ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher to Researcher: Reflections on a New Action Research Program for University EFL Teachers
Author: Burns, Anne
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Education Programs,Program Descriptions,Teacher Researchers,Private Colleges,Action Research,Writing for Publication,Periodicals,Foreign Countries,Teacher Attitudes,College Faculty

One of the current challenges facing many universities is how to support teachers in becoming researchers. This article discusses the experiences at a small private Chilean university of a new action research programme that was developed as a vehicle for helping teachers to become involved in research and write a research publication for peer-reviewed journals. We present findings from research into similar programmes about relevant factors for their success, describe the programme developed at the university with five English as a Foreign Language teachers in 2016, and discuss some reflections on this first year of the programme.
Critical Incidents of Transnational Student-Teachers in Central Mexico
Author: Serna-Gutiérrez, José Irineo Omar
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Teachers,Critical Incidents Method,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Personal Narratives,Student Teacher Attitudes,Teacher Education,Self Concept,Foreign Countries,Professional Identity,Mexicans,Mexican Americans,Qualitative Research,Semi Structured Interviews

This study is an exploration of the life-changing decisions and changes which the participants underwent, and which led them to pursue an education in English language teaching (or languages). The foremost objective of this study was to highlight the critical incidents from the past, present, and teaching practice of transnational students in a BA in TESOL program who are also English teachers in central Mexico. Through a narrative analysis, critical incidents in the lives of transnational student/teachers were identified. The findings of this research showed how the participants could explore their identity formation process through the critical incidents.
Creating Machinima (3D) and Real Life Videos in an ESP Classroom
Author: Ochoa Alpala, Carol Anne
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Private Colleges,English for Special Purposes,Video Technology,Computer Simulation,Public Speaking,Speech Communication,Oral Language,Skill Development,Communication Skills,Cooperative Learning,Computer Graphics,Technology Uses in Education,Student Developed Materials,Active Learning,Student Surveys,Interviews

This research paper reports on the development of oral presentation skills in a 3D virtual world called &quot;Moviestorm&quot; machinima, in contrast with real-life videos. In this way, the implementation of both types of videos sought to promote the improvement of oral communication skills, specifically oral presentations in a foreign language, as well as promoting collaborative work. The study involved 60 students from different semesters of a private Colombian university from the schools of electronic engineering, computer science, and law, focusing on English for specific purposes. The results showed how students from different faculties worked collaboratively to achieve one goal: improve their oral presentation skills.
Language Assessment Literacy: Implications for Language Teachers
Author: Giraldo, Frank
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Learning,Second Language Instruction,Applied Linguistics,Evaluation Methods,Language Tests,Teacher Education,Stakeholders,Evaluation Research,Educational Research,Foreign Countries,Literacy,Knowledge Level

Recently, the applied linguistics field has examined the knowledge, skills, and principles needed for assessment, defined as language assessment literacy. Two major issues in language assessment literacy have been addressed but not fully resolved--what exactly language assessment literacy is and how it differs among stakeholders (e.g., students and teachers). This reflective article reviews assessment literacy from general education experts and language education scholars and shows how the meaning of language assessment literacy has expanded. To add to the discussion of this construct, the article focuses on the specific language assessment literacy for language teachers and proposes a core list of assessment knowledge, skills, and principles for these stakeholders.
&quot;Deluded and Ruined&quot;: Diana Bastian--Enslaved African Canadian Teenager and White Male Privilege
Author: Cooper, Afua
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Slavery,Death,Females,History,Power Structure,Rape,Birth,Blacks,Adolescents,Foreign Policy,Pregnancy

This essay explores the vulnerability of enslaved African Canadian Black women by examining the death of Diana Bastian, an enslaved Black teenager who in 1792 was raped by George More, a member of the Governing Council of Cape Breton, Nova Scotia. Though Bastian begged for assistance during the resultant pregnancy, More denied her such aid and cast her aside. Bastian further appealed to More's brother, a local magistrate, who also denied Bastian any help, and Bastian died giving birth to the twins More sired. Bastian's owner, Abraham Cuyler, appeared to have been absent from the province at the time of Bastian's rape, pregnancy, and labour. Bastian's brief and tragic history is told in her death certificate recorded at the St. George's Anglican Church, Sydney. This very succinct document brings to light the story of racial and sexual abuse on the Canadian frontier, and helps us to understand the marginal status of Black women's lives in colonial Canada. I suggest in this essay that when we place enslaved Black women at the centre of Canada's historical and colonial past, we come to a new understanding of the power and privilege White men possessed, and the catastrophic impact it had on Black women's bodies.
Epistemologies of Silence
Author: Dénommé-Welch, Spy
Date: 2017-00-00
Type: Journal Articles
Subjects: Auditory Stimuli,Epistemology,Reflection,Vignettes,Autobiographies,Ethnography,Praxis,Foreign Countries,Cognitive Style,Learner Engagement,Psychological Patterns,Aesthetics,Metacognition,Learning Modalities

