15 research outputs found

    Repetition overused as an academic writing strategy : a case study of Xhosa-English second language speakers

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    This study uses close linguistic analysis to investigate how a group of Xhosa English Second Language (XESL) Speakers use repetition as a discourse strategy in their written academic work. The study analyses the nature of their repetition and draws on critical theory to situate repetition in its socio-cultural context

    Building a validity argument for the listening component of the Test de connaissance du français in the context of Quebec immigration

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    L’évaluation linguistique est une pratique omniprĂ©sente dans les contextes d’immigration, utilisĂ©e comme une mĂ©thode de collecte de donnĂ©es pour Ă©valuer la capacitĂ© des immigrants Ă  communiquer dans la langue du pays d’accueil afin de promouvoir l’intĂ©gration sociale et Ă©conomique ainsi que la productivitĂ© au travail (McNamara & Shohamy, 2008). Contrairement aux tests d’anglais, peu d’attention est accordĂ©e Ă  l’interprĂ©tation et Ă  l’utilisation des scores aux tests en français, ce qui incite - et demande – de la validation des scores pour justifier l’utilisation des tests. Cette Ă©tude, qui fait appel aux avancĂ©es de la thĂ©orie de la validitĂ© des tests (Kane, 2006, 2013), construit un argumentaire de validitĂ© pour la composante de la comprĂ©hension orale du Test de connaissance du français (TCF) dans le contexte de l’immigration au QuĂ©bec. La thĂ©orie de la validitĂ© des tests a Ă©voluĂ© considĂ©rablement depuis le modĂšle tripartite traditionnel de contenu, de prĂ©diction et de construit (Cronbach et Meehl, 1955), a Ă©tĂ© conceptualisĂ©e comme un construit unitaire (Messick, 1989) et, plus rĂ©cemment, a Ă©tĂ© thĂ©orisĂ©e en termes d’argumentation (Kane, 2006, 2013), empruntant des concepts de modĂšles d’infĂ©rence (Toulmin [1958], 2003), qui englobent des infĂ©rences de score, de gĂ©nĂ©ralisation, d’explication, d’extrapolation et de dĂ©cision, ayant des rĂŽles importants dans un argumentaire de validitĂ©. Dans une approche de validitĂ© fondĂ©e sur l’argumentation, les affirmations relatives aux instruments de mesure sont composĂ©es de garanties qui doivent ĂȘtre Ă©tayĂ©es par des Ă©tudes empiriques, qui sont fondamentales pour les affirmations, mais qui appuient Ă©galement les infĂ©rences qui autorisent chacune des affirmations de l’argumentaire. Plus prĂ©cisĂ©ment, cette Ă©tude a analysĂ© des donnĂ©es empiriques pour appuyer les infĂ©rences de scores, de gĂ©nĂ©ralisation et d’explication, en proposant trois questions de recherche portant sur la reprĂ©sentativitĂ© du construit du TCF, le fonctionnement diffĂ©rentiel d’items et l’utilitĂ© de la technique de collecte de donnĂ©es. Les questions ont portĂ© sur les sous-compĂ©tences de comprĂ©hension orale dont le TCF Ă©value, le fonctionnement diffĂ©rentiel des items (FDI) selon le genre, la langue maternelle, l’ñge et l’emplacement gĂ©ographique des candidats ainsi que le fonctionnement des items Ă  choix multiples dans l’évaluation de la comprĂ©hension orale en langue seconde. Bien que de nombreux modĂšles statistiques et de mesure soient couramment disponibles pour analyser les donnĂ©es de rĂ©ponse aux tests, cette Ă©tude a privilĂ©giĂ© l’analyse factorielle confirmatoire (AFC) pour examiner les sous-compĂ©tences de comprĂ©hension orale opĂ©rationnalisĂ©es dans le TCF, en spĂ©cifiant des modĂšles suivant les suggestions d’un comitĂ© d’experts. Le modĂšle unidimensionnel de Rasch a permis de gĂ©nĂ©rer les paramĂštres de difficultĂ© des items entre les sous-groupes d’intĂ©rĂȘt pour effectuer les analyses FDI. Et le modĂšle Ă  rĂ©ponses nominales (MRN) a Ă©tĂ© utilisĂ© pour modĂ©liser les options des items Ă  choix multiples. Les rĂ©sultats issus de ces trois Ă©tudes ont permis d’étayer chacune des infĂ©rences retenues dans l’argumentaire de validitĂ© pour le TCF. Selon les modĂšles d’AFC recommandĂ©s par le comitĂ© d’experts, les rĂ©sultats suggĂšrent que les deux versions analysĂ©es dans cette Ă©tude Ă©valuent principalement la comprĂ©hension de l’information explicitement Ă©noncĂ©e dans le discours oral, sous reprĂ©sentant ainsi le construit. Quelques items visaient l’habiletĂ© Ă  infĂ©rer des idĂ©es implicites et la comprĂ©hension du sujet gĂ©nĂ©ral ou de l’idĂ©e principale, mais cette derniĂšre sous-compĂ©tence ne se retrouvait que dans une seule version du test, ce qui suggĂšre que les versions ne sont pas comparables. L’analyse FDI a identifiĂ© de nombreux items dans les versions du test et entre les sous-groupes d’intĂ©rĂȘt, mais trĂšs peu ont Ă©tĂ© associĂ©s Ă  un biais potentiel, qui comprenait la perception de la voix, le genre littĂ©raire et la familiaritĂ© du vocabulaire. Par consĂ©quent, Ă©tant donnĂ© que de nombreux items signalĂ©s pour fonctionnement diffĂ©rentiel ne pouvaient pas ĂȘtre associĂ©s Ă  un biais potentiel, la rĂ©ponse Ă  cette question est partiellement Ă©laborĂ©e et attĂ©nue l’argumentaire de validitĂ©. Les rĂ©sultats du MRN suggĂšrent que la plupart des items fonctionnaient bien, tandis que d’autres avaient potentiellement deux bonnes rĂ©ponses. L’approche de la validitĂ© fondĂ©e sur l’argumentation s’avĂšre utile pour regrouper des Ă©tudes empiriques dans un ensemble cohĂ©rent permettant d’étayer et de justifier l’interprĂ©tation et les utilisations du TCF dans un contexte