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Dr. Lucinda Lee Katz was born and raised in North Beach, San Francisco, CA adjacent to Chinatown proper, where she spent her K-12 years attending San Francisco’s public schools. Throughout her K-12 education, her peers were primarily Chinese, but she never had a Chinese teacher. She attended Chinese school every day after school and on Saturdays through her senior year in high school, yielding a higher level of Cantonese proficiency. As a member of the National Teacher Corps (1965–1968), she earned a Master’s degree in teaching while also serving as a teaching intern at a public elementary school. Stationed at Jean Parker Elementary in San Francisco’s Chinatown for her first teaching assignment, she was thrust into running parent-teacher conferences that semester as her master teacher was ill. She met Mrs. Lau, the mother of Kinney Kimmon Lau, who was the main plaintiff in Lau v. Nichols (1974). At the time, the language of instruction at the school was English only. Throughout this interview, Lucinda illuminates how the advocacy of Mrs. Lau led her to be transformed by the justice orientation of a bilingual education model. [ABSTRACT FROM AUTHOR]

This study was undertaken at a Mongolian community language school which aims to support Mongolian heritage children to learn their home language and culture. The learners were aged 4–15 years with diverse abilities in the Mongolian language. Informed by both purpose-developed Needs and Interest Analyses, a task-based language teaching (TBLT) program was developed and implemented over a six-month period. To evaluate the usefulness of this, two methods were utilised. Firstly, learners’ task-based interactions were recorded regularly, transcribed and qualitatively analysed. Secondly, stakeholder feedback was elicited via interviews. The findings showed that the learners interacted in ways facilitative of second language acquisition (i.e., they received abundant input, used a variety of interactive strategies, provided peer scaffolding, and modified their output according to the feedback). They also engaged in translanguaging to support their understanding and meaning making. Stakeholder feedback pointed to some challenges, but also many positive outcomes. [ABSTRACT FROM AUTHOR]

Community language schools provide language and cultural education to young people. Forming a key education sector worldwide with an estimated two million enrolments, these community-run, out-of-hours schools nonetheless tend to be marginalised by 'mainstream' education and 'mainstream' educational research. There has been a dramatic increase in research into community language schools in the past two decades, but there is still no systematic review that analyses the education role and contribution of this sector. This study aims to provide a clear picture of the extent, nature and gaps in the existing research into community language schools from 2001 to 2023. The study tracks how the research focus has shifted and grown in the past decades, but also highlights that the marginalisation of community language schools and research remains. The study directs researchers to relevant publications and suggests issues and topics in need of further research. [ABSTRACT FROM AUTHOR]

This paper explores how parents in intermarriages choose between the majority language (Serbian) and the minority language (Hungarian) as their children's instruction medium in Vojvodina, the northern province of Serbia. Adopting language ideologies as a theoretical framework, the study sheds light on (systems of) cultural ideas concerning social and linguistic relations, encompassing family and societal contexts. Qualitative research involving interviews was conducted with spouses/partners of individuals from the Hungarian national minority who are in a marriage/partnership with members of the majority community in Vojvodina. The analysis reveals that the choice of education in the majority language is influenced by both objective factors (such as the absence of minority language schooling in the parents' locality) and subjective considerations, which are connected to adopting various language ideologies supported by gender differences. The study highlights the crucial societal function of intermarriage, as family decisions significantly shape the identity and ethnic affiliation of children born into these unions. The choice of the language of instruction for their education plays a significant role in this process, with opting for the majority language accelerating acculturation and assimilation compared to choosing the minority language and maintaining the minority community. [ABSTRACT FROM AUTHOR]

This article reports on a national survey of complementary school providers in Scotland to gain insights into their perspectives of the abrupt transition to online learning spaces during the Covid-19 pandemic. Data gathered from a questionnaire (n=34) and in-depth interviews (n=13) covering 19 different heritage languages are analysed through the lens of practical evaluation, projective agency, and the concept of uncertainty in education. While teacher agency has been a subject of recent study and debate, there is limited research on enacting agency in complementary school settings. The study draws light on the ways in which school leaders enacted agency on multiple levels and in complex and nuanced ways as schools adapted their diverse provision in the face of challenges triggered by Covid-19. Findings reveal that (i) closure of school sites led to further pressures for schools and for the learners, families, and communities that they support, and (ii) the creation of online spaces provided opportunities for complementary schools to explore new resources, facilitate innovative forms of learning and teaching, and extend the reach of their school. We conclude with consideration of new avenues for complementary school planning and provision, and implications for developing online learning spaces for heritage languages. [ABSTRACT FROM AUTHOR]

Community language schools are grassroots initiatives set up by immigrant communities aiming to teach language and culture to children and descendants of migrants. During the Covid-19 pandemic, issues around ICT and equity sat at the heart of educational planning, ranging from student access to ICT to ensuring teachers' understanding of technological affordances. Although a myriad of emerging research highlights the many benefits and challenges mainstream teachers experience during the pandemic, little is known about community language planning before, during, or after the pandemic. With a micro-level language planning perspective, the aim of this study is to explore the context of ICT in community language schools and teachers' decisions around ICT uptake for teaching and learning both before and during the covid-19 pandemic. Pre-pandemic survey and follow-up interviews show that community language school teachers had limited access to ICT for teaching purposes before periods of teaching from home, but teachers' agency during online teaching afforded innovative solutions that will likely continue to impact ICT in community language planning post-pandemic. [ABSTRACT FROM AUTHOR]

