Heritage Language Instruction for Post-secondary Students from Immigrant Backgrounds

2001 ◽  
Vol 1 (1) ◽  
pp. 1-25
Author(s):  
Kimi Kondo-Brown
Keyword(s):  
Secondary Students ◽  
Intergenerational Transmission ◽  
Heritage Language ◽  
Indigenous Communities ◽  
The United States ◽  
Language Instruction ◽  
Short Paper ◽  
Future Research ◽  
Heritage Languages ◽  
Post Secondary

The “intergenerational transmission” of heritage languages (HLs) is crucial to the vitality of heritage language communities (especially for indigenous communities, where immigration is not a source of new speakers). We know, however, that HLs in the United States often do NOT survive well from one generation to the next as the shift to English takes place. In conjunction with the Second National Conference on Heritage Languages in America, a small group of researchers met to discuss priorities for research on intergenerational transmission of languages. Each of the ten researchers who participated prepared a short paper, posing research questions with some commentary to guide future research. Those papers form the major part of this article, covering topics related to language ecological patterns (in communities, families, and institutions), language ideology, measurement issues, and literacy.

scholarly journals Investigating the Perceptions, Use, and Impact of Open Textbooks: A survey of Post-Secondary Students in British Columbia

2017 ◽  
Vol 18 (4) ◽  
Author(s):  
Rajiv Sunil Jhangiani ◽  
Surita Jhangiani
Keyword(s):  
British Columbia ◽  
Secondary Students ◽  
Student Outcomes ◽  
Negative Impact ◽  
The United States ◽  
Future Research ◽  
Post Secondary ◽  
And Performance ◽  
Open Textbooks ◽  
Post Secondary Students

<p class="3">Unrelenting increases in the price of college textbooks have prompted the development and adoption of open textbooks, educational resources that are openly licensed and available to students free of cost. Although several studies have investigated U.S. students’ perceptions and use of open textbooks, there are no published studies of this kind in Canada. Similarly, although the negative impact of commercial textbook costs on student outcomes is well documented within the United States, it is unknown whether these trends generalize to the Canadian post-secondary context. The present study involves a survey of 320 post-secondary students in British Columbia enrolled in courses using an open textbook during the Spring 2015, Summer 2015, and Fall 2015 semesters. The survey investigates students’ textbook purchasing behaviours, including whether, where, and in what format(s) they purchase and access their required textbooks; the negative impact of textbook costs on their course enrolment, persistence, and performance; how they access and use their open textbook, including their format preferences and study habits; and their perceptions of their open textbook, including its quality and what features they like and dislike. The study’s strengths and limitations are discussed, along with recommendations for future research.</p>

scholarly journals A Review of First-Year Student Stress and Social Support

2021 ◽  
Vol 10 (12) ◽  
pp. 472
Author(s):  
Rebecca Maymon ◽  
Nathan C. Hall
Keyword(s):  
Social Support ◽  
Secondary Students ◽  
Undergraduate Students ◽  
Empirical Studies ◽  
The United States ◽  
Empirical Literature ◽  
Future Research ◽  
First Year ◽  
Multiple Sources ◽  
Post Secondary

The present paper reviews empirical literature on stress and social support relative to first-year post-secondary students, published between 1996 and 2020. Empirical studies included in the literature search focused on stress, coping, and social support specifically among first-year undergraduate students while studying in countries adopting North American higher education models comparable to the United States and Canada. This review examines contextual and psychological antecedents and correlates of stress, as well as associated demographic and achievement variables. Furthermore, this review extends to studies on social support categorized by source (peers, family, faculty, institution, and multiple sources of support). A synthesis and critique of the literature explores the themes in the empirical research presented, as well as considerations for future research.

