linguistic knowledge. Pedagogical implications are provided for the teaching and learning of mathematics among emergent bilinguals.