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Translator Identity and the Development of Multilingual Resources for Language Learning
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| Pengarang | : | Afreen, Asma |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 1) |
| Halaman | : | 90-114 |
| Abstrak | : | Although a range of studies suggest that translation is a valuable pedagogical tool for language learning, the process of translation has not been adequately investigated. Further, the identity of the translator is invisible in much research on translation. To address these gaps in the field, the author draws on a self-study of her translation of English books into Bangla and uses narrative inquiry methods to investigate the process of translation and the negotiation of identity. Drawing its theoretical underpinnings from Norton’s work on identity (Darvin & Norton, 2015; Norton, 2013), the author investigates how she navigated her translator identity with respect to investment, capital, and ideology. Extending Nida’s formal and functional equivalence in translation (Nida & de Waard, 1986), the author develops a “continuum of equivalence” model to facilitate decision-making in the translation process and illustrates how she used this model in her English-Bangla translations. Drawing on her study, the author makes the case that the model could enhance the use of translation as a pedagogical tool to promote language learners’ critical language awareness, multicultural knowledge, and creative thinking. Further, her study makes visible the identity of the translator, an important stakeholder in the promotion of multilingualism in language education internationally. |
Context, Communities, and Conflict: Novice Language Teachers in Malaysia
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 1) |
| Halaman | : | 64-89 |
| Abstrak | : | This narrative inquiry focuses on two Malaysian novice English language teachers whose pre-service teacher education had included two years of study abroad. The experiences of novice language teachers remain an under-investigated area and this study furthers our understanding of that experience. Furthermore, while research on the effectiveness of pre-service language teacher education has reported mixed results, accounts on the impact of studying abroad claim multiple benefits. Thus this study extends the literature on novice language teachers by adding a study abroad dimension. It asks what influences the teachers’ pedagogical decision-making and how they now view their study abroad. In line with models of language teacher cognition, a dynamic interplay of influences on these novice teachers’ classroom practice emerges. These influences include their ‘apprenticeship of observation’, the national and local context, their professional learning, and support networks. Multiple layers of both context and community were found to influence the teachers. The study abroad experiences features in both positive and negative ways. It conveys status, and raises expectations, but is not always regarded as relevant to teaching in Malaysian primary schools. It can also, however, have an alienating effect. This is a previously unacknowledged effect of study abroad on language teachers. |
How Does Having a Good Ear Promote Instructed Second Language Pronunciation Development? Roles of Domain-General Auditory Processing in Choral Repetition Training
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 1) |
| Halaman | : | 33-63 |
| Abstrak | : | This article reports on a longitudinal study on the impact of reading mode on incidental collocation learning and predictors of learning gains. The experiment lasted 11 weeks and involved 118 Vietnamese EFL learners who were assigned to an experimental group and a no-treatment control group. The experimental group encountered 32 target collocations in three graded readers in three reading modes: reading-while-listening, reading with textual input enhancement (i.e., underlining), and reading-while-listening plus textual input enhancement in a counterbalanced fashion. Incidental learning was assessed at the level of form recall. The findings indicated a significant effect of reading mode on the learning of collocations. Significantly more collocations were learned in reading-while-listening plus textual input enhancement and reading with textual input enhancement modes than in reading-while-listening mode. Reading-while-listening plus textual input enhancement, however, did not differ significantly from reading with textual input enhancement. The results also revealed that learners’ prior vocabulary knowledge and collocational congruency significantly affected learning. |
A Longitudinal Study on the Effect of Mode of Reading on Incidental Collocation Learning and Predictors of Learning Gains
| Pengarang | : | Duy Van Vu,Peters, Elke |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 1) |
| Halaman | : | 5-32 |
| Abstrak | : | This article reports on a longitudinal study on the impact of reading mode on incidental collocation learning and predictors of learning gains. The experiment lasted 11 weeks and involved 118 Vietnamese EFL learners who were assigned to an experimental group and a no-treatment control group. The experimental group encountered 32 target collocations in three graded readers in three reading modes: reading-while-listening, reading with textual input enhancement (i.e., underlining), and reading-while-listening plus textual input enhancement in a counterbalanced fashion. Incidental learning was assessed at the level of form recall. The findings indicated a significant effect of reading mode on the learning of collocations. Significantly more collocations were learned in reading-while-listening plus textual input enhancement and reading with textual input enhancement modes than in reading-while-listening mode. Reading-while-listening plus textual input enhancement, however, did not differ significantly from reading with textual input enhancement. The results also revealed that learners’ prior vocabulary knowledge and collocational congruency significantly affected learning. |
Defining Personal Epistemology: A Response to Hofer & Pintrich (1997) and Sandoval (2005)
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 18-1, JANUARY-MARCH (No. 1) |
| Halaman | : | 138-149 |
| Abstrak | : | - |
Participants Role in the Context of a Video Club
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 18-1, JANUARY-MARCH (No. 1) |
| Halaman | : | 100-137 |
| Abstrak | : | - |
The Emergence of 3D Geometry From Children's (Teacher-Guided) Classification Tasks
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 18-1, JANUARY-MARCH (No. 1) |
| Halaman | : | 45-99 |
| Abstrak | : | - |
Designs For Collective Responsibility in Knowledge-Building Communities
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 18-1, JANUARY-MARCH (No. 1) |
| Halaman | : | 7-44 |
| Abstrak | : | - |
Dedicating, faking, and surviving: disclosing tensions in how three women university students negotiate collectively celebrated norms across European contexts
| Pengarang | : | K. P. Günter |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 12) |
| Halaman | : | 1032-1052 |
| Abstrak | : | Higher education biology (HEB), a discipline where women undergraduates are numerically overrepresented in most Western universities, has been given little attention in exploring norms of scientific practice from a student perspective. This study brings into focus how biology students negotiate identities in relation to figured worlds of HEB. Through thematic analysis of 27 timeline interviews from a Swedish, German, and British university as a collective case, we identified three hegemonic imaginaries across narratives: showing dedication through sacrifice, faking it to make it, and surviving as the fittest. Using a theoretical framework of feminist science critique, science identity, and figured worlds, we then offer a multiple case approach to how three women students negotiate the collective imaginaries identified, while simultaneously disavowing and challenging them. This conflict suggests they consider themselves successful despite the pressure to engage in ‘typical’ scientific practices they simultaneously contest. Consequently, this study demonstrates that celebrated imaginaries do not remain unproblematised by successful students, but create tensions in their identity work. This provokes discussions on how science imaginaries shape women’s participation in HEB and beyond. Visualising these tensions makes it furthermore possible to challenge and change hegemonic academic norms in HEB, moving towards more socially just and inclusive spaces. |
The underrepresentation of women in STEM disciplines in India: a secondary analysis
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 12) |
| Halaman | : | 1008-1031 |
| Abstrak | : | Science, technology, engineering and mathematics (STEM) education and research are globally recognised as engines of growth and development and indicators of citizens’ well-being. Studies have continuously highlighted the unequal access and participation in STEM higher education based on class, caste, gender, disability and other markers of identity. This research paper investigates the underrepresentation of women in STEM at the Indian Institute of Technologies (IITs) in India. IITs are India’s top elite institutions that open window of opportunities to students across the world. The study uses the data available from the All India Survey of Higher Education (AISHE), the Council of Indian Institute of Technology and the websites of the IITs. The findings indicate a significant gap between males and females in faculty positions at IITs. Furthermore, the study finds that the underrepresentation of women faculty differs across the STEM disciplines at IITs in India. It needs more gender-just affirmative action policies such as intersectional reservation for women in STEM academic careers, funding, legal protection against harassment, and representation of women in various committees and leadership positions. |