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Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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“Are there any Mexicans listening?” Stancetaking and language ideologies in a Spanish L2 Classroom ; Stancetaking and language ideologies in a Spanish L2 Classroom
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Engaging native speakers in language scaffolding in a Chinese classroom
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Kong, Kaishan. - : University of Hawaii National Foreign Language Resource Center, 2021. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2021
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The Impact of Task Modality on Collaborative Tasks in English Foreign Language Contexts : Language-Related Episodes
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Interaction patterns and support for learning in the primary foreign language classroom
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 36, 2021, pags. 65-82 (2021)
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The Development of Interactive English Speaking Abilities in a Japanese University Context ...
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Educação intercultural e inclusiva em educação pré-escolar : da diversidade de línguas e culturas à interação entre pares
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Playing Japanese: Fostering semantic language play in a Japanese as a foreign language classroom
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EFL child peer interaction: Measuring the effect of time, proficiency pairing and language of interaction
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Co-constructing Peer Feedback Practices in an Elementary School Mathematics Classroom: An Enactivist Perspective
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Spoken interaction and peer cooperation: An interdependent learning process ; Interaction et coopération : un apprentissage interdépendant
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In: ISSN: 2118-9692 ; EISSN: 0246-8743 ; Linx ; https://halshs.archives-ouvertes.fr/halshs-02357576 ; Linx, Presses Universitaires de Paris Nanterre, 2019, Enseigner et interagir en langue étrangère : réflexions linguistiques et didactiques ; http://journals.openedition.org/linx/3784 (2019)
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Beziehungen in pädagogischen Arbeitsfeldern und ihren Transitionen über die Lebensalter
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 333 S. (2019)
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Understanding the Dynamic Nature of Willingness to Communicate in L2 Classroom Interaction and the Influence of L2 Investment ...
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The Role of Faculty and Peer Interactions in Supporting Humanities Students’ Persistence and Post-Graduation Aspirations: A Case Study
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In: Tsang, Tiffany Lee. (2018). The Role of Faculty and Peer Interactions in Supporting Humanities Students’ Persistence and Post-Graduation Aspirations: A Case Study. InterActions: UCLA Journal of Education and Information Studies, 14(2). Retrieved from: http://www.escholarship.org/uc/item/9gj2r4vq (2018)
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Abstract:
This study examines the experiences of undergraduate humanities students in the context of increasing social and educational emphasis on STEM (science, technology, engineering, and mathematics) and pre-professional areas of study (e.g., business administration, management, nursing). More specifically this article explores the ways in which humanities students’ interactions with departmental faculty members and peers support their persistence in their majors as well as their post-graduation goals. The persistence and post-graduation goals of humanities students is seen as particularly important given the deprioritization of the humanities by higher education institutions in recent decades as well as the questioned relevance of humanities education to post-graduation employment. Findings obtained from in-depth interviews as well as participant observation focus on the role of faculty accessibility, students’ sharing of information with one another, and students’ bonding over shared experiences in supporting humanities students’ persistence and post-graduation aspirations. Findings also point to the ways in which humanities students have experienced marginalization in various contexts and also how they have resisted narratives they are exposed to that are disparaging towards their areas of study.
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Keyword:
academic capitalism; humanities education; student persistence; student-faculty interaction; student-peer interaction; students’ post-graduation aspirations
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URL: http://www.escholarship.org/uc/item/9gj2r4vq
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Getting in sync: Exploring and supporting peer interaction in an autistic child with inconsistent access to speech
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A study of peer interaction and negative language transfer: scaffolding and the learning of the Japanese particle “no”
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