Analysis of Core Claims, Assumptions, and Silences: A Basis for Re-designing the Enacted K-12 English Curriculum and Reconceptualizing Communicative Competence

This paper examines the core claims, assumptions, and silences of the enacted K-12 English curriculum in the Philippines, guided by three important questions: What does the curriculum claim will happen to those using or exposed to it? What does the curriculum say about the English language and learning it? What does the curriculum say nothing about? These questions generate an understanding of how Philippine English (PE) and communicative competence are conceptualized in the written English curriculum currently running in the country. How the enacted curriculum (dis)regards Philippine English and how it (mis)construes communicative competence are problematized in this paper that is conceptual or polemical in nature. The insights generated, in turn, serve as input for redesigning the written curriculum with PE as an inspiration and a reconceptualized communicative competence as its aspiration. This paper argues that the English curriculum and its overarching goal must be grounded not only on global but also on local sociolinguistic realities

Development of an international written communication audit

Although localization, internationalization, and globalization efforts to meet international customers\u27 product and information needs are accepted strategies in the US computer industry, the needs of second language (L2) English speakers are less directly addressed in the international workplace. Application of strategies similar to these three technical communication strategies may benefit international workplace communication;The international writing approaches represented by these three communication strategies are related to the global management strategies of organizations (e.g., ethnocentric, polycentric, geocentric). This categorization, based on Perlmutter and Hedlund, considers organizations\u27 strategic missions and can be used to align management strategies with international writing approaches and individual rhetorical strategies. For example, an ethnocentric organization, entering the international market from a broad national base, instead of immediately changing its communication approach, might continue to use its source-localized information to communicate internationally. An organization might enter the global arena with an ethnocentric strategy, and, in reaction to emerging problems, focus on localization for each market and rely heavily on translation and translators, becoming more polycentric in its approach. A geocentric organization, balancing between ethnocentric and polycentric management strategies, is in constant communication across national and language borders, and might use both internationalization and globalization approaches in communication. Organizations\u27 global management strategies should align with their international communication practices, both for customers and in the workplace. An organization seeking a larger role in international ventures, yet with ethnocentric, localized communication strategies, might be less successful than one with similar goals and a more geocentric, globalized communication;In recognition of the diverse needs of organizations and individuals, an assessment method, an International Written Communication Audit (IWCA), is developed in this dissertation. The IWCA, based on linguistic and contrastive rhetoric research, focuses on cultural, pragmatic, and translation issues important to international workplace writing in US-English. The basic IWCA combines internationalization and globalization approaches. A localization module for the PRC is offered as an example of tailoring the audit methodology to the needs of L2 English readers from a specific language group. The construction of a workplace sampling frame and the analysis of the IWCA data are discussed

SystemC Through the Looking Glass : Non-Intrusive Analysis of Electronic System Level Designs in SystemC

Due to the ever increasing complexity of hardware and hardware/software co-designs, developers strive for higher levels of abstractions in the early stages of the design flow. To address these demands, design at the Electronic System Level (ESL) has been introduced. SystemC currently is the de-facto standard for ESL design. The extraction of data from system designs written in SystemC is thereby crucial e.g. for the proper understanding of a given system. However, no satisfactory support of reflection/introspection of SystemC has been provided yet. Previously proposed methods for this purpose %introduced to achieve the goal nonetheless either focus on static aspects only, restrict the language means of SystemC, or rely on modifications of the compiler and/or parser. In this thesis, approaches that overcome these limitations are introduced, allowing the extraction of information from a given SystemC design without changing the SystemC library or the compiler. The proposed approaches retrieve both, static and dynamic (i.e. run-time) information

Summary of Research 1998, Department of Oceangraphy

The views expressed in this report are those of the authors and do not reflect the official policy or position of the Department of Defense or the U.S. Government.This report contains summaries of research projects in the Department of Oceanography. A list of recent publications is also included which consists of conference presentations and publications, books, contributions to books, published journal papers, technical reports, and thesis abstracts

