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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Teaching English as a Second Language</h1><div class="u-tcGrayDark">606,242 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Teaching English as a Second Language</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Teaching_English_as_a_Second_Language">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_25930638 coauthored" data-work_id="25930638" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/25930638/CORRE%C3%87%C3%83O_DE_ERRO_ATEN%C3%87%C3%83O_E_NOTICING_RELEV%C3%82NCIA_PARA_A_SALA_DE_AULA">CORREÇÃO DE ERRO, ATENÇÃO E NOTICING: RELEVÂNCIA PARA A SALA DE AULA</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">RESUMO: Second language acquisition studies have claimed that feedback, in the form of recasts, has a positive impact on learners' L2 development. This study aims to examine the effectiveness of two corrective feedback forms, recasts and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_25930638" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">RESUMO: Second language acquisition studies have claimed that feedback, in the form of recasts, has a positive impact on learners' L2 development. This study aims to examine the effectiveness of two corrective feedback forms, recasts and models, on Brazilian learners of English acquiring two language structures and the role of focus attention and noticing in this scenario. The present research was conducted with thirty-three students randomly selected to perform two communicative activities in three different sessions. During the activities, the participants received corrective feedback according to the experimental condition they were assigned. The participants were tested by means of grammaticality judgment tests and oral picture descriptions. Along with the language activities, the participants also performed attention control tests and a stimulated recall test. The results suggest that recasts and models were more effective than no feedback. As for the cognitive factors, the results showed a complex scenario. Overall, attention seems to be the most relevant component of the cognitive variables contemplated on this research.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/25930638" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1cb70fa5db60fb642ad093723c8ed609" rel="nofollow" data-download="{"attachment_id":46287736,"asset_id":25930638,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46287736/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="49752803" href="https://independent.academia.edu/HelianaDeMello">Heliana De Mello</a><script data-card-contents-for-user="49752803" type="text/json">{"id":49752803,"first_name":"Heliana De","last_name":"Mello","domain_name":"independent","page_name":"HelianaDeMello","display_name":"Heliana De Mello","profile_url":"https://independent.academia.edu/HelianaDeMello?f_ri=1007","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-25930638">+1</span><div class="hidden js-additional-users-25930638"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://johnshopkins.academia.edu/FlaviaAzeredo">Flavia Azeredo-Cerqueira</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-25930638'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-25930638').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_25930638 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="25930638"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 25930638, container: ".js-paper-rank-work_25930638", }); });</script></li><li class="js-percentile-work_25930638 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 25930638; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_25930638"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_25930638 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="25930638"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 25930638; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=25930638]").text(description); $(".js-view-count-work_25930638").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_25930638").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="25930638"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2971" href="https://www.academia.edu/Documents/in/Cognitive_development">Cognitive development</a>, <script data-card-contents-for-ri="2971" type="text/json">{"id":2971,"name":"Cognitive development","url":"https://www.academia.edu/Documents/in/Cognitive_development?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="259362" href="https://www.academia.edu/Documents/in/360_Feedback_assessment">360 Feedback assessment</a><script data-card-contents-for-ri="259362" type="text/json">{"id":259362,"name":"360 Feedback assessment","url":"https://www.academia.edu/Documents/in/360_Feedback_assessment?f_ri=1007","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=25930638]'), work: {"id":25930638,"title":"CORREÇÃO DE ERRO, ATENÇÃO E NOTICING: RELEVÂNCIA PARA A SALA DE AULA","created_at":"2016-06-06T12:10:15.358-07:00","url":"https://www.academia.edu/25930638/CORRE%C3%87%C3%83O_DE_ERRO_ATEN%C3%87%C3%83O_E_NOTICING_RELEV%C3%82NCIA_PARA_A_SALA_DE_AULA?f_ri=1007","dom_id":"work_25930638","summary":"RESUMO: Second language acquisition studies have claimed that feedback, in the form of recasts, has a positive impact on learners' L2 development. This study aims to examine the effectiveness of two corrective feedback forms, recasts and models, on Brazilian learners of English acquiring two language structures and the role of focus attention and noticing in this scenario. The present research was conducted with thirty-three students randomly selected to perform two communicative activities in three different sessions. During the activities, the participants received corrective feedback according to the experimental condition they were assigned. The participants were tested by means of grammaticality judgment tests and oral picture descriptions. Along with the language activities, the participants also performed attention control tests and a stimulated recall test. The results suggest that recasts and models were more effective than no feedback. As for the cognitive factors, the results showed a complex scenario. Overall, attention seems to be the most relevant component of the cognitive variables contemplated on this research.","downloadable_attachments":[{"id":46287736,"asset_id":25930638,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":49752803,"first_name":"Heliana De","last_name":"Mello","domain_name":"independent","page_name":"HelianaDeMello","display_name":"Heliana De Mello","profile_url":"https://independent.academia.edu/HelianaDeMello?f_ri=1007","photo":"/images/s65_no_pic.png"},{"id":49724897,"first_name":"Flavia","last_name":"Azeredo-Cerqueira","domain_name":"johnshopkins","page_name":"FlaviaAzeredo","display_name":"Flavia Azeredo-Cerqueira","profile_url":"https://johnshopkins.academia.edu/FlaviaAzeredo?f_ri=1007","photo":"https://0.academia-photos.com/49724897/17331541/17435361/s65_flavia.azeredo.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false},{"id":2971,"name":"Cognitive development","url":"https://www.academia.edu/Documents/in/Cognitive_development?f_ri=1007","nofollow":false},{"id":259362,"name":"360 Feedback assessment","url":"https://www.academia.edu/Documents/in/360_Feedback_assessment?f_ri=1007","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_392200" data-work_id="392200" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/392200/English_as_a_Lingua_Franca_and_Methodological_Tension">English as a Lingua Franca and Methodological Tension</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article discusses the influence exerted on English Language Teaching (ELT) by discordant informing paradigms. It is argued that ELT is undergoing a theoretical restructuring, as its established linguistic, pedagogical and political... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_392200" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article discusses the influence exerted on English Language Teaching (ELT) by discordant informing paradigms. It is argued that ELT is undergoing a theoretical restructuring, as its established linguistic, pedagogical and political underpinnings are giving way to an emerging critical worldview. These two positions, referred to as the Dominant and Emergent Paradigms, are in constant flux, which generates methodological tension. For instance, on the issue of the target language, methodological tension is manifest as friction between the Standard Language Ideology, i.e. the belief that native speaker norms constitute authoritative criteria of linguistic correctness, and English as a Lingua Franca (ELF), a more inclusive position that acknowledges linguistic variation. Using a language school in Greece (the host institute) as an illustrative example, this study explored the existence of methodological tension between the Standard Language Ideology and ELF. Qualitative data elicited from the teachers and learners in the host institute were analysed using grounded theory, and information about the host institute’s courseware was subjected to content analysis. A complex picture emerged from the data: Traces of the Standard Language Ideology were evident in the beliefs espoused by the teachers and some learners, as well as in the courseware and in certain highly visible pedagogical practices. By contrast, practices which were less subject to outside scrutiny seemed closer to the ELF model, as were certain anonymously expressed student attitudes. These findings underscore the inherent complexity of educational settings, the hegemonic presence of the Dominant Paradigm, as well as the potential for bottom-up change.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/392200" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="916feeb0c283edfc28c06ff8fbe626f4" rel="nofollow" data-download="{"attachment_id":30844143,"asset_id":392200,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/30844143/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="297397" href="https://pe-uth.academia.edu/AchilleasKostoulas">Achilleas Kostoulas</a><script data-card-contents-for-user="297397" type="text/json">{"id":297397,"first_name":"Achilleas","last_name":"Kostoulas","domain_name":"pe-uth","page_name":"AchilleasKostoulas","display_name":"Achilleas Kostoulas","profile_url":"https://pe-uth.academia.edu/AchilleasKostoulas?f_ri=1007","photo":"https://0.academia-photos.com/297397/73380/32584245/s65_achilleas.kostoulas.jpeg"}</script></span></span></li><li class="js-paper-rank-work_392200 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="392200"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 392200, container: ".js-paper-rank-work_392200", }); 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$(".js-view-count[data-work-id=392200]").text(description); $(".js-view-count-work_392200").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_392200").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="392200"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3392" href="https://www.academia.edu/Documents/in/Critical_Pedagogy">Critical Pedagogy</a>, <script data-card-contents-for-ri="3392" type="text/json">{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9207" href="https://www.academia.edu/Documents/in/English_as_a_Lingua_Franca">English as a Lingua Franca</a>, <script data-card-contents-for-ri="9207" type="text/json">{"id":9207,"name":"English as a Lingua Franca","url":"https://www.academia.edu/Documents/in/English_as_a_Lingua_Franca?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15439" href="https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language">Teaching English As A Foreign Language</a><script data-card-contents-for-ri="15439" type="text/json">{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=1007","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=392200]'), work: {"id":392200,"title":"English as a Lingua Franca and Methodological Tension","created_at":"2010-12-17T15:51:46.747-08:00","url":"https://www.academia.edu/392200/English_as_a_Lingua_Franca_and_Methodological_Tension?f_ri=1007","dom_id":"work_392200","summary":"This article discusses the influence exerted on English Language Teaching (ELT) by discordant informing paradigms. It is argued that ELT is undergoing a theoretical restructuring, as its established linguistic, pedagogical and political underpinnings are giving way to an emerging critical worldview. These two positions, referred to as the Dominant and Emergent Paradigms, are in constant flux, which generates methodological tension. For instance, on the issue of the target language, methodological tension is manifest as friction between the Standard Language Ideology, i.e. the belief that native speaker norms constitute authoritative criteria of linguistic correctness, and English as a Lingua Franca (ELF), a more inclusive position that acknowledges linguistic variation. Using a language school in Greece (the host institute) as an illustrative example, this study explored the existence of methodological tension between the Standard Language Ideology and ELF. Qualitative data elicited from the teachers and learners in the host institute were analysed using grounded theory, and information about the host institute’s courseware was subjected to content analysis. A complex picture emerged from the data: Traces of the Standard Language Ideology were evident in the beliefs espoused by the teachers and some learners, as well as in the courseware and in certain highly visible pedagogical practices. By contrast, practices which were less subject to outside scrutiny seemed closer to the ELF model, as were certain anonymously expressed student attitudes. These findings underscore the inherent complexity of educational settings, the hegemonic presence of the Dominant Paradigm, as well as the potential for bottom-up change.","downloadable_attachments":[{"id":30844143,"asset_id":392200,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":297397,"first_name":"Achilleas","last_name":"Kostoulas","domain_name":"pe-uth","page_name":"AchilleasKostoulas","display_name":"Achilleas Kostoulas","profile_url":"https://pe-uth.academia.edu/AchilleasKostoulas?f_ri=1007","photo":"https://0.academia-photos.com/297397/73380/32584245/s65_achilleas.kostoulas.jpeg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=1007","nofollow":false},{"id":9207,"name":"English as a Lingua Franca","url":"https://www.academia.edu/Documents/in/English_as_a_Lingua_Franca?f_ri=1007","nofollow":false},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=1007","nofollow":false},{"id":24879,"name":"Hegemony","url":"https://www.academia.edu/Documents/in/Hegemony?f_ri=1007"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_2200087" data-work_id="2200087" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2200087/_Ruiz_and_Gold_2011_Review_of_Improving_Education_for_English_Learners_Research_based_approaches_by_California_Department_of_Education">(Ruiz & Gold, 2011) Review of Improving Education for English Learners: Research-based approaches by California Department of Education.</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2200087" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a555e7d4736a343c1ffad5ad2ed2276e" rel="nofollow" data-download="{"attachment_id":30256944,"asset_id":2200087,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/30256944/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="422072" href="https://csus.academia.edu/NadeenRuiz">Nadeen T Ruiz</a><script data-card-contents-for-user="422072" type="text/json">{"id":422072,"first_name":"Nadeen","last_name":"Ruiz","domain_name":"csus","page_name":"NadeenRuiz","display_name":"Nadeen T Ruiz","profile_url":"https://csus.academia.edu/NadeenRuiz?f_ri=1007","photo":"https://0.academia-photos.com/422072/920140/102841471/s65_nadeen.ruiz.jpeg"}</script></span></span></li><li class="js-paper-rank-work_2200087 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2200087"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2200087, container: ".js-paper-rank-work_2200087", }); 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$(".js-view-count[data-work-id=2200087]").text(description); $(".js-view-count-work_2200087").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_2200087").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="2200087"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a><script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=2200087]'), work: {"id":2200087,"title":"(Ruiz \u0026 Gold, 2011) Review of Improving Education for English Learners: Research-based approaches by California Department of Education.","created_at":"2012-11-26T08:37:37.303-08:00","url":"https://www.academia.edu/2200087/_Ruiz_and_Gold_2011_Review_of_Improving_Education_for_English_Learners_Research_based_approaches_by_California_Department_of_Education?f_ri=1007","dom_id":"work_2200087","summary":null,"downloadable_attachments":[{"id":30256944,"asset_id":2200087,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":422072,"first_name":"Nadeen","last_name":"Ruiz","domain_name":"csus","page_name":"NadeenRuiz","display_name":"Nadeen T Ruiz","profile_url":"https://csus.academia.edu/NadeenRuiz?f_ri=1007","photo":"https://0.academia-photos.com/422072/920140/102841471/s65_nadeen.ruiz.jpeg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43764136" data-work_id="43764136" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43764136/SCHOOL_LEADERSHIP_FOR_A_DIVERSE_SOCIETY">SCHOOL LEADERSHIP FOR A DIVERSE SOCIETY</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Author Buonanno, Thomas Anthony Title School Leadership for a Diverse Society Year Degree Awarded 2020 Department Educational Leadership Degree Ed.D. Abstract Given the increase of language minority students in school districts across... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43764136" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Author<br />Buonanno, Thomas  Anthony<br />Title<br />School Leadership for a Diverse Society<br />Year Degree Awarded<br />2020<br />Department<br />Educational Leadership<br />Degree<br />Ed.D.<br />Abstract<br />Given the increase of language minority students in school districts across Pennsylvania, school leaders are faced with the demand to address the unique needs of students learning English. Previous research suggests that state initiatives to simply assimilate students may not have been successful in meeting their needs. Furthermore, research and theory also suggest that leaders demonstrating cultural proficiency may be more effective in meeting the needs of English learners who are also ethnic minorities. The approach leaders take may be a function of the ethical paradigm that informs their decision-making. In order to understand the extent to which elementary school principals in one school district display cultural proficiency and to investigate the ethical paradigms that inform their decision-making, I conducted interviews with five principals in one large diverse school district in Pennsylvania. Drawing on a framework of Cultural Proficiency, I found in general there to be an over-appreciation of diversity and under-appreciation of cultural proficiency at the conclusion of this study. Additionally, there was an observed tendency for these school principals to view their leadership role as one that functions primarily within the confines of executing district policies at the building-level. Though each participant expressed the importance of advocacy for their students, they did not pursue policy creation or change within a broader political context. Despite the similarities among participants, my analysis suggested variations in the participants’ concepts of their role as school leaders to support English Language Learners and language minority students.<br />Advisor<br />McGinley, Christopher W.<br /><br />Committee Members<br />Laurence, Janice H.<br />Haviland, Joseph<br />Smith, Michael W.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43764136" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3a815bf970a75e7ce573ed6405815f79" rel="nofollow" data-download="{"attachment_id":64076536,"asset_id":43764136,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64076536/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="38140309" href="https://temple.academia.edu/thomasbuonanno">Thomas A Buonanno, Ed.D</a><script data-card-contents-for-user="38140309" type="text/json">{"id":38140309,"first_name":"Thomas","last_name":"Buonanno, Ed.D","domain_name":"temple","page_name":"thomasbuonanno","display_name":"Thomas A Buonanno, Ed.D","profile_url":"https://temple.academia.edu/thomasbuonanno?f_ri=1007","photo":"https://0.academia-photos.com/38140309/10655412/35856192/s65_thomas.buonanno.jpeg"}</script></span></span></li><li class="js-paper-rank-work_43764136 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43764136"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43764136, container: ".js-paper-rank-work_43764136", }); });</script></li><li class="js-percentile-work_43764136 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43764136; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_43764136"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43764136 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43764136"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43764136; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43764136]").text(description); $(".js-view-count-work_43764136").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43764136").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43764136"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="240" href="https://www.academia.edu/Documents/in/Organizational_Psychology">Organizational Psychology</a>, <script data-card-contents-for-ri="240" type="text/json">{"id":240,"name":"Organizational Psychology","url":"https://www.academia.edu/Documents/in/Organizational_Psychology?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="814" href="https://www.academia.edu/Documents/in/Ethics">Ethics</a>, <script data-card-contents-for-ri="814" type="text/json">{"id":814,"name":"Ethics","url":"https://www.academia.edu/Documents/in/Ethics?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="898" href="https://www.academia.edu/Documents/in/Multiculturalism">Multiculturalism</a>, <script data-card-contents-for-ri="898" type="text/json">{"id":898,"name":"Multiculturalism","url":"https://www.academia.edu/Documents/in/Multiculturalism?