Asian Immigrant Communities' Civic Participation in Cultivating Bilingualism and Biliteracy in the United States

2019 ◽  
pp. 157-171
Author(s):  
Kwangok Song
Keyword(s):  
United States ◽  
Heritage Language ◽  
Immigrant Students ◽  
The United States ◽  
Immigrant Communities ◽  
Asian Immigrant ◽  
Heritage Languages ◽  
Heritage Language Schools ◽  
Children's Literacy ◽  
Language Schools

This chapter discusses how Asian immigrant communities in the United States cultivate Asian immigrant children's literacy learning in their heritage languages. Although the United States has historically been a linguistically diverse country, bilingualism has not always been valued and acknowledged. Strong social and institutional expectations for immigrants to acquire the socially dominant language have resulted in language shifts among immigrants. Concerned about their descendants' heritage language loss, Asian immigrant communities make organized efforts to establish community-based heritage language schools. Heritage language schools play an important role in immigrant children's learning of their heritage language and culturally appropriate ways of behaving and communicating. It has also been noted that heritage language schools encounter several challenges in motivating heritage language learners. Heritage language schools should be considered as complementary education for immigrant students because they take critical responsibilities to support immigrant students' language and literacy development in their heritage languages.

scholarly journals Indigenous students: Barriers and success strategies-A review of existing literature

2018 ◽  
Vol 9 (3) ◽  
pp. 70
Author(s):  
Heather Joyce Nelson ◽  
Twana Lee-Ann Cox-White ◽  
Beverlee Ann Ziefflie
Keyword(s):  
Nursing Students ◽  
Student Success ◽  
The United States ◽  
Completion Rate ◽  
Cultural Safety ◽  
Future Research ◽  
Success Rates ◽  
Indigenous Students ◽  
Post Secondary ◽  
Indigenous Student

There are many factors that effect the post-secondary completion rate of Indigenous students. The Indigenous student completion rate is a reflection of the number of students entering post-secondary education but is significantly affected by withdrawal rates (institutional withdrawals and student voluntary withdrawals). In the Saskatchewan Polytechnic School of Nursing, the Indigenous student withdrawal rate was 4.2% higher than the total nursing student population. Lower success rates among Indigenous students is a concerning issue in nursing programs. Continuing to operate programs and teach in the same fashion is not improving success rates. The Truth and Reconciliation Commission of Canada: Calls to Action (2012) highlighted the need to examine strategies and develop policies to enhance Indigenous student success. To this end, recent literature was reviewed to determine trends among Indigenous nursing students, their struggles, and more importantly, the successful strategies currently being implemented. Indigenous peoples are not a homogenous group; rather, they are a mosaic of cultures, languages and nations. The authors examined the literature to determine key factors that enabled or prevented the success of post-secondary Indigenous students. Twenty-one articles on current research regarding Indigenous student success facilitators and barriers were examined. These articles encompassed research from Canada, the United States, Australia and New Zealand. The purpose of this literature review was to identify themes and gaps, drive positive change in education, and guide future research. The research team found four common themes: academic preparedness, cultural safety, intrinsic student factors, and student support.

Joy Kreeft Peyton, Donald A. Ranard, & Scott McGinnis (eds.), Heritage languages in America: Preserving a national resource. Washington, DC: Center for Applied Linguistics and Delta Systems, 2001. Pp. vi, 327. Pb $20.95.

2003 ◽  
Vol 32 (3) ◽  
pp. 438-441
Author(s):  
Lida Dutkova-Cope
Keyword(s):  
Heritage Language ◽  
The United States ◽  
Washington Dc ◽  
Long Beach ◽  
Comprehensive Overview ◽  
Heritage Languages ◽  
Call To Action ◽  
The Us ◽  
The Subject ◽  
National Resource

This volume, a product of the First National Conference on Heritage Languages in America, held in Long Beach, California, in 1999, opens with the editors' introduction, followed by fourteen chapters within five thematic sections: “Defining the field,” “Shaping the field,” “Educational issues,” “Research and practice,” and “A call to action.” Together, they make a compelling case for the need to preserve and exploit heritage languages in the US as a national resource. The book provides a comprehensive overview of pressing issues and challenges within the growing field of heritage language (henceforth HL) education, and it successfully demonstrates “why those who are involved in the heritage language movement believe that it is important for the United States to preserve its non-English languages” (5). The volume is intended primarily for “educators, community leaders, researchers, grant makers and policymakers” (5), though its clear, nontechnical language makes it accessible to any reader interested in the subject. Its effective thematic organization, likely to appeal to both novice and expert readers, and its overall coherence, accentuated by ample cross-referencing, testify to careful editorial preparation and suggest the desire of all involved to speak with one voice as they build their case and issue a call for action on behalf of heritage languages in the US.