ObjectivesMethodsResultsConclusionOf relevance to minority ethno-linguistic groups is the association between self-esteem and proficiency in their heritage language. The current study explored whether self-esteem of Cymraeg (Welsh) speaking pupils in Welsh/Bilingual-medium schools was higher than Cymraeg-speaking pupils in English-medium schools.1,709 pupils from Welsh/Bilingual and English-medium schools in Wales completed the Rosenberg Self-esteem Scale. Scores were analysed as a function of their primary language (language they use most often) and the linguistic medium of their school.Relative to primary-English speakers (pupils using English most) attending Welsh/Bilingual-medium schools, primary-Cymraeg speakers (pupils using Cymraeg most) attending Welsh/Bilingual-medium schools recorded higher self-esteem scores. There was no difference in self-esteem between speakers of different languages attending English-medium schools. Primary-English speakers attending English-medium schools recorded higher levels of self-esteem relative to primary-English speakers attending Welsh/Bilingual-medium schools. There was no difference in self-esteem between primary-Cymraeg speakers attending Welsh/Bilingual and English-medium schools. Longitudinal analysis suggests self-esteem increased for primary-Cymraeg speakers attending Welsh/Bilingual medium schools only, but pupils educated in their non-primary language demonstrated a decrease in self-esteem.The results suggest care is needed when allocating pupils to schools, as language of the school and the pupil’s primary language interact in determining self-esteem over time. [ABSTRACT FROM AUTHOR]

AbstractMultilingual learners, also known as English learners (ELs), are underrepresented in K-12 computer science (CS) courses, where they often struggle. This paper demonstrates how a Computer Science for English Learners (CSforEL) professional development (PD) program supported Advanced Placement CS Principles (APCSP) teachers in attending to both content and language demands while teaching ELs. We highlight qualitative findings showcasing how CSforEL PD yielded (micro)shifts in teacher practice and EL Student-Content interactions. Specifically, we discuss how unique instructional scaffolds offered within the PD shifted teachers’ awareness regarding EL students’ needs, and helped them support their EL students more effectively. [ABSTRACT FROM AUTHOR]

Since the social turn in applied linguistics, there has been growing interest in the role of emotion in language practices. This role is especially relevant to self-access language learning in terms of how it influences learner autonomy and motivation. With its focus on autonomy and sociality, self-access learning offers unique affordances for facilitating learner and advisor awareness of emotion in language learning. To this end, this study used an arts-based method, language mapping, for learners to express their language practices in multimodal ways. Language mapping integrates body mapping and language portraits methods to catalyze individual and group reflection anchored by embodied, emotional experiences. The researchers collaborated with a Japanese university self-access language learning center to engage seven volunteer participants in a series of two workshops. Data were gathered through participants' language maps, narratives shared in workshops, and questionnaire responses. Findings highlight the potential of language mapping in exploring learners' affective connections to their named languages. While mother tongues were generally portrayed as comforting, vivid, default, and unconscious, relationships to learned languages were represented through more diverse visual and verbal metaphors. Key pedagogical considerations include the impact of exemplars and group processes. [ABSTRACT FROM AUTHOR]

This paper explores the challenges of language and cultural maintenance through education among one immigrant ethnic group, the Uyghurs within Turkey, where the Uyghur population has grown in recent years. Uyghurs are a Turkic-speaking Muslim ethnic minority group of some 10 million people within China, originating from China's northwest Xinjiang Uyghur Autonomous Region. Data for the paper are based on ethnographic research conducted in Istanbul, where the Uyghur population in Turkey is the largest. The paper illustrates how the local and global environment impact how culture is constructed, and that identity construction and language maintenance projects are not ideologically neutral. It contributes to the understudied link between language, ethnicity, politics, and education by exploring the ways in which the Uyghur community in Istanbul uses non-formal education to maintain and transmit their language and cultural traditions in their host environment. [ABSTRACT FROM AUTHOR]

Despite the plethora of research advocating for culturally sustaining pedagogical practices, schooling in the United States continues to perpetuate systems of white supremacy that alienate racially and linguistically minoritized students. Considering that DLBE programs challenge whiteness by disrupting the hegemony of English, we believe that when (re)rooted to the race-radical roots of bilingual education, DLBE holds a space of transformation where minoritized communities can thrive toward self-determination. Through a theoretical framework that braids Culturally Sustaining Pedagogies (CSP) and critical racial-consciousness, this case study of two middle school dual language bilingual education (MSDLBE) programs in California examines how culturally sustaining pedagogies (CSP), including counter-hegemonic literacies are fostered within middle school DLBE programs. Teacher and student interviews and classroom observations suggest that systemic factors such as high-stakes testing and district-adopted curriculum influence teachers’ interpretation and prioritization of sociocultural competence, consequently, reproducing racial liberal practices. In this article, we call for pedagogical approaches that intentionally disrupt systems of white supremacy within DLBE by placing the experiences of minoritized communities at the forefront. [ABSTRACT FROM AUTHOR]

