Assessment of EAP Literacies in Diverse and Multilingual Classrooms

2022 ◽  
pp. 950-968
Author(s):  
Poonam Anand
Keyword(s):  
Second Language ◽  
Social Skills ◽  
English For Academic Purposes ◽  
Social Processes ◽  
Academic Literacies ◽  
Reading And Writing ◽  
Practical Applications ◽  
Current State ◽  
Multilingual Classrooms ◽  
Critical Issues

Older views of the English for Academic Purposes Literacies (EAPL) assessment have been in line with the assessment of the four-skills second language (L2) competencies. However, the new understanding is that literacy is not just a cognitive competence of reading and writing but also a set of other purposeful social processes. This understanding makes EAPL assessment multifaceted by calling upon a set of supra-linguistic behaviors, i.e., cognitive and social skills in addition to L2 competencies. This chapter starts with a brief history and the current state of theoretical constructs (of what is actually assessed) of EAPL assessment. It then centers its discussion on different academic literacies models, and the critical issues in measuring EAPL. The author highlights different strategies for planning assessment in the practical applications of academic literacies constructs. The chapter ends with the presentation of useful steps in creating EAPL assessments.

Assessment of EAP Literacies in Diverse and Multilingual Classrooms

2020 ◽  
pp. 309-327
Author(s):  
Poonam Anand
Keyword(s):  
Second Language ◽  
Social Skills ◽  
English For Academic Purposes ◽  
Social Processes ◽  
Academic Literacies ◽  
Reading And Writing ◽  
Practical Applications ◽  
Current State ◽  
Multilingual Classrooms ◽  
Critical Issues

Older views of the English for Academic Purposes Literacies (EAPL) assessment have been in line with the assessment of the four-skills second language (L2) competencies. However, the new understanding is that literacy is not just a cognitive competence of reading and writing but also a set of other purposeful social processes. This understanding makes EAPL assessment multifaceted by calling upon a set of supra-linguistic behaviors, i.e., cognitive and social skills in addition to L2 competencies. This chapter starts with a brief history and the current state of theoretical constructs (of what is actually assessed) of EAPL assessment. It then centers its discussion on different academic literacies models, and the critical issues in measuring EAPL. The author highlights different strategies for planning assessment in the practical applications of academic literacies constructs. The chapter ends with the presentation of useful steps in creating EAPL assessments.

Corpus Research Applications in Second Language Teaching: A Look into Corpus-informed Materials Development

2020 ◽  
Vol 4 (2) ◽  
pp. 15
Author(s):  
Norwati Roslim ◽  
Muhammad Hakimi Tew Abdullah ◽  
Anealka Aziz ◽  
Vahid Nimehchisalem ◽  
Azhani Almuddin
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Corpus Linguistics ◽  
Teaching Materials ◽  
Materials Development ◽  
Practical Applications ◽  
Reference Grammar ◽  
Corpus Studies ◽  
Reference Corpus ◽  
Clear Guideline

Numerous corpus studies have suggested that teaching materials design could greatly benefit from the empirical information about language use provided by corpus linguistics. In spite of the awareness that corpus-based research can offer valuable insights for materials development, still relatively small number of studies report on the practical applications of corpus data for teaching materials development. There is no clear guideline or framework on how corpora and corpus studies could assist in developing teaching materials. Hence, this study focusses on one grammatical item which poses problems to Malaysian learners, that is, prepositions. The objectives are (i) to identify prepositions in the British National Corpus as a reference corpus and the descriptions offered by linguists and grammarians as a reference grammar, and (ii) to provide a framework to use reference corpus, reference grammar and corpus-based research, as a resource for developing materials in the teaching of prepositions. In order to meet the objectives, content analysis was used as the methodology throughout this study. The findings showed that reference corpus, reference grammar and corpus-based research could be used systematically as guidance to develop corpus-informed materials. It is hoped that this contribution of knowledge could have an impact on second language learning-teaching.

scholarly journals Extending Geodemographics Using Data Primitives: A Review and a Methodological Proposal

2021 ◽  
Vol 10 (6) ◽  
pp. 386
Author(s):  
Jennie Gray ◽  
Lisa Buckner ◽  
Alexis Comber
Keyword(s):  
Social Dynamics ◽  
Feature Space ◽  
Social Processes ◽  
Multiple Time ◽  
Current State ◽  
Cluster Label ◽  
Static Data ◽  
The Social ◽  
Using Data

This paper reviews geodemographic classifications and developments in contemporary classifications. It develops a critique of current approaches and identifiea a number of key limitations. These include the problems associated with the geodemographic cluster label (few cluster members are typical or have the same properties as the cluster centre) and the failure of the static label to describe anything about the underlying neighbourhood processes and dynamics. To address these limitations, this paper proposed a data primitives approach. Data primitives are the fundamental dimensions or measurements that capture the processes of interest. They can be used to describe the current state of an area in a multivariate feature space, and states can be compared over multiple time periods for which data are available, through for example a change vector approach. In this way, emergent social processes, which may be too weak to result in a change in a cluster label, but are nonetheless important signals, can be captured. As states are updated (for example, as new data become available), inferences about different social processes can be made, as well as classification updates if required. State changes can also be used to determine neighbourhood trajectories and to predict or infer future states. A list of data primitives was suggested from a review of the mechanisms driving a number of neighbourhood-level social processes, with the aim of improving the wider understanding of the interaction of complex neighbourhood processes and their effects. A small case study was provided to illustrate the approach. In this way, the methods outlined in this paper suggest a more nuanced approach to geodemographic research, away from a focus on classifications and static data, towards approaches that capture the social dynamics experienced by neighbourhoods.