This paper engages some of the philosophical and epistemological underpinnings of silence, and its implications for teaching and learning both within and beyond educational settings. In this exploration, the authors draw on self-reflexive observations, woven throughout the paper as a series of vignettes, to explore questions of silence and its impacts on their respective teaching, research, and professional practice. Similarly, the authors apply this approach while taking into consideration different expressions and meanings of silence and how this can offer new understanding of culture and identity, including social and political issues, through arts, performance, and arts-based research.
Feminist Scholar-Activism Goes Global: Experiences of &quot;Sociologists for Women in Society&quot; at the UN
Author: Jauk, Daniela
Date: 2017-00-00
Type: Journal Articles
Subjects: Feminism,Scholarship,Activism,Sociology,Females,International Organizations,Global Approach,Sex Fairness,Semi Structured Interviews,Ethnography,Public Policy,Educational Policy,Policy Formation,Politics,Social Change,Mentors,Instruction,Meetings,Constructivism (Learning),Grounded Theory,Empowerment,Transformative Learning

This article focuses on the experiences and strategies of members of Sociologists for Women in Society (SWS) who strive to bridge the worlds of social activism and academia. It concerns the International Committee's work at the United Nations (UN), specifically at the annual Commission on the Status of Women (CSW) meeting. It builds on transnational feminist literature that has discussed the UN as stage for a diverse global women's movement and provider of global gender equality norms that, if utilized, advance gender equality in its member states. I analyze themes that emerged from a sample of in-depth interviews with current or former UN scholar-activists within SWS from a larger ethnographic study, and present experiences and challenges of SWS members' engagement with UN politics and policy development since the mid-nineties. I demonstrate that SWS does justice to its mission of serving as an activist organization through its work in the global arena. Analysis of interviews, observations, and archival material demonstrates that SWS's UN scholaractivism is increasing the visibility and applicability of feminist sociology. While this activism critically examines the discourse, it also disrupts hegemonic discourse and offers opportunities for concrete social change, particularly through linking activism, mentoring, and teaching.
Moving from Chasm to Convergence: Benefits and Barriers to Academic Activism for Social Justice and Equity
Author: Rose, Barbara
Date: 2017-00-00
Type: Journal Articles
Subjects: Barriers,Activism,Social Justice,Equal Education,Foreign Countries,Personal Narratives,Academic Achievement,Intellectual Disciplines,Higher Education

There are many natural links between academic work and activism that can be used for social justice and equity, but remain underdeveloped in higher education. Using the concept of liminality and the inclusion of personal voice that is central in Scholarly Personal Narrative methodology, this article explores academic activism in multiple ways. First, a series of &quot;purposeful conversations&quot; with educators at the University of Malta suggest that the level of self-affiliation with activism is influenced by academic discipline and the presence of impactful successes related to activism. Challenges within academic activism include devaluing activism within academic structures, and balancing the roles and actions of academic, activism, and personal lives. Second, benefits of activism in student learning are described, including (a) using synoptic learning as a curricular organizing concept for intellectual development, equity, and social justice and (b) exploring activism as a robust organizing concept for student learning across disciplines. Third, systemic barriers (e.g., maintenance of privilege) and anti-activism as moral high ground (e.g., activism as dangerous, too radical, narrowly appropriate, and unnecessary) are identified using two examples of curricular approval processes at a Midwestern university. Fourth, strategies to disrupt barriers to academic activism suggested by these results are presented.
Teaching the Possible: Justice-Oriented Professional Development for Progressive Educators
Author: Gambone, Mollie A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Justice,Faculty Development,Progressive Education,Conferences (Gatherings),Discourse Analysis,Workshops,Teaching Methods,Equal Education,Curriculum Development,Content Analysis,Educational Practices