We offer a critical intervention to decolonize organizational communication from the roots by interrogating the basic assumptions of "organizing" and foregrounding alternatives that draw on nonwestern languages, cultures, and philosophies. Centering language and the lived experiences of two marginalized women organizing actors in China through 10-year consecutive ethnographies, we propose Tong as a theoretical framework that offers three branches to privilege subaltern knowledge and organizing praxes: (1) Bian Tong : approaching organizing as constant form-shaping whereby organizing essence/goals emerge through changes; (2) Hui Tong : understanding organizing knowledge as relational, and achieved through a confluence of the agentic interplay of time, place, and people; and (3) He Tong : highlighting organizing as the creation of possible pathways against opposing forces by remaining still and nurturing. Grounded in local languages and indigenous philosophies, our work serves as a decolonial intervention to disrupt deep-seated Eurocentric assumptions and to stimulate theoretical imagination to foreground organizing from the margin. [ABSTRACT FROM AUTHOR]

This article defines and describes the concepts of generalized skill, generalized operations, and operations. It provides the internal structure of the generalized skill to listen to English as a foreign language for students of Cuban language schools and its effectiveness was corroborated by a group of experts [ABSTRACT FROM AUTHOR]

This study considers cultural adaptation through tourism, focusing on language-travelers: hybrid education-tourism consumers whose voices remain relatively silent in tourism studies. Qualitative, semi-structured interviews were undertaken with students, teachers, and managers in Australian English language schools to understand what language-travelers expect from their Australian experiences and the implications for language schools. The findings propose that sojourners' experiences are framed by pre-visit imaginaries of object authenticity, wherein the "object" is both Australian culture and the wider Anglophone "West." Such imaginaries are found to be validated by language schools, which face pressure to balance letting students glimpse the "backstage" and staging out-group imagined "authenticities," such as by hiring fun, approachable, and above all White teachers. We identify opportunities for language centers to understand their role within tourism as cultural mediators and suggest ways forward in promoting and inculcating critical intercultural competence among language-traveler sojourners. [ABSTRACT FROM AUTHOR]

This paper uses data from interviews with immigrant youth in Ottawa, Canada, to explore early career-development and employment transition experiences of the youth. Framed by the Community-Interaction Theory of Career Development, the study explores the kind of influences and influencers, which shape career decisions and early on-the-job experiences of young immigrants. Thematic analysis of the qualitative data from face-to-face interviews reveals that some of the key influences on immigrants come from parents, siblings, and members of the ethnic community, in particular from teachers and peers from Sunday language schools, which create a unique climate encouraging students to pursue higher education. [ABSTRACT FROM AUTHOR]

Over the past few years, technology integrated into online learning has become a significant component of education in response to educational evaluation worldwide, especially in Indonesia. The current study aims to explore the TPACK levels of Javanese school teachers, identify integrated technologies-based media used by Javanese school teachers in online learning practices and learning assessment, and analyze the benefits and drawbacks of Javanese school teachers integrating technology in online learning. This study used a mixedmethod design, combining quantitative and qualitative approaches. The participants were 330 Javanese school teachers from Central Java Province and Yogyakarta Special Region, Indonesia. The findings reveal that Javanese school teachers are more proficient in pedagogical knowledge, pedagogical content knowledge, and content knowledge than technological knowledge, technological content knowledge, technological pedagogical knowledge, and TPACK. Javanese School teachers have integrated various technologies into online learning. However, Javanese school teachers limited technological literacy affects the efficiency of online learning. In addition, this study also offers an overview of the knowledge and expertise of Javanese school teachers regarding technology mastery in online learning. Thus, this study suggests that policymakers facilitate Javanese school teachers to develop technological skills in transferring materials in online learning to support the current adapted curriculum. [ABSTRACT FROM AUTHOR]

Introduction: The escalating prevalence of personification abuse in language disorders among students poses a substantial challenge for autistic students in the domain of language disorders. While prior research has mainly focused on the cognitive hurdles faced by autistic students, ongoing debates persist about the onset, severity, and roots of these challenges in their classroom behavior, with limited exploration of how preconceived notions impact personification abuse. This study aims to delve into emotional treatments for language disorders, specifically targeting personification abuse, to facilitate the shift from distorted perceptions to normative expression. It seeks to pinpoint the primary emotional interventions linked to instances of personification abuse and scrutinize the emotional factors influencing therapeutic approaches for language disorders. Methods: The research encompassed a cohort of 110 autistic students, aged 2 to 5 years, diagnosed with language disorders, all clinically determined to have autism by developmental pediatricians at a prestigious medical facility. Among these children, 95 were attending specialized schools, while 15 were situated in community settings. Results: The outcomes disclosed that children across all developmental phases displayed instances of personification abuse in language disorders, showcasing noteworthy enhancements in personification abuse following emotional treatment. Significantly, the discernible disparity in personification abuse performance and emotional treatment can be linked to the simultaneous cognitive advancement of autistic students across four grade levels, with variations noted based on normative expressions. Discussion: These findings underscore the insufficiency of solely relying on intrinsic trends to comprehend personification abuse within an emotional treatment context. The study accentuates the potential pitfalls associated with emotional treatment for language disorders and stresses the imperative need for additional research and psychiatric intervention strategies [ABSTRACT FROM AUTHOR]

