The Language Use of a Bilingual Korean Teacher and Bilingual Korean Students in a Korean Heritage Classroom

Many Korean parents in the U.S. send their children to heritage Korean language schools so that they maintain and further develop Korean as they acquire English. It is, thus, worthwhile to investigate how a Korean teacher and Korean students (as emergent bilinguals) used Korean and English in a Korean heritage classroom. The chapter addresses two research questions: (1) How did the teacher use Korean and English to make her instruction comprehensible during discussions about multicultural children's literature? (2) To what extent were there differences in the two groups of students' (Korean-American and Korean immigrant) use of translanguaging in their oral responses? The findings show that the teacher uses both Korean and English to make her instruction comprehensible and to facilitate her students' participation in class discussions. The findings further reveal differences in the two groups of students' use of language in their oral responses to multicultural texts.

Implementing Individual Opportunities to Respond in Online Teaching Environments

Teacher-provided opportunities to respond are a powerful strategy for improving behavior and academic outcomes of students with disabilities. However, online instruction makes opportunities to respond more challenging to implement. For the purposes of this article, online teaching refers to synchronous instruction taking place via video conferencing software (e.g., Zoom, Microsoft Teams, Canvas Conferences, Blackboard Collaborate). This article presents strategies teachers can use to elicit individual responses from students through oral responses, response cards, and action responses.

Supporting Undergraduate STEMM Education: Perspectives from Faculty Mentors and Learning Assistants in Calculus II

In higher education, Learning Assistants (LAs)—a relatively recent evolution grounded in peer mentorship models—are gaining popularity in classrooms as universities strive to meet the needs of undergraduate learners. Unlike Teaching Assistants, LAs are undergraduate students who receive continuous training from faculty mentors in content-area coaching and pedagogical skills. As near-peers, they assist assigned groups of undergraduates (students) during class. Research on LAs suggests that they are significant in mitigating high Drop-Fail-Withdrawal rates of large enrollment undergraduate science, technology, engineering, mathematics, and medical (STEMM) courses. However, there is a dearth of description regarding the learning between LAs and STEMM faculty mentors. This paper reports on perspectives of faculty mentors and their cooperating LAs in regard to their learning relationships during a Calculus II at a research-oriented university during Spring of 2020. Using an exploratory-descriptive qualitative design, faculty (oral responses) and LAs (written responses) reflected on their relationship. Content analysis (coding) resulted in four salient categories (by faculty and LA percentages, respectively) in: Showing Care and Fostering Relationships (47%, 23%); Honing Pedagogical Skills (27%, 36%); Being Prepared for Class and Students (23%, 28%); and Developing Content Knowledge in Calculus (3%, 13%). Benefits of LAs to faculty and ways to commence LA programs at institutions are also discussed.

Genetic Variation in the Bitter Receptors Responsible for Epicatechin Detection Are Associated with BMI in an Elderly Cohort

Globally, more than one-third of adults are overweight. Overweight and obesity are complex and multifaceted conditions, associated with an increased risk of chronic illness and early mortality. While there are known risk factors, these alone do not fully explain the varying outcomes between individuals. Recently, taste receptors have been proposed to have a role in the risk for obesity. These receptors are expressed throughout the gastrointestinal tract. In this system, they may be involved in modulating dietary intake and metabolic processes. The taste 2 family of receptors (T2Rs) detects bitter compounds. Receptors T2R4 and T2R5 detect (-)-epicatechin (epicatechin), an antioxidant polyphenol, which may have protective effects against obesity. However, the potential role for taste receptors in this association has not been explored. This study assessed whether polymorphisms in TAS2R4 (rs2233998 and rs2234001) and TAS2R5 (rs2227264) were associated with body mass index (BMI). Genotyping (Taqman qPCR assays) was performed on DNA extracted from blood samples (n = 563) from an elderly cohort. Homozygosity for the minor allele of all polymorphisms was significantly associated with a lower BMI in males. The TAS2R4-rs2233998 CC genotype, the TAS2R4-rs2234001 CC genotype and the TAS2R5-rs2227264 TT genotype were associated with lower BMI (2.1, 2.1 and 2.2 units; p = 0.002, 0.003 and 0.001, respectively). Epicatechin intake was not associated with BMI and genotype was not associated with epicatechin intake. This suggests that the association between TAS2R genotype and elevated BMI risk occurs through altered extra-oral responses and not directly via altered epicatechin intake.

