scholarly journals Community Dialogues to Enhance Inclusion and Equity in Public Libraries

2021 ◽  
Vol 1 (2) ◽  
pp. 78-95
Author(s):  
Anne Holland ◽  
Jen Jocz ◽  
Stephanie Vierow-Fields ◽  
Zachary Stier ◽  
Lindsay Gypin
Keyword(s):  
Social Services ◽  
Informal Education ◽  
English Language ◽  
Public Libraries ◽  
Language Learner ◽  
Community Resources ◽  
Science Centers ◽  
New Members ◽  
Hands On ◽  
High Level

Over the past decade, public libraries have shifted from quiet repositories of knowledge to raucous centers of public engagement. Public libraries seek to fill the educational and social gaps left by other informal education organizations (such as museums and science centers) that target specific populations or require paid access for their resources. These gaps are filled by hiring social workers, providing accessible makerspaces, developing English language learner (ELL) programs, facilitating hands-on STEM activities, providing information about community resources and social services, providing summer meals, and much more. But what are the next steps to continue this high level of engagement? By utilizing a Community Dialogue Framework (Dialogues), libraries have engaged with new members of their communities to reach groups not currently benefiting from library services, provided equitable access to new resources, engaged with new partners, and - in the time of COVID - began to address the digital divide in their communities. An examination of forty public libraries’ engagement with and learning from Dialogues was conducted using a qualitative approach and reflexive thematic analysis. An account from a librarian who hosted multiple Dialogues is also presented as a first-person narrative describing their methods and successes using the tool. Benefits and practical considerations for conducting Dialogues are discussed in the results section, followed by limitations and recommendations for further research in this area.

Curriculum-Based Language Assessment With Culturally and Linguistically Diverse Students in the Context of Mathematics

2018 ◽  
Vol 49 (2) ◽  
pp. 189-196 ◽  
Author(s):  
Brandi L. Newkirk-Turner ◽  
Valerie E. Johnson
Keyword(s):  
English Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Language Assessment ◽  
Assessment Method ◽  
Language Learner ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Linguistically Diverse Students ◽  
High Level

Purpose The purpose of this tutorial is to discuss the use of curriculum-based language assessment (CBLA) with students who are English language learners and students who speak nonmainstream varieties of English, such as African American English. Method The article begins with a discussion of the discourse of mathematics and the role of the speech-language pathologist (SLP), followed by a review of studies that includes those that examined the performance of English language learner and nonmainstream dialect-speaking students on word-based math items. Results The literature review highlights the linguistic and content biases associated with word-based math problems. Useful strategies that SLPs and educators can incorporate in culturally and linguistically appropriate assessments are discussed. The tutorial ends with a discussion of CBLA as a viable assessment approach to use with culturally and linguistically diverse students. Conclusions Tests used at national, state, and school levels to assess students' math abilities have associated linguistic bias and content bias often leading to an inaccurate depiction of culturally and linguistically diverse students' math skills. CBLA as an assessment method can be used by school-based SLPs to gather valid and useful information about culturally and linguistically diverse students' language for learning math. By using CBLA, SLPs can help modify curricular tasks in broader contexts in an effort to make math, including high-level math, “accessible and achievable for all” students (American Speech-Language-Hearing Association, 2017).

scholarly journals Learner autonomy assessment of English language teaching students in an international program in Thailand

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Rosukhon Swatevacharkul ◽  
Nida Boonma
Keyword(s):  
Extrinsic Motivation ◽  
English Language ◽  
Language Teaching ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Language Learner ◽  
English Language Teaching ◽  
First Semester ◽  
International Program ◽  
High Level

The objective of this study was to assess learner autonomy of English Language Teaching students in terms of technical, psychological, political-philosophical, and sociocultural dimensions. The 19 participants were in their first semester of MA ELT, which is an international program in an international university in Thailand.  Among them, there were 15 Chinese, three Burmese, and one Thai. This study employed the explanatory mixed-methods design. First, Measuring Instrument for Language Learner Autonomy (MILLA) questionnaire (Murase, 2015) was used to collect quantitative data (QUAN). Then, a semi-structured interview with five participants was carried out to gather follow-up qualitative data (QUAL). The findings revealed that, on average, the students demonstrated a high level of autonomy in all four dimensions. The thematic content analysis generated four themes concerning each autonomy dimension: 1) the use of metacognitive strategies through professional goal setting 2) the intrinsic and extrinsic motivation in support of autonomous learning, 3) the teacher as authority partner in a negotiable learning process, and 4) the preference for self-dependence and collaborative learning. The results of the study can be pedagogically contributive to programs similar to the study’s context with regards to learner autonomy awareness and learner autonomy development.

Student's Say: ‘What If My Clients End Up With a Chinese Accent?'

ASHA Leader ◽  
2013 ◽  
Vol 18 (3) ◽  
pp. 64-65
Author(s):  
King Kwok
Keyword(s):  
Graduate Student ◽  
English Language Learner ◽  
English Language ◽  
Language Learner

A graduate student who is an English-language learner devises strategies to meet the challenges of providing speech-language treatment.

