scholarly journals Linguistic Diversity and Comparability in Educational Assessment

2021 ◽  
Author(s):  
Helena Reierstam ◽  
Meeri Hellstén
Keyword(s):  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Mixed Method Research ◽  
Learning Contexts ◽  
Diverse Learning ◽  
Multilingual Learning ◽  
Quality Aspect ◽  
Main Component ◽  
Shed Light ◽  
Scholarly Attention

This chapter reports on recent mixed method research investigating the comparability between assessment in relation to linguistic and cultural diversity. It takes as its premise that assessment is an integral part of instruction that becomes a main component for attaining of equal opportunities. Therefore, assessment plays a key role in terms of the wider consequences at both individual and societal levels. One of the central functions of assessment is its measure of quality assurance and comparability for grading to such an extent that it is readily employed to indicate evidence of student achievement of standards and quality. This may sometimes present issues in terms of learner diversity. We focus on the challenges facing teaching in linguistically diverse learning settings in which a foreign language may be used as an alternative to instruction. Here we draw on a recent study from two separate multilingual learning contexts in Sweden. We shed light on the generic questions arising from such disjuncture in these linguistically diverse educational sites as evidence on a call for much needed scholarly attention on the quality aspect in assessment.

Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context

2021 ◽  
pp. 136216882199414
Author(s):  
Maite Santiago-Garabieta ◽  
Rocío García-Carrión ◽  
Harkaitz Zubiri-Esnaola ◽  
Garazi López de Aguileta
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Educational Systems ◽  
Language Of Instruction ◽  
Dialogic Teaching ◽  
Collaborative Interactions ◽  
Diverse Context

The increasing linguistic diversity of the students in schools poses a major challenge for inclusive educational systems in which everyone can learn the language of instruction effectively and, likewise, can have access to contents, being language the necessary tool to the latter end. Research suggests that there is a robust connection between interaction and language acquisition. Therefore, there is a need to identify the forms of interaction that are most effective for that purpose. In this sense, a greater emphasis on dialogic teaching and learning that increases quality interactions among students may facilitate the learning process. The present study analyses the implementation of a dialogue-based educational action called Dialogic Literary Gatherings (DLG) to promote teaching and learning Basque, a minority language, in a linguistically diverse context. Our research is an exploratory case study: 9 lessons were video-recorded and 2 interviews were conducted with a group of students and their teacher respectively. Results suggest that the DLG creates affordances for encouraging participation in collaborative interactions in the second language, promoting the inclusion of L2 learners, and fostering literature competence as well as a taste for the universal literature. We discuss the implications of these findings for second language learning.

Understanding Performance Coach Development: Perceptions About a Postgraduate Coach Education Program

2015 ◽  
Vol 2 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Jamie Araya ◽  
Andrew Bennie ◽  
Donna O’Connor
Keyword(s):  
Informal Learning ◽  
Community Of Practice ◽  
Formal Learning ◽  
Coach Education ◽  
Types Of Knowledge ◽  
Socially Constructed ◽  
Learning Contexts ◽  
Diverse Learning ◽  
Coach Development ◽  
Semistructured Interviews

The purpose of this study was to enrich our understanding of formal coach education settings. We investigated how coaches developed knowledge during a postgraduate tertiary coach education course. We also explored coaches’ perceptions of changes they made to their coaching attitudes, behaviours, skills, and practices as a result of their studies. Semistructured interviews1were conducted with 17 performance coaches. Results revealed that coaches developed knowledge through rich learning situations that were relevant to their coaching context. Furthermore, the three types of knowledge (professional, interpersonal and intrapersonal; Côté & Gilbert, 2009) were fostered in an environment that was socially constructed through a Community of Practice. Coaches felt they were better equipped to develop athlete performance as a result of the knowledge gained through the course. The findings reinforce the importance of developing formal coach education that is learner-centred, provides diverse learning experiences, and embraces informal learning concepts when embedded in formal learning contexts.

scholarly journals Examining Teachers’ Roles in Online Learning

2018 ◽  
Vol 26 (2) ◽  
pp. 3
Author(s):  
Qiang Huang
Keyword(s):  
Online Learning ◽  
Descriptive Statistics ◽  
The Other ◽  
Teacher Roles ◽  
Learning Context ◽  
Future Studies ◽  
Managerial Role ◽  
Learning Contexts ◽  
Diverse Learning ◽  
Enhanced Learning