Providing justice-oriented professional development for progressive educators has historically been a site of tension. To address this, The Progressive Education Network (PEN), the leading professional organization of progressive educators in the United States, brought together over 800 educators for its 2015 National Conference, titled &quot;Teaching the Possible: Access, Equity, and Activism!&quot; This article documents PEN's framework for facilitating an opportunity for educators to engage in dialogue about areas of social injustice throughout education and within their own schools. Findings derived from a discourse analysis of workshop abstracts published in the conference program suggest that the conference provided professional development in three areas: 1) workshops were designed by teachers to share useful methodologies relevant to the conference theme with other teachers; 2) workshops encouraged attendees to critically examine how problematic issues in education are commonly understood, then reframe them to consider the issues from different perspectives; 3) doing so gave rise to an understanding that in order to imagine innovative solutions to systemic problems, one must first be able understand how different groups of individuals experience the problems. This analysis establishes that by aligning the conference with a critical, justice-oriented theme, the workshops were designed to provide attendees with opportunities to investigate their own roles in producing, changing, and interpreting socially-just learning and teaching in their own school contexts. This is important because it advances the study of equitable access to progressive pedagogy, while at the same time utilizing Desimone's (2009) framework for judging effective professional development for teachers.
Making Visible and Acting on Issues of Racism and Racialization in School Mathematics
Author: Morvan, Jhonel A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Racial Bias,Mathematics Education,Equal Education,Difficulty Level,Disadvantaged,Minority Group Students,Social Justice,Activism,Foreign Countries,Educational Policy,Educational Change,Inclusion,Achievement Gap,Student Placement,Ability Grouping,Ethics

Schools, as social systems, may knowingly or unintentionally perpetuate inequities through unchallenged oppressive systems. This paper focuses on mathematics as a subject area in school practices in which inequities seem to be considered normal. Issues of racism and racialization in the discipline of mathematics are predominantly lived through the practice of streaming where students are enrolled in courses of different levels of difficulty. Such practice denies marginalized groups of students the full benefit of rich learning experiences. These issues should be of concern for activists, advocates, and allies as well as individuals and groups who are systematically and directly affected. The purpose of this paper is to make visible issues of racism and racialization in school mathematics to a range of stakeholders that include: school administrators, teachers, students, parents, education advocates, academics, educational researchers, and politicians. The ultimate goal is that the knowledge gained through this call to action will contribute toward eliminating social injustice in all school systems, particularly as it relates to skin colour, country of origin, culture, language, customs, and religion.
Towards Understanding EFL Teachers&apos; Conceptions of Research: Findings from Argentina
Author: Banegas, Darío Luis
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Research,Foreign Countries,Language Teachers,Mixed Methods Research,Questionnaires,Action Research,Faculty Development,Preservice Teachers,Preservice Teacher Education,Interviews,Teacher Researchers,Teacher Attitudes

This paper investigates the conceptions of research held by English as a foreign language teachers in Argentina. Quantitative data from 622 participants from an online questionnaire were followed by qualitative data from online interviews with 40 of those participants. Results show that the teachers conceptualised research through conventional notions closer to a quantitative paradigm. They felt research was not part of their job, and a lack of time was the main reason for not engaging in/with research. Teacher development, agency, empowerment, and autonomy could be sought by engaging teachers with forms of research which are meaningful to them, such as action research.
Scaffolding the Learning-To-Teach Process: A Study in an EFL Teacher Education Programme in Argentina
Author: San Martín, María Gimena
Date: 2018-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),English (Second Language),Second Language Learning,Teacher Education Programs,Foreign Countries,Student Teacher Supervisors,Student Teachers,Tutoring,Student Teacher Attitudes,Teacher Education,Second Language Instruction,Qualitative Research,Case Studies,Preservice Teachers,Practicums

This study seeks to examine how a supervisor scaffolds the student-teachers' learning-to-teach process in the context of one-to-one tutoring sessions in an English as a foreign language teacher education programme in Argentina. The findings indicate that scaffolding implies two main phases: a diagnostic and an intervention phase. Moreover, the supervisor was found to provide contingent help, which suited the student-teachers' perceived needs and/or difficulties. In conclusion, scaffolded help should be understood in relation to the function it serves and how it accommodates the students' level of understanding.
Addressing the Problem of Negative Lexical Transfer Errors in Chilean University Students
Author: Dissington, Paul Anthony
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Error Analysis (Language),Error Patterns,Transfer of Training,Second Language Learning,Second Language Instruction,English (Second Language),Spanish Speaking,Spanish,Metalinguistics,Interference (Language),Questionnaires,Student Attitudes,Pretests Posttests,Comparative Analysis,Native Language,Scores,Language Tests,Foreign Countries,Action Research,Intervention