d’immigration, qui peut Ă  son tour servir Ă  remĂ©dier les points faibles constatĂ©s, en fournissant un moyen d’attĂ©nuer les rĂ©futations potentielles qui menacent la validitĂ© de l’argument. Certaines mises en garde dans le cadre de validation sont Ă©galement soulignĂ©es et concernent l’accessibilitĂ© des donnĂ©es pour aborder les infĂ©rences d’extrapolation et de dĂ©cision dans des contextes d’immigration, mais comme Newton et Shaw (2014, p. 142) le soulignent: « l’approche de validitĂ© fondĂ©e sur l’argumentation sous-tend le fait que la validation n’est pas simplement une Ă©tude isolĂ©e, mais un programme: potentiellement un programme trĂšs intensif ». Et ce programme peut inclure des parties prenantes importantes comme les reprĂ©sentants gouvernementaux qui peuvent aider Ă  complĂ©ter l’argumentaire de validitĂ© du TCF en matiĂšre d’immigration au QuĂ©bec.Language testing is a ubiquitous practice in immigration contexts used as a data collection procedure to assess immigrants’ ability to communicate in the language of the host country to promote social as well as economic integration and productivity in the workplace (McNamara & Shohamy, 2008). Unlike English tests, little attention has been directed to the interpretation and uses of scores from French proficiency tests, which prompts – indeed, requires – validation research to justify test use. Drawing on advances in test validity theory (Kane, 2006, 2013), this study builds a validity argument for the listening component of the Test de connaissance du français (TCF) in the context of Quebec immigration. Test validity theory has evolved considerably since the traditional tripartite model of content, predictive and construct components (Cronbach & Meehl, 1955), have been conceptualized as a unitary construct (Messick, 1989) and more recently have been theorized in terms of argumentation (Kane, 2006, 2013), borrowing concepts from models of inference (Toulmin [1958], 2003), which include scoring, generalization, explanation, extrapolation and decision inferences that play key roles in a validity argument. In an argument-based approach to validity, claims about testing instruments are composed of warrants that must be supported by backings in the form of empirical studies, which are foundational for the claims, but also support the inferences that authorize each of the claims in the argument. More specifically, this study gathered empirical evidence to support the scoring, generalization and explanation inferences, proposing three research questions that addressed construct representation, potential bias and test method usefulness. The questions were concerned with the listening subskills that the TCF assesses, differential item functioning (DIF) across gender, first language, age, and geographical location as well as the option functioning of multiple choice (MC) items in the assessment of second language listening comprehension. Although multiple statistical and measurement models are readily available to analyze test response data, this study privileged confirmatory factor analysis (CFA) to examine the listening subskills operationalized in the TCF, specifying the models following suggestions from a panel of experts. The unidimensional Rasch model was used to generate the difficulty parameters across subgroups of interest to perform the DIF analyses. And the nominal response model (NRM) was used to model the response options of the MC items. The results from these three studies yielded backings for each of the selected inferences in the validity argument for the TCF. Based on the CFA models recommended by the panel of experts, the results suggested that the TCF test forms under study primarily assess examinees’ understanding of explicitly stated information in aural discourse, thereby underrepresenting the listening construct. A few items were found to target the ability to infer implicit ideas and understanding of the general topic or main idea, however, this latter subskill was only found in one test form, suggesting that the forms are not equivalent. The DIF analysis flagged multiple items across test forms and between the subgroups of interest, but very few were associated to potential bias, which included speech perception, literary genre and vocabulary familiarity. Thus, given that many items flagged for DIF could not be associated to a potential bias, this question was partially answered and attenuates the validity argument. The results from the NRM suggested that most items functioned well while others were potentially doubled keyed. The argument-based approached to validity proved helpful in putting together empirical evidence into a coherent whole to support and build a case for the interpretation and uses of the TCF in the context of immigration, which in turn can be used to address the identified weaknesses, providing a means to attenuate the potential rebuttals that threaten the validity of the argument. Some caveats in the validation framework were also outlined and relate to the accessibility of data to address the extrapolation and decision inferences in immigration contexts, but as Newton and Shaw (2014, p. 142) advocated “the argument-based approach underlies the fact that validation is not simply a one-off-study but a program: potentially a very intensive program”. And this program can include key stakeholders such as government officials that help complete the validity argument for the TCF in Quebec immigration