<p>Online learning has been used in the literature to cover diverse learning contexts ranging from blended learning, distance learning, virtual learning and web-enhanced learning. Many aspects of online learning have become the focuses of research and teacher roles are one of them. The present study, therefore, intends to examine how 153 university students perceived the roles of their teachers in online learning of a blended English course by using a 27-item and 5-Likert-scale questionnaire (the STRI). Results of statistical analyses showed that the Cronbach’s Alpha value of the entire questionnaire was .955 and those of the three sub-roles were all above .891, indicating that both the questionnaire and the three factors of sub-roles were reliable and valid. Further analyses revealed that the three sub-roles of teachers, i.e., the cognitive role, the affective role and the managerial role, were significantly different from each other. Among them, the means of the managerial role was significantly higher than that of the cognitive role while the means of the affective role was the lowest. Results of descriptive statistics also revealed that keeping a record of students’ learning in the managerial role was quite notable for students. The findings suggest that the roles of teachers in online learning as a whole were reduced. However, the managerial role was more notable than the other two roles and the affective role was the least impactful in the online learning context in this study. The researcher believes that these findings may offer some insights to classroom implications and provide the basis for future studies of comparing teacher roles across different educational contexts.</p>

The impact of cultural and linguistic diversity on hospital readmission in patients hospitalized with acute heart failure

2019 ◽  
Vol 6 (2) ◽  
pp. 121-129
Author(s):  
Michael Seman ◽  
Bill Karanatsios ◽  
Koen Simons ◽  
Roman Falls ◽  
Neville Tan ◽  
...  
Keyword(s):  
Heart Failure ◽  
Acute Heart Failure ◽  
Hospital Readmission ◽  
Limited English Proficiency ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Cox Proportional Hazard ◽  
Increased Risk ◽  
Hospital Administrative ◽  
The Impact

Abstract Aims Health services worldwide face the challenge of providing care for increasingly culturally and linguistically diverse (CALD) populations. The aims of this study were to determine whether CALD patients hospitalized with acute heart failure (HF) are at increased risk of rehospitalization and emergency department (ED) visitation after discharge, compared to non-CALD patients, and within CALD patients to ascertain the impact of limited English proficiency (LEP) on outcomes. Methods and results A cohort of 1613 patients discharged from hospital following an episode of acute HF was derived from hospital administrative datasets. CALD status was based on both country of birth and primary spoken language. Comorbidities, HF subtype, age, sex and socioeconomic status, and hospital readmission and ED visitation incidences, were compared between groups. A Cox proportional hazard model was employed to adjust for potential confounders. The majority of patients were classified as CALD [1030 (64%)]. Of these, 488 (30%) were designated as English proficient (CALD-EP) and 542 (34%) were designated CALD-LEP. Compared to non-CALD, CALD-LEP patients exhibited a greater cumulative incidence of HF-related readmission and ED visitation, as expressed by an adjusted hazard ratio (HR) [1.27 (1.02–1.57) and 1.40 (1.18–1.67), respectively]; this difference was not significant for all-cause readmission [adjusted HR 1.03 (0.88–1.20)]. CALD-EP showed a non-significant trend towards increased rehospitalization and ED visitation. Conclusion This study suggests that CALD patients with HF, in particular those designated as CALD-LEP, have an increased risk of HF rehospitalization and ED visitation. Further research to elucidate the underlying reasons for this disparity are warranted.

Exploring Linguistic Diversity From the Inside Out: Implications of Self-Reflexive Inquiry for Teacher Education

2018 ◽  
Vol 70 (5) ◽  
pp. 581-596 ◽  
Author(s):  
Steven Z. Athanases ◽  
Leslie C. Banes ◽  
Joanna W. Wong ◽  
Danny C. Martinez
Keyword(s):  
Teacher Education ◽  
Students Of Color ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Bilingual Students ◽  
Rich Diversity ◽  
Language Knowledge ◽  
Majority Students ◽  
Inside Out ◽  
Reflexive Inquiry

With a burgeoning U.S. population of emergent bilingual learners and others who use nondominant language forms, the need for language knowledge among teachers is acute. Beginning from the inside out by examining one’s own complex language uses may be a first step toward envisioning and later developing classroom cultures that support diverse language forms for diverse purposes. In all, 262 undergraduate education students used self-reflexive inquiry, documenting ways they and others use language, through language inventories, surveys, and essays. Participants were majority students of color, half bilingual. Students reported awareness of rich diversity and nuances of language uses, purposes, and fluidity across contexts. Although students often used a formal/informal contrast to describe language uses, this distinction was complicated. Understandings of language surfaced in writing as students engaged with linguistically diverse peers and situated their linguistic repertoires in sociopolitical context. Drawing on results and students’ reflections on the writings as tools, we offer implications for teacher education.

scholarly journals An Earlier Copy of al-Suhrawardī’s ʿAwārif al-Maʿārif and Its Scribe, Abū Ṭāhir al-Ḥanafī

Religions ◽  
2020 ◽  
Vol 11 (11) ◽  
pp. 613
Author(s):  
Aydogan Kars
Keyword(s):  
Intimate Knowledge ◽  
Shed Light ◽  
Scholarly Attention