Repair Strategies in English Literature Lectures in a University in Indonesia

This study was an attempt to investigate types and functions of repair strategies used by lecturers in English literature lectures in a university in Indonesia. Rido’s conceptual framework of repair strategies (2018) was used. Qualitative method was applied while the data were collected through video recording of three English literature lectures, comprising prose, drama, and literary criticism. The findings showed that the lecturers repaired both the linguistic (grammatical and pronunciation errors) and content-related aspects of the students while they were giving oral responses and making presentations. Therefore, the lecturers employed four types of repair strategies such as indicating an error has been made and correcting it, asking students to make self-repairs, indicating an error has been made and getting other students to correct it, and repeating students’ responses with changes. The functions of those repair strategies were to show the lecturers as role model and reliable source of knowledge, to give good examples, to make students think critically, to give opportunity for students to share ideas, and make students not aware they were being corrected so that they kept learning. The findings offer some implications for pedagogical considerations within university lecture, especially in English as a foreign language (EFL) setting.

A Subset of Purposeless Oral Movements Triggered by Dopaminergic Agonists Is Modulated by 5-HT2C Receptors in Rats: Implication of the Subthalamic Nucleus

Dopaminergic medication for Parkinson’s disease is associated with troubling dystonia and dyskinesia and, in rodents, dopaminergic agonists likewise induce a variety of orofacial motor responses, certain of which are mimicked by serotonin2C (5-HT2C) receptor agonists. However, the neural substrates underlying these communalities and their interrelationship remain unclear. In Sprague-Dawley rats, the dopaminergic agonist, apomorphine (0.03–0.3 mg/kg) and the preferential D2/3 receptor agonist quinpirole (0.2–0.5 mg/kg), induced purposeless oral movements (chewing, jaw tremor, tongue darting). The 5-HT2C receptor antagonist 5-methyl-1-[[2-[(2-methyl-3-pyridyl)oxyl]-5-pyridyl]carbamoyl]-6-trifluoromethylindone (SB 243213) (1 mg/kg) reduced the oral responses elicited by specific doses of both agonists (0.1 mg/kg apomorphine; 0.5 mg/kg quinpirole). After having confirmed that the oral bouts induced by quinpirole 0.5 mg/kg were blocked by another 5-HT2C antagonist (6-chloro-5-methyl-1-[6-(2-methylpiridin-3-yloxy)pyridine-3-yl carbamoyl] indoline (SB 242084), 1 mg/kg), we mapped the changes in neuronal activity in numerous sub-territories of the basal ganglia using c-Fos expression. We found a marked increase of c-Fos expression in the subthalamic nucleus (STN) in combining quinpirole (0.5 mg/kg) with either SB 243213 or SB 242084. In a parallel set of electrophysiological experiments, the same combination of SB 243213/quinpirole produced an irregular pattern of discharge and an increase in the firing rate of STN neurons. Finally, it was shown that upon the electrical stimulation of the anterior cingulate cortex, quinpirole (0.5 mg/kg) increased the response of substantia nigra pars reticulata neurons corresponding to activation of the “hyperdirect” (cortico-subthalamonigral) pathway. This effect of quinpirole was abolished by the two 5-HT2C antagonists. Collectively, these results suggest that induction of orofacial motor responses by D2/3 receptor stimulation involves 5-HT2C receptor-mediated activation of the STN by recruitment of the hyperdirect (cortico-subthalamonigral) pathway.