Tried and True: Fossils, Inquiry, and the English Language Learner

Science Scope ◽  
2015 ◽  
Vol 038 (9) ◽  
Author(s):  
Deborah Goldfisher ◽  
Barbara Crawford ◽  
Daniel Capps ◽  
Robert Ross
Keyword(s):  
English Language Learner ◽  
English Language ◽  
Language Learner

scholarly journals Review on Perioperative and Oncological Outcomes of Robotic Gastrectomy for Cancer

2021 ◽  
Vol 11 (7) ◽  
pp. 638
Author(s):  
Giuseppe Giuliani ◽  
Francesco Guerra ◽  
Lorenzo De Franco ◽  
Lucia Salvischiani ◽  
Roberto Benigni ◽  
...  
Keyword(s):  
English Language ◽  
Length Of Hospital Stay ◽  
Radical Gastrectomy ◽  
Robotic Gastrectomy ◽  
Relevant Evidence ◽  
Relative Paucity ◽  
Duration Of Surgery ◽  
High Level ◽  
Standard Laparoscopic Surgery

Background. Minimally invasive gastrectomy is currently considered a valid option to treat gastric cancer and is gaining increasing acceptance. Recent reports have suggested that the application of robots may confer some advantages over conventional laparoscopy, but the role of robotic surgery in clinical practice is still uncertain. We aimed to critically review the relevant evidence comparing robotic to standard laparoscopic surgery in performing radical gastrectomy. Methods. The Pubmed/Medline electronic databases were searched through February 2021. Paper conference and the English language was the only restriction applied to our search strategy. Results. According to the existing data, robotic gastrectomy seems to provide some benefits in terms of blood loss, rate of conversion, procedure-specific postoperative morbidity, and length of hospital stay. Robotic gastrectomy is also associated with a longer duration of surgery and a higher economic burden as compared to its laparoscopic counterpart. No significant differences have been disclosed in terms of long-term survivals, while the number of lymph nodes retrieved with robotic gastrectomy is generally higher than that of laparoscopy. Conclusions. The current literature suggests that robotic radical gastrectomy appears as competent as the conventional laparoscopic procedure and may provide some clinical advantages. However, due to the relative paucity of high-level evidence, it is not possible to draw definitive conclusions.

scholarly journals Supporting Older Adults and Caregivers Through Integrative Service Learning During COVID

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 958-958
Author(s):  
Keith Chan ◽  
Sarah LaFave ◽  
Maggie Ratnayake ◽  
Christina Marsack-Topolewski ◽  
Jillian Graves ◽  
...  
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Community Resources ◽  
Learning Models ◽  
Process Data ◽  
Community Based ◽  
Age In Place ◽  
Home Based ◽  
Hands On ◽  
Hands On Learning

Abstract There is a growing population of older adults who are living longer and acquiring chronic illness and disabilities, making it difficult for them to complete everyday activities and age in place. More than 2 million of these older adults are homebound and 5 million need help leaving their homes. They experience social isolation, food insecurity, and lack of connection to community resources which has intensified since the pandemic. Integrative service learning models can provide home-based support to older adults while offering valuable, hands-on learning experiences for students. This study examined findings for a community-based program which trained university students to provide practical home-based support for older adults and their caregivers. Data was collected for 109 older adults who were connected with student trainees. Students provided services with groceries, companionship, and help accessing needed services. Findings from t-test results using the UCLA Loneliness Scale indicated that older adults reported less loneliness after engagement with students (mean difference = 6.15, t = 3.14, df = 82, p < 0.01). Qualitative process data suggested that older adults benefited from services and a connection to their assigned students prior to and during the pandemic. Student trainees reported that the experience enriched their learning and reaffirmed their commitment to working with older adults. Community-based service learning can address home-based needs of older adults and their caregivers and enhance learning opportunities for students. Policies and practice can support a pipeline of geriatric health professionals through innovative service learning models to benefit older adults, caregivers and students.

Conflicting Discourses

2012 ◽  
Vol 44 (3) ◽  
pp. 300-338 ◽  
Author(s):  
Kathryn Ciechanowski
Keyword(s):  
Social Studies ◽  
English Language ◽  
Literacy Practices ◽  
Language Learner ◽  
Discursive Practice ◽  
Bilingual Students ◽  
Linguistic Features ◽  
Dominant Culture ◽  
School Text ◽  
Content Coverage

This article provides micro analysis of one representative incident from a larger qualitative study to examine how third-grade bilingual students and their teacher negotiated academic disciplinary and popular culture discourses in a social studies unit on Jamestown and Pocahontas. Informed by discourse and linguistic analyses, this study explores the competing dominant and nondominant discourses as they intersected and overlapped in the complex literacy practices in this classroom. Ms. Montclair’s instruction was shaped by the textbook’s approach to social studies and accountability pressures of testing and content coverage. Yet the students drew from everyday popular resources in their thinking, taking up nonacademic discourses to understand content. This research explores the following questions: (a) What are the predominant discourses evident in the official curricular text and teacher’s enactment of it? (b) What are the discourses evident in children’s everyday resources drawn on to make sense of the school text? (c) How do specific linguistic features make possible these discourses and perspectives? Findings demonstrate that students navigated across multiple discourses that were different but represented dominant culture. As discourses intersected in class, participants provided a level of critical analyses but did not deeply take up nondominant perspectives despite their own positioning from linguistically and culturally nondominant backgrounds. By showing the complexity of literate and discursive practice, this article contributes to understandings of how bilingual and English language learner students confront the demands of academic disciplinary language, draw on their own resources to make sense of content, and require explicit instruction on language and social justice.

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