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a><script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43764136]'), work: {"id":43764136,"title":"SCHOOL LEADERSHIP FOR A DIVERSE SOCIETY","created_at":"2020-08-02T02:46:28.206-07:00","url":"https://www.academia.edu/43764136/SCHOOL_LEADERSHIP_FOR_A_DIVERSE_SOCIETY?f_ri=1007","dom_id":"work_43764136","summary":"Author\nBuonanno, Thomas Anthony\nTitle\nSchool Leadership for a Diverse Society\nYear Degree Awarded\n2020\nDepartment\nEducational Leadership\nDegree\nEd.D.\nAbstract\nGiven the increase of language minority students in school districts across Pennsylvania, school leaders are faced with the demand to address the unique needs of students learning English. Previous research suggests that state initiatives to simply assimilate students may not have been successful in meeting their needs. Furthermore, research and theory also suggest that leaders demonstrating cultural proficiency may be more effective in meeting the needs of English learners who are also ethnic minorities. The approach leaders take may be a function of the ethical paradigm that informs their decision-making. In order to understand the extent to which elementary school principals in one school district display cultural proficiency and to investigate the ethical paradigms that inform their decision-making, I conducted interviews with five principals in one large diverse school district in Pennsylvania. Drawing on a framework of Cultural Proficiency, I found in general there to be an over-appreciation of diversity and under-appreciation of cultural proficiency at the conclusion of this study. Additionally, there was an observed tendency for these school principals to view their leadership role as one that functions primarily within the confines of executing district policies at the building-level. Though each participant expressed the importance of advocacy for their students, they did not pursue policy creation or change within a broader political context. Despite the similarities among participants, my analysis suggested variations in the participants’ concepts of their role as school leaders to support English Language Learners and language minority students.\nAdvisor\nMcGinley, Christopher W.\n\nCommittee Members\nLaurence, Janice H.\nHaviland, Joseph\nSmith, Michael W.","downloadable_attachments":[{"id":64076536,"asset_id":43764136,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":38140309,"first_name":"Thomas","last_name":"Buonanno, Ed.D","domain_name":"temple","page_name":"thomasbuonanno","display_name":"Thomas A Buonanno, Ed.D","profile_url":"https://temple.academia.edu/thomasbuonanno?f_ri=1007","photo":"https://0.academia-photos.com/38140309/10655412/35856192/s65_thomas.buonanno.jpeg"}],"research_interests":[{"id":240,"name":"Organizational Psychology","url":"https://www.academia.edu/Documents/in/Organizational_Psychology?f_ri=1007","nofollow":false},{"id":814,"name":"Ethics","url":"https://www.academia.edu/Documents/in/Ethics?f_ri=1007","nofollow":false},{"id":898,"name":"Multiculturalism","url":"https://www.academia.edu/Documents/in/Multiculturalism?f_ri=1007","nofollow":false},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false},{"id":2802,"name":"Turbulence","url":"https://www.academia.edu/Documents/in/Turbulence?f_ri=1007"},{"id":7273,"name":"Cultural Competency","url":"https://www.academia.edu/Documents/in/Cultural_Competency?f_ri=1007"},{"id":7466,"name":"Human Development","url":"https://www.academia.edu/Documents/in/Human_Development?f_ri=1007"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=1007"},{"id":11658,"name":"Bilingual Education","url":"https://www.academia.edu/Documents/in/Bilingual_Education?f_ri=1007"},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=1007"},{"id":53391,"name":"School culture","url":"https://www.academia.edu/Documents/in/School_culture?f_ri=1007"},{"id":77802,"name":"School Leadership","url":"https://www.academia.edu/Documents/in/School_Leadership?f_ri=1007"},{"id":740739,"name":"Cultural Proficiency","url":"https://www.academia.edu/Documents/in/Cultural_Proficiency?f_ri=1007"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_15919186 coauthored" data-work_id="15919186" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/15919186/Helping_Students_Repack_for_Remotivation_and_Agency">Helping Students Repack for Remotivation and Agency</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This exploratory study invited 285 Japanese university students studying English as a foreign language (EFL) to reflect on what demotivated and remotivated them. Students charted the ups and downs of their English learning histories and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_15919186" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This exploratory study invited 285 Japanese university students studying English as a foreign language (EFL) to reflect on what demotivated and remotivated them. Students charted the ups and downs of their English learning histories and then completed a questionnaire in which they explained the causes of their demotivation and the pathways, unintentional or intentional, by which they became remotivated. This data was analyzed in terms of the affective and attitudinal conditions which students brought with them into the classroom. Students<br />with positive antecedent conditions were found to have experienced fewer periods of demotivation in the past and exhibited more dynamic use of a wide range of strategies in their attempts to remotivate themselves. There is evidence to suggest that these learners also had more exposure to such strategies in use. Based on this hypothesis, we compiled and returned the strategies they reported to seed their self-motivational practices.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/15919186" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b55ee6d69e81b8aaab2ba0b042e2ce80" rel="nofollow" data-download="{"attachment_id":38827032,"asset_id":15919186,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38827032/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="34686116" href="https://independent.academia.edu/CCarpenter1">Christopher Carpenter</a><script data-card-contents-for-user="34686116" type="text/json">{"id":34686116,"first_name":"Christopher","last_name":"Carpenter","domain_name":"independent","page_name":"CCarpenter1","display_name":"Christopher Carpenter","profile_url":"https://independent.academia.edu/CCarpenter1?f_ri=1007","photo":"https://gravatar.com/avatar/8411dbbc40e95798fd926c745b51e2b8?s=65"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-15919186">+1</span><div class="hidden js-additional-users-15919186"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://life.academia.edu/TimMurphey">Tim Murphey</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-15919186'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-15919186').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_15919186 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="15919186"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 15919186, container: ".js-paper-rank-work_15919186", }); });</script></li><li class="js-percentile-work_15919186 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 15919186; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_15919186"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_15919186 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="15919186"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 15919186; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=15919186]").text(description); $(".js-view-count-work_15919186").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_15919186").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="15919186"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="248" href="https://www.academia.edu/Documents/in/Social_Psychology">Social Psychology</a>, <script data-card-contents-for-ri="248" type="text/json">{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a><script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=15919186]'), work: {"id":15919186,"title":"Helping Students Repack for Remotivation and Agency","created_at":"2015-09-19T23:44:25.448-07:00","url":"https://www.academia.edu/15919186/Helping_Students_Repack_for_Remotivation_and_Agency?f_ri=1007","dom_id":"work_15919186","summary":"This exploratory study invited 285 Japanese university students studying English as a foreign language (EFL) to reflect on what demotivated and remotivated them. Students charted the ups and downs of their English learning histories and then completed a questionnaire in which they explained the causes of their demotivation and the pathways, unintentional or intentional, by which they became remotivated. This data was analyzed in terms of the affective and attitudinal conditions which students brought with them into the classroom. Students\nwith positive antecedent conditions were found to have experienced fewer periods of demotivation in the past and exhibited more dynamic use of a wide range of strategies in their attempts to remotivate themselves. There is evidence to suggest that these learners also had more exposure to such strategies in use. Based on this hypothesis, we compiled and returned the strategies they reported to seed their self-motivational practices.","downloadable_attachments":[{"id":38827032,"asset_id":15919186,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":34686116,"first_name":"Christopher","last_name":"Carpenter","domain_name":"independent","page_name":"CCarpenter1","display_name":"Christopher Carpenter","profile_url":"https://independent.academia.edu/CCarpenter1?f_ri=1007","photo":"https://gravatar.com/avatar/8411dbbc40e95798fd926c745b51e2b8?s=65"},{"id":1696377,"first_name":"Tim","last_name":"Murphey","domain_name":"life","page_name":"TimMurphey","display_name":"Tim Murphey","profile_url":"https://life.academia.edu/TimMurphey?f_ri=1007","photo":"https://0.academia-photos.com/1696377/721782/896310/s65_tim.murphey.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=1007","nofollow":false},{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=1007","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1007","nofollow":false},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false},{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=1007"},{"id":1237,"name":"Social Sciences","url":"https://www.academia.edu/Documents/in/Social_Sciences?f_ri=1007"},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=1007"},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=1007"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29871831" data-work_id="29871831" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29871831/Second_Language_Acquisition_and_Form_Focused_Instruction_in_Immersion_Teaching_for_Learning">Second Language Acquisition and Form-Focused Instruction in Immersion: Teaching for Learning</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">While research on language immersion education has highlighted a multitude of benefits such as cognitive skills, academic achievement and language and literacy development, some studies have also identified challenges to its effective... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29871831" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">While research on language immersion education has highlighted a multitude of benefits such as cognitive skills, academic achievement and language and literacy development, some studies have also identified challenges to its effective implementation, particularly as they relate to language acquisition. It has been suggested that the less than optimal levels of students' immersion language " persist in part because immersion teachers lack systematic approaches for integrating language into their content instruction " (Tedick, Christian, & Fortune, 2011, p. 7). Students' interlanguage has aspects that are borrowed, transferred and generalised from the mother tongue and differs from both the immersion language and the mother tongue. After a period of sustained development, interlanguage appears to stabilise and certain non-target like features tend to fossilise. Research has long suggested that effective immersion pedagogy needs to counterbalance both form-oriented and meaning-oriented approaches. This paper reviews the literature in relation to the linguistic deficiencies in immersion students' L2 proficiency and form-focused instruction is examined as a viable solution to this pedagogic puzzle. Key instructional elements of form-focused instruction are unpacked and some pedagogical possibilities are considered in an attempt to identify and discuss strategies that will enable immersion learners to refine their grammatical and lexical systems as they proceed. 1. Language Immersion Education International research literature consistently identifies immersion education as one form of bilingual education. We can see why this is the case if we take the following classic definition of bilingual education, posited by Andersson and Boyer (1970, p. 12):</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29871831" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8d3b4da498cecd08920e3d9967102c2a" rel="nofollow" data-download="{"attachment_id":50338657,"asset_id":29871831,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50338657/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="56710412" href="https://independent.academia.edu/JohnsonCosmo">Johnson Cosmo</a><script data-card-contents-for-user="56710412" type="text/json">{"id":56710412,"first_name":"Johnson","last_name":"Cosmo","domain_name":"independent","page_name":"JohnsonCosmo","display_name":"Johnson Cosmo","profile_url":"https://independent.academia.edu/JohnsonCosmo?f_ri=1007","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_29871831 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29871831"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29871831, container: ".js-paper-rank-work_29871831", }); });</script></li><li class="js-percentile-work_29871831 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 29871831; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_29871831"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_29871831 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="29871831"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29871831; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29871831]").text(description); $(".js-view-count-work_29871831").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29871831").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29871831"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1008" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a><script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=1007","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29871831]'), work: {"id":29871831,"title":"Second Language Acquisition and Form-Focused Instruction in Immersion: Teaching for Learning","created_at":"2016-11-15T17:06:28.084-08:00","url":"https://www.academia.edu/29871831/Second_Language_Acquisition_and_Form_Focused_Instruction_in_Immersion_Teaching_for_Learning?f_ri=1007","dom_id":"work_29871831","summary":"While research on language immersion education has highlighted a multitude of benefits such as cognitive skills, academic achievement and language and literacy development, some studies have also identified challenges to its effective implementation, particularly as they relate to language acquisition. It has been suggested that the less than optimal levels of students' immersion language \" persist in part because immersion teachers lack systematic approaches for integrating language into their content instruction \" (Tedick, Christian, \u0026 Fortune, 2011, p. 7). Students' interlanguage has aspects that are borrowed, transferred and generalised from the mother tongue and differs from both the immersion language and the mother tongue. After a period of sustained development, interlanguage appears to stabilise and certain non-target like features tend to fossilise. Research has long suggested that effective immersion pedagogy needs to counterbalance both form-oriented and meaning-oriented approaches. This paper reviews the literature in relation to the linguistic deficiencies in immersion students' L2 proficiency and form-focused instruction is examined as a viable solution to this pedagogic puzzle. Key instructional elements of form-focused instruction are unpacked and some pedagogical possibilities are considered in an attempt to identify and discuss strategies that will enable immersion learners to refine their grammatical and lexical systems as they proceed. 1. Language Immersion Education International research literature consistently identifies immersion education as one form of bilingual education. We can see why this is the case if we take the following classic definition of bilingual education, posited by Andersson and Boyer (1970, p. 12):","downloadable_attachments":[{"id":50338657,"asset_id":29871831,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":56710412,"first_name":"Johnson","last_name":"Cosmo","domain_name":"independent","page_name":"JohnsonCosmo","display_name":"Johnson Cosmo","profile_url":"https://independent.academia.edu/JohnsonCosmo?f_ri=1007","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false},{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=1007","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39296270" data-work_id="39296270" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39296270/Data_Driven_Learning_for_the_Next_Generation_Corpora_and_DDL_for_Pre_tertiary_Learners_London_Routledge">Data-Driven Learning for the Next Generation: Corpora and DDL for Pre-tertiary Learners. London: Routledge</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Despite advancements in and availability of corpus software in language classrooms facilitating data-driven learning (DDL), the use of such methods with pre-tertiary learners remains rare. This book explores the affordances of DDL... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39296270" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Despite advancements in and availability of corpus software in language classrooms facilitating data-driven learning (DDL), the use of such methods with pre-tertiary learners remains rare. This book explores the affordances of DDL specifically for younger learners, testing its viability with teachers and students at the primary and secondary years of schooling. It features eminent and up-and-coming researchers from Europe, Asia, and Australasia who seek to address best practice in implementing DDL with younger learners, while providing a wealth of empirical findings and practical DDL activities ready for use in the pre-tertiary classroom. Divided into three parts, the volume's first section focuses on overcoming emerging challenges for DDL with younger learners, including where and how DDL can be integrated into pre-tertiary curricula, as well as potential barriers to this integration. It then considers new, cutting-edge innovations in corpora and corpus software for use with younger learners in the second section, before reporting on actual DDL studies performed with younger learners (and their teachers) at the primary and secondary levels of education. This book will appeal to post-graduate students, academics and researchers with interests in corpus linguistics, second language acquisition, primary and secondary literacy education, and language and educational technologies.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39296270" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6d5242114b57563f6b2a4f214275997a" rel="nofollow" data-download="{"attachment_id":59433896,"asset_id":39296270,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59433896/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2630362" href="https://uq.academia.edu/PeterCrosthwaite">Peter Crosthwaite</a><script data-card-contents-for-user="2630362" type="text/json">{"id":2630362,"first_name":"Peter","last_name":"Crosthwaite","domain_name":"uq","page_name":"PeterCrosthwaite","display_name":"Peter Crosthwaite","profile_url":"https://uq.academia.edu/PeterCrosthwaite?f_ri=1007","photo":"https://0.academia-photos.com/2630362/835650/14282011/s65_peter.crosthwaite.jpg"}</script></span></span></li><li class="js-paper-rank-work_39296270 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39296270"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39296270, container: ".js-paper-rank-work_39296270", }); 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href="https://www.academia.edu/43820525/Silence_Talk_and_In_betweens_East_Asian_Students_Responses_to_Tasks">Silence,Talk and In betweens East Asian Students Responses to Tasks</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">The project examines students’ perceptions, attitudes and experiences in coping with the classroom tasks, which are related to both language learning and subject content.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43820525" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e714992c9a7a430b7541d5e88ea0f573" 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itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1990086" href="https://petra.academia.edu/FloraDebora">Flora Debora Floris</a><script data-card-contents-for-user="1990086" type="text/json">{"id":1990086,"first_name":"Flora Debora","last_name":"Floris","domain_name":"petra","page_name":"FloraDebora","display_name":"Flora Debora Floris","profile_url":"https://petra.academia.edu/FloraDebora?f_ri=1007","photo":"https://0.academia-photos.com/1990086/659058/50001532/s65_flora_debora.floris.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-38148392">+1</span><div class="hidden js-additional-users-38148392"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://nanyang.academia.edu/WillyARenandya">Willy A Renandya</a></span></div></div></span><script>(function(){ var 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type="text/json">{"id":1009,"name":"Computer Assisted Language Learning","url":"https://www.academia.edu/Documents/in/Computer_Assisted_Language_Learning?