Line, please? An analysis of the rehearsed speech characteristics of native Korean speakers on the English Oral Proficiency Interview—Computer (OPIc)

Two assumptions of speaking proficiency tests are that the speech produced is spontaneous and the the scores on those tests predict what examinees can do in real-world communicative situations. Therefore, when examinees memorize scripts for their oral responses, the validity of the score interpretation is threatened. While the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines identify rehearsed content as a major hindrance to interviewees being rated above Novice High, many examinees still prepare for speaking tests by memorizing and rehearsing scripts hoping these "performances" are awarded higher scores. To investigate this phenomenon, researchers screened 300 previously rated Oral Proficiency Interview-computer (OPIc) tests and found 39 examinees who had at least one response that had been tagged as rehearsed. Each examinee’s responses were then transcribed, and the spontaneous and rehearsed tasks were compared. Temporal fluency articulation rates differed significantly between the spontaneous and rehearsed segments; however, the strongest evidence of memorization lay in the transcriptions and the patterns that emerged within and across interviews. Test developers, therefore, need to be vigilant in creating scoring guidelines for rehearsed content.

Interlanguage Analysis on Speech Produced by EFL Learners

Indonesian EFL Learners experience erroneous speech in the process of learning the target language. Interlanguage, the errors that contain linguistic features which neither belong to the first language (L1) nor the target language becomes the focus of this study. The study aims to analyze the native and target language influence on the interlanguage produced by the students in their speech production. This study was designed in qualitative research approach. The data was collected through interviewed of 20 eighth grade students in English using a guided interview technique that contains 15 questions. The oral responses produced by the students were recorded, identified, described, and explained. The results show that in the syntactic and lexicon levels, both native and target language influenced the students’ interlanguage production. Native language influence includes 1) the use of Indonesian syntactic pattern; 2) the use of Indonesian acronym; 3) the use of Indonesian words; 4) omission of –s in plural forms; 5) omission of to be; 6) subject deletion; and 7) the use of verbs. Target language influence is observed in overgeneralization of articles, the use of to be, and the overgeneralization of ending –ed in the past tense.

Key Aspects of Algorithmization of Collaborative Educational and Cognitive Activity of Students at a Technical University in the Conditions of Digitalization of Education

This article presents a quantitative assessment of pedagogical support aimed at improving collaborative education at a modern technical university. The article analyzes the structural composition of the universal communicative competence in a foreign language to identify the advantages of the proposed content detailization. An algorithm for constructing educational and speech actions of students with the use of collaborative digital technology, regarding the monitoring and control of tools, is developed and theoretically justified. Microsoft Teams is offered as a platform for implementing digital collaborative learning technology. The didactic possibilities and methodological functions of Microsoft Teams in foreign language teaching are revealed. The digital technology of the collaborative learning algorithm is relevant for building collaborative actions is relevant, since it contributes to the development of the ability to solve common professional tasks. The algorithm of the dialogic communication, including problem, contradiction, conflict, intellectual difficulty, having general professional context as a stimulus to enhance the interaction in pair work is proposed as pedagogical support. The analysis and quantitative assessment of students' oral responses showed that the dialogue in a foreign language, based on the algorithmic component, is more structured and stimulates students' communication on relevant professional-oriented topics.

EXPLORING THE TAXONOMY PHASES OF MALIK BADRI'S THINKING PROCESS AMONG STUDENTS ENROLLED IN TAUHIDIC SCIENCE EDUCATION FOR BIOLOGY SUBJECT

The taxonomy of the Malik Badri's thinking process phase is a guide for cognitive assessment that has been proposed as an alternative to Bloom's Taxonomy. This taxonomy considers the Islamic worldview to be incorporated into the cognitive evaluation of the Muslims’ learning process. This article explored the action-oriented-thinking of a group of students who undergo a unique program inspired by Tauhidic Science concept. The structured interview protocols used in the study was Articulated Thought in Simulated Situation (ATSS) Dilema nutrisi. The ATSS- Dilema nutrisi is an instrument to gauge the goal-oriented thinking based on the Articulated Thought In Simulated Situation (ATSS) procedure. The purpose of this protocol is to explore the cognitive behaviour of ‘action-oriented thinking’ related to food and dietary practice among students. This study procedure was started with the training protocol and then followed by the ATSS- Dilema nutrisi protocol. Oral responses are transcribed and analyzed until themes are derived. The findings show that based on 108 responses to simulation-related situations, only three of the four phases of the process have been identified namely musyahadah, tadlawuk and tafakur. The highest level of thinking phase which is syuhud is not identified throughout this study.