This paper introduces an accomplished Ḥanafī traditionist [muḥaddith] named Abū Ṭāhir ʿAbd al-Salām Ibn Abī al-Rabīʿ al-Shīrāzī (b.bef.590/1194, d.661/1263), and two newly-discovered manuscripts that shed light on his life, works, and networks. The first manuscript is an earlier copy of ʿUmar al-Suhrawardī’s (539-632/1145-1234) influential Sufi treatise, Benefits of Intimate Knowledge [ʿAwārif al-Maʿārif] that Abū Ṭāhir copied in 603/1206. In addition to updating the terminus ad quem of al-Suhrawardī’s masterpiece, the manuscript also preserves a significant audition [samāʿ] record. While Abū Ṭāhir transcribed this early copy, he seems to have neither participated in the later transmission of the work nor formed a Sufi identity. A well-connected traditionist who has not yet received scholarly attention, he wrote many works, none of which have been studied so far. This paper introduces his life and works, traces his immediate teachers and pupils in transmitting prophetic sayings, and analyzes a hitherto unstudied manuscript of his Forty Sayings on the Virtue of Praying for the Messenger of God [Al-Arbaʿūn fī Faḍīlat al-Ṣalāt ʿalā Rasūl Allāh]. The paper demonstrates that the study of al-Suhrawardī’s ʿAwārif al-Maʿārif by non-Sufi traditionists can be traced back to its earliest extant copy available to us.

How do teachers use picture books to draw on the cultural and linguistic diversity in their classrooms?

2013 ◽  
pp. 44-50
Author(s):  
Marilyn Blakeney-Williams ◽  
Nicola Daly
Keyword(s):  
Early Childhood ◽  
Group Work ◽  
Picture Books ◽  
Linguistic Diversity ◽  
Picture Book ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Book Selection ◽  
Cultural And Linguistic Diversity ◽  
Diverse Classroom

Picture books are ubiquitous in Western early childhood and primary settings. This article explores how picture books are being used in culturally and linguistically diverse settings, by describing and exploring the practice of two New Zealand teachers who use picture books extensively in their classrooms. Findings from interviews, observations, reflections, and collaborative workshops indicate the power of picture books within a diverse classroom population and the importance of several factors: the personal resonance of picture book selection, exploration of language structures and vocabulary, and the importance of using group work in activities across the curriculum in response to picture books.

scholarly journals Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts

2021 ◽  
Author(s):  
Tuike Iiskala ◽  
Simone Volet ◽  
Cheryl Jones ◽  
Milo Koretsky ◽  
Marja Vauras
Keyword(s):  
Science Learning ◽  
Successful Outcome ◽  
Verbal Interactions ◽  
Academic Level ◽  
Coding Systems ◽  
Learning Contexts ◽  
Diverse Learning ◽  
Metacognitive Regulation ◽  
Video And Audio ◽  
Analytical Tools

AbstractThis study investigated how metacognitive regulation (MR), especially its forms and foci, was manifested in less and more successful outcome groups’ collaborative science learning in diverse learning contexts. Whilst previous research has shown that different forms and foci of MR exist in collaborative learning, their role in groups’ learning outcomes remains unexplored. Drawing conclusions from different studies has been difficult because these have used different conceptualisations and analytic methods. In the present study, the learning processes of less and more successful outcome groups from three diverse collaborative science learning contexts were scrutinised. The contexts differed in academic level, disciplinary subject, and national culture. The same theory-based conceptualisations, coding systems, coders, and analyses were used across contexts. In addition, the tasks studied were designed using the same guiding principles. Transcribed video and audio recordings of the groups’ verbal interactions for two distinct interaction segments from these tasks formed the basis of the analyses. Manifestation of forms and foci of MR were quantitatively and qualitatively illustrated in each context. The main findings show that the manifestation of MR of less and more successful outcome groups demonstrated similarities and differences in the three different learning contexts. This study contributes to a contextualised understanding of MR in collaborative science learning, and highlights the importance of using similar, rigorous analytical tools across diverse contexts.

scholarly journals L2 Writing and L1 Composition in English: Towards an alignment of effort

2008 ◽  
Vol 43 (2) ◽  
pp. 139-155
Author(s):  
Beverly Anne Baker
Keyword(s):  
Linguistic Diversity ◽  
Native Speakers ◽  
Linguistically Diverse ◽  
L2 Writing ◽  
Language Diversity ◽  
American University ◽  
Mainstream Composition ◽  
L1 And L2 Writing ◽  
L1 And L2 ◽  
Diverse Groups

Abstract In North American university contexts, the language diversity found in English mainstream composition (“L1”) classrooms resembles more and more that found in ESL (“L2”) writing classrooms. As these two groups become less differentiated, those specifically trained in L2 writing might well wonder whether the needs of the non-native speakers of English are acknowledged and addressed in the mainstream classrooms. The author examines several different theoretical constructs that have informed and continue to inform the literature on L1 composition pedagogy, demonstrating that some of these allow for the inclusion of linguistically diverse groups better than others. Fortunately, the recent turn to social and critical approaches to teaching composition reflect well the preoccupations of both L1 and L2 writing teachers. More and more attention is being paid to discussions of “linguistic diversity,” a term which now includes non-native speakers. This suggests a future convergence in the activities of instructors of L1 and L2 writing, leading to benefits for linguistically diverse groups.

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