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15439" href="https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language">Teaching English As A Foreign Language</a><script data-card-contents-for-ri="15439" type="text/json">{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=1007","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38148392]'), work: {"id":38148392,"title":"Unlocking the potential of 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Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false},{"id":1009,"name":"Computer Assisted Language Learning","url":"https://www.academia.edu/Documents/in/Computer_Assisted_Language_Learning?f_ri=1007","nofollow":false},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=1007","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_23517657" data-work_id="23517657" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/23517657/Teacher_research_as_continuing_professional_development_a_project_with_Chilean_secondary_school_teachers">Teacher-research as continuing professional development: a project with Chilean secondary school teachers</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Smith, Connelly and Rebolledo discuss types of action research and how this related to the design of their CPD innovation project, working in the extremely challenging conditions of state secondary schools in Chile. They paint a picture... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_23517657" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Smith, Connelly and Rebolledo discuss types of action research and how this related to the design of their CPD innovation project, working in the extremely challenging conditions of state secondary schools in Chile. They paint a picture of a school system which has been blighted by under-investment and historical associations of teaching as a 'subversive' profession, where teachers have low incomes and low status and teach on average 38 hours a week in classes with 40 or more students. Little wonder that teachers suffer from demoralisation and are reluctant to engage in professional development programmes. This does not seem fertile ground for a project which would involve teachers in additional work by engaging them in research. Nevertheless, Smith and his colleagues decided that they needed to move away from the traditional one-off, top-down, INSET courses which had been the staple of ineffective CPD in Chile for so long, and to attempt to involve teachers in their own professional development through voluntary teacher action research. They also felt that Chilean teachers' sense of vocation and commitment to their students' learning, despite the conditions of their work, which had been found by Ávalos and Sotomayor (2012), gave them cause for optimism.<br /><br />Their description of the difficulties they faced provides important lessons for anyone designing similar programmes. They discovered that decisions on such things as the choice of online platform and even when to begin the project had important implications for teachers' capacity to become involved. However, what is striking is that, in spite of the difficulties, the project showed that even in conditions which seem hostile to CPD there will always be teachers whose sense of vocation and whose desire for self-improvement will push them to overcome obstacles in their path. Yet they also found that teachers' commitment needs to be complemented by enabling conditions that take account of contextual constraints and provide forms of engagement which fit the pattern of their everyday lives. A significant enabling condition was an official Ministry of Education letter approving teachers' participation in the project, another example of the importance of top-down/bottom-up synergy for effective CPD evident in other chapters in this volume. Ultimately, the project succeeded in demonstrating the capacity of teachers to engage in research as a form of CPD, despite their difficult working conditions. Teachers' own narratives exemplify the professional learning that took place, their capacity to analyse their own practice, and its impact on their relationships with their students. Above all, teachers felt empowered by the experience, or in the words of one teacher: 'You realise that you can make a change and that it is in your hands'.<br /><br />- See more at: <a href="http://englishagenda.britishcouncil.org/continuing-professional-development/teacher-research-continuing-professional-development#sthash.WaR5Yj8s.dpuf" rel="nofollow">http://englishagenda.britishcouncil.org/continuing-professional-development/teacher-research-continuing-professional-development#sthash.WaR5Yj8s.dpuf</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/23517657" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="57b2e853828904b503803b0933b42a7d" rel="nofollow" data-download="{"attachment_id":43952991,"asset_id":23517657,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43952991/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="40707948" href="https://uandes.academia.edu/TomConnelly">Tom Connelly</a><script data-card-contents-for-user="40707948" type="text/json">{"id":40707948,"first_name":"Tom","last_name":"Connelly","domain_name":"uandes","page_name":"TomConnelly","display_name":"Tom Connelly","profile_url":"https://uandes.academia.edu/TomConnelly?f_ri=1007","photo":"https://0.academia-photos.com/40707948/12041154/13450641/s65_thomas.connelly.jpg"}</script></span></span></li><li class="js-paper-rank-work_23517657 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="23517657"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 23517657, container: ".js-paper-rank-work_23517657", }); });</script></li><li class="js-percentile-work_23517657 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23517657; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_23517657"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_23517657 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="23517657"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23517657; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23517657]").text(description); $(".js-view-count-work_23517657").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_23517657").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="23517657"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7223" href="https://www.academia.edu/Documents/in/Reflective_practice_in_education">Reflective practice in education</a>, <script data-card-contents-for-ri="7223" type="text/json">{"id":7223,"name":"Reflective practice in education","url":"https://www.academia.edu/Documents/in/Reflective_practice_in_education?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a>, <script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="115537" href="https://www.academia.edu/Documents/in/CPD_for_teachers">CPD for teachers</a><script data-card-contents-for-ri="115537" type="text/json">{"id":115537,"name":"CPD for teachers","url":"https://www.academia.edu/Documents/in/CPD_for_teachers?f_ri=1007","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=23517657]'), work: {"id":23517657,"title":"Teacher-research as continuing professional development: a project with Chilean secondary school teachers","created_at":"2016-03-21T07:54:06.426-07:00","url":"https://www.academia.edu/23517657/Teacher_research_as_continuing_professional_development_a_project_with_Chilean_secondary_school_teachers?f_ri=1007","dom_id":"work_23517657","summary":"Smith, Connelly and Rebolledo discuss types of action research and how this related to the design of their CPD innovation project, working in the extremely challenging conditions of state secondary schools in Chile. They paint a picture of a school system which has been blighted by under-investment and historical associations of teaching as a 'subversive' profession, where teachers have low incomes and low status and teach on average 38 hours a week in classes with 40 or more students. Little wonder that teachers suffer from demoralisation and are reluctant to engage in professional development programmes. This does not seem fertile ground for a project which would involve teachers in additional work by engaging them in research. Nevertheless, Smith and his colleagues decided that they needed to move away from the traditional one-off, top-down, INSET courses which had been the staple of ineffective CPD in Chile for so long, and to attempt to involve teachers in their own professional development through voluntary teacher action research. They also felt that Chilean teachers' sense of vocation and commitment to their students' learning, despite the conditions of their work, which had been found by Ávalos and Sotomayor (2012), gave them cause for optimism.\n\nTheir description of the difficulties they faced provides important lessons for anyone designing similar programmes. They discovered that decisions on such things as the choice of online platform and even when to begin the project had important implications for teachers' capacity to become involved. However, what is striking is that, in spite of the difficulties, the project showed that even in conditions which seem hostile to CPD there will always be teachers whose sense of vocation and whose desire for self-improvement will push them to overcome obstacles in their path. Yet they also found that teachers' commitment needs to be complemented by enabling conditions that take account of contextual constraints and provide forms of engagement which fit the pattern of their everyday lives. A significant enabling condition was an official Ministry of Education letter approving teachers' participation in the project, another example of the importance of top-down/bottom-up synergy for effective CPD evident in other chapters in this volume. Ultimately, the project succeeded in demonstrating the capacity of teachers to engage in research as a form of CPD, despite their difficult working conditions. Teachers' own narratives exemplify the professional learning that took place, their capacity to analyse their own practice, and its impact on their relationships with their students. Above all, teachers felt empowered by the experience, or in the words of one teacher: 'You realise that you can make a change and that it is in your hands'.\n\n- See more at: http://englishagenda.britishcouncil.org/continuing-professional-development/teacher-research-continuing-professional-development#sthash.WaR5Yj8s.dpuf","downloadable_attachments":[{"id":43952991,"asset_id":23517657,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":40707948,"first_name":"Tom","last_name":"Connelly","domain_name":"uandes","page_name":"TomConnelly","display_name":"Tom Connelly","profile_url":"https://uandes.academia.edu/TomConnelly?f_ri=1007","photo":"https://0.academia-photos.com/40707948/12041154/13450641/s65_thomas.connelly.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false},{"id":7223,"name":"Reflective practice in 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itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2249383/State_of_the_art_article">State-of-the-art article</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2249383" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="55fa9e075b1fd0b2b52b43e174df1118" rel="nofollow" data-download="{"attachment_id":30300888,"asset_id":2249383,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/30300888/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2852385" href="https://ied.academia.edu/PhilBenson">Phil Benson</a><script data-card-contents-for-user="2852385" type="text/json">{"id":2852385,"first_name":"Phil","last_name":"Benson","domain_name":"ied","page_name":"PhilBenson","display_name":"Phil Benson","profile_url":"https://ied.academia.edu/PhilBenson?f_ri=1007","photo":"https://0.academia-photos.com/2852385/937977/1174865/s65_phil.benson.jpg"}</script></span></span></li><li class="js-paper-rank-work_2249383 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2249383"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2249383, container: ".js-paper-rank-work_2249383", }); });</script></li><li class="js-percentile-work_2249383 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2249383; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_2249383"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_2249383 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="2249383"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2249383; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2249383]").text(description); $(".js-view-count-work_2249383").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_2249383").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="2249383"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1008" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15674" href="https://www.academia.edu/Documents/in/Linguistics">Linguistics</a>, <script data-card-contents-for-ri="15674" type="text/json">{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="50024" href="https://www.academia.edu/Documents/in/Language_Teaching">Language Teaching</a><script data-card-contents-for-ri="50024" type="text/json">{"id":50024,"name":"Language Teaching","url":"https://www.academia.edu/Documents/in/Language_Teaching?f_ri=1007","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=2249383]'), 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href="https://www.academia.edu/37569400/Tense_and_aspect_in_Second_Language_Acquisition_and_learner_corpus_research_Introduction_to_the_special_issue">Tense and aspect in Second Language Acquisition and learner corpus research: Introduction to the special issue</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37569400" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cddb9cfc8e1d67746ff8378330ee9ddb" rel="nofollow" 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class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">While the role of culture in second and/or foreign language (L2/FL) learning and teaching has often been unquestioned, empirical research on culture learning and teaching in L2/FL education has been less common than opinion-oriented... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_20226714" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">While the role of culture in second and/or foreign language (L2/FL) learning and teaching has often been unquestioned, empirical research on culture learning and teaching in L2/FL education has been less common than opinion-oriented writings in relevant journals. This article offers a summary and synthesis of 52 empirical studies on L2/FL culture learning and teaching published during the 20-year period 1996-2015. In doing so, it first provides some background, then discusses the methods used for choosing, summarizing, and briefly analyzing these studies, and finally outlines a range of quantitative and qualitative findings. Culture learning and teaching research in L2/FL education during this period involved five main languages (English, French, German, Japanese, and Spanish) in 19 different countries; adopted mainly qualitative research approaches; and addressed a diverse range of age and educational levels, although postsecondary research studies were most common. The survey here highlights a shift from a focus on ‘culture’ to the ‘intercultural,’ and reveals that culture learning and teaching research has moved beyond reporting teachers’ and students’ attitudes to a range of topics impacting L2/FL learning and teaching, including instructional approaches, teaching materials, assessment, and technology. It also points to connections between the studies outlined and offers possibilities and directions for future research in this important area.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/20226714" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e5a5b6f5ba08080bed44cc2b15f6122e" rel="nofollow" data-download="{"attachment_id":41455107,"asset_id":20226714,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41455107/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="659681" href="https://biola.academia.edu/MichaelLessardClouston">Michael Lessard-Clouston</a><script data-card-contents-for-user="659681" type="text/json">{"id":659681,"first_name":"Michael","last_name":"Lessard-Clouston","domain_name":"biola","page_name":"MichaelLessardClouston","display_name":"Michael Lessard-Clouston","profile_url":"https://biola.academia.edu/MichaelLessardClouston?f_ri=1007","photo":"https://0.academia-photos.com/659681/229470/4176936/s65_michael.lessard-clouston.png"}</script></span></span></li><li class="js-paper-rank-work_20226714 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="20226714"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 20226714, container: ".js-paper-rank-work_20226714", }); 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$(".js-view-count[data-work-id=20226714]").text(description); $(".js-view-count-work_20226714").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_20226714").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="20226714"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">27</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="930" href="https://www.academia.edu/Documents/in/Intercultural_Communication">Intercultural Communication</a>, <script data-card-contents-for-ri="930" type="text/json">{"id":930,"name":"Intercultural Communication","url":"https://www.academia.edu/Documents/in/Intercultural_Communication?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5991" href="https://www.academia.edu/Documents/in/Intercultural_Education">Intercultural Education</a>, <script data-card-contents-for-ri="5991" type="text/json">{"id":5991,"name":"Intercultural Education","url":"https://www.academia.edu/Documents/in/Intercultural_Education?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7709" href="https://www.academia.edu/Documents/in/Applied_Linguistics">Applied Linguistics</a><script data-card-contents-for-ri="7709" type="text/json">{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=1007","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=20226714]'), work: {"id":20226714,"title":"Twenty Years of Culture Learning and Teaching Research: A Survey with Highlights and Directions","created_at":"2016-01-13T11:26:51.295-08:00","url":"https://www.academia.edu/20226714/Twenty_Years_of_Culture_Learning_and_Teaching_Research_A_Survey_with_Highlights_and_Directions?f_ri=1007","dom_id":"work_20226714","summary":"While the role of culture in second and/or foreign language (L2/FL) learning and teaching has often been unquestioned, empirical research on culture learning and teaching in L2/FL education has been less common than opinion-oriented writings in relevant journals. This article offers a summary and synthesis of 52 empirical studies on L2/FL culture learning and teaching published during the 20-year period 1996-2015. In doing so, it first provides some background, then discusses the methods used for choosing, summarizing, and briefly analyzing these studies, and finally outlines a range of quantitative and qualitative findings. Culture learning and teaching research in L2/FL education during this period involved five main languages (English, French, German, Japanese, and Spanish) in 19 different countries; adopted mainly qualitative research approaches; and addressed a diverse range of age and educational levels, although postsecondary research studies were most common. The survey here highlights a shift from a focus on ‘culture’ to the ‘intercultural,’ and reveals that culture learning and teaching research has moved beyond reporting teachers’ and students’ attitudes to a range of topics impacting L2/FL learning and teaching, including instructional approaches, teaching materials, assessment, and technology. It also points to connections between the studies outlined and offers possibilities and directions for future research in this important area.","downloadable_attachments":[{"id":41455107,"asset_id":20226714,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":659681,"first_name":"Michael","last_name":"Lessard-Clouston","domain_name":"biola","page_name":"MichaelLessardClouston","display_name":"Michael Lessard-Clouston","profile_url":"https://biola.academia.edu/MichaelLessardClouston?f_ri=1007","photo":"https://0.academia-photos.com/659681/229470/4176936/s65_michael.lessard-clouston.png"}],"research_interests":[{"id":930,"name":"Intercultural Communication","url":"https://www.academia.edu/Documents/in/Intercultural_Communication?f_ri=1007","nofollow":false},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false},{"id":5991,"name":"Intercultural 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Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=1007"},{"id":970417,"name":"Language and Culture Teaching/ Learning","url":"https://www.academia.edu/Documents/in/Language_and_Culture_Teaching_Learning?f_ri=1007"},{"id":997769,"name":"Teaching Culture and Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_Culture_and_Foreign_Language?f_ri=1007"},{"id":1236882,"name":"Culture and L2 Education","url":"https://www.academia.edu/Documents/in/Culture_and_L2_Education?f_ri=1007"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_824758" data-work_id="824758" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/824758/Focusing_on_Form_A_Teachers_Research_Update_on_Form_focused_Instruction">Focusing on Form: A Teacher's Research Update on Form-focused Instruction</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Many second/foreign language (L2/FL) teachers do not see the relevance of research to their teaching. This article aims to help bridge this gap by addressing form-focused instruction (FFI), a current pedagogical and research issue of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_824758" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Many second/foreign language (L2/FL) teachers do not see the relevance of research to their teaching. This article aims to help bridge this gap by addressing form-focused instruction (FFI), a current pedagogical and research issue of particular interest to both teachers and students. The article begins with background from second language acquisition research and outlines two main types of FFI. Next it addresses three main topics. First, it considers the role of FFI in communicative language teaching. Second, it reviews various influences that impact whether teachers should choose to use integrated or isolated FFI in their classes. Third, it discusses the connection between error correction and focus on form in FFI. In establishing these points, the article introduces literature that argues for clear connections between FFI and L2/FL learning. In essence, this article answers the question: how does focusing on form appear to help L2/FL learning, and how can teachers encourage ESL/EFL students? The article argues that form-focused instruction makes a positive difference. Research implications are summarized on grammar and vocabulary learning, and reference is made to key resources dealing with focusing on form. Teachers should thus think about how an understanding of FFI can improve their teaching and students’ learning.