Practitioner Inquiry: Teaching literacy with English language learners

This qualitative research examines a practitioner inquiry group comprised of teachers of English Language Learners (ELLs) with the following research questions in mind: What happens when a group of ESL teachers collaborate in a dialogically inspired professional development context to learn about navigating discussion with complex texts and their ELL students? How does teacher learning evolve and address the complexities of the teacher/learner discourse under discussion in the professional development inquiry? What are the thematic and discursive contours of teaching and learning in this professional development context? In what ways will lesson development be relevant to the needs of those in the practitioners’ settings? This study documents the concerns, strengths, and weaknesses that ELL teachers express about teaching ELLs’ literacy through an examination of teachers’ experiences over eight months of group sessions. Dialogic teaching is presented in the inquiry as a lens to compare and contrast teachers’ ideas about their engagement with ELLs in comprehending complex texts in literacy learning. Data sources include (1) digital recordings of initial interviews, (2) field notes and digital recordings of group meetings, (3) digital recordings of exit focus group, (4) transcripts of observed lessons, (5) digital recordings of debriefing interviews after observations, (6) a case study of two teachers in their classrooms, and (7) the researcher’s reflexive journal. Case studies of two teachers include additional classroom observations and in-depth interviews. Data analysis tools included narrative structure (Gee, 2011; Labov & Waletzky, 1987), critical discourse analysis (Fairclough, 1992; Rogers 2011), and grounded theory techniques (Strauss & Corbin, 2008). Findings show that practitioners’ discourse changed to include more positive appraisals of their students’ classroom discussions after working through readings about dialogic teaching (Alexander, 2008; Boyd & Markarian, 2011; Reznitskaya, 2012; Wells, 2002). An awareness of how EL students are positioned in higher education is revealed with an understanding of the complex nuances of English language practitioner discourse. This research adds to existing scholarship in professional development for English language teachers and in-service teachers as well as to narratives about teaching literacy with ELLs

Teaching English as a Second Language in an Urban Public University in Sri Lanka : A Reflective Paper

The purpose of this Master of Arts (MA) thesis is threefold: First, this reflective paper provides a critical literature review on English Language Teaching (ELT) in Sri Lanka. Second, this reflective paper presents seven guiding principles which will steer my English as a Second Language (ESL) teaching in an urban public university in Sri Lanka. Third, drawing from the seven guiding principles, this reflective paper presents a complete syllabus and three assignments as concrete examples (attached as appendixes) which will be implemented in a College of Humanities and Social Sciences in an urban public university in Sri Lanka. The importance of the present reflective paper can be summarized under four main points: First, the critical literature review could help researchers and practitioners to better understand the complex linguistic situation and ELT in Sri Lanka. Second, based on the seven guiding principles I will have a new syllabus which will be implemented in my ESL classes in an urban public university in Sri Lanka. After the implementation of the syllabus, I will reflect on my experience of implementing the syllabus and improve the syllabus further. Third, the seven guiding principles which will inform my future practice as an ESL teacher are transferable to English dominated post-colonial countries such as India, Pakistan, Bangladesh and so on. As a novice ESL teacher in an urban public university in Sri Lanka, one of the challenges I faced was the lack of a formal syllabus for my ESL classes. It gave rise to multiple issues in relation to teaching methodology, lesson planning, and teaching materials, resulting in the dissatisfaction of my students and myself. It was the lack of a formal syllabus for my ESL classes that motivated me to design a syllabus for an intermediate level ESL course in an urban public university in Sri Lanka. I believe that the new syllabus steered by the seven guiding principles presented in this MA thesis will create a new synergy in my future ESL classrooms

V2X Sidelink Positioning in FR1: Scenarios, Algorithms, and Performance Evaluation

In this paper, we investigate sub-6 GHz V2X sidelink positioning scenarios in 5G vehicular networks through a comprehensive end-to-end methodology encompassing ray-tracing-based channel modeling, novel theoretical performance bounds, high-resolution channel parameter estimation, and geometric positioning using a round-trip-time (RTT) protocol. We first derive a novel, approximate Cram\'er-Rao bound (CRB) on the connected road user (CRU) position, explicitly taking into account multipath interference, path merging, and the RTT protocol. Capitalizing on tensor decomposition and ESPRIT methods, we propose high-resolution channel parameter estimation algorithms specifically tailored to dense multipath V2X sidelink environments, designed to detect multipath components (MPCs) and extract line-of-sight (LoS) parameters. Finally, using realistic ray-tracing data and antenna patterns, comprehensive simulations are conducted to evaluate channel estimation and positioning performance, indicating that sub-meter accuracy can be achieved in sub-6 GHz V2X with the proposed algorithms