Formative interaction in online writing: making disciplinary expectations explicit

About the book: How to provide appropriate feedback to students on their writing has long been an area of central significance to teachers and educators. Feedback in Second Language Writing: Context and Issues provides scholarly articles on the topic by leading researchers, who explore topics such as the socio-cultural assumptions that participants bring to the writing class; feedback delivery and negotiation systems; and the role of student and teacher identity in negotiating feedback and expectations. This text provides empirical data and an up-to-date analysis of the complex issues involved in offering appropriate feedback during the writing process

Evaluative Language and Its Solidarity-Building Role on TED.com: An Appraisal and Corpus Analysis

Language is a key resource in the formation of online communities, which are in turn central to an understanding of contemporary social relations. This study looks at TED.com, an educational video-hosting platform with few in-built community-building functionalities, to explore the potential for users to affiliate through their language choices. Grounded in Systemic Functional Linguistics, the study uses the Appraisal framework, extended using corpus linguistic methods, in order to analyse users’ reactions to TED videos. The study shows that online participants use evaluative language to align with certain ideas and, based on these affinities, form affiliations characterized by sociability and solidarity. These affiliations raise important questions about the conception of ‘community’ in twenty-first century society

Mobile Learning Revolution: Implications for Language Pedagogy

Mobile technologies including cell phones and tablets are a pervasive feature of everyday life with potential impact on teaching and learning. “Mobile pedagogy” may seem like a contradiction in terms, since mobile learning often takes place physically beyond the teacher's reach, outside the walls of the classroom. While pedagogy implies careful planning, mobility exposes learners to the unexpected. A thoughtful pedagogical response to this reality involves new conceptualizations of what is to be learned and new activity designs. This approach recognizes that learners may act in more self-determined ways beyond the classroom walls, where online interactions and mobile encounters influence their target language communication needs and interests. The chapter sets out a range of opportunities for out-of-class mobile language learning that give learners an active role and promote communication. It then considers the implications of these developments for language content and curricula and the evolving roles and competences of teachers

Brave Forms of Mentoring Supported by Technology in Teacher Education

Indexación: Web of ScienceQuality education is undoubtedly a global concern, tied closely to preoccupations with economic and social development. Increasingly, the adoption and effective use of current technology tools are being recognized as visible signs of that quality. Scholars are providing increasing evidence of the kinds of empowered teacher identities that will adopt the effective use of technology tools in teaching. Less is being discussed about how technology can support the processes needed to mediate such identities. The context of Teacher Education is a strategic place to begin to initiate such processes. Our aim in this article is twofold: 1) to describe two recent examples of innovative, technology - supported mentoring processes that were conducted in the context of an EFL Teacher Education program in Chile; 2) to revisit the findings of these studies in light of new evidence from participants who have moved on in their careers. This evidence is viewed in the framework of recent scholarship on the responsibilities that Teacher Education plays in their development. The first 16-month study examined the influences of a guided reading program involving e-readers on the identities and literacy skills of pre-service teachers. The second was a student-conceived study. That inquiry sought to determine the influence of upper year students' peer mentoring, made available partly through a social media site (SMS), on the identities and investment in learning of 12 firs-year students in the pedagogy program. The initial evidence from ethnographic tools used in both studies indicated that the participants were struggling with confidence and doubting themselves as knowledgeable, effective future teachers - not predictive of a potential for quality teaching. Positive signs at the end of both studies and more recent reports from participants suggest that the mentoring had longitudinal benefits for some, although not uniformly. The potential of apprenticeship and mentoring in a technology-supported environment requires rethinking Teacher Education mandates if we are to empower emerging teachers to be quality teachers.http://www.ejel.org/issue/download.html?idArticle=48

Light me up: power and expertise in risk communication and policy-making in the e-cigarette health debates

This paper presents a detailed account of policy-making in a contemporary risk communication arena, where strong power dynamics are at play that have hitherto lacked theoretical analysis and empirical validation. Specifically, it expands on the understanding of how public health policy decisions are made when there is a weak evidential base and where multiple interpretations, power dynamics and values are brought to bear on issues of risk and uncertainty. The aim of the paper is to understand the role that power and expertise play in shaping public health risk communication within policy-related debates. By drawing on insight from a range of literatures, the paper argues that there several interacting factors that shape how a particular narrative gains prominence within a wider set of perspectives and how the arguments and findings associated with that perspective become amplified within the context of policy choices. These findings are conceptualised into a new model – a policy evaluation risk communication (PERC) framework – and are then tested using the Electronic cigarette debate as a case study

The Neurocognitive Process of Digital Radicalization: A Theoretical Model and Analytical Framework

Recent studies suggest that empathy induced by narrative messages can effectively facilitate persuasion and reduce psychological reactance. Although limited, emerging research on the etiology of radical political behavior has begun to explore the role of narratives in shaping an individual’s beliefs, attitudes, and intentions that culminate in radicalization. The existing studies focus exclusively on the influence of narrative persuasion on an individual, but they overlook the necessity of empathy and that in the absence of empathy, persuasion is not salient. We argue that terrorist organizations are strategic in cultivating empathetic-persuasive messages using audiovisual materials, and disseminating their message within the digital medium. Therefore, in this paper we propose a theoretical model and analytical framework capable of helping us better understand the neurocognitive process of digital radicalization

Agent-based models and individualism: is the world agent-based?

Agent-based models (ABMs) are an increasingly popular tool in the social sciences. This trend seems likely to continue, so that they will become widely used in geography and in urban and regional planning. We present an overview of examples of these models in the life sciences, economics, planning, sociology, and archaeology. We conclude that ABMs strongly tend towards an individualist view of the social world. This point is reinforced by closer consideration of particular examples. This discussion pays attention to the inadequacy of an individualist model of society with reference to debates in social theory. We argue that because models are closed representations of an open world it is important that institutions and other social structures be explicitly included, or that their omission be explained. A tentative explanation for the bias of ABMs is offered, based on an examination of early research in artificial intelligence and distributed artificial intelligence from which disciplines the approach is derived. Some implications of these findings are discussed. We indicate some useful research directions which are beginning to tackle the individualism issue directly. We further note that the underlying assumptions of ABMs are often hidden in the implementation details. We conclude that such models must be subject to critical examination of their assumptions, and that model builders should engage with social theory if the approach is to realise its full potential