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/824758" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="00653e0bf5de36f13fa61c3942c1aa8f" rel="nofollow" data-download="{"attachment_id":4943872,"asset_id":824758,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/4943872/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="659681" href="https://biola.academia.edu/MichaelLessardClouston">Michael Lessard-Clouston</a><script data-card-contents-for-user="659681" type="text/json">{"id":659681,"first_name":"Michael","last_name":"Lessard-Clouston","domain_name":"biola","page_name":"MichaelLessardClouston","display_name":"Michael Lessard-Clouston","profile_url":"https://biola.academia.edu/MichaelLessardClouston?f_ri=1007","photo":"https://0.academia-photos.com/659681/229470/4176936/s65_michael.lessard-clouston.png"}</script></span></span></li><li class="js-paper-rank-work_824758 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="824758"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 824758, container: ".js-paper-rank-work_824758", }); 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This article aims to help bridge this gap by addressing form-focused instruction (FFI), a current pedagogical and research issue of particular interest to both teachers and students. The article begins with background from second language acquisition research and outlines two main types of FFI. Next it addresses three main topics. First, it considers the role of FFI in communicative language teaching. Second, it reviews various influences that impact whether teachers should choose to use integrated or isolated FFI in their classes. Third, it discusses the connection between error correction and focus on form in FFI. In establishing these points, the article introduces literature that argues for clear connections between FFI and L2/FL learning. In essence, this article answers the question: how does focusing on form appear to help L2/FL learning, and how can teachers encourage ESL/EFL students? The article argues that form-focused instruction makes a positive difference. Research implications are summarized on grammar and vocabulary learning, and reference is made to key resources dealing with focusing on form. 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href="https://www.academia.edu/5914087/A_Study_of_Factors_Affecting_EFL_Learners_English_Pronunciation_Learning_and_the_Strategies_for_Instruction">A Study of Factors Affecting EFL Learners' English Pronunciation Learning and the Strategies for Instruction</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5914087" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="22799515323f1b98f9a73aa631ae9b90" rel="nofollow" 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type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1008" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1239" href="https://www.academia.edu/Documents/in/Phonology">Phonology</a><script data-card-contents-for-ri="1239" type="text/json">{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=1007","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: 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href="https://www.academia.edu/6892282/Designing_a_topic_based_syllabus_for_young_learners">Designing a topic-based syllabus for young learners</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/6892282" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6ee64b27ff521b5278a27e0989949150" rel="nofollow" data-download="{"attachment_id":33574556,"asset_id":6892282,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button 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a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=1007","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_236554" data-work_id="236554" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/236554/Cambridge_Delta_LSA_4_Systems_Essay_Lexis">Cambridge Delta LSA 4 Systems Essay: Lexis</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This essay was written by me in April/May 2010 for Module 2 of the Cambridge Delta. The focus of the essay is why word families and derivational affixation should be considered and merit instruction in the context of teaching English as... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_236554" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This essay was written by me in April/May 2010 for Module 2 of the Cambridge Delta. <br /><br />The focus of the essay is why word families and derivational affixation should be considered and merit instruction in the context of teaching English as a foreign/second language. <br /><br />Derivational affixation deals with how words are modified when affixes are added to words. <br /><br />Comments, critiques, and questions are welcomed. <br /><br />NB: Be careful, I was referred on this assignment because the assessor considered it to "academic" in nature. I think she failed it because she wanted me to do a more PPP type of lesson.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/236554" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="88d9009a66ea2996f3516caa02065e09" rel="nofollow" data-download="{"attachment_id":947682,"asset_id":236554,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/947682/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="171458" href="https://glasgow.academia.edu/DustinHosseini">Dustin Hosseini</a><script data-card-contents-for-user="171458" type="text/json">{"id":171458,"first_name":"Dustin","last_name":"Hosseini","domain_name":"glasgow","page_name":"DustinHosseini","display_name":"Dustin Hosseini","profile_url":"https://glasgow.academia.edu/DustinHosseini?f_ri=1007","photo":"https://0.academia-photos.com/171458/43029/19244654/s65_dustin.hosseini.jpg"}</script></span></span></li><li class="js-paper-rank-work_236554 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="236554"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 236554, container: ".js-paper-rank-work_236554", }); 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$(".js-view-count[data-work-id=236554]").text(description); $(".js-view-count-work_236554").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_236554").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="236554"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5591" href="https://www.academia.edu/Documents/in/Vocabulary">Vocabulary</a>, <script data-card-contents-for-ri="5591" type="text/json">{"id":5591,"name":"Vocabulary","url":"https://www.academia.edu/Documents/in/Vocabulary?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7709" href="https://www.academia.edu/Documents/in/Applied_Linguistics">Applied Linguistics</a>, <script data-card-contents-for-ri="7709" type="text/json">{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15439" href="https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language">Teaching English As A Foreign Language</a><script data-card-contents-for-ri="15439" type="text/json">{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=1007","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=236554]'), work: {"id":236554,"title":"Cambridge Delta LSA 4 Systems Essay: Lexis","created_at":"2010-05-14T10:49:54.265-07:00","url":"https://www.academia.edu/236554/Cambridge_Delta_LSA_4_Systems_Essay_Lexis?f_ri=1007","dom_id":"work_236554","summary":"This essay was written by me in April/May 2010 for Module 2 of the Cambridge Delta. \n\nThe focus of the essay is why word families and derivational affixation should be considered and merit instruction in the context of teaching English as a foreign/second language. \n\nDerivational affixation deals with how words are modified when affixes are added to words. \n\nComments, critiques, and questions are welcomed. \n\nNB: Be careful, I was referred on this assignment because the assessor considered it to \"academic\" in nature. I think she failed it because she wanted me to do a more PPP type of lesson.","downloadable_attachments":[{"id":947682,"asset_id":236554,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":171458,"first_name":"Dustin","last_name":"Hosseini","domain_name":"glasgow","page_name":"DustinHosseini","display_name":"Dustin Hosseini","profile_url":"https://glasgow.academia.edu/DustinHosseini?f_ri=1007","photo":"https://0.academia-photos.com/171458/43029/19244654/s65_dustin.hosseini.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false},{"id":5591,"name":"Vocabulary","url":"https://www.academia.edu/Documents/in/Vocabulary?f_ri=1007","nofollow":false},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=1007","nofollow":false},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=1007","nofollow":false},{"id":19681,"name":"TEFL","url":"https://www.academia.edu/Documents/in/TEFL?f_ri=1007"},{"id":19717,"name":"Word Learning","url":"https://www.academia.edu/Documents/in/Word_Learning?f_ri=1007"},{"id":28412,"name":"Word-Formation","url":"https://www.academia.edu/Documents/in/Word-Formation?f_ri=1007"},{"id":38880,"name":"Word-Formation (Languages And Linguistics)","url":"https://www.academia.edu/Documents/in/Word-Formation_Languages_And_Linguistics_?f_ri=1007"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_14618823" data-work_id="14618823" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/14618823/Krashens_Language_Acquisition_Hypotheses_A_Critical_Review">Krashen's Language Acquisition Hypotheses: A Critical Review</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/14618823" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="023f587ad6c952e499740e0e42f267b3" rel="nofollow" data-download="{"attachment_id":38368957,"asset_id":14618823,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38368957/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33567536" href="https://ach.academia.edu/RohaniMotivator">Rohani Motivator</a><script data-card-contents-for-user="33567536" type="text/json">{"id":33567536,"first_name":"Rohani","last_name":"Motivator","domain_name":"ach","page_name":"RohaniMotivator","display_name":"Rohani Motivator","profile_url":"https://ach.academia.edu/RohaniMotivator?f_ri=1007","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_14618823 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="14618823"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 14618823, container: ".js-paper-rank-work_14618823", }); 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$(".js-view-count[data-work-id=14618823]").text(description); $(".js-view-count-work_14618823").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_14618823").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="14618823"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1008" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7709" href="https://www.academia.edu/Documents/in/Applied_Linguistics">Applied Linguistics</a>, <script data-card-contents-for-ri="7709" type="text/json">{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="629188" href="https://www.academia.edu/Documents/in/SLA-8">SLA</a><script data-card-contents-for-ri="629188" type="text/json">{"id":629188,"name":"SLA","url":"https://www.academia.edu/Documents/in/SLA-8?f_ri=1007","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=14618823]'), work: {"id":14618823,"title":"Krashen's Language Acquisition Hypotheses: A Critical Review","created_at":"2015-08-03T07:34:37.422-07:00","url":"https://www.academia.edu/14618823/Krashens_Language_Acquisition_Hypotheses_A_Critical_Review?f_ri=1007","dom_id":"work_14618823","summary":null,"downloadable_attachments":[{"id":38368957,"asset_id":14618823,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33567536,"first_name":"Rohani","last_name":"Motivator","domain_name":"ach","page_name":"RohaniMotivator","display_name":"Rohani Motivator","profile_url":"https://ach.academia.edu/RohaniMotivator?f_ri=1007","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false},{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=1007","nofollow":false},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=1007","nofollow":false},{"id":629188,"name":"SLA","url":"https://www.academia.edu/Documents/in/SLA-8?f_ri=1007","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43460275" data-work_id="43460275" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43460275/%C3%87ocuklara_Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Dinleme_Becerisi">Çocuklara Yabancı Dil Olarak Türkçe Öğretiminde Dinleme Becerisi</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Günümüzün değişen dünyasında erken yaşta dil öğretimi oranları gittikçe artmaktadır. Dünya genelinde ikinci ve yabancı dil öğretimi hükumet politikaları çerçevesinde şekillenip eğitim sistemlerine dahil edilmektedir. Bu bağlamda çocuklara... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43460275" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Günümüzün değişen dünyasında erken yaşta dil öğretimi oranları gittikçe artmaktadır. Dünya genelinde ikinci ve yabancı dil öğretimi hükumet politikaları çerçevesinde şekillenip eğitim sistemlerine dahil edilmektedir. Bu bağlamda çocuklara yabancı dil olarak Türkçe öğretimi gelişen ancak yeterli kuramsal verinin henüz toplanmadığı bir alandır. Bu çalışmada, alan yazın taraması sonuçlarından hareketle çocuklara yabancı dil olarak Türkçe öğretiminde dinleme becerisi öğretimi üzerinde durularak alandaki çalışmaların kuramsal altyapısına destek olmak amaçlanmaktadır. Dinleme becerisi, ana dili ve ikinci dil ediniminde temel bir yere ve diğer becerilerin geliştirilmesinde kilit bir öneme sahiptir. Çocuklara yabancı dil olarak Türkçe öğretiminde dinleme becerisi, çocukların henüz okuma ve yazma konusunda yetkin olmamaları da göz önünde bulundurularak konuşma ile birlikte öncelikli olarak üzerinde durulması gereken alanlardandır. Bu durum ana dili edinim süreci ile de benzerlik gösterir. Çocuklara yabancı dil öğretiminde dinleme becerisi değerlendirilirken bu sürecin aktif bir süreç olduğu ve çocuğun dinlediği mesajla etkileşime girmesinin önemi göz ardı edilmemelidir. Bu bağlamda sınıf içinde ve materyallerde kullanılacak dinle ve yap etkinlikleri, bilgi amaçlı etkinlikler, dinle ve tekrar et etkinlikleri kullanılabilir. Toplu fiziksel tepki yöntemi de bu beceride oldukça verimli şekilde kullanılabilir.<br />Anahtar Kelimeler: Yabancı Dil Olarak Türkçe Öğretimi, Çocuklara Yabancı Dil Olarak Türkçe Öğretimi, Erken Yaşta Dil Öğretimi, Dinleme Becerisi.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43460275" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e9b730827fad684285ee85eff11c9e48" rel="nofollow" data-download="{"attachment_id":63767720,"asset_id":43460275,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63767720/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26719122" href="https://cukurova.academia.edu/EmineKurt">Emine Kurt</a><script data-card-contents-for-user="26719122" type="text/json">{"id":26719122,"first_name":"Emine","last_name":"Kurt","domain_name":"cukurova","page_name":"EmineKurt","display_name":"Emine Kurt","profile_url":"https://cukurova.academia.edu/EmineKurt?f_ri=1007","photo":"https://0.academia-photos.com/26719122/8968523/26884845/s65_emine.kurt.jpeg"}</script></span></span></li><li class="js-paper-rank-work_43460275 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43460275"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43460275, container: ".js-paper-rank-work_43460275", }); });</script></li><li class="js-percentile-work_43460275 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43460275; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_43460275"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43460275 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43460275"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43460275; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43460275]").text(description); $(".js-view-count-work_43460275").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43460275").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43460275"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="18848" href="https://www.academia.edu/Documents/in/Teaching_Turkish_As_A_Foreign_Language">Teaching Turkish As A Foreign Language</a>, <script data-card-contents-for-ri="18848" type="text/json">{"id":18848,"name":"Teaching Turkish As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_Turkish_As_A_Foreign_Language?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="26998" href="https://www.academia.edu/Documents/in/Teaching_Turkish_as_a_Foreign_Second_Language">Teaching Turkish as a Foreign/Second Language</a>, <script data-card-contents-for-ri="26998" type="text/json">{"id":26998,"name":"Teaching Turkish as a Foreign/Second Language","url":"https://www.academia.edu/Documents/in/Teaching_Turkish_as_a_Foreign_Second_Language?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="45289" href="https://www.academia.edu/Documents/in/Teaching_Listening">Teaching Listening</a><script data-card-contents-for-ri="45289" type="text/json">{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=1007","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43460275]'), work: {"id":43460275,"title":"Çocuklara Yabancı Dil Olarak Türkçe Öğretiminde Dinleme Becerisi","created_at":"2020-06-28T12:34:49.675-07:00","url":"https://www.academia.edu/43460275/%C3%87ocuklara_Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Dinleme_Becerisi?f_ri=1007","dom_id":"work_43460275","summary":"Günümüzün değişen dünyasında erken yaşta dil öğretimi oranları gittikçe artmaktadır. Dünya genelinde ikinci ve yabancı dil öğretimi hükumet politikaları çerçevesinde şekillenip eğitim sistemlerine dahil edilmektedir. Bu bağlamda çocuklara yabancı dil olarak Türkçe öğretimi gelişen ancak yeterli kuramsal verinin henüz toplanmadığı bir alandır. Bu çalışmada, alan yazın taraması sonuçlarından hareketle çocuklara yabancı dil olarak Türkçe öğretiminde dinleme becerisi öğretimi üzerinde durularak alandaki çalışmaların kuramsal altyapısına destek olmak amaçlanmaktadır. Dinleme becerisi, ana dili ve ikinci dil ediniminde temel bir yere ve diğer becerilerin geliştirilmesinde kilit bir öneme sahiptir. Çocuklara yabancı dil olarak Türkçe öğretiminde dinleme becerisi, çocukların henüz okuma ve yazma konusunda yetkin olmamaları da göz önünde bulundurularak konuşma ile birlikte öncelikli olarak üzerinde durulması gereken alanlardandır. Bu durum ana dili edinim süreci ile de benzerlik gösterir. Çocuklara yabancı dil öğretiminde dinleme becerisi değerlendirilirken bu sürecin aktif bir süreç olduğu ve çocuğun dinlediği mesajla etkileşime girmesinin önemi göz ardı edilmemelidir. Bu bağlamda sınıf içinde ve materyallerde kullanılacak dinle ve yap etkinlikleri, bilgi amaçlı etkinlikler, dinle ve tekrar et etkinlikleri kullanılabilir. Toplu fiziksel tepki yöntemi de bu beceride oldukça verimli şekilde kullanılabilir.\nAnahtar Kelimeler: Yabancı Dil Olarak Türkçe Öğretimi, Çocuklara Yabancı Dil Olarak Türkçe Öğretimi, Erken Yaşta Dil Öğretimi, Dinleme Becerisi.","downloadable_attachments":[{"id":63767720,"asset_id":43460275,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":26719122,"first_name":"Emine","last_name":"Kurt","domain_name":"cukurova","page_name":"EmineKurt","display_name":"Emine Kurt","profile_url":"https://cukurova.academia.edu/EmineKurt?f_ri=1007","photo":"https://0.academia-photos.com/26719122/8968523/26884845/s65_emine.kurt.jpeg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false},{"id":18848,"name":"Teaching Turkish As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_Turkish_As_A_Foreign_Language?f_ri=1007","nofollow":false},{"id":26998,"name":"Teaching Turkish as a Foreign/Second Language","url":"https://www.academia.edu/Documents/in/Teaching_Turkish_as_a_Foreign_Second_Language?f_ri=1007","nofollow":false},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=1007","nofollow":false},{"id":197815,"name":"Yabancı Dil olarak Türkçe / Turc comme langue étrangère / Turkish as a foreign language","url":"https://www.academia.edu/Documents/in/Yabanci_Dil_olarak_Turkce_Turc_comme_langue_etrangere_Turkish_as_a_foreign_language?f_ri=1007"},{"id":671767,"name":"Dinleme Eğitimi","url":"https://www.academia.edu/Documents/in/Dinleme_E%C4%9Fitimi?f_ri=1007"},{"id":1113468,"name":"Türkçenin Yabancı Dil Olarak Öğretimi","url":"https://www.academia.edu/Documents/in/Turkcenin_Yabanci_Dil_Olarak_Ogretimi?f_ri=1007"},{"id":2543476,"name":"Çocuklara Yabancı Dil Öğretimi","url":"https://www.academia.edu/Documents/in/%C3%87ocuklara_Yabanc%C4%B1_Dil_%C3%96%C4%9Fretimi?f_ri=1007"},{"id":2671896,"name":"İki Dilli Türk Çocukları","url":"https://www.academia.edu/Documents/in/%C4%B0ki_Dilli_T%C3%BCrk_%C3%87ocuklar%C4%B1?f_ri=1007"},{"id":3491773,"name":"Teaching Turkish as a Foreign Language for Children ","url":"https://www.academia.edu/Documents/in/Teaching_Turkish_as_a_Foreign_Language_for_Children?f_ri=1007"},{"id":3696003,"name":"Teaching Turkish as a Foreign Language for Adolescents","url":"https://www.academia.edu/Documents/in/Teaching_Turkish_as_a_Foreign_Language_for_Adolescents?f_ri=1007"},{"id":3696004,"name":"Çocuklara Yabancı Dil Olarak Türkçe Öğretimi","url":"https://www.academia.edu/Documents/in/%C3%87ocuklara_Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretimi?f_ri=1007"},{"id":3705189,"name":"Yurtdışında Yaşayan Türk Çocuklarına Türkçe Öğretimi","url":"https://www.academia.edu/Documents/in/Yurtd%C4%B1%C5%9F%C4%B1nda_Ya%C5%9Fayan_T%C3%BCrk_%C3%87ocuklar%C4%B1na_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretimi?f_ri=1007"},{"id":3705190,"name":"İki Dilli Türk Çocuklarına Türkçe Öğretimi","url":"https://www.academia.edu/Documents/in/%C4%B0ki_Dilli_T%C3%BCrk_%C3%87ocuklar%C4%B1na_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretimi?f_ri=1007"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13209098" data-work_id="13209098" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13209098/Wright_W_E_2015_Foundations_for_Teaching_English_Language_Learners_Research_Theory_Policy_and_Practice_2nd_ed_Philadelphia_PA_Caslon_Publishing">Wright, W. E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice (2nd ed.). Philadelphia, PA: Caslon Publishing.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Please do not request free copies of this book. Authors are only given a few personal copies of their books and do not have free copies to distribute. Use links above for ordering information or request the book through your inter-library... