Hits 3.681 – 3.700 of 183.538
| 3681 |
Groundwork: digital approaches to changes in Thomas Pynchon’s style
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| 3682 |
Adorno, dada and the philistine: the immanent negation of the institution of art
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| 3683 |
Loose lips and tongue tips: The central role of the /r/-typical labial gesture in Anglo-English
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In: ISSN: 0095-4470 ; EISSN: 1095-8576 ; Journal of Phonetics ; https://hal.archives-ouvertes.fr/hal-02549386 ; Journal of Phonetics, Elsevier, 2020, 80, pp.100978. ⟨10.1016/j.wocn.2020.100978⟩ (2020)
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| 3684 |
The Middle English Kynge Appolyn of Thyre: Edited from the Text Published by Wynkyn De Worde 1510; With a Parallel Text of the Medieval French La Cronicque Et Hystoire De Appollin, Roy De Thir.
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In: https://halshs.archives-ouvertes.fr/halshs-02898263 ; 58, Universitatsverlag Winter, pp.115, 2020, Middle English Texts, 978-3825347031 (2020)
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| 3685 |
An open-source voice type classifier for child-centered daylong recordings
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In: Interspeech 2020 - Conference of the International Speech Communication Association ; https://hal.archives-ouvertes.fr/hal-02989487 ; Interspeech 2020 - Conference of the International Speech Communication Association, Oct 2020, Shanghai / Virtual, China (2020)
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| 3686 |
Transmission of droplet-conveyed infectious agents such as SARS-CoV-2 by speech and vocal exercises during speech therapy: preliminary experiment concerning airflow velocity
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In: ISSN: 0937-4477 ; EISSN: 1434-4726 ; European Archives of Oto-Rhino-Laryngology ; https://hal.archives-ouvertes.fr/hal-03093696 ; European Archives of Oto-Rhino-Laryngology, Springer Verlag, 2020, ⟨10.1007/s00405-020-06200-7⟩ (2020)
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| 3687 |
Mastering second language humour: the ultimate challenge
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In: The European Journal of Humour Research ; https://hal.archives-ouvertes.fr/hal-03058969 ; The European Journal of Humour Research, 2020, Humour across cultures - a contrastive approach, 8 (4), pp.82-111. ⟨10.7592/EJHR2020.8.4.Vincent-Durroux2⟩ ; https://www.europeanjournalofhumour.org/index.php/ejhr/article/view/483 (2020)
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| 3688 |
Making the student voice count: Using qualitative student feedback to enhance the student experience
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In: Shah, M, Pabel, A, (2020). Making the student voice count: Using qualitative student feedback to enhance the student experience. Journal of Applied Research in Higher Education, Vol. 12, No. 2, p. 194-209 http://dx.doi.org/10.1108/JARHE-02-2019-0030 (2020)
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| 3689 |
Identifying and solving issues with acquiring skills in computer programming for non-English speakers
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In: Nnass, IA, (2020). Identifying and solving issues with acquiring skills in computer programming for non-English speakers. Doctoral Thesis. Central Queensland University, http://dx.doi.org/10.25946/5f039502e1dec (2020)
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| 3690 |
MTrill project: machine translation impact on language learning
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In: Resende, Natália orcid:0000-0002-5248-2457 and Way, Andy orcid:0000-0001-5736-5930 (2020) MTrill project: machine translation impact on language learning. In: European Association for Machine Translation (EAMT) 2020, 3-5 Nov 2020, Lisbon, Portugal (Online). ISBN 978-989-33-0589-8 (2020)
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| 3691 |
MultiMWE: building a multi-lingual multi-word expression (MWE) parallel corpora
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In: Han, Lifeng orcid:0000-0002-3221-2185 , Jones, Gareth J.F. orcid:0000-0003-2923-8365 and Smeaton, Alan F. orcid:0000-0003-1028-8389 (2020) MultiMWE: building a multi-lingual multi-word expression (MWE) parallel corpora. In: 12th International Conference on Language Resources and Evaluation (LREC), 11-16 May, 2020, Marseille, France. (Virtual). (2020)
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| 3692 |
Managing Multiple Demands in the Adult ESL Classroom: A Conversation Analytic Study of Teacher Practices
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| 3693 |
Working on Understanding in the Adult ESL Classroom: A Collaborative Endeavor
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| 3694 |
Experimental Analyses of Peer Tutoring: Toward a Technology of Generative Learning
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| 3695 |
Evaluating Test Consequences Based on ESL Students’ Perceptions: An Appraisal Analysis
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| 3696 |
The Selective Fossilization Hypothesis: A Longitudinal Study of English Language Learners' Persistent Errors
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| 3697 |
Diversity in the Adult ESL Classroom
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Abstract:
For more than half a century, education researchers have strived to understand, accommodate, and promote diversity in primary and secondary classrooms, generating a wealth of insightful research in the process. However, issues of diversity in the adult second language classroom remain under-explored. Given the recent rise in immigration around the world and the accompanying increase in xenophobia and fear, it is crucial that we closely examine how language teachers attend to issues of sociocultural diversity while working with highly diverse immigrant and international student populations. This study addresses the existing research gap by offering a microanalytic explorations of teachers’ practices for working with diversity in adult second language classrooms. Specifically, I examine how remarks that undermine diversity and discussions on issues of diversity are managed in situ. My data consist of 55 hours of video-recorded adult English as a second language (ESL) classes at a community language program in the Northeastern United States. The participants were four ESL teachers and their 39 students from 17 different countries. The data were transcribed and analyzed in minute detail within the conversation analytic and membership categorization analytic (M/CA) frameworks. Findings show that remarks that undermine diversity are both condoned and problematized in these classrooms. Although by condoning improper remarks the teachers might have inadvertently reinforced potentially harmful stereotypes and prejudices, they also helped promote a sense of appreciation, like-mindedness, and solidarity. On the other hand, by problematizing students’ potentially improper remarks, teachers created a space for various sociocultural views and experiences to be voiced, even as they ultimately promoted their own perspectives on issues of sociocultural diversity. Teachers’ practices for managing discussions on diversity were examined in a single case of a teacher initiating, extending, and terminating a discussion on a potentially sensitive topic of gender inclusivity. The analysis shows that the teacher fostered student participation by oscillating between neutral and value-laden statements on the topic at hand, increasingly resting gender inclusivity as he reinforced gender conformity. Findings contribute to research on diversity in education and on managing “socially sensitive” talk in the (language) classroom, as well as to critically “motivated” M/CA research.
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Keyword:
Adult education; English language--Study and teaching--Foreign speakers; Multicultural education
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URL: https://doi.org/10.7916/d8-bptk-e436
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| 3698 |
Age, Task Characteristics, and Acoustic Indicators of Engagement: Investigations into the Validity of a Technology-Enhanced Speaking Test for Young Language Learners
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| 3699 |
Establishing Psychometrically-Sound Measures of Linguistic Skills in People With and Without Aphasia During Unstructured Conversation and Structured Narrative Monologue
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| 3700 |
Talking Black: Destigmatizing Black English and Funding Bi-Dialectal Education Programs
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