Second language structural priming: A critical review and directions for future research

2017 ◽  
Vol 34 (4) ◽  
pp. 539-552 ◽  
Author(s):  
Carrie N. Jackson
Keyword(s):  
Second Language ◽  
Future Research ◽  
Structural Priming ◽  
Cognitive Mechanisms ◽  
L2 Acquisition ◽  
Current State ◽  
Current Review ◽  
Open Questions ◽  
Key Issues ◽  
State Of Research

The last 15 years has seen a tremendous growth in research on structural priming among second language (L2) speakers. Structural priming is the phenomenon whereby speakers are more likely to repeat a structure they have recently heard or produced. Research on L2 structural priming speaks to key issues regarding the underlying linguistic and cognitive mechanisms that support L2 acquisition and use, and the extent to which lexical and grammatical information are shared across an L2 speaker’s languages. As the number of researchers investigating L2 priming and its implications for L2 learning continues to grow, it is important to assess the current state of research in this area and establish directions for continued inquiry. The goal of the current review is to provide an overview of recent research on within-language L2 structural priming, with an eye towards the open questions that remain.

scholarly journals Sentence Reading and Writing for Second Language Vocabulary Acquisition

2011 ◽  
Vol 33 (1) ◽  
pp. 66-82 ◽  
Author(s):  
François Pichette ◽  
Linda de Serres ◽  
Marc Lafontaine
Keyword(s):  
Second Language ◽  
Vocabulary Acquisition ◽  
Reading And Writing ◽  
Sentence Reading

Literacy in a Second Language

1989 ◽  
Vol 10 ◽  
pp. 145-162 ◽  
Author(s):  
William Grabe
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
First Language ◽  
Learning Context ◽  
Second Language Literacy ◽  
Reading And Writing ◽  
Learning Contexts ◽  
Language Literacy ◽  
Do So

As literacy has emerged to become a major issue in the 1980s, and will continue to do so in the 1990s, the only sure claim to be made is that the notion of literacy is extremely complex and fraught with generally accepted “myths,” hidden assumptions, over-generalizations, and simple all-inclusive responses to the challenges presented. This scenario is no less appropriate to the second language learning context than it is to the first language learning context. Thus, any examination of second language literacy requires discussion of both first language and second perspectives. It is naive to assume that the difficulties, complexities, contradictions, and debates in first language literacy do not apply equally to the large majority of second language learning contexts. Accordingly, second language literacy will be discussed in light of first language perspectives on literacy, reading, and writing, expanding these perspectives into second language contexts. (It should be noted that two excellent reviews of reading and writing in a second language appeared in ARAL IX (Carrell 1989a, Hudelson 1989a). This review should be seen as complementary to these two earlier articles.)

scholarly journals Should society accept sex robots?

2020 ◽  
Vol 11 (1) ◽  
pp. 428-442
Author(s):  
Eleanor Hancock
Keyword(s):  
Sex Workers ◽  
Sex Industry ◽  
Sex Worker ◽  
Practical Applications ◽  
Radical Feminist ◽  
Female Sex ◽  
Moral Objection ◽  
Current State ◽  
Sex Robots ◽  
Informed Opinion

AbstractIn early 2015, Kathleen Richardson announced the arrival of the world’s largest, organised resistance group against the production of sex robots in society: The Campaign Against Sex Robots (CASR). Since the birth of the CASR, Richardson and other feminists have manipulated a combination of radical feminist rhetoric and sex industry abolitionist narratives, in order to promote the criminalisation of sex robots. Moreover, the CASR and Richardson have also made some rather unique claims regarding the “similarities” between sex workers and sex robots, which have not previously surfaced within the narratives of radical feminists in recent years. This article seeks to analyse if their analogous reference to sex workers and sex robots has credibility and viability in the context of the digitalised sex industry and in the wider teledildonic and sex robot market. Furthermore, this article will also formulate solutions for the ethical and social contentions surrounding the merge of sex dolls and robots within the contemporary sex industry. In order to disentangle the radical feminist arguments surrounding sex robots and the sex industry, the following contentions will be addressed:Is moral objection to female sex robots using client-sex worker analogies from feminists justified?Is opposition to sex robots based on informed opinion about the digitalised sex industry?To what extent are the positive considerations around sex robots/dolls and sex-technology ignored in the narratives of radical feminists and the CASR?What practical applications recommendations can be made to the sex robot industry from the stipulations of the CASR and the current state of sex dolls/robots in the sex industry?

Social Networks and the Willingness to Communicate: Reciprocity and Brokerage

2018 ◽  
Vol 38 (2) ◽  
pp. 194-214
Author(s):  
H. Colin Gallagher
Keyword(s):  
Second Language ◽  
Social Network ◽  
English For Academic Purposes ◽  
Willingness To Communicate ◽  
Network Ties ◽  
Structural Variables ◽  
Psychological Models ◽  
Reciprocal Structures ◽  
Discussion Partners ◽  
Network Patterns

Psychological models of second language (L2) communication have focused on cognitive, affective, and motivational precursors to L2 communication, while largely neglecting sociostructural factors. One way to conceptualize structural variables is in terms of social network reciprocity (mutually acknowledged network ties) and brokerage (social intermediaries). To investigate whether network positions predict willingness to communicate in the second language (L2 WTC), a cohort of English-for-Academic-Purposes students ( N = 67) was surveyed about discussion partners within the group. An autologistic actor attribute model was used to examine social network patterns of L2 WTC. As hypothesized, students involved in reciprocal structures reported stronger L2 WTC, as well as those in brokerage positions between larger social clusters. Contrary to initial hypotheses, local forms of brokerage held a negative association with WTC, suggesting the possible role of network closure. Results indicate that communicativeness is supported by tight-knit predictable exchanges, and by being in a position to influence the social diffusion of information.

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