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_13209098" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Please do not request free copies of this book. Authors are only given a few personal copies of their books and do not have free copies to distribute. 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The Future of Education</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Lecturers, teachers, researchers and experts in the field of education as well as coordinators of education and training projects from all over the world came together in the fifth edition of the International Conference “The Future of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_18968956" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Lecturers, teachers, researchers and experts in the field of education as well as coordinators of education and training projects from all over the world came together in the fifth edition of the International Conference “The Future of Education” which took place in Florence, Italy, on 11 - 12 June 2015 to share findings, expertise and experience about innovative teaching and learning methodologies.<br />This volume is a collection of the papers presented at the Conference, whose aim is to promote transnational cooperation and share good practice in the field of innovation for education.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/18968956" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f4f63022f561b2c014c653d657ad43ff" rel="nofollow" data-download="{"attachment_id":40357618,"asset_id":18968956,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40357618/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="8647215" href="https://independent.academia.edu/libreriauniversitariaitedizioni">Libreriauniversitaria.it Edizioni</a><script data-card-contents-for-user="8647215" type="text/json">{"id":8647215,"first_name":"Libreriauniversitaria.it","last_name":"Edizioni","domain_name":"independent","page_name":"libreriauniversitariaitedizioni","display_name":"Libreriauniversitaria.it Edizioni","profile_url":"https://independent.academia.edu/libreriauniversitariaitedizioni?f_ri=1007","photo":"https://0.academia-photos.com/8647215/2879491/135517054/s65_libreriauniversitaria.it.edizioni.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-18968956">+5</span><div class="hidden js-additional-users-18968956"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://hacettepe.academia.edu/HakMan">Hakan Tüzün</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uji.academia.edu/Mar%C3%ADaLuisaRenau">María Luisa Renau</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://iscte-iul.academia.edu/ASerr%C3%A3o">Anabela Serrão</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/TheFutureEducation">The Future Education</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/ChewHoe">Chew Hoe</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-18968956'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-18968956').html(); 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window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1416200]").text(description); $(".js-view-count-work_1416200").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1416200").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1416200"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1439" href="https://www.academia.edu/Documents/in/Globalization">Globalization</a>, <script data-card-contents-for-ri="1439" type="text/json">{"id":1439,"name":"Globalization","url":"https://www.academia.edu/Documents/in/Globalization?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2170" href="https://www.academia.edu/Documents/in/Ethnography">Ethnography</a>, <script data-card-contents-for-ri="2170" type="text/json">{"id":2170,"name":"Ethnography","url":"https://www.academia.edu/Documents/in/Ethnography?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2308" href="https://www.academia.edu/Documents/in/Multilingualism">Multilingualism</a><script data-card-contents-for-ri="2308" 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Blommaert","profile_url":"https://tilburguniversity.academia.edu/JanBlommaert?f_ri=1007","photo":"https://0.academia-photos.com/1222185/441875/14479298/s65_jan.blommaert.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false},{"id":1439,"name":"Globalization","url":"https://www.academia.edu/Documents/in/Globalization?f_ri=1007","nofollow":false},{"id":2170,"name":"Ethnography","url":"https://www.academia.edu/Documents/in/Ethnography?f_ri=1007","nofollow":false},{"id":2308,"name":"Multilingualism","url":"https://www.academia.edu/Documents/in/Multilingualism?f_ri=1007","nofollow":false},{"id":2313,"name":"Multi- \u0026 Bilingualism \u0026 Biliteracy","url":"https://www.academia.edu/Documents/in/Multi-_and_Bilingualism_and_Biliteracy?f_ri=1007"},{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=1007"},{"id":2793,"name":"Transnationalism","url":"https://www.academia.edu/Documents/in/Transnationalism?f_ri=1007"},{"id":2937,"name":"Diasporas","url":"https://www.academia.edu/Documents/in/Diasporas?f_ri=1007"},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=1007"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=1007"},{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=1007"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=1007"},{"id":10633,"name":"Critical Discourse Analysis","url":"https://www.academia.edu/Documents/in/Critical_Discourse_Analysis?f_ri=1007"},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=1007"},{"id":38914,"name":"Language and Globalization","url":"https://www.academia.edu/Documents/in/Language_and_Globalization?f_ri=1007"},{"id":127642,"name":"Superdiversity","url":"https://www.academia.edu/Documents/in/Superdiversity?f_ri=1007"},{"id":434459,"name":"Polycentricity","url":"https://www.academia.edu/Documents/in/Polycentricity?f_ri=1007"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41423372" data-work_id="41423372" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41423372/Using_Film_and_Media_in_the_Language_Classroom_Reflections_on_Research_led_Teaching">Using Film and Media in the Language Classroom: Reflections on Research-led Teaching</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This book demonstrates the positive impact of using film and audiovisual material in the language classroom. The chapters are evidence-based and address different levels and contexts of learning around the world. They demonstrate the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41423372" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This book demonstrates the positive impact of using film and audiovisual material in the language classroom. The chapters are evidence-based and address different levels and contexts of learning around the world. They demonstrate the benefits of using moving images and films to develop intercultural awareness and promote multilingualism, and suggest Audiovisual Translation (AVT) activities and projects to enhance language learning. The book will be a valuable continuing professional development resource for language teachers and those involved in curriculum development, as well as bringing the latest research, theory and pedagogical techniques to teacher training courses.<br /><a href="http://www.multilingual-matters.com/display.asp?k=9781788924474" rel="nofollow">http://www.multilingual-matters.com/display.asp?k=9781788924474</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41423372" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7c6bf0f006af490e757c33f512522a65" rel="nofollow" data-download="{"attachment_id":61605647,"asset_id":41423372,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61605647/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2122582" href="https://mmu.academia.edu/CarmenHerrero">Carmen Herrero</a><script data-card-contents-for-user="2122582" type="text/json">{"id":2122582,"first_name":"Carmen","last_name":"Herrero","domain_name":"mmu","page_name":"CarmenHerrero","display_name":"Carmen Herrero","profile_url":"https://mmu.academia.edu/CarmenHerrero?f_ri=1007","photo":"https://0.academia-photos.com/2122582/1562747/1894103/s65_carmen.herrero.jpg"}</script></span></span></li><li class="js-paper-rank-work_41423372 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41423372"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41423372, container: ".js-paper-rank-work_41423372", }); 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$(".js-view-count[data-work-id=41423372]").text(description); $(".js-view-count-work_41423372").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41423372").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41423372"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="930" href="https://www.academia.edu/Documents/in/Intercultural_Communication">Intercultural Communication</a>, <script data-card-contents-for-ri="930" type="text/json">{"id":930,"name":"Intercultural Communication","url":"https://www.academia.edu/Documents/in/Intercultural_Communication?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="36557" href="https://www.academia.edu/Documents/in/Teaching_Spanish_as_a_Foreign_Language">Teaching Spanish as a Foreign Language</a>, <script data-card-contents-for-ri="36557" type="text/json">{"id":36557,"name":"Teaching Spanish as a Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_Spanish_as_a_Foreign_Language?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="50024" href="https://www.academia.edu/Documents/in/Language_Teaching">Language Teaching</a><script data-card-contents-for-ri="50024" type="text/json">{"id":50024,"name":"Language Teaching","url":"https://www.academia.edu/Documents/in/Language_Teaching?f_ri=1007","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41423372]'), work: {"id":41423372,"title":"Using Film and Media in the Language Classroom: Reflections on Research-led Teaching","created_at":"2019-12-25T10:49:38.428-08:00","url":"https://www.academia.edu/41423372/Using_Film_and_Media_in_the_Language_Classroom_Reflections_on_Research_led_Teaching?f_ri=1007","dom_id":"work_41423372","summary":"This book demonstrates the positive impact of using film and audiovisual material in the language classroom. The chapters are evidence-based and address different levels and contexts of learning around the world. They demonstrate the benefits of using moving images and films to develop intercultural awareness and promote multilingualism, and suggest Audiovisual Translation (AVT) activities and projects to enhance language learning. The book will be a valuable continuing professional development resource for language teachers and those involved in curriculum development, as well as bringing the latest research, theory and pedagogical techniques to teacher training courses.\nhttp://www.multilingual-matters.com/display.asp?k=9781788924474\n","downloadable_attachments":[{"id":61605647,"asset_id":41423372,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2122582,"first_name":"Carmen","last_name":"Herrero","domain_name":"mmu","page_name":"CarmenHerrero","display_name":"Carmen Herrero","profile_url":"https://mmu.academia.edu/CarmenHerrero?f_ri=1007","photo":"https://0.academia-photos.com/2122582/1562747/1894103/s65_carmen.herrero.jpg"}],"research_interests":[{"id":930,"name":"Intercultural Communication","url":"https://www.academia.edu/Documents/in/Intercultural_Communication?f_ri=1007","nofollow":false},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false},{"id":36557,"name":"Teaching Spanish as a Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_Spanish_as_a_Foreign_Language?f_ri=1007","nofollow":false},{"id":50024,"name":"Language Teaching","url":"https://www.academia.edu/Documents/in/Language_Teaching?f_ri=1007","nofollow":false},{"id":614886,"name":"Audiovisual Translation (subtitling, audio description)","url":"https://www.academia.edu/Documents/in/Audiovisual_Translation_subtitling_audio_description_?f_ri=1007"},{"id":1276012,"name":"Video in language teaching","url":"https://www.academia.edu/Documents/in/Video_in_language_teaching?f_ri=1007"},{"id":3498709,"name":"Film and video in language teaching","url":"https://www.academia.edu/Documents/in/Film_and_video_in_language_teaching?f_ri=1007"},{"id":3498710,"name":"film and langauge teaching pedagogy","url":"https://www.academia.edu/Documents/in/film_and_langauge_teaching_pedagogy?f_ri=1007"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_51137799" data-work_id="51137799" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/51137799/%C3%87elik_S_2021_Culture_and_language_instruction_Does_Turkeys_EFL_curriculum_do_enough_to_support_intercultural_awareness_International_Journal_of_Curriculum_and_Instruction_13_3_3443_3463">Çelik, S. (2021). Culture and language instruction: Does Turkey's EFL curriculum do enough to support intercultural awareness? International Journal of Curriculum and Instruction, 13(3), 3443–3463.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The need to address culture in the language learning process has been emphasized as a means to promote both intercultural awareness and communicative language curricula. In countries such as Turkey, this has been an ongoing concern in the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_51137799" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The need to address culture in the language learning process has been emphasized as a means to promote both intercultural awareness and communicative language curricula. In countries such as Turkey, this has been an ongoing concern in the context of English as a foreign language (EFL) education. Thus, attempts have been made to enhance the cultural aspect of EFL learning in Turkey with the current English language curricula for elementary and high schools. To determine whether these curricula truly address culture in ways that support intercultural awareness, the researcher conducted a content analysis of the learning outcomes and objectives for each grade level, focusing on the curricula developed in 2013 and 2014 respectively for elementary and high school, as well as the program updates introduced in 2017 and 2018. The culture-related objectives and outcomes including products, practices, perspectives and persons relating to native Englishspeaking and international cultures were identified, and the total numbers of culture-oriented outcomes and objectives were recorded and analyzed. The findings indicate that culture-related outcomes and objectives were highly limited in number; and they mainly addressed superficial aspects of culture such as names of countries/languages, foods and traditional costumes. Abstract and complex topics such as pragmatics, beliefs, and worldviews were largely ignored. Moreover, while the updated programs of 2017 and 2018 were intended to improve on the 2013 and 2014 versions, little was accomplished in this regard. As such, the findings suggest that current EFL curricula are unlikely to support the development of intercultural awareness in language learners. Some recommendations for addressing this issue are offered.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/51137799" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5d685ffad2c15e68d8acf70e2e64fd6f" rel="nofollow" data-download="{"attachment_id":68978758,"asset_id":51137799,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68978758/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="415332" href="https://trabzon.academia.edu/ServetCelik">Servet Celik</a><script data-card-contents-for-user="415332" type="text/json">{"id":415332,"first_name":"Servet","last_name":"Celik","domain_name":"trabzon","page_name":"ServetCelik","display_name":"Servet Celik","profile_url":"https://trabzon.academia.edu/ServetCelik?f_ri=1007","photo":"https://0.academia-photos.com/415332/163459/38236045/s65_servet.celik.png"}</script></span></span></li><li class="js-paper-rank-work_51137799 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="51137799"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 51137799, container: ".js-paper-rank-work_51137799", }); 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$(".js-view-count[data-work-id=51137799]").text(description); $(".js-view-count-work_51137799").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_51137799").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="51137799"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="930" href="https://www.academia.edu/Documents/in/Intercultural_Communication">Intercultural Communication</a>, <script data-card-contents-for-ri="930" type="text/json">{"id":930,"name":"Intercultural Communication","url":"https://www.academia.edu/Documents/in/Intercultural_Communication?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5794" href="https://www.academia.edu/Documents/in/TESOL">TESOL</a>, <script data-card-contents-for-ri="5794" type="text/json">{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7125" href="https://www.academia.edu/Documents/in/Culture">Culture</a><script data-card-contents-for-ri="7125" type="text/json">{"id":7125,"name":"Culture","url":"https://www.academia.edu/Documents/in/Culture?f_ri=1007","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=51137799]'), work: {"id":51137799,"title":"Çelik, S. (2021). Culture and language instruction: Does Turkey's EFL curriculum do enough to support intercultural awareness? International Journal of Curriculum and Instruction, 13(3), 3443–3463.","created_at":"2021-09-01T07:05:23.791-07:00","url":"https://www.academia.edu/51137799/%C3%87elik_S_2021_Culture_and_language_instruction_Does_Turkeys_EFL_curriculum_do_enough_to_support_intercultural_awareness_International_Journal_of_Curriculum_and_Instruction_13_3_3443_3463?f_ri=1007","dom_id":"work_51137799","summary":"The need to address culture in the language learning process has been emphasized as a means to promote both intercultural awareness and communicative language curricula. In countries such as Turkey, this has been an ongoing concern in the context of English as a foreign language (EFL) education. Thus, attempts have been made to enhance the cultural aspect of EFL learning in Turkey with the current English language curricula for elementary and high schools. To determine whether these curricula truly address culture in ways that support intercultural awareness, the researcher conducted a content analysis of the learning outcomes and objectives for each grade level, focusing on the curricula developed in 2013 and 2014 respectively for elementary and high school, as well as the program updates introduced in 2017 and 2018. The culture-related objectives and outcomes including products, practices, perspectives and persons relating to native Englishspeaking and international cultures were identified, and the total numbers of culture-oriented outcomes and objectives were recorded and analyzed. The findings indicate that culture-related outcomes and objectives were highly limited in number; and they mainly addressed superficial aspects of culture such as names of countries/languages, foods and traditional costumes. Abstract and complex topics such as pragmatics, beliefs, and worldviews were largely ignored. Moreover, while the updated programs of 2017 and 2018 were intended to improve on the 2013 and 2014 versions, little was accomplished in this regard. As such, the findings suggest that current EFL curricula are unlikely to support the development of intercultural awareness in language learners. Some recommendations for addressing this issue are offered.","downloadable_attachments":[{"id":68978758,"asset_id":51137799,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":415332,"first_name":"Servet","last_name":"Celik","domain_name":"trabzon","page_name":"ServetCelik","display_name":"Servet Celik","profile_url":"https://trabzon.academia.edu/ServetCelik?f_ri=1007","photo":"https://0.academia-photos.com/415332/163459/38236045/s65_servet.celik.png"}],"research_interests":[{"id":930,"name":"Intercultural Communication","url":"https://www.academia.edu/Documents/in/Intercultural_Communication?f_ri=1007","nofollow":false},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=1007","nofollow":false},{"id":7125,"name":"Culture","url":"https://www.academia.edu/Documents/in/Culture?f_ri=1007","nofollow":false},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=1007"},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=1007"},{"id":33323,"name":"Intercultural Competence","url":"https://www.academia.edu/Documents/in/Intercultural_Competence?f_ri=1007"},{"id":37471,"name":"Intercultural Pragmatics","url":"https://www.academia.edu/Documents/in/Intercultural_Pragmatics?f_ri=1007"},{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum?f_ri=1007"},{"id":62937,"name":"Teaching culture in foreign languages","url":"https://www.academia.edu/Documents/in/Teaching_culture_in_foreign_languages?f_ri=1007"},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=1007"},{"id":122894,"name":"Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL)","url":"https://www.academia.edu/Documents/in/Teacher_Education_in_Teaching_English_to_Speakers_of_Second_Foreign_Languages_TESOL_?f_ri=1007"},{"id":184145,"name":"TESL/TEFL","url":"https://www.academia.edu/Documents/in/TESL_TEFL?f_ri=1007"},{"id":302094,"name":"Applied Linguistics and TESOL","url":"https://www.academia.edu/Documents/in/Applied_Linguistics_and_TESOL?f_ri=1007"},{"id":302696,"name":"Teaching English as a foreign language (TEFL)","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_foreign_language_TEFL_?f_ri=1007"},{"id":327564,"name":"Curriculum theory in foreign language teaching","url":"https://www.academia.edu/Documents/in/Curriculum_theory_in_foreign_language_teaching?f_ri=1007"},{"id":392979,"name":"Intercultural Awareness","url":"https://www.academia.edu/Documents/in/Intercultural_Awareness?f_ri=1007"},{"id":526258,"name":"English Teaching and Curriculum Development","url":"https://www.academia.edu/Documents/in/English_Teaching_and_Curriculum_Development?f_ri=1007"},{"id":963225,"name":"EFL/ESL/TESOL","url":"https://www.academia.edu/Documents/in/EFL_ESL_TESOL?f_ri=1007"},{"id":1023347,"name":"Teaching Culture In the EFL Classroom","url":"https://www.academia.edu/Documents/in/Teaching_Culture_In_the_EFL_Classroom?f_ri=1007"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42929436" data-work_id="42929436" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42929436/Remote_Work">Remote Work</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">A great article from HBR made into an English lesson for students to improve their skills in the language.