Studies of second language learning have revealed a connection between first language transfer and errors in second language production. This paper describes an action research study carried out among Chilean university students studying English as part of their degree programmes. The study focuses on common lexical errors made by Chilean Spanish-speakers due to negative first language transfer and aims to analyse the effects of systematic instruction and practice of this problematic lexis. It is suggested that raising awareness of lexical transfer through focused attention on common transfer errors is valued by students and seems essential for learners to achieve productive mastery.
Classroom Management in Foreign Language Education: An Exploratory Review
Author: Macías, Diego Fernando
Date: 2018-00-00
Type: Journal Articles
Subjects: Classroom Techniques,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Beginning Teachers,Language Teachers,Teacher Education,Foreign Countries,Preservice Teachers,Inservice Teacher Education,Literature Reviews

This review examines studies in the area of classroom management in foreign language education. It is organized into three large areas: The first area focuses on the distinctive characteristics of foreign language instruction that are more likely to impact classroom management in foreign language classes. The second area provides a description of classroom management issues that foreign language teachers usually encounter in their practice; and the third area centers on the different alternatives to reduce the negative impact of classroom management on foreign language classes. Conclusions suggest a need for more research particularly on the relationship between classroom management and aspects such as target language use and teaching methods.
Unlicensed EFL Teachers Co-Constructing Knowledge and Transforming Curriculum through Collaborative-Reflective Inquiry
Author: Garzón, Edgar Augusto Aguirre
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Case Studies,Public Schools,Language Teachers,Educational Change,Teaching Methods,Material Development,Instructional Design,Foreign Countries,Teacher Collaboration,Reflective Teaching,Teacher Qualifications,Culturally Relevant Education,Qualitative Research,Semi Structured Interviews

This paper describes a case study research project carried out in a public school in Bogotá, Colombia, with four unlicensed teachers of English as a foreign language. Although the institutional guidelines in the school suggest that teachers should collectively propose changes to shape pedagogical realities, there is evidence of little communication among them. This study emphasizes collaborative, reflective inquiry as a means to educative transformation. Findings suggest that collaborative inquiry prompts the language teachers to conjointly design teaching strategies and materials that articulate with students' contexts. Furthermore, along the way, the teachers were empowered to propose curricular changes to adjust contents and goals of the area with the students' contextual reality.
The Relevance of Teachers&apos; Practical Knowledge in the Development of Teacher Education Programs
Author: Oss, Débora Izé Balsemão
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Secondary School Students,Second Language Learning,Second Language Instruction,Language Teachers,Foreign Countries,Teacher Student Relationship,Knowledge Base for Teaching,English (Second Language),Teaching Methods,Personal Autonomy,Decision Making,Teacher Attitudes

Teacher education programs have evolved mostly from the scholarly world's perspective, which can eventually impact the work that practitioners face on an everyday basis, particularly in regard to dealing with their students. This article of reflection addresses aspects related to a Brazilian teacher's personal practical knowledge and the role of practitioners' expertise in dealing with adolescent students (6th to 9th graders). It advocates that teachers' personal practical knowledge is likely to evolve into professional knowledge provided that it is analyzed, verified, and improved. Insights from second language teacher education, reflexive thoughts, and projects developed by the author illustrate what can be considered when developing strategies that are consistent with the envisioned teacher education programs.
Colombian English Teachers&apos; Professional Development: The Case of Master Programs
Author: Viáfara, John Jairo
Date: 2018-00-00
Type: Journal Articles
Subjects: Masters Programs,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Innovation,Foreign Countries,Language Teachers,Faculty Development,Teacher Attitudes,Teaching Methods,Educational Practices,Educational Policy,Teacher Collaboration,Online Surveys,Program Descriptions

Master degree programs have rapidly increased in Colombia to the point where they are one of the most favored options for English teachers seeking to bolster their professional development. This survey study characterizes eighty participants, their five master programs, and their perceptions concerning the influence these graduate courses exerted on their teaching. While participants' pedagogical and research work seemed to have benefited the most from their studies, their practices involving language policy and administration were regarded as distant from what they learnt. Findings suggest that innovation, reflection, and collaboration permeated participants' overarching categories of development. Challenges to respondents' integration of their newly acquired education with their teaching included competing ideologies and agendas exhibited by stakeholders in school communities.