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Congolese Refugee Students in Higher Education: Equity and Opportunity
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In: Boise State University Theses and Dissertations (2018)
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“It’s Dangerous to Go Alone”: An Autoethnography of College English Students Reading Video Games as Texts
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From university pedagogy to ICT in languages education : which teaching practices? ; De la pédagogie universitaire au numérique en langues : quelles pratiques pédagogiques ?
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In: ISSN: 2110-5324 ; Frantice.net ; https://hal-univ-paris3.archives-ouvertes.fr/hal-01844950 ; Frantice.net, Université de Limoges, 2018, Environnements et dispositifs numériques pour éduquer et former ; http://www.frantice.net/index.php?id=1480 (2018)
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| 4 |
Interview mit Rachel Rosenstock über die Deutsche Gebärdensprache in Lehre und Forschung
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In: Ecos de Linguagem 8 (2018), S. 5-9 (2018)
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Case Study of the Accommodation Readiness Spiral as an Evaluative Framework for Action Research Plans
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In: Prairie Journal of Educational Research (2018)
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Revisiting a Classic: A Book Review of Understanding Reading: A Psycholinguistic Analysis of Reading and Learning
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In: Networks: An Online Journal for Teacher Research (2018)
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| 7 |
Interview mit Rachel Rosenstock über die Deutsche Gebärdensprache in Lehre und Forschung ...
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Domain Description: Validating the Interpretation of the TOEFL iBT® Speaking Scores for International Teaching Assistant Screening and Certification Purposes
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In: English Publications (2018)
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Abstract:
In the past 2 decades, there has been an increasing tendency to use scores from the TOEFL iBT® Speaking test for decisions regarding the certification of international graduate students as teaching assistants at North American universities. To obtain validity evidence in support of the usefulness of the speaking scores for this secondary use of the test, this study adopted the argument‐based approach to validation. Focusing on the domain description inference in the TOEFL interpretive argument, the study investigated whether the language functions elicited by TOEFL iBT Speaking tasks can be identified in authentic discourse produced by international teaching assistants (ITAs) with different instructional roles. We compiled and analyzed 2 corpora—a TOEFL iBT speech corpus and an ITA speech corpus. The TOEFL corpus contained 2,738 responses to integrated and independent tasks. The ITA corpus of 119 spoken texts included multiple disciplines and 3 instructional genres: lab, recitation, and lecture. The 2 corpora were manually annotated using the knowledge framework (Mohan, 1986), which is a heuristic in systemic functional linguistics (SFL) used to identify knowledge structures (KSs) and language functions based on how linguistic choices function in the discourse. Then, the following types of data were quantitatively analyzed: discourse units annotated per KS category, discourse units annotated per language function, KS categories occurring in each text, language functions occurring in each text, and KSs and functions from each component of the spoken corpora. The corpus data revealed how the language functions were realized and how they varied. Overall, the results indicated that TOEFL iBT Speaking tasks elicit most of the language functions identified in ITA discourse, suggesting that this test accounts for the functional language ability necessary for effective instructional performance as a teaching assistant in the target domain of language use. The discrepancy detected in the use of some functions pertaining to 2 KSs warrants further examination of the extent to which it may impact secondary test use and score interpretation.
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Keyword:
and Multicultural Education; Bilingual; Curriculum Genres; Domain Description; Higher Education; International Teaching Assistants; Language Functions; Multilingual; TOEFL iBT Speaking Section; Vocational Education; Vocational Rehabilitation Counseling
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URL: https://lib.dr.iastate.edu/engl_pubs/245
https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=1246&context=engl_pubs
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| 9 |
Exploring the multicultural competence, will, and multicultural work of student affairs educators in higher education
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In: Graduate Theses and Dissertations (2018)
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| 10 |
"They Can't Expect to be Treated Like Normal Americans so Soon": Reconceptualizing Latinx Immigrants in Social Studies Education
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In: Journal of Critical Thought and Praxis (2018)
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| 11 |
Exploring the multicultural competence, will, and multicultural work of student affairs educators in higher education
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In: Graduate Theses and Dissertations (2018)
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| 12 |
Augmented Reality in Foreign Language Education: A Review of Empirical Studies (增强现实技术在外语教学中的应用：文献综述性研究)
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In: World Languages and Cultures Publications (2018)
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| 13 |
Investigating the sense of belonging of international students through a predictive model
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In: Graduate Theses and Dissertations (2018)
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| 14 |
A meta analysis of student pharmacist outcomes comparing flipped classroom and lecture
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In: Pharmacy Practice & Administration (2018)
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| 15 |
Getting Students to Think Critically and Visibly
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In: Becoming: Journal of the Georgia Association for Middle Level Education (2018)
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| 16 |
Scholastic Liberation: Schools' Impact on African American Academic Achievement
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In: Language Arts Journal of Michigan (2018)
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Advocating for the Affective: Writing Hope into School Spaces
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In: Language Arts Journal of Michigan (2018)
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| 18 |
Turning Dissertations into Books
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In: Curriculum Studies Summer Collaborative (2018)
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| 19 |
Formative and Summative Assessment of Library Instruction (LI): Encouraging and supporting "reflective teaching" practices through peer observation
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In: Georgia International Conference on Information Literacy (2018)
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| 20 |
Do Linguistic and Cultural Differences Impact Students' Perceptions of Pedagogical Power?
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In: Curriculum Studies Summer Collaborative (2018)
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