Despite the growth of dual-language programs in the United States, few studies have examined how children acquire Spanish through immersion. This article compares how heritage speakers (HS) and English-fluent Spanish L2 learners(L2L) immersed in Spanish comprehend gender in direct object clitics, an area of Spanish grammar prone to bilingual effects. A total of 78 English-dominant children enrolled in a dual language school participated in the experiment: 24 HS (6 in 2nd grade, 10 in 4th/5th grade, 8 in 7th/8th grade) and 54 L2L (16 in 2nd grade, 20 in 4th/5th grade, 18 in 7th/8th grade). Participants completed a forced-choice task which tested their ability to select target-like clitic gender after hearing sentences such as 'La niña está tocando la guitarra (feminine). ¿Qué hace?' The girl is playing the guitar (feminine). What does she do? * 'Lo toca' (masculine singular clitic)/'La toca' (feminine singular clitic) She plays it. Results did not reveal any significant differences at the p < 0.05 level between the HS and L2L groups with accuracy in clitic gender. We found that in receptive knowledge of masculine clitic gender, the HS and L2L children had very similar scores in the 2nd grade and showed a similar improvement in accuracy by the 7th/8th grades. However, we did not find a similar pattern of growth in children's ability to select target-like feminine gender in either group. We discuss our findings and propose possible implications for immersion programs. [ABSTRACT FROM AUTHOR]

This article defines and describes the concepts of generalized skill, generalized operations, and operations. It provides the internal structure of the generalized skill to speak English as a foreign language for students of Cuban language schools and the synthetic analytical scale for its evaluation. [ABSTRACT FROM AUTHOR]

Over the past two decades, heightened migration has increased linguistic diversity in schools. For schools to cope with this multilingualism, many governments impose a monolingual policy where only the language of instruction is allowed. Although many schools adopt such a policy, the classroom practices may differ since multilingual students often revert to translanguaging-as-practice. Drawing on three key conceptual language policy (LP) models (Bonacina-Pugh, 2012. Researching 'practiced language policies': Insights from conversation analysis. Language Policy, 11(3), 213–234; Johnson & Johnson, 2015. Power and agency in language policy appropriation. Language Policy, 14(3), 221–243; Ricento & Hornberger, 1996. Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly, 30(3), 401–427), this study explores LP formation across macro (government), meso (school), and micro (classroom) educational levels in Flanders, Belgium. Macro-level analysis involves scrutinizing policy documents from the Educational Department of Flanders. Meso-level investigation includes policy documents from three secondary schools, compared with insights from interviews with the schools' principals and language coaches. Semi-structured interviews with teachers (n = 18) and classroom observations (n = 138 hours) provide nuanced perspectives at the micro-level. Triangulating data reveals declared, perceived, and practiced language policies at various levels. The study underscores LP's intricate nature within a multilingual educational context. Results highlight the contrast between macro-level policy straightforwardness and the complexity faced at meso- and micro-levels, where context-specific challenges arise. As schools navigate linguistic diversity, the role of language coaches becomes pivotal in creating inclusive and effective educational settings. [ABSTRACT FROM AUTHOR]

This study analyzes the experiences of undergraduate peer- tutors in a heritage language writing center (HLWC) located at a large public university in the United States. As former heritage language (HL) students themselves, tutors have to navigate the complexities of being bilingual advocates for their tutees while promoting the linguistic ideals of the academic community, where literacy expectations can be more rigid. In order to delve into their experiences at the center, this qualitative investigation examines the end- of- term reflections of 19 Spanish HL tutors working at a Spanish HLWC, addressing the following questions: (1) How do tutors perceive their role as language advocates and arbiters? (2) How can these beliefs be supported or addressed by the HL program? Ideal tutors occupy a middle ground between being a peer- student and an expert- student, whose role is to scaffold the mentee's process. However, we find that HL tutors struggle with competing linguistic expectations between the heritage and the academic community. Finally, we discuss three areas of tension that are important to address in HL tutor training and program design: ambivalent notions about students' proficiency and preparedness, their role in the instructional team, and their relationship to expertise. [ABSTRACT FROM AUTHOR]