scholarly journals Relation of Personality to Grades and Grading in Undergraduate Peer Review

2019 ◽  
Vol 12 ◽  
pp. 9-22
Author(s):  
Jenessa Louise Shaw ◽  
Kenneth Cramer
Keyword(s):  
Peer Review ◽  
Secondary Students ◽  
Online Survey ◽  
Peer Assessment ◽  
Future Research ◽  
Personality Factors ◽  
Academic Entitlement ◽  
Post Secondary ◽  
Peer Reviews ◽  
Psychology Course

Peer reviews offer a unique assessment of post-secondary students’ writing, wherein students grade fellow students’ (or peers’) essay submissions according to a provided rubric. Previous research found that students’ personality dimensions were related to the grades that students both gave and received through peer assessment. The present study examined the association between personality factors on grader leniency and grades received during a peer review assignment in an introductory psychology course. Participants completed an online survey to assess academic entitlement, learning/grade orientation, narcissism, and the 5-factor personality traits; these were later joined to peer review grades received and given. Results showed that rater leniency was negatively related to learning orientation, conscientiousness, and grade orientation. Moreover, the strongest predictors of grades received included academic entitlement, conscientiousness, and narcissism. Implications of these findings, plus directions for future research, are discussed.             Keywords: peer review, rater leniency, personality, academic achievement   L’évaluation par les pairs constitue un processus exceptionnel d’évaluation de l’écriture d’étudiants de niveau postsecondaire. Des étudiants notent les rédactions de leurs camarades de classe (leurs « pairs ») en utilisant une grille d’évaluation qui leur est fournie. Des recherches ont montré que les aspects de la personnalité des étudiants ont une incidence sur les notes que ceux-ci donnent ou reçoivent. La présente étude examine le lien entre, d’une part, les facteurs liés à la personnalité et, d’autre part, la clémence des évaluateurs et les notes reçues au cours d’une évaluation par les pairs dans un cours d’introduction à la psychologie. Les participants ont rempli un sondage en ligne pour mesurer leurs attentes en matière de notes, leur intérêt pour l’apprentissage ou pour les notes, leur narcissisme et les cinq traits centraux de la personnalité. Les réponses au sondage ont ensuite été combinées aux évaluations par les pairs que les participants ont rendues et reçues. Les résultats montrent que la clémence de l’évaluateur est liée de façon négative à l’intérêt en matière d’apprentissage, au caractère consciencieux et à l’intérêt pour les notes. Qui plus est, les principaux indicateurs des notes reçues comprennent l’attente de recevoir de bonnes notes, le caractère consciencieux et le narcissisme. L’article examine les conséquences de ces résultats et indique la direction à prendre pour des recherches à venir. Mots clés : évaluation par les pairs, clémence de l’évaluateur, personnalité, rendement universitaire

scholarly journals EXPLORING STUDENTS’ PERCEPTIONS OF COLLABORATION AND CRITICTHINKING SKILLS FOLLOWING AN ESCAPE ROOM EXPERIENCE

2021 ◽  
Vol 3 (1) ◽  
pp. 5-16
Author(s):  
Frances Hamilton ◽  
Kimberly Hile ◽  
Dana Skelley ◽  
Sarah Roller ◽  
Sandra Lampley ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Secondary Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Descriptive Statistics ◽  
Future Research ◽  
Comparison Analysis ◽  
Post Secondary ◽  
Collaboration Skills ◽  
Skills Use