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42929436" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3921025d1c8fbf05ca2c0c6ee1c894cd" rel="nofollow" data-download="{"attachment_id":63181862,"asset_id":42929436,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63181862/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="8464202" href="https://harvard.academia.edu/AndersonRomanhuk">Anderson Romanhuk</a><script data-card-contents-for-user="8464202" type="text/json">{"id":8464202,"first_name":"Anderson","last_name":"Romanhuk","domain_name":"harvard","page_name":"AndersonRomanhuk","display_name":"Anderson Romanhuk","profile_url":"https://harvard.academia.edu/AndersonRomanhuk?f_ri=1007","photo":"https://0.academia-photos.com/8464202/2934147/10169545/s65_andy.roma.png"}</script></span></span></li><li class="js-paper-rank-work_42929436 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42929436"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42929436, container: ".js-paper-rank-work_42929436", }); });</script></li><li class="js-percentile-work_42929436 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42929436; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_42929436"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_42929436 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="42929436"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42929436; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42929436]").text(description); $(".js-view-count-work_42929436").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42929436").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42929436"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="885" href="https://www.academia.edu/Documents/in/English_Literature">English Literature</a>, <script data-card-contents-for-ri="885" type="text/json">{"id":885,"name":"English Literature","url":"https://www.academia.edu/Documents/in/English_Literature?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2343" href="https://www.academia.edu/Documents/in/Dialects_of_English">Dialects of English</a>, <script data-card-contents-for-ri="2343" type="text/json">{"id":2343,"name":"Dialects of English","url":"https://www.academia.edu/Documents/in/Dialects_of_English?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3979" href="https://www.academia.edu/Documents/in/English_language">English language</a><script data-card-contents-for-ri="3979" type="text/json">{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language?f_ri=1007","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42929436]'), work: {"id":42929436,"title":"Remote Work","created_at":"2020-05-03T06:38:27.837-07:00","url":"https://www.academia.edu/42929436/Remote_Work?f_ri=1007","dom_id":"work_42929436","summary":"A great article from HBR made into an English lesson for students to improve their skills in the language.","downloadable_attachments":[{"id":63181862,"asset_id":42929436,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":8464202,"first_name":"Anderson","last_name":"Romanhuk","domain_name":"harvard","page_name":"AndersonRomanhuk","display_name":"Anderson Romanhuk","profile_url":"https://harvard.academia.edu/AndersonRomanhuk?f_ri=1007","photo":"https://0.academia-photos.com/8464202/2934147/10169545/s65_andy.roma.png"}],"research_interests":[{"id":885,"name":"English Literature","url":"https://www.academia.edu/Documents/in/English_Literature?f_ri=1007","nofollow":false},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false},{"id":2343,"name":"Dialects of English","url":"https://www.academia.edu/Documents/in/Dialects_of_English?f_ri=1007","nofollow":false},{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language?f_ri=1007","nofollow":false},{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=1007"},{"id":10632,"name":"World Englishes","url":"https://www.academia.edu/Documents/in/World_Englishes?f_ri=1007"},{"id":13353,"name":"Indian English Literature","url":"https://www.academia.edu/Documents/in/Indian_English_Literature?f_ri=1007"},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=1007"},{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=1007"},{"id":46596,"name":"English language teaching","url":"https://www.academia.edu/Documents/in/English_language_teaching?f_ri=1007"},{"id":51126,"name":"English Education","url":"https://www.academia.edu/Documents/in/English_Education?f_ri=1007"},{"id":56281,"name":"English language and literature","url":"https://www.academia.edu/Documents/in/English_language_and_literature?f_ri=1007"},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=1007"},{"id":138319,"name":"English Grammer","url":"https://www.academia.edu/Documents/in/English_Grammer?f_ri=1007"},{"id":202887,"name":"ICT in teaching and learning English language","url":"https://www.academia.edu/Documents/in/ICT_in_teaching_and_learning_English_language?f_ri=1007"},{"id":278870,"name":"English Studies","url":"https://www.academia.edu/Documents/in/English_Studies?f_ri=1007"},{"id":316921,"name":"English EFL TEFL learning","url":"https://www.academia.edu/Documents/in/English_EFL_TEFL_learning?f_ri=1007"},{"id":330018,"name":"Arabic-English translation","url":"https://www.academia.edu/Documents/in/Arabic-English_translation?f_ri=1007"},{"id":624707,"name":"English Language","url":"https://www.academia.edu/Documents/in/English_Language-2?f_ri=1007"},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=1007"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_22480728 coauthored" data-work_id="22480728" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/22480728/Romanian_Second_Language_Learners_of_English_Requests_and_Apologies">Romanian Second Language Learners of English Requests and Apologies</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">—Despite the wealth of literature generated over the past three decades on requests and apologies as a speech act, cross-cultural requests and apologies have been neglected as a research topic in the international press. This... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_22480728" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">—Despite the wealth of literature generated over the past three decades on requests and apologies as a speech act, cross-cultural requests and apologies have been neglected as a research topic in the international press. This cross-sectional mixed method study was designed to examine requests and apologies with the long-term goal of designing a valid teaching application for the ESL and EFL teachers. There were 80 participants that included male and female students within the first through seventh grade population of the International School of Cluj-Napoca, Romania (ISC). Data was collected within the Modified Cartoon Oral Production Tools (MCOPT), which includes 16 cartoon drawings depicting situations in which two characters interact. The research data was gathered in a heterogeneous and a typical setting within north western Romania. The resulting analysis is that the sophistication of speech acts increases with age more than with length of study.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/22480728" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8749e516dd911d32b6dd8c594de3af6a" rel="nofollow" data-download="{"attachment_id":43101433,"asset_id":22480728,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43101433/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="960200" href="https://independent.academia.edu/HASANAYDIN">HASAN AYDIN</a><script data-card-contents-for-user="960200" type="text/json">{"id":960200,"first_name":"HASAN","last_name":"AYDIN","domain_name":"independent","page_name":"HASANAYDIN","display_name":"HASAN AYDIN","profile_url":"https://independent.academia.edu/HASANAYDIN?f_ri=1007","photo":"https://0.academia-photos.com/960200/903800/12635266/s65_hasan.aydin.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-22480728">+1</span><div class="hidden js-additional-users-22480728"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://fgcu.academia.edu/HasanAydin">Hasan Aydin</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-22480728'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-22480728').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_22480728 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="22480728"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 22480728, container: ".js-paper-rank-work_22480728", }); });</script></li><li class="js-percentile-work_22480728 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 22480728; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_22480728"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_22480728 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="22480728"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 22480728; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=22480728]").text(description); $(".js-view-count-work_22480728").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_22480728").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="22480728"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3055" href="https://www.academia.edu/Documents/in/Mixed_Methods">Mixed Methods</a>, <script data-card-contents-for-ri="3055" type="text/json">{"id":3055,"name":"Mixed Methods","url":"https://www.academia.edu/Documents/in/Mixed_Methods?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8743" href="https://www.academia.edu/Documents/in/Romanian_Studies">Romanian Studies</a>, <script data-card-contents-for-ri="8743" type="text/json">{"id":8743,"name":"Romanian Studies","url":"https://www.academia.edu/Documents/in/Romanian_Studies?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="121573" href="https://www.academia.edu/Documents/in/Requests">Requests</a><script data-card-contents-for-ri="121573" type="text/json">{"id":121573,"name":"Requests","url":"https://www.academia.edu/Documents/in/Requests?f_ri=1007","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=22480728]'), work: {"id":22480728,"title":"Romanian Second Language Learners of English Requests and Apologies","created_at":"2016-02-26T08:00:46.273-08:00","url":"https://www.academia.edu/22480728/Romanian_Second_Language_Learners_of_English_Requests_and_Apologies?f_ri=1007","dom_id":"work_22480728","summary":"—Despite the wealth of literature generated over the past three decades on requests and apologies as a speech act, cross-cultural requests and apologies have been neglected as a research topic in the international press. This cross-sectional mixed method study was designed to examine requests and apologies with the long-term goal of designing a valid teaching application for the ESL and EFL teachers. There were 80 participants that included male and female students within the first through seventh grade population of the International School of Cluj-Napoca, Romania (ISC). Data was collected within the Modified Cartoon Oral Production Tools (MCOPT), which includes 16 cartoon drawings depicting situations in which two characters interact. The research data was gathered in a heterogeneous and a typical setting within north western Romania. The resulting analysis is that the sophistication of speech acts increases with age more than with length of study.","downloadable_attachments":[{"id":43101433,"asset_id":22480728,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":960200,"first_name":"HASAN","last_name":"AYDIN","domain_name":"independent","page_name":"HASANAYDIN","display_name":"HASAN AYDIN","profile_url":"https://independent.academia.edu/HASANAYDIN?f_ri=1007","photo":"https://0.academia-photos.com/960200/903800/12635266/s65_hasan.aydin.jpg"},{"id":34036458,"first_name":"Hasan","last_name":"Aydin","domain_name":"fgcu","page_name":"HasanAydin","display_name":"Hasan Aydin","profile_url":"https://fgcu.academia.edu/HasanAydin?f_ri=1007","photo":"https://0.academia-photos.com/34036458/11167226/35435418/s65_hasan.aydin.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false},{"id":3055,"name":"Mixed Methods","url":"https://www.academia.edu/Documents/in/Mixed_Methods?f_ri=1007","nofollow":false},{"id":8743,"name":"Romanian Studies","url":"https://www.academia.edu/Documents/in/Romanian_Studies?f_ri=1007","nofollow":false},{"id":121573,"name":"Requests","url":"https://www.academia.edu/Documents/in/Requests?f_ri=1007","nofollow":false},{"id":475629,"name":"Apologies","url":"https://www.academia.edu/Documents/in/Apologies?f_ri=1007"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_33138829" data-work_id="33138829" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/33138829/RETHINKING_SECOND_LANGUAGE_ACQUISITION_THEORIES">RETHINKING SECOND LANGUAGE ACQUISITION THEORIES</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Many theories on how language is acquired has been introduced since 19th century and still being introduced today by many great thinkers. Like any other theories which arose from variety of disciplines, language acquisition theories... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33138829" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Many theories on how language is acquired has been introduced since 19th century and still being introduced today by many great thinkers. Like any other theories which arose from variety of disciplines, language acquisition theories generally derived from linguistics and psychological thinking. This paper concluded that the most important implication of language acquisition theories is obviously the fact that applied linguists, methodologist and language teachers should view the acquisition of a language not only as a matter of nurture but also an instance of nature. In addition, only when we distinguish between a general theory of learning and language learning can we ameliorate the conditions L2 education. To do so, applied linguists must be aware of the nature of both L1 and L2 acquisition and must consider the distinction proposed in this study. Furthermore, no longer should mind and innateness be treated as dirty words. This will most probably lead to innovative proposals for syllabus development and the design of instructional systems, practices, techniques, procedures in the language classroom, and finally a sound theory of L2 teaching and learning.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33138829" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0e573d76622e378f7bc87ee9ac3ccd04" rel="nofollow" data-download="{"attachment_id":53229466,"asset_id":33138829,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53229466/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="20263593" href="https://unsyiah.academia.edu/AufaniYukzanali">Aufani Yukzanali</a><script data-card-contents-for-user="20263593" type="text/json">{"id":20263593,"first_name":"Aufani","last_name":"Yukzanali","domain_name":"unsyiah","page_name":"AufaniYukzanali","display_name":"Aufani Yukzanali","profile_url":"https://unsyiah.academia.edu/AufaniYukzanali?f_ri=1007","photo":"https://0.academia-photos.com/20263593/5637686/6414688/s65_aufani.yukzanali.jpg_oh_4854060b2dde0d2b1bfddce4a503dba8_oe_54f4eb9f___gda___1425200737_b4cf69170691da879ce3ae86f73680c1"}</script></span></span></li><li class="js-paper-rank-work_33138829 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="33138829"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 33138829, container: ".js-paper-rank-work_33138829", }); });</script></li><li class="js-percentile-work_33138829 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33138829; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_33138829"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_33138829 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="33138829"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33138829; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33138829]").text(description); $(".js-view-count-work_33138829").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_33138829").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="33138829"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1008" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7709" href="https://www.academia.edu/Documents/in/Applied_Linguistics">Applied Linguistics</a><script data-card-contents-for-ri="7709" type="text/json">{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=1007","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=33138829]'), work: {"id":33138829,"title":"RETHINKING SECOND LANGUAGE ACQUISITION THEORIES","created_at":"2017-05-22T03:38:08.053-07:00","url":"https://www.academia.edu/33138829/RETHINKING_SECOND_LANGUAGE_ACQUISITION_THEORIES?f_ri=1007","dom_id":"work_33138829","summary":"Many theories on how language is acquired has been introduced since 19th century and still being introduced today by many great thinkers. Like any other theories which arose from variety of disciplines, language acquisition theories generally derived from linguistics and psychological thinking. This paper concluded that the most important implication of language acquisition theories is obviously the fact that applied linguists, methodologist and language teachers should view the acquisition of a language not only as a matter of nurture but also an instance of nature. In addition, only when we distinguish between a general theory of learning and language learning can we ameliorate the conditions L2 education. To do so, applied linguists must be aware of the nature of both L1 and L2 acquisition and must consider the distinction proposed in this study. Furthermore, no longer should mind and innateness be treated as dirty words. This will most probably lead to innovative proposals for syllabus development and the design of instructional systems, practices, techniques, procedures in the language classroom, and finally a sound theory of L2 teaching and learning.","downloadable_attachments":[{"id":53229466,"asset_id":33138829,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":20263593,"first_name":"Aufani","last_name":"Yukzanali","domain_name":"unsyiah","page_name":"AufaniYukzanali","display_name":"Aufani Yukzanali","profile_url":"https://unsyiah.academia.edu/AufaniYukzanali?f_ri=1007","photo":"https://0.academia-photos.com/20263593/5637686/6414688/s65_aufani.yukzanali.jpg_oh_4854060b2dde0d2b1bfddce4a503dba8_oe_54f4eb9f___gda___1425200737_b4cf69170691da879ce3ae86f73680c1"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false},{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=1007","nofollow":false},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=1007","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_73163026" data-work_id="73163026" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/73163026/An_Investigative_Approach_into_the_Theory_of_Teacher_s_Role_in_Teaching_English_to_Speakers_of_Other_Languages_by_Emmanuel_Oluwadare">An Investigative Approach into the Theory of Teacher’s Role in Teaching English to Speakers of Other Languages by Emmanuel Oluwadare</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The study examines roles teachers of English as a second language in Kazakhstan- a country where the main language of instruction is Kazakh. The need to investigate roles teachers play in the teaching and learning of English in Kazakhstan... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_73163026" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The study examines roles teachers of English as a second language in Kazakhstan- a country where the main language of instruction is Kazakh. The need to investigate roles teachers play in the teaching and learning of English in Kazakhstan is as a result of poor performances of learners in English language certificate examinations. Also, there arose the need to investigate factors affecting the proficiency of learners in English language especially in the aspect of communication. To investigate roles teachers of English as a second language play, and factors affecting the teaching and learning of English in Kazakhstan, the researcher deployed a set of questionnaire which were administered to ten (10) teachers who were randomly selected in five (5) schools in the city of Almaty. Results derived from findings indicated that most teachers do not deploy adequate instructional aids in the teaching of English; they also lack on-the-job training, attendance in conferences, workshops and other related programmes that would keep them abreast of trends in the teaching of English as a second language. On the part of the students, it was gathered that most of them have low interest in the learning of English since it is not among the language of communication in Kazakhstan. Based on these findings, the researcher recommends frequent training for teachers, and the provision of relevant materials for teaching English.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/73163026" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="daccee7e197eb7e5866d8e57ee7a6915" rel="nofollow" data-download="{"attachment_id":81790097,"asset_id":73163026,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81790097/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="187931989" href="https://etoncollege.academia.edu/EmmanuelTosinOluwadare">Emmanuel T O S I N Oluwadare</a><script data-card-contents-for-user="187931989" type="text/json">{"id":187931989,"first_name":"Emmanuel","last_name":"Oluwadare","domain_name":"etoncollege","page_name":"EmmanuelTosinOluwadare","display_name":"Emmanuel T O S I N Oluwadare","profile_url":"https://etoncollege.academia.edu/EmmanuelTosinOluwadare?f_ri=1007","photo":"https://0.academia-photos.com/187931989/52056851/57382733/s65_emmanuel.oluwadare.png"}</script></span></span></li><li class="js-paper-rank-work_73163026 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="73163026"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 73163026, container: ".js-paper-rank-work_73163026", }); });</script></li><li class="js-percentile-work_73163026 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 73163026; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_73163026"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_73163026 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="73163026"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 73163026; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=73163026]").text(description); $(".js-view-count-work_73163026").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_73163026").