Schooling practices founded upon the principles of Instructed Second Language Acquisition (ISLA) do not appear to have attained widespread adoption among teachers, consequently hindering the implementation of didactic measures that foster foreign language acquisition. These measures are closely entwined with the classroom climate, wherein the fundamental element often hinges upon the attitude of the teacher. For the most part, foreign language teachers are better equipped to embrace this attitude after having personally experienced it as learners themselves. To explore this matter further, the present study adopts a mixed-methods research design to gather insights from participants (n = 74) who attended the Didactics of Foreign Language in Primary Education – German course within the Bachelor Degree in Primary Education at the University of Cádiz (Spain) during the last nine editions; that is, from 2014/15 to 2022/23. The research findings reveal a near-unanimous consensus among all participants, regardless of nationality, teaching experience, or age, on the influential role of a classroom climate in shaping their teaching attitude. Based on the results, pre-service foreign language teachers must be allowed to acquaint themselves with effective didactic measures, together with a well-defined classroom climate wherein the significance of teaching attitude is accordingly recognized as one of the most influential factors in motivating learners. [ABSTRACT FROM AUTHOR]

To date, empirical investigations of the effects of test accommodations on the actual achievement of multilingual pupils have been inconclusive. In this present study, we investigated whether read-aloud accommodation contributes to better results in terms of science achievement for multilingual pupils. A computer-based science test, conducted with or without read-aloud accommodation, was administered to 1022 5th-grade pupils in 36 Flemish primary schools. We assessed the hypotheses that, first, pupils in a condition with accommodation perform better than their non-accommodated peers, and second, certain background characteristics are related to science achievement for different groups of pupils. The results indicate that read-aloud accommodation in language education does not significantly contribute to making assessments fairer. Overall, parental job status, grade retention, migration status, and self-reported oral proficiency significantly predicted pupils' science achievement. For pupils taking an accommodated test, their age of arrival and the language they spoke at home did not significantly relate to their science achievement, but their self-rated literacy skills in the language of schooling did. [ABSTRACT FROM AUTHOR]

To expedite the implementation of the "Merdeka Curriculum," the government of North Kolaka District has established a policy regarding the subject of local language to show the identity of the Tolaki Mekongga community. However, this policy has not yet been realized in the form of teaching modules, particularly at the elementary school level. This research aims to create a teaching module based on the "Merdeka Curriculum" that accommodates the learning of the Tolaki Mekongga language at the elementary school level in North Kolaka District, Province of Southeast Sulawesi, Indonesia. This study employs a developmental research approach using the ASSURE model. This study's trial subjects (users) are teachers and students from SDN 3 Lambai, SDN 5 Kodeoha, and SDN 8 Kodeoha in North Kolaka District. Data were collected through expert validation and user trial questionnaires (teachers and students). The data of the research were processed and analyzed descriptively. The validation test results scored 83%, meeting the validity and suitability criteria. The user trial results (teachers and students) gained a score of 85%, meeting the practicality criteria. Therefore, the module resulting from this research is considered appropriate and practical for use in teaching the local subject of the Tolaki Mekongga language at the elementary school level in North Kolaka District. [ABSTRACT FROM AUTHOR]

Short - term memory (STM) is extremely crucial in an interpreter's task since the message must be conveyed quickly from the source language to the target language. Hence, the interpreter must have high concentration once he gets involved in the interpreting process. STM is often ignored in interpreting modules since students are required to self - practice at home and other necessary skills are more focused. However, several language schools still embed STM activities in the course due to students' need analysis. This paper aims at evaluating STM training in interpreting subject at a university in Viet Nam. Besides, the students' perception of STM is also investigated. To collect data for analysis, the researcher used semi-structure interviews with 20 students at intermediate and advanced levels in English. The results of the study indicated that STM had positive effects on students' interpretation and the majority of students showed their positive attitudes toward STM training. [ABSTRACT FROM AUTHOR]

Copyright of Horyzonty Wychowania is the property of Jesuit University Ignatianum in Krakow and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

On the implementation level of the National Foreign Language Project for the period 2008 - 2020, now extended to 2025 in Vietnam, Level 3/6 - VNFLPF (B1-CEFR) has been set as the learning outcomes for high school language learners. The English curriculum for Vietnamese upper secondary schools was promulgated, and guiding documents were launched, officially supporting EFL teachers in teaching and assessing language learners effectively to achieve the required learning outcomes. This paper reports the findings from an investigation into high school EFL teachers' practices of assessing language learners in a city in Central Vietnam using interviews and assessment samples. From the findings, practical suggestions are made with the hope of providing a valuable basis for both learning improvement and teaching development. [ABSTRACT FROM AUTHOR]

It is increasingly recognized that agency plays an essential role in shaping language-in-education policy (LEP) and influencing the learning process. Research on agency has not yet adequately engaged with the field of heritage education and maintenance in diasporas. Drawing on Shohamy's and Bonacina-Pugh's conceptualization of declared, perceived, and practiced language policies, we examine the individual agency of three groups of actors – people with power (principals), people with expertise (teachers), and people with interest (students) – in a variety of policy or planning activities within two Chinese heritage language (CHL) schools in Brussels. On the basis of collected ethnographically informed data in conjunction with the conversation analysis of audio-recorded classroom interactions, our findings illustrate how three types of agentive roles are effective in forming language policies and constructing discursive spaces within the CHL schools, with a clear orientation shift from monolingualism to multilingualism. This study contributes to research on heritage language maintenance in a highly multilingual, diasporic, and educational context by providing a portrait of how educational practitioners and learners assert their agency to explore locally appropriate language policies that maximize actors' potential to teach and learn heritage languages. [ABSTRACT FROM AUTHOR]

