Presentations
Irlanda Olave Moreno
Universidad Autónoma de Chihuahua, Facultad de Filosofía y Letras
The EFL Profile of Lengua Inglesa Students from the Universidad Autonoma De Chihuahua
Using the 135 English Major students of the Universidad Autónoma de Chihuahua as subjects, this paper investigates the relationship between L2 proficiency, as measured by standard language proficiency tests, educational background in L2 and L1, length of residency in the United States, and academic success, as measured by GPA.
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James Corcoran
The Ontario Institute for Studies in Education-University of Toronto
Asymmetrical Power Relations in Brazilian English Language Teaching (ELT): Reinventing Linguistic Imperialism
This presentation discusses findings from a recent mixed methods study into teacher beliefs regarding Native English-speaking (NES) teacher superiority carried out at two private EFL schools in Northeastern Brazil. Focus is on an emergent asymmetrical power relationship between Non-native English-speaking (NNES) teachers with experience living abroad and those without.
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Sun Young Chun
The University of Texas at Austin
Native and Non-native EFL Teachers: Student Beliefs and Implications for Teacher Education
This session presents findings from a study of Korean EFL students' beliefs about their native English-speaking and Korean English teachers. Survey data revealed student beliefs about teachers' L1/L2 use, collaboration between native and non-native teachers, and variation in English dialects. Possible implications for language teacher education are discussed.
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Karen Lichtman
University of Illinois at Urbana-Champaign
Deutsche Sprache, Schwere Sprache: Germany’s Immigrant Language Policy
This paper examines the outcomes for adults and children under Germany’s new immigrant language policy. Publicly funded German language classes for adults, introduced in 2005, have been quite successful, underscoring the need for similar interventions for children. Implications for SLA theory and European Union language policy are discussed.
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Daniella Molle
University of Wisconsin at Madison
Language Proficiency Standards and the Positioning of Teachers and Students
The accountability movement in the US reflects global processes of standardization. The movement may, however, help create spaces where dominant discourses about language learners can be disturbed. The presenter examines teachers’ perceptions of a set of language proficiency standards explicitly designed to promote equity for English language learners.
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Lydia Eckhoff
The University of Texas at Austin
French and English as Languages of Socio-Economic Mobility in Haiti
This presentation describes how English and French are viewed as linguistic capital by a group of Haitians who send their children to an English immersion school in Port-de-Paix, Haiti. Despite their infrequent use of both languages, parents value French and English as a resource for their children’s future socioeconomic mobility.
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Norma Barletta Manjarres
Universidad del Norte, Barranquilla, Colombia
English teachers in the periphery: Ideologies in academic writing
The paper will present a critical discourse analysis of the ideological positions conveyed in the monographs of twenty in-service teachers on completion of a one-year course in ELT. The analysis suggests a relation between the representation of the available theories of learning and the established Center-Periphery relations at the macro-level.
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Hope Fitzgerald
The University of Texas at Austin, Foreign Language Education Graduate Program;
The University of Texas at Austin, Department of Arabic Studies
Keeping up with Demand: Designing Arabic Language Listening Programs with Learners in Mind
In the face of unprecedented growth, the field of Arabic language instruction is having a difficult time keeping up with demand for pedagogical materials and methods, particularly for listening instruction. This presentation reports on a preliminary study of novice/intermediate Arabic learners' reactions to three forms of listening comprehension instruction. Findings suggest that beginning learners may benefit from listening strategy instruction or "learning to listen" (Rost 2002) before "listening to learn” in the L2.
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Seth Waits
A Reversal in Perspective: The Treatment of Culture in the Foreign Language Classroom from the Students’ Point of View
In examining high school foreign language learners' opinions and values regarding the teaching of culture in the classroom, students' estimations of five distinct culture teaching methods and other cultural aspects are reported and explained. It is these opinions that generate practical recommendations for the treatment of culture in the foreign language
classroom.
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Hesamoddin Shahriari Ahmadi
University of Science and Technology, Narmak, Tehran, Iran
To teach or not to teach: On the importance of accent training in the EFL classroom
In today’s EFL classroom, accent training has been abandoned, and functional intelligibility has taken on a much greater role. But has this revision in our practice been clearly thought out? The present study attempts to take a closer look at the issue from various perspectives and arrive at a conclusion as to which road to take.
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Nancy Sullivan
Texas A&M University at Corpus Christi
Japan’s quest for and resistance to modernity:
The case of English Research on Japanese students’ low English language skills has neglected the potential impact of national identity. We therefore conducted a study to test the effects of national identity on attitudes toward English. We examine our findings within the context of Japan’s official ideology and its complex relationship with the West.
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Nathan Bond
Texas State University
Preparing Foreign Language Teachers in Urban Professional Development Schools: Learning from Professors, Teachers and High School Students
This case study examines one preservice foreign language teacher as she learned to teach in a large, urban Professional Development School. Using a reflective weblog, a professional portfolio and interviews as data sources, the findings showed that the preservice teacher learned unique information from her professors, cooperating teachers and high school students.
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Mansi Shah
The University of Texas at Austin, Department of Spanish and Portuguese
Role of the L2 (Hindi) in L3 (Spanish) Acquisition- A study of Pragmatic Transfer in Request and Apology Situations
This study analyzes the transfer of pragmatic knowledge in request and apology situations in Spanish by comparing language acquisition patterns of bilingual heritage Hindi Speakers and monolingual English speakers. The results demonstrate limited transfer from the L2 to the L3, indicating the possible existence of stages of pragmatic transfer.
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Brandi DeMont & Fabiana Sacchi
The University of Texas at Austin
Is There Class in This Class?: Bringing Issues of Marginalization into the Language Classroom
In the foreign language classroom at many US universities the cultural content tends to focus on the center at the expense of the cultures of the periphery, perpetuating stereotypes about the target culture. The presenters provide examples of classroom activities that promote critical awareness of race, class, gender, and power.
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Ana Cecilia Villarreal Ballesteros
Universidad Autonoma de Chihuahua
A Mexican perspective on generation 1.5 Mexican-American
This study offers a different perspective on generation 1.5 students by reflecting on the experiences of Mexican-American returnees who pursue a college degree in Mexico. I will show how the cultural and linguistic capital gained by students during their schooling years in the US gives them a privileged position with respect to their peers.
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Minjung Park
The University of Texas at Austin
EFL Students’ Perspective on Nonnative Speaking Teachers(NNSTs) in English Only Class: suggesting a role model of Using English as an International Language(EIL)
Reflecting the current shift in the paradigm where the ownership of English does not exclusively lie in the native speakers of English anymore, the study explored EFL college students’ perspective on NNSTs in English only class, particularly to shed lights on the possibility of NNST’s modeling effects of using EIL(English as an International Language). |