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="73163026"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7492" href="https://www.academia.edu/Documents/in/Non-Native_English_Speaking_Professionals_in_TESOL">Non-Native English Speaking Professionals in TESOL</a>, <script data-card-contents-for-ri="7492" type="text/json">{"id":7492,"name":"Non-Native English Speaking Professionals in TESOL","url":"https://www.academia.edu/Documents/in/Non-Native_English_Speaking_Professionals_in_TESOL?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="180112" href="https://www.academia.edu/Documents/in/Modern_technologies_in_the_classroom">Modern technologies in the classroom</a>, <script data-card-contents-for-ri="180112" type="text/json">{"id":180112,"name":"Modern technologies in the classroom","url":"https://www.academia.edu/Documents/in/Modern_technologies_in_the_classroom?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="302094" href="https://www.academia.edu/Documents/in/Applied_Linguistics_and_TESOL">Applied Linguistics and TESOL</a><script data-card-contents-for-ri="302094" type="text/json">{"id":302094,"name":"Applied Linguistics and TESOL","url":"https://www.academia.edu/Documents/in/Applied_Linguistics_and_TESOL?f_ri=1007","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=73163026]'), work: {"id":73163026,"title":"An Investigative Approach into the Theory of Teacher’s Role in Teaching English to Speakers of Other Languages by Emmanuel Oluwadare","created_at":"2022-03-06T00:09:12.502-08:00","url":"https://www.academia.edu/73163026/An_Investigative_Approach_into_the_Theory_of_Teacher_s_Role_in_Teaching_English_to_Speakers_of_Other_Languages_by_Emmanuel_Oluwadare?f_ri=1007","dom_id":"work_73163026","summary":"The study examines roles teachers of English as a second language in Kazakhstan- a country where the main language of instruction is Kazakh. The need to investigate roles teachers play in the teaching and learning of English in Kazakhstan is as a result of poor performances of learners in English language certificate examinations. Also, there arose the need to investigate factors affecting the proficiency of learners in English language especially in the aspect of communication. To investigate roles teachers of English as a second language play, and factors affecting the teaching and learning of English in Kazakhstan, the researcher deployed a set of questionnaire which were administered to ten (10) teachers who were randomly selected in five (5) schools in the city of Almaty. Results derived from findings indicated that most teachers do not deploy adequate instructional aids in the teaching of English; they also lack on-the-job training, attendance in conferences, workshops and other related programmes that would keep them abreast of trends in the teaching of English as a second language. On the part of the students, it was gathered that most of them have low interest in the learning of English since it is not among the language of communication in Kazakhstan. Based on these findings, the researcher recommends frequent training for teachers, and the provision of relevant materials for teaching English. ","downloadable_attachments":[{"id":81790097,"asset_id":73163026,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":187931989,"first_name":"Emmanuel","last_name":"Oluwadare","domain_name":"etoncollege","page_name":"EmmanuelTosinOluwadare","display_name":"Emmanuel T O S I N Oluwadare","profile_url":"https://etoncollege.academia.edu/EmmanuelTosinOluwadare?f_ri=1007","photo":"https://0.academia-photos.com/187931989/52056851/57382733/s65_emmanuel.oluwadare.png"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false},{"id":7492,"name":"Non-Native English Speaking Professionals in TESOL","url":"https://www.academia.edu/Documents/in/Non-Native_English_Speaking_Professionals_in_TESOL?f_ri=1007","nofollow":false},{"id":180112,"name":"Modern technologies in the classroom","url":"https://www.academia.edu/Documents/in/Modern_technologies_in_the_classroom?f_ri=1007","nofollow":false},{"id":302094,"name":"Applied Linguistics and TESOL","url":"https://www.academia.edu/Documents/in/Applied_Linguistics_and_TESOL?f_ri=1007","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_21557671 coauthored" data-work_id="21557671" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/21557671/Blocking_CRT_How_the_Emotionality_of_Whiteness_Blocks_CRT_in_Urban_Teacher_Education">Blocking CRT: How the Emotionality of Whiteness Blocks CRT in Urban Teacher Education</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Although Critical Race Theory (CRT) has been applied to teacher education, it has yet to be meaningfully integrated into the core of urban teacher education programs. The reticence to embrace CRT is largely due to the overwhelming... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_21557671" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Although Critical Race Theory (CRT) has been applied to teacher education, it has yet to be meaningfully<br />integrated into the core of urban teacher education programs. The reticence to embrace CRT is<br />largely due to the overwhelming presence ofWhiteness, despite Sleeter’s (2001) demand for diversification.<br />This theoretically interpretative article employs CRT’s methodology of counterstorytelling to<br />interrogate how Whiteness manifests itself in emotional ways, like fetishism and sentimentalization,<br />and how such emotions are the root of resistance toward CRT in teacher education. Drawing from<br />Black feminism and Critical Whiteness Studies, we utilize emotionally-based theories to illustrate the<br />importance of CRT in teacher education, to identify barriers to CRT, and to recommend how teacher<br />education can more genuinely reinvest in antiracism.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/21557671" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7d59dc992c6dbda54fe8f0b9740af739" rel="nofollow" data-download="{"attachment_id":42060995,"asset_id":21557671,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/42060995/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="41493464" href="https://ucdenver.academia.edu/CherylMatias">Cheryl E Matias</a><script data-card-contents-for-user="41493464" type="text/json">{"id":41493464,"first_name":"Cheryl","last_name":"Matias","domain_name":"ucdenver","page_name":"CherylMatias","display_name":"Cheryl E Matias","profile_url":"https://ucdenver.academia.edu/CherylMatias?f_ri=1007","photo":"https://0.academia-photos.com/41493464/11244871/12546570/s65_cheryl.matias.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-21557671">+1</span><div class="hidden js-additional-users-21557671"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://ucdenver.academia.edu/NaomiNishi">Naomi Nishi</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-21557671'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-21557671').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_21557671 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="21557671"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 21557671, container: ".js-paper-rank-work_21557671", }); });</script></li><li class="js-percentile-work_21557671 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 21557671; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_21557671"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_21557671 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="21557671"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 21557671; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=21557671]").text(description); $(".js-view-count-work_21557671").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_21557671").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="21557671"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">26</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="188" href="https://www.academia.edu/Documents/in/Cultural_Studies">Cultural Studies</a>, <script data-card-contents-for-ri="188" type="text/json">{"id":188,"name":"Cultural Studies","url":"https://www.academia.edu/Documents/in/Cultural_Studies?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="254" href="https://www.academia.edu/Documents/in/Emotion">Emotion</a>, <script data-card-contents-for-ri="254" type="text/json">{"id":254,"name":"Emotion","url":"https://www.academia.edu/Documents/in/Emotion?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a><script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=21557671]'), work: {"id":21557671,"title":"Blocking CRT: How the Emotionality of Whiteness Blocks CRT in Urban Teacher Education","created_at":"2016-02-04T09:00:21.569-08:00","url":"https://www.academia.edu/21557671/Blocking_CRT_How_the_Emotionality_of_Whiteness_Blocks_CRT_in_Urban_Teacher_Education?f_ri=1007","dom_id":"work_21557671","summary":"Although Critical Race Theory (CRT) has been applied to teacher education, it has yet to be meaningfully\nintegrated into the core of urban teacher education programs. The reticence to embrace CRT is\nlargely due to the overwhelming presence ofWhiteness, despite Sleeter’s (2001) demand for diversification.\nThis theoretically interpretative article employs CRT’s methodology of counterstorytelling to\ninterrogate how Whiteness manifests itself in emotional ways, like fetishism and sentimentalization,\nand how such emotions are the root of resistance toward CRT in teacher education. Drawing from\nBlack feminism and Critical Whiteness Studies, we utilize emotionally-based theories to illustrate the\nimportance of CRT in teacher education, to identify barriers to CRT, and to recommend how teacher\neducation can more genuinely reinvest in antiracism.","downloadable_attachments":[{"id":42060995,"asset_id":21557671,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":41493464,"first_name":"Cheryl","last_name":"Matias","domain_name":"ucdenver","page_name":"CherylMatias","display_name":"Cheryl E Matias","profile_url":"https://ucdenver.academia.edu/CherylMatias?f_ri=1007","photo":"https://0.academia-photos.com/41493464/11244871/12546570/s65_cheryl.matias.jpg"},{"id":3270512,"first_name":"Naomi","last_name":"Nishi","domain_name":"ucdenver","page_name":"NaomiNishi","display_name":"Naomi Nishi","profile_url":"https://ucdenver.academia.edu/NaomiNishi?f_ri=1007","photo":"https://0.academia-photos.com/3270512/1082969/12798937/s65_naomi.nishi.jpg"}],"research_interests":[{"id":188,"name":"Cultural Studies","url":"https://www.academia.edu/Documents/in/Cultural_Studies?f_ri=1007","nofollow":false},{"id":254,"name":"Emotion","url":"https://www.academia.edu/Documents/in/Emotion?f_ri=1007","nofollow":false},{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=1007","nofollow":false},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=1007"},{"id":2794,"name":"Sociology of Emotion","url":"https://www.academia.edu/Documents/in/Sociology_of_Emotion?f_ri=1007"},{"id":3277,"name":"Race and Racism","url":"https://www.academia.edu/Documents/in/Race_and_Racism?f_ri=1007"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=1007"},{"id":5247,"name":"Critical Race Theory","url":"https://www.academia.edu/Documents/in/Critical_Race_Theory?f_ri=1007"},{"id":5453,"name":"Race and Ethnicity","url":"https://www.academia.edu/Documents/in/Race_and_Ethnicity?f_ri=1007"},{"id":7125,"name":"Culture","url":"https://www.academia.edu/Documents/in/Culture?f_ri=1007"},{"id":9456,"name":"Emotions (Social Psychology)","url":"https://www.academia.edu/Documents/in/Emotions_Social_Psychology_?f_ri=1007"},{"id":10006,"name":"Ethnic and Racial Studies","url":"https://www.academia.edu/Documents/in/Ethnic_and_Racial_Studies?f_ri=1007"},{"id":10469,"name":"Whiteness Studies","url":"https://www.academia.edu/Documents/in/Whiteness_Studies?f_ri=1007"},{"id":11639,"name":"Racism","url":"https://www.academia.edu/Documents/in/Racism?f_ri=1007"},{"id":16069,"name":"Critical Race Theory and Whiteness theory","url":"https://www.academia.edu/Documents/in/Critical_Race_Theory_and_Whiteness_theory?f_ri=1007"},{"id":17951,"name":"Learning And Teaching In Higher Education","url":"https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education?f_ri=1007"},{"id":18004,"name":"Equity and Social Justice in Higher Education","url":"https://www.academia.edu/Documents/in/Equity_and_Social_Justice_in_Higher_Education?f_ri=1007"},{"id":21498,"name":"Affect/Emotion","url":"https://www.academia.edu/Documents/in/Affect_Emotion?f_ri=1007"},{"id":30439,"name":"Critical Whiteness Studies","url":"https://www.academia.edu/Documents/in/Critical_Whiteness_Studies?f_ri=1007"},{"id":42162,"name":"Emotions","url":"https://www.academia.edu/Documents/in/Emotions?f_ri=1007"},{"id":60843,"name":"Reflective Teaching","url":"https://www.academia.edu/Documents/in/Reflective_Teaching?f_ri=1007"},{"id":81911,"name":"Preservice Teacher Education","url":"https://www.academia.edu/Documents/in/Preservice_Teacher_Education?f_ri=1007"},{"id":125925,"name":"Whiteness","url":"https://www.academia.edu/Documents/in/Whiteness?f_ri=1007"},{"id":199421,"name":"Tecaher Education","url":"https://www.academia.edu/Documents/in/Tecaher_Education?f_ri=1007"},{"id":539318,"name":"Antiracism","url":"https://www.academia.edu/Documents/in/Antiracism?f_ri=1007"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35500406 coauthored" data-work_id="35500406" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35500406/Journal_of_Pedagogy_Pluralism_and_Practice_Special_Issue_2017_Art_as_Voice_Creating_Access_for_Emergent_Bilingual_Learners">Journal of Pedagogy, Pluralism and Practice Special Issue 2017 - Art as Voice: Creating Access for Emergent Bilingual Learners</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this special issue, authors provide theories, practices, and examples of how the arts are wonderful tool to teach literacies to emergent bilingual students, families, and communities. It concludes with a chapter of multiple resources... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35500406" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this special issue, authors provide theories, practices, and examples of how the arts are wonderful tool to teach literacies to emergent bilingual students, families, and communities. It concludes with a chapter of multiple resources for those working with emergent bilingual learners.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35500406" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1d25af54e94168f40f33f40986704d79" rel="nofollow" data-download="{"attachment_id":55363890,"asset_id":35500406,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55363890/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1121928" href="https://viu.academia.edu/AmandaClaudiaWager">Amanda Claudia Wager</a><script data-card-contents-for-user="1121928" type="text/json">{"id":1121928,"first_name":"Amanda Claudia","last_name":"Wager","domain_name":"viu","page_name":"AmandaClaudiaWager","display_name":"Amanda Claudia Wager","profile_url":"https://viu.academia.edu/AmandaClaudiaWager?f_ri=1007","photo":"https://0.academia-photos.com/1121928/392261/27146832/s65_amanda_claudia.wager.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-35500406">+4</span><div class="hidden js-additional-users-35500406"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uci.academia.edu/LianeBrouillette">Liane Brouillette</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://utexas.academia.edu/CeciliaAngelicaValenzuela">Cecilia Angélica Valenzuela</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://khu.academia.edu/JaranShin">Jaran Shin</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/VivianPoey">Vivian M A R I A Poey</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-35500406'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-35500406').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_35500406 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35500406"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35500406, container: ".js-paper-rank-work_35500406", }); });</script></li><li class="js-percentile-work_35500406 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35500406; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_35500406"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_35500406 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="35500406"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35500406; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35500406]").text(description); $(".js-view-count-work_35500406").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35500406").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35500406"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="945" href="https://www.academia.edu/Documents/in/Performing_Arts">Performing Arts</a>, <script data-card-contents-for-ri="945" type="text/json">{"id":945,"name":"Performing Arts","url":"https://www.academia.edu/Documents/in/Performing_Arts?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2812" href="https://www.academia.edu/Documents/in/Open_Access">Open Access</a>, <script data-card-contents-for-ri="2812" type="text/json">{"id":2812,"name":"Open Access","url":"https://www.academia.edu/Documents/in/Open_Access?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4052" href="https://www.academia.edu/Documents/in/Arts_Education">Arts Education</a><script data-card-contents-for-ri="4052" type="text/json">{"id":4052,"name":"Arts Education","url":"https://www.academia.edu/Documents/in/Arts_Education?f_ri=1007","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35500406]'), work: {"id":35500406,"title":"Journal of Pedagogy, Pluralism and Practice Special Issue 2017 - Art as Voice: Creating Access for Emergent Bilingual Learners","created_at":"2017-12-23T11:31:09.188-08:00","url":"https://www.academia.edu/35500406/Journal_of_Pedagogy_Pluralism_and_Practice_Special_Issue_2017_Art_as_Voice_Creating_Access_for_Emergent_Bilingual_Learners?f_ri=1007","dom_id":"work_35500406","summary":"In this special issue, authors provide theories, practices, and examples of how the arts are wonderful tool to teach literacies to emergent bilingual students, families, and communities. It concludes with a chapter of multiple resources for those working with emergent bilingual learners.","downloadable_attachments":[{"id":55363890,"asset_id":35500406,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1121928,"first_name":"Amanda Claudia","last_name":"Wager","domain_name":"viu","page_name":"AmandaClaudiaWager","display_name":"Amanda Claudia Wager","profile_url":"https://viu.academia.edu/AmandaClaudiaWager?f_ri=1007","photo":"https://0.academia-photos.com/1121928/392261/27146832/s65_amanda_claudia.wager.jpg"},{"id":54988845,"first_name":"Liane","last_name":"Brouillette","domain_name":"uci","page_name":"LianeBrouillette","display_name":"Liane Brouillette","profile_url":"https://uci.academia.edu/LianeBrouillette?f_ri=1007","photo":"https://0.academia-photos.com/54988845/18513121/18476786/s65_liane.brouillette.jpg"},{"id":9455649,"first_name":"Cecilia Angélica","last_name":"Valenzuela","domain_name":"utexas","page_name":"CeciliaAngelicaValenzuela","display_name":"Cecilia Angélica Valenzuela","profile_url":"https://utexas.academia.edu/CeciliaAngelicaValenzuela?f_ri=1007","photo":"https://0.academia-photos.com/9455649/13106283/17895216/s65_cecilia_angelica.valenzuela.jpg"},{"id":317372,"first_name":"Jaran","last_name":"Shin","domain_name":"khu","page_name":"JaranShin","display_name":"Jaran Shin","profile_url":"https://khu.academia.edu/JaranShin?f_ri=1007","photo":"https://0.academia-photos.com/317372/14117010/16191745/s65_jaran.shin.jpg"},{"id":73352158,"first_name":"Vivian","last_name":"Poey","domain_name":"independent","page_name":"VivianPoey","display_name":"Vivian M A R I A Poey","profile_url":"https://independent.academia.edu/VivianPoey?f_ri=1007","photo":"https://0.academia-photos.com/73352158/18723016/18778419/s65_vivian.poey.jpg"}],"research_interests":[{"id":945,"name":"Performing Arts","url":"https://www.academia.edu/Documents/in/Performing_Arts?f_ri=1007","nofollow":false},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false},{"id":2812,"name":"Open Access","url":"https://www.academia.edu/Documents/in/Open_Access?f_ri=1007","nofollow":false},{"id":4052,"name":"Arts Education","url":"https://www.academia.edu/Documents/in/Arts_Education?f_ri=1007","nofollow":false},{"id":4273,"name":"Drama In Education","url":"https://www.academia.edu/Documents/in/Drama_In_Education?f_ri=1007"},{"id":4830,"name":"Sociocultural Theory","url":"https://www.academia.edu/Documents/in/Sociocultural_Theory?f_ri=1007"},{"id":17760,"name":"Digital Arts","url":"https://www.academia.edu/Documents/in/Digital_Arts?f_ri=1007"},{"id":21201,"name":"Multimodality","url":"https://www.academia.edu/Documents/in/Multimodality?f_ri=1007"},{"id":26558,"name":"Visual Arts","url":"https://www.academia.edu/Documents/in/Visual_Arts?f_ri=1007"},{"id":44323,"name":"Multiliteracies","url":"https://www.academia.edu/Documents/in/Multiliteracies?f_ri=1007"},{"id":46596,"name":"English language teaching","url":"https://www.academia.edu/Documents/in/English_language_teaching?f_ri=1007"},{"id":50118,"name":"Representation","url":"https://www.academia.edu/Documents/in/Representation?f_ri=1007"},{"id":166886,"name":"Heritage Languages","url":"https://www.academia.edu/Documents/in/Heritage_Languages?f_ri=1007"},{"id":410198,"name":"Funds of Knowledge","url":"https://www.academia.edu/Documents/in/Funds_of_Knowledge?f_ri=1007"},{"id":978017,"name":"Family and Community Engagement","url":"https://www.academia.edu/Documents/in/Family_and_Community_Engagement?f_ri=1007"},{"id":1184339,"name":"Emergent Bilinguals","url":"https://www.academia.edu/Documents/in/Emergent_Bilinguals?f_ri=1007"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38283738" data-work_id="38283738" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38283738/Teaching_of_English_as_a_Foreign_Language_to_Non_Native_Learners">Teaching of English as a Foreign Language to Non-Native Learners</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Teaching of English to non-native students has always been a topic of discussion among the researchers. As English has acquired the status of an international language and has become a status symbol, it has become important to study this... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38283738" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Teaching of English to non-native students has always been a topic of discussion among the researchers. As English<br />has acquired the status of an international language and has become a status symbol, it has become important to study this<br />language in this age of Globalization. English has become a compulsory language in almost all schools and higher studies across<br />the globe. But there are also some complexities to teaching of English as a foreign language to non-native students. This paper<br />discusses the obstacles faced by the EFL learners and the role of teachers and some of the teaching problems in the situation.<br />IndexTerms - EFL/ESL, Language Skills, Motivation, Non-Native Learners, Native Speakers</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38283738" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b432c47c5814d21cc3939644a1513281" rel="nofollow" data-download="{"attachment_id":58329912,"asset_id":38283738,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58329912/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="72736613" href="https://kau.academia.edu/NidaQayoom">Nida Qayoom</a><script data-card-contents-for-user="72736613" type="text/json">{"id":72736613,"first_name":"Nida","last_name":"Qayoom","domain_name":"kau","page_name":"NidaQayoom","display_name":"Nida Qayoom","profile_url":"https://kau.academia.edu/NidaQayoom?f_ri=1007","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_38283738 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38283738"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38283738, container: ".js-paper-rank-work_38283738", }); });</script></li><li class="js-percentile-work_38283738 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38283738; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_38283738"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_38283738 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="38283738"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38283738; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38283738]").text(description); $(".js-view-count-work_38283738").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38283738").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38283738"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15439" href="https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language">Teaching English As A Foreign Language</a>, <script data-card-contents-for-ri="15439" type="text/json">{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="46596" href="https://www.academia.edu/Documents/in/English_language_teaching">English language teaching</a><script data-card-contents-for-ri="46596" type="text/json">{"id":46596,"name":"English language teaching","url":"https://www.academia.edu/Documents/in/English_language_teaching?f_ri=1007","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38283738]'), work: {"id":38283738,"title":"Teaching of English as a Foreign Language to Non-Native Learners","created_at":"2019-02-04T06:43:43.938-08:00","url":"https://www.academia.edu/38283738/Teaching_of_English_as_a_Foreign_Language_to_Non_Native_Learners?f_ri=1007","dom_id":"work_38283738","summary":"Teaching of English to non-native students has always been a topic of discussion among the researchers. As English\nhas acquired the status of an international language and has become a status symbol, it has become important to study this\nlanguage in this age of Globalization. English has become a compulsory language in almost all schools and higher studies across\nthe globe. But there are also some complexities to teaching of English as a foreign language to non-native students. This paper\ndiscusses the obstacles faced by the EFL learners and the role of teachers and some of the teaching problems in the situation.\nIndexTerms - EFL/ESL, Language Skills, Motivation, Non-Native Learners, Native Speakers","downloadable_attachments":[{"id":58329912,"asset_id":38283738,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":72736613,"first_name":"Nida","last_name":"Qayoom","domain_name":"kau","page_name":"NidaQayoom","display_name":"Nida Qayoom","profile_url":"https://kau.academia.edu/NidaQayoom?f_ri=1007","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=1007","nofollow":false},{"id":46596,"name":"English language teaching","url":"https://www.academia.edu/Documents/in/English_language_teaching?f_ri=1007","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_20272881" data-work_id="20272881" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/20272881/Critiquing_Mother_tongue_based_Language_in_Education_Policies_A_focus_on_the_Philippines">Critiquing Mother-tongue-based Language in Education Policies: A focus on the Philippines</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this chapter, we problematize language in education policies that consider a multilingual system of education against attitudes to language that can impact on the (non)success of these policies. We argue that without addressing... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_20272881" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this chapter, we problematize language in education policies that consider a multilingual system of education against attitudes to language that can impact on the (non)success of these policies. We argue that without addressing perceptions toward the role/s of different languages across various uses, multilingual policies in education may reinforce the hegemony of the English language rather than raise the status of local languages. This can happen because of a lack of understanding of how languages work and function, particularly with respect to vertical discursiveness (Bernstein, 1996) and notions of how power is inscribed in different uses of language. Furthermore, we argue that any multilingual language policy should consider how English and other languages connect to language allocation and affiliation, which, if not considered, can lead to schooling maintaining power relations in an unequal society (Apple, 2004) rather than changing them. In addition, we consider how multilingual contexts with a strong level of English use lead to variations in language whose place must be considered where schooling is concerned. Finally, we consider these policies in terms of the Principles-Based Approach (Mahboob and Tilakaratna, 2011) to language policy. Without using the PBA as a guide, any language policy may just be created without its stakeholders fully understanding what it means. Language policies in a multilingual society that is dominated by English cannot be so simple as insisting on a multilingual system of education. Rather, various issues must be considered to insure that these policies do help toward changing society instead of just maintaining power relationships that limit the access of various sectors to different social, economic, and semantic resources.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/20272881" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="66c2a8405c74202c798a1fcea98f848a" rel="nofollow" data-download="{"attachment_id":41142171,"asset_id":20272881,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41142171/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="44164" href="https://sydney.academia.edu/AhmarMahboob">Ahmar Mahboob</a><script data-card-contents-for-user="44164" type="text/json">{"id":44164,"first_name":"Ahmar","last_name":"Mahboob","domain_name":"sydney","page_name":"AhmarMahboob","display_name":"Ahmar Mahboob","profile_url":"https://sydney.academia.edu/AhmarMahboob?f_ri=1007","photo":"https://0.academia-photos.com/44164/14123/13204/s65_ahmar.mahboob.png"}</script></span></span></li><li class="js-paper-rank-work_20272881 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="20272881"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 20272881, container: ".js-paper-rank-work_20272881", }); 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Finally, we consider these policies in terms of the Principles-Based Approach (Mahboob and Tilakaratna, 2011) to language policy. Without using the PBA as a guide, any language policy may just be created without its stakeholders fully understanding what it means. Language policies in a multilingual society that is dominated by English cannot be so simple as insisting on a multilingual system of education. Rather, various issues must be considered to insure that these policies do help toward changing society instead of just maintaining power relationships that limit the access of various sectors to different social, economic, and semantic resources. 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ICT for language learning. 10th Edition</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The objective of the ICT for Language Learning conference is to promote the sharing of good practice and transnational cooperation in the field of the application of Information and Communication Technologies (ICT) to Language Learning... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36629130" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The objective of the ICT for Language Learning conference is to promote the sharing of good practice and transnational cooperation in the field of the application of Information and Communication Technologies (ICT) to Language Learning and Teaching. 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type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1008" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=1007","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2238" href="https://www.academia.edu/Documents/in/Pragmatics">Pragmatics</a><script data-card-contents-for-ri="2238" type="text/json">{"id":2238,"name":"Pragmatics","url":"https://www.academia.edu/Documents/in/Pragmatics?f_ri=1007","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: 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u-mb0x js-work-card work_25350233" data-work_id="25350233" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/25350233/Lezioni_on_line_in_una_classe_CLIL_per_fondere_teoria_e_pratica">Lezioni on line in una classe CLIL per fondere teoria e pratica</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Nell’articolo, l’autore, alla sua prima esperienza di docente CLIL/DNL, descrive i caratteri, le fasi e lo svolgimento delle attività e fornisce esempi di lezioni in presenza e on line del modulo “Cybercrime and security measures”... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_25350233" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Nell’articolo, l’autore, alla sua prima esperienza di docente CLIL/DNL, descrive i caratteri, le fasi e lo svolgimento delle attività e fornisce esempi di lezioni in presenza e on line del modulo “Cybercrime and security measures” recentemente erogato agli alunni di una classe quinta di un Istituto Tecnico Economico ad articolazione SIA (Sistemi Informativi Aziendali). Durante un cospicuo periodo di assenza dal servizio, l’autore si è visto costretto a ripianificare e riprogettare una parte del percorso formativo, in corso d’opera  e, coinvolgendo gli altri colleghi del CLIL team, ha disegnato e allestito tre webinar sulla piattaforma wiziq.com per compensare alcune lezioni in presenza. Questa volta, il docente CLIL/DNL, nella veste di elearning researcher, investiga e si sofferma su alcuni rilevanti aspetti che emergono  nel corso delle tre lezioni on line perché nota che la quantità e qualità delle interazioni on line migliora quando il classroom discourse si basa sull’uso delle funzioni comunicative del linguaggio riuscendo a fondere teoria e pratica in modo naturale ed efficace. Questo contributo infine mostra come sia stata condotta e realizzata la Ricerca-Azione, nel rispetto dei canoni scientifici,  evidenziando quali sono stati i punti di debolezza e prospettando i possibili sviluppi .</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/25350233" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="636b0819c8d019c3024006469719d7da" rel="nofollow" data-download="{"attachment_id":45649194,"asset_id":25350233,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45649194/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="8645861" href="https://independent.academia.edu/AntonioNazzaro">Antonio Nazzaro</a><script data-card-contents-for-user="8645861" type="text/json">{"id":8645861,"first_name":"Antonio","last_name":"Nazzaro","domain_name":"independent","page_name":"AntonioNazzaro","display_name":"Antonio Nazzaro","profile_url":"https://independent.academia.edu/AntonioNazzaro?f_ri=1007","photo":"https://0.academia-photos.com/8645861/2878018/3362104/s65_antonio.nazzaro.jpg"}</script></span></span></li><li class="js-paper-rank-work_25350233 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="25350233"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 25350233, container: ".js-paper-rank-work_25350233", }); 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Durante un cospicuo periodo di assenza dal servizio, l’autore si è visto costretto a ripianificare e riprogettare una parte del percorso formativo, in corso d’opera e, coinvolgendo gli altri colleghi del CLIL team, ha disegnato e allestito tre webinar sulla piattaforma wiziq.com per compensare alcune lezioni in presenza. Questa volta, il docente CLIL/DNL, nella veste di elearning researcher, investiga e si sofferma su alcuni rilevanti aspetti che emergono nel corso delle tre lezioni on line perché nota che la quantità e qualità delle interazioni on line migliora quando il classroom discourse si basa sull’uso delle funzioni comunicative del linguaggio riuscendo a fondere teoria e pratica in modo naturale ed efficace. Questo contributo infine mostra come sia stata condotta e realizzata la Ricerca-Azione, nel rispetto dei canoni scientifici, evidenziando quali sono stati i punti di debolezza e prospettando i possibili sviluppi .","downloadable_attachments":[{"id":45649194,"asset_id":25350233,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":8645861,"first_name":"Antonio","last_name":"Nazzaro","domain_name":"independent","page_name":"AntonioNazzaro","display_name":"Antonio Nazzaro","profile_url":"https://independent.academia.edu/AntonioNazzaro?f_ri=1007","photo":"https://0.academia-photos.com/8645861/2878018/3362104/s65_antonio.nazzaro.jpg"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=1007","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1007","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=1007","nofollow":false},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false},{"id":1736,"name":"Science Education","url":"https://www.academia.edu/Documents/in/Science_Education?f_ri=1007"},{"id":2065,"name":"Research Methodology","url":"https://www.academia.edu/Documents/in/Research_Methodology?f_ri=1007"},{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=1007"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=1007"},{"id":5978,"name":"Web Technologies","url":"https://www.academia.edu/Documents/in/Web_Technologies?f_ri=1007"},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=1007"},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=1007"},{"id":17951,"name":"Learning And Teaching In Higher Education","url":"https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education?f_ri=1007"},{"id":37430,"name":"CLIL","url":"https://www.academia.edu/Documents/in/CLIL?f_ri=1007"},{"id":40502,"name":"Teacher","url":"https://www.academia.edu/Documents/in/Teacher?f_ri=1007"},{"id":60843,"name":"Reflective Teaching","url":"https://www.academia.edu/Documents/in/Reflective_Teaching?f_ri=1007"},{"id":96106,"name":"Teacher education for CLIL","url":"https://www.academia.edu/Documents/in/Teacher_education_for_CLIL?f_ri=1007"},{"id":178082,"name":"Formação de professores e prática pedagógica","url":"https://www.academia.edu/Documents/in/Formacao_de_professores_e_pratica_pedagogica?f_ri=1007"},{"id":210798,"name":"Content and Language Integrated Learning (CLIL)","url":"https://www.academia.edu/Documents/in/Content_and_Language_Integrated_Learning_CLIL_?f_ri=1007"},{"id":251043,"name":"Concept and mind mapping, CLIL, assessment","url":"https://www.academia.edu/Documents/in/Concept_and_mind_mapping_CLIL_assessment?f_ri=1007"},{"id":314794,"name":"CLIL-based Methodology","url":"https://www.academia.edu/Documents/in/CLIL-based_Methodology?f_ri=1007"},{"id":592862,"name":"Designing Course Clil","url":"https://www.academia.edu/Documents/in/Designing_Course_Clil?f_ri=1007"},{"id":1193280,"name":"Elearning","url":"https://www.academia.edu/Documents/in/Elearning?f_ri=1007"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37421350" data-work_id="37421350" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37421350/ENSINO_DE_INGL%C3%8AS_NA_ERA_DA_GLOCALIZA%C3%87%C3%83O">ENSINO DE INGLÊS NA ERA DA GLOCALIZAÇÃO</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Este estudo tem como objetivo refletir sobre a as implicações da globalização no ensino do e para o século XXI, focalizando principalmente no ensino de língua inglesa e no uso de novas tecnologias na educação linguística brasileira. O... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37421350" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Este estudo tem como objetivo refletir sobre a as implicações da globalização no ensino do e para o século XXI, focalizando principalmente no ensino de língua inglesa e no uso de novas tecnologias na educação linguística brasileira. O embasamento teórico consiste na revisão de políticas educacionais para o ensino de línguas estrangeiras e para o uso de tecnologias presentes nos documentos oficiais de educação do Brasil como os Parâmetros Curriculares Nacionais, as Orientações Curriculares Nacionais e a Lei de</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37421350" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3e4f5452ac6c031e3bbe20b46b5ae724" rel="nofollow" data-download="{"attachment_id":57386209,"asset_id":37421350,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57386209/download_file?st=MTczMjQyNjg0OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="20285296" href="https://ufes.academia.edu/KarinaFadini">Karina Fadini</a><script data-card-contents-for-user="20285296" type="text/json">{"id":20285296,"first_name":"Karina","last_name":"Fadini","domain_name":"ufes","page_name":"KarinaFadini","display_name":"Karina Fadini","profile_url":"https://ufes.academia.edu/KarinaFadini?f_ri=1007","photo":"https://0.academia-photos.com/20285296/5645802/15619108/s65_karina.fadini.jpg"}</script></span></span></li><li class="js-paper-rank-work_37421350 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37421350"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37421350, container: ".js-paper-rank-work_37421350", }); 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$(".js-view-count[data-work-id=37421350]").text(description); $(".js-view-count-work_37421350").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37421350").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37421350"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a><script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37421350]'), work: {"id":37421350,"title":"ENSINO DE INGLÊS NA ERA DA GLOCALIZAÇÃO","created_at":"2018-09-15T08:29:20.857-07:00","url":"https://www.academia.edu/37421350/ENSINO_DE_INGL%C3%8AS_NA_ERA_DA_GLOCALIZA%C3%87%C3%83O?f_ri=1007","dom_id":"work_37421350","summary":"Este estudo tem como objetivo refletir sobre a as implicações da globalização no ensino do e para o século XXI, focalizando principalmente no ensino de língua inglesa e no uso de novas tecnologias na educação linguística brasileira. O embasamento teórico consiste na revisão de políticas educacionais para o ensino de línguas estrangeiras e para o uso de tecnologias presentes nos documentos oficiais de educação do Brasil como os Parâmetros Curriculares Nacionais, as Orientações Curriculares Nacionais e a Lei de","downloadable_attachments":[{"id":57386209,"asset_id":37421350,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":20285296,"first_name":"Karina","last_name":"Fadini","domain_name":"ufes","page_name":"KarinaFadini","display_name":"Karina Fadini","profile_url":"https://ufes.academia.edu/KarinaFadini?f_ri=1007","photo":"https://0.academia-photos.com/20285296/5645802/15619108/s65_karina.fadini.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1007","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_2768908" data-work_id="2768908" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2768908/Teaching_Vocabulary">Teaching Vocabulary</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Teaching Vocabulary explores different approaches to teaching vocabulary in ESL/EFL classrooms. It provides an overview of the place and importance of vocabulary in English language learning and teaching in an easy-to-follow guide that... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_2768908" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Teaching Vocabulary explores different approaches to teaching vocabulary in ESL/EFL classrooms. It provides an overview of the place and importance of vocabulary in English language learning and teaching in an easy-to-follow guide that language teachers will find very practical for their own contexts. Topics covered include understanding vocabulary, the importance of vocabulary, relevant research findings that impact vocabulary, knowing your students’ vocabulary levels, and how to teach vocabulary effectively. [Note: The attached file includes the Table of Contents, front matter, and a sample of Ch. 1.]</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2768908" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9859c5cd8ffe6b8cc594046a0e451540" rel="nofollow" data-download="{"attachment_id":30989668,"asset_id":2768908,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/30989668/download_file?st=MTczMjQyNjg0OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="659681" href="https://biola.academia.edu/MichaelLessardClouston">Michael Lessard-Clouston</a><script data-card-contents-for-user="659681" type="text/json">{"id":659681,"first_name":"Michael","last_name":"Lessard-Clouston","domain_name":"biola","page_name":"MichaelLessardClouston","display_name":"Michael Lessard-Clouston","profile_url":"https://biola.academia.edu/MichaelLessardClouston?f_ri=1007","photo":"https://0.academia-photos.com/659681/229470/4176936/s65_michael.lessard-clouston.png"}</script></span></span></li><li class="js-paper-rank-work_2768908 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2768908"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2768908, container: ".js-paper-rank-work_2768908", }); 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