In the tertiary level Indian ELT classrooms, learners from regional language medium schools find it difficult to cope with English though they excel in other subjects. One of the most important factors that affect the learning process is the 'baggage' that they bring into the language classroom. Identities that are very personal to the learners and are related to their social, religious, or cultural experience-termed as transportable identities (TI) have an impact on the learners in being involved in the cognitive processes related to language learning. Considering this, it is important to investigate how such transportable identities could be exploited in a language classroom to develop the speaking capabilities of the learners. The present study attempts to investigate how podcasts that match the transportable identities of learners could assist them in developing their speaking proficiency. Though largely designed as a qualitative study, a quantitative approach is used to establish inter-rater reliability of the pre-test and the post-test. The subjects of the study are four first-year engineering undergraduate learners from National Institute of Technology-Tiruchirappalli, India. Data was collected using discussion, pre- and post-tests and feedback. To triangulate data and understand the change in language use and identify learner perceptions, one-to-one interview was also conducted. The present study traces the changes in the learners' speaking proficiency and states the implications of using podcasts as speaking enhancement tools for communicative English classrooms. [ABSTRACT FROM AUTHOR]

This article serves as an in-practice guide to help teachers facilitate the creation of a dance piece using the five-paragraph essay format to explore themes through motif and manipulation. It is an outline of the process that begins with the selection of a theme and the development of a motif to represent that theme. It compares the development of an introduction, body, and conclusion to the creation of a motif and its manipulations. This is done through a discussion of writing techniques including the use of attention grabbers, transition words, and FRIES (Facts, Reasons, Incidents, Examples, Statistics) and what their counterparts might be in a choreographic work. This article is based on the author's experience as both a high school language arts and dance teacher in a public high school, and it highlights the culminating activity in a high school choreography class. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As an international phenomenon, standardization has become increasingly prominent, and language has been curricularized through learning progressions, curricula, and high‐stakes assessments. Curricularized systems exist in tension with what we know about how individuals develop language. As scholars have asserted, language development is mediated by students' motivation, investment, and agency, suggesting that learners' goals and purposes for communication are key drivers of language learning. A contradiction therefore exists in institutionalized language teaching: How can curricularized goals—that, by definition, are not created for individual students—be negotiated such that students' own language goals and curricularized ones work together rather than in opposition? We take up recent calls for teacher‐informed research and use qualitative case‐study and constructivist grounded theory to synthesize insights from a set of US elementary teachers teaching in English‐medium classrooms. We engaged in an inquiry‐based professional development initiative with these teachers to explore how they address students' purposes and goals for language use in the context of the curricularization that takes place in schools. Findings suggest a complex and interdependent set of instructional practices that form a possible pedagogical model that navigates expectations found in curricularized classroom settings with multilingual students. [ABSTRACT FROM AUTHOR]

This article defines and describes the concepts of generalized ability, generalized operations, and operations, as well as the models of how the reading process occurs. It provides the internal structure of the generalized ability to read in English as a foreign language for students of Cuban language schools and the synthetic analytical scale for its evaluation. [ABSTRACT FROM AUTHOR]

With a long-term aim of empowering researchers everywhere to contribute to work on language development, we organized the First Truly Global /L+/ International Summer/ Winter School on Language Acquisition, a free 5-day virtual school for early career researchers. In this paper, we describe the school, our experience organizing it, and lessons learned. The school had a diverse organizer team, composed of 26 researchers (17 from under represented areas: Subsaharan Africa, South and Southeast Asia, and Central and South America); and a diverse volunteer team, with a total of 95 volunteers from 35 different countries, nearly half from under represented areas. This helped worldwide Page 5 of 5 promotion of the school, leading to 958 registrations from 88 different countries, with 300 registrants (based in 63 countries, 80% from under represented areas) selected to participate in the synchronous aspects of the event. The school employed asynchronous. [ABSTRACT FROM AUTHOR]

This study sought to ascertain the relationship between the varying levels of dialogicity and narrativity found in the discourse of different teachers when teaching, as well as their students' learning of the same curricular content. A multilevel, correlational quantitative design was used, with the data collection technique of classroom teacher observation, to determine the teachers' levels of dialogicity and narrativity. Questionnaires were also administered to students to assess their learning and the quality of their recall of the content taught in the classes. The participants were 13 teachers with proven pedagogical excellence in language and communication who taught classes in 13 Chilean schools, as well as their 350 students in their last year of high school education. Using a linear hierarchical model, we concluded that there is a positive, significant relationship between the narrativity of the teacher discourse and student learning. We also found that males learned better with more narrative teachers, while females learned better with more dialogic teachers. [ABSTRACT FROM AUTHOR]