Collaboration and critical thinking are 21st century skills employers value. Campus programming offers a space where, through intentional design, post-secondary students may develop critical thinking and collaboration skills. This study investigates survey data collected after a campus program that engaged participants in an escape room experience. Descriptive statistics were utilized to investigate students’ perceptions of collaboration and critical thinking skills use and improvement during the experience. Comparison analysis was employed to explore if the structure of the escape room produced any difference in results. Findings indicate the majority of participants reported being able to practice and improve collaboration and critical thinking skills in the escape room experience. Patterns suggest that the escape room structure may impact participants’ perceptions of collaboration and critical thinking skills. Limitations and recommendations for areas of future research are discussed.

scholarly journals International Students as Lucrative Markets or Vulnerable Populations: A Critical Discourse Analysis of National and Institutional Events in Four Nations

2013 ◽  
Vol 42 (1) ◽  
Author(s):  
Grace Karram
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Secondary Students ◽  
Foreign Students ◽  
National Level ◽  
The United States ◽  
Critical Discourse ◽  
Comparative Approach ◽  
Post Secondary ◽  
Current Events

The migration of post-secondary students is an increasingly debated phenomenon as the number of students living outside of their home country has risen to more than three million in the past decade. Governments, regions and institutions have developed new structures and strategies to facilitate and benefit from this worldwide student movement. This research article uses Fairclough’s (1993) notion of critical discourse analysis to explore the relationship between two distinct discourses on foreign students: national-level economic competitiveness and institutional-level student success. A comparative approach examines these discursive events in the four leading, Anglophone destination countries: Australia, Britain, Canada and the United States. The findings suggest that foreign students are objectified as tradable units in the market-driven discourse of economic development with student support literature providing a buffer that limits the critique of the economic discourse. At the same time, potential exists for current events to highlight the tension surrounding the two discourses and provide new opportunities for dialogue.

scholarly journals Crossing borders to enhance our understanding of variation in heritage languages

2021 ◽  
Vol 11 (2) ◽  
pp. 319-334
Author(s):  
David Natvig ◽  
Yvonne Van Baal
Keyword(s):  
Heritage Language ◽  
Holistic Approach ◽  
The Other ◽  
Future Research ◽  
Heritage Languages ◽  
Growing Body

The ‘Norwegian in America’ project, led by Janne Bondi Johannessen, has provided continued inspiration and access to document and study American Norwegian. This has contributed to a growing body of research on morpho¬syntax and, to a lesser extent, phonetics-phonology. Using compositional definiteness as an illustration, we show the benefits of incorporating these two perspectives to analyse variation in heritage languages. We strive for a holistic approach to two examples in order to demonstrate how variation in each grammatical domain interacts. In one case, this leads to an enriched understanding of the data, whereas the other case highlights an explicit need for future research. We believe that further work that includes both morphosyntax and phonetics-phonology is fruitful for our understanding of how multiple language domains interact in a heritage language setting.

On-Campus Animal-Assisted Therapy Events

2018 ◽  
Vol 26 (6) ◽  
pp. 616-632
Author(s):  
Alisa D. McArthur ◽  
Corinne Syrnyk
Keyword(s):  
Secondary Students ◽  
Liberal Arts ◽  
Animal Assisted Therapy ◽  
Future Research ◽  
Advocacy Group ◽  
Post Secondary ◽  
Liberal Arts Institution ◽  
Before And After ◽  
Final Exams ◽  
The Impact

Abstract Post-secondary students are experiencing more stress than ever before. In an attempt to help alleviate some of this stress, animal-assisted therapy (AAT) events were held on the campus of a small liberal arts institution just prior to final exams in the Fall and Winter terms. All students were invited to mingle with dogs and handlers from a local AAT advocacy group. In Study 1, students were surveyed following the events held in the Fall and Winter and self-reported an improved mood as a result of the events as well as being extremely satisfied with the experience. Similarly, Study 2, held in the subsequent Fall, replicated the findings from Study 1. In addition, the Brief Mood Inspection Scale, administered before and after the event, found students’ mood improved on all three subscales. The implications for future research to fully assess the impact of such events on students are discussed.

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