The current study investigates the effects of the school lockdowns during school years 2019–2020 and 2020–2021 on the achievement scores of primary school students during the COVID-19 pandemic. We analyzed scores for spelling, reading fluency (i.e., decoding speed), reading comprehension, and mathematics from standardized student tracking systems for 5125 students from 26 primary schools in the urban region of The Hague, the Netherlands. Results showed that students in grades 1 through 3 had significant learning delays after the first lockdown. However, results after the second lockdown showed that most students were able to catch up, compared to students from corresponding grades of cohorts before COVID-19. The magnitude of these positive effects was mostly close to the negative effect of the first lockdown. Apparently, during the second lockdown, schools seemed better prepared and able to deliver more effective home schooling and online instruction. The hypothesis that students' learning from a low SES home environment will suffer most from the school lockdowns could only partly be confirmed. SES effects at the individual level tended to be mitigated by negative effects of SES at the school level, making SES-related differences between schools less profound. The findings of this study offer a broader perspective to evaluate the effects of long-term school closures. Implications for educational practice and issues of inequality between students are discussed. [ABSTRACT FROM AUTHOR]

Copyright of International Primary Education Research Journal is the property of International Primary Education Research Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Learning that prioritizes freedom of expression, smart in socializing, and virtuous becomes the principle of independent Learning Program. This principle has been introduced by Paulo Freire, which is also in line with the principles of Constructivism. The purpose of this study was to describe the effectiveness of the implementation of the independent Learning Independent Campus (MBKM) program for UKI Toraja students. The research method applied is a qualitative approach, with data collection techniques through open questionnaires to students. The implementation phase of the research started from the registration of MBKM programming students, followed by sending an open questionnaire to interns at the South Sulawesi Language Center by applying the principle of Independent Learning according to a constructivist approach. The second stage is to classify the results of the questionnaire from students, then discuss the results of the questionnaire, by linking the results of the questionnaire with the constructivist approach, and Paulo Freire's theory. To determine the validity of the data, triangulation was carried out to students regarding the results of the questionnaire. This research was conducted in the even semester of 2021/2022, for UKI Toraja students in 2019. The results showed that the Independent Learning Campus (MBKM) was effective in developing creativity, independence, and social interaction. Based on the results of this study, it is recommended for further researchers to examine aspects of personal communication in the implementation of the Independent Learning Campus (MBKM) program. [ABSTRACT FROM AUTHOR]

Textbook evaluation is of paramount importance in ensuring that textbooks are of high quality and aligned with educational goals. This study evaluated two common English language textbooks in Iran (i.e., American English File [private schools] and Vision series [state schools]) based on the brainling (brain+ language) model, heeding EFL learners' cognition, senses, emotions, and culture. To this end, a brainling-based scale was validated based on "cogling", "emoling", "sensoling", and "cultuling" components of the brainling model and distributed among Iranian teachers (N=218) and EFL learners (N=236). It was found that there were significant differences in the brainling components present in English textbooks used in state and private schools. Moreover, the independent samples t-tests revealed that there were significant differences in mean scores for brainling components between the two types of textbooks for students. However, it is worth noting that such differences were not observed among teachers' ratings of these components. The results could assist content developers in incorporating brainling as a worthwhile scale for evaluating English language textbooks. [ABSTRACT FROM AUTHOR]

Decolonization is an ongoing process of addressing power imbalances and knowledge hierarchies that require critical self-reflection from those teaching in business schools today (Joy & Poonamallee, 2013; Smith, 2012). As educators, if we are to take decolonizing seriously, we must create space for Indigenous Peoples to reconnect and engage with their own knowledge systems and ways of knowing. We present a teaching and learning case in entrepreneurship that explores an indigenizing process that makes visible Indigenous knowledge frameworks, practices and language in a business school classroom. Drawing on the suggestions from extant literature that research examining business school education should include micro-level studies, we examine the use of a virtual learning platform by Indigenous students engaged in entrepreneurship education. Three specific questions are addressed: (a) What might indigenizing look like? (b) How is learning created that supports active indigenizing practices? and (c) What is the role of the business school educator in the indigenizing journey? In answering these questions, we explore how Indigenous knowledge and wisdom can thrive alongside Western knowledge in a decolonized business school, and, in so doing, be part of the wider movement of decolonization of academia and society. [ABSTRACT FROM AUTHOR]

This article focuses on the role of language ideology in four students' ethnic identity during one stage. I employ Bakhtin's concepts of ideological becoming, and of authoritative and internally persuasive discourse to explore how the student participants are conscious of language and social worlds, including their heritage language and ethnic group. The data collection in this study took place through semi-structured interviews with four eighth and ninth graders at a Chinese heritage language school in the USA. Based on Tse's (1998a) ethnic identity development model, three student participants, Arthur, Paul, and Jack, appear to be at Stage 2. However, they express no ideological inheritance: Mandarin Chinese is not my heritage language, which does not fall anywhere along this 'continuum' of Stage 2, Ethnic Ambivalence/Evasion, in Tse's model. Tse (1997) examined the possible links between ethnic identity and language attitude, but Bakhtin's concepts may provide a more in-depth analysis of the four students' ethnic identity development. These findings also imply that the Chinese school should provide more opportunities for immigrant students to be exposed to their heritage language and culture, which can help them find connections to the culture and Mandarin Chinese. [ABSTRACT FROM AUTHOR]

There is growing evidence to support the normalisation of performativity. However, what has been less remarked on are the tensions that emerge when teachers seek to implement performative learning in a post-performative teaching context. This paper draws on interviews with 9 Chinese teachers undertaking Cambridge's Professional Development Qualification (PDQ) within the context of private language schooling in China to nuance the notion of performativity. Findings show that tensions can still emerge when differing performative modalities intersect. In this instance, the modalities refer to teachers' performative learning and their teaching context (a private language school that deploys performative technologies). This finding suggests that performativity does not take on a global form, but might be seen as a loose assemblage of technologies that are often in tension. This paper also shows that even when a programme focuses on critical reflection, the focus can still be on neoliberal notions of performativity, with critical reflection being given a new meaning in the neoliberal agenda to mean something different from its customary transformative meaning. [ABSTRACT FROM AUTHOR]

Introduction: We examined the concurrent language and cognitive abilities in a group of Swedish students with di&lowbar;erent reading profiles in secondary school, and the retrospective (primary school) and prospective (upper-secondary school) reading skills of each reading profile. Methods: Seventy-nine students participated in data collections in primary (grade 2: age 8), secondary (grade 8: age 14) and upper-secondary school (year 2: age 17). Independent variables included measures of word recognition, and vocabulary and text comprehension in secondary school. Dependent variables included measures of phonemic awareness, verbal fluency, listening comprehension, spelling, verbal working memory and nonverbal reasoning skills in secondary school, and word recognition and reading comprehension in primary and upper-secondary school. Results: When exploring the concurrent language and cognitive abilities of the reading profiles in secondary school, spelling emerged as a weakness and listening comprehension as a strength for students with poor decoding. Students with poor comprehension experienced weaknesses in spelling, and non-verbal reasoning. Students with both poor decoding and comprehension displayed a multi-deficit profile in language and cognition. As regards the retrospective and prospective reading skills, the relative ranking of the reading profiles was rather consistent in both primary and upper-secondary school. Discussion: The findings suggest that limitations in phonological awareness may not be a prominent feature of secondary school students with poor decoding in more transparent orthographies. From an educational perspective, spoken sources may support learning among students with poor decoding, whereas students with poor comprehension or combined di&lowbar;culties in decoding and comprehension need support when learning from both spoken and written sources. [ABSTRACT FROM AUTHOR]

This article explores the current state of language arts education in schools, with a focus on the challenges faced by multilingual communities of color. The authors advocate for educators to embrace linguistic and cultural diversity, promote multiliteracies, and empower students. They emphasize the importance of valuing students' diverse language practices, developing sociolinguistic knowledge, and fostering joy in the learning process. The article also discusses the role of teachers as agents of social and political change, calling for action to create a more equitable and just educational system. [Extracted from the article]

Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study of research abstracts has gained significant scholarly attention as part of genre studies due to the communicative importance of abstracts in constructing academic knowledge. This study contributes to the discussion by examining the structural organization and lexico-grammatical features of ninety (90) postgraduate theses abstracts in the disciplines of English Language studies, Literature studies, and Linguistics studies (Ghanaian Languages). The abstracts were purposively sampled from the graduate theses of departments of the School of Languages, the University of Ghana. The data was analyzed using Hyland's (2000) genre model of research abstracts. The findings reveal that abstracts of English Language studies and Linguistics studies (Ghanaian Languages) are often informative while Literature studies abstracts are more indicative and possess distinct structuring of the moves. The Purpose move (M2) remains obligatory and the Conclusion move (M5) is optional across the disciplines. Also, some lexico-grammatical features in the linguistic choices of scholars in the three disciplines point to evidential differences that mark informative abstracts as varying from indicative abstracts. The study concludes that identifying the discipline-specific function of the abstracts may be the best means to account for variations in abstracts of varying disciplines and calls for the deliberate enculturation of academics into discipline-oriented research writing skills to improve the presentation of research ideas in abstracts. [ABSTRACT FROM AUTHOR]

Extensive reading (ER), which refers to reading a lot of often self-selected material for information, overall meaning, pleasure, and enjoyment, has been growing in popularity in Asia as an effective way for English as a foreign language (EFL) students to improve reading skills and has provided opportunities for comprehensible input (Nation & Waring, 2013). The focus of this action research (AR) project is on young EFL learners in a private language school setting without a grading system. Therefore, it is important that students be intrinsically motivated to read for the school's ER program to be successful, specifically, the motivation to check out and read books from a school library. Furthermore, this AR project sought to find whether certain methods can increase students' intrinsic motivation to read. The research methods include questionnaires, student voice recordings, and empirical data on book-borrowing behaviors. The findings show that indirect, rather than direct, teacher recommendation of books seems to be the most effective method to increase intrinsic motivation to do ER. [ABSTRACT FROM AUTHOR]