    The Impact of an Integrated iPad Daily Multiliteracies Pedagogy on Elementary Students' Reading Achievement, Skills, Engagement, Collaboration and Learning, and Self Perception

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    This study investigated the impact of the absence and presence of digital technology as part of a daily literacy program on second grade elementary students reading achievement, skill development and engagement, collaboration and learning, and student and parent perceptions of reading ability and engagement. A mixed methods approach including PM Benchmark Assessments, video footage, questionnaires, and interviews, was incorporated. Students in the Integrated iPad Literacy Program (IiLP) demonstrated greater gains than students in the Critical Reflective Literacy Program which used an approach that did not include technology. Both student and parent perceptions paired greater reading engagement with greater reading ability. With findings suggesting that infusing technology, multiliteracies, and multimodalities into a literacy program positively impacts student literacy and thinking development, recommendations for altering current literacy programs are discussed

    Chinese elements : a bridge of the integration between Chinese -English translation and linguaculture transnational mobility

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    [Abstract] As the popularity of Chinese elements in the innovation of the translation part in Chinese CET, we realized that Chinese elements have become a bridge between linguaculture transnational mobility and Chinese-English translation.So, Chinese students translation skills should be critically improved; for example, on their understanding about Chinese culture, especially the meaning of Chinese culture. Five important secrets of skillful translation are introduced to improve students’ translation skills

    Research on Teaching and Learning In Biology, Chemistry and Physics In ESERA 2013 Conference

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    This paper provides an overview of the topics in educational research that were published in the ESERA 2013 conference proceedings. The aim of the research was to identify what aspects of the teacher-student-content interaction were investigated frequently and what have been studied rarely. We used the categorization system developed by Kinnunen, LampiselkĂ€, Malmi and Meisalo (2016) and altogether 184 articles were analyzed. The analysis focused on secondary and tertiary level biology, chemistry, physics, and science education. The results showed that most of the studies focus on either the teacher’s pedagogical actions or on the student - content relationship. All other aspects were studied considerably less. For example, the teachers’ thoughts about the students’ perceptions and attitudes towards the goals and the content, and the teachers’ conceptions of the students’ actions towards achieving the goals were studied only rarely. Discussion about the scope and the coverage of the research in science education in Europe is needed.Peer reviewe

    Alternative Assessment and Accountability: A Case Study of Policy Reform and Teacher Practice at the District Level

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    Deliberations on the topic of alternatives to standardized assessments spurred the 2014 Virginia General Assembly legislation (House Bill 930/Senate Bill 306) that removed five, end-of-year Virginia Standards of Learning tests from select elementary and middle school subjects and supplant them with alternative measures (Virginia Department of Education, 2014). In light of the reform, the purpose of this study was to develop a descriptive account of one large Virginia school district’s implementation of alternative, locally developed assessments designed as an intervention to enhance teaching and learning. Emphasis was on the impact of policy change in social studies practice to capture teachers’ perceptions of alternative assessment in relation to teaching and learning. Specifically, this study examined, “How does reform focused on alternative assessment influence: (a) teachers’ perceptions, and (b) educational practice?” A theoretical framework, adapted from Bronfenbrenner\u27s ecological systems theory (1979), offered a conceptual stance through which to view the formed relationships between educational systems (i.e., state, district, and classroom) acting upon student learning. Using phenomenological analysis within case study, this study followed sixth/seventh grade social studies teachers and district leaders through their enactment of performance-based tasks as formative means of assessment. Through extensive individual and focus group interviews, classroom observations, and document/artifact analysis, the ways in which alternative assessment reform influenced teachers’ perceptions and educational practice were uncovered. Main findings from the study revealed (1) participants’ lived experiences in making the transition from an old to a new assessment accountability system; (2) the establishment of “common ground” between district leaders and teachers through supportive interventions (i.e., professional development); and (3) the development of teachers’ responsive teaching that linked assessment accountability to practice. Discussion focuses on bridging the gap between assessment policy reform and educational practice with regard to the scaffolds and interventions provided for teachers. Suggestions for social studies educators, district leaders, and state policymakers focus on the growing demand for pedagogy that best supports the practice of alternative assessment

    A selective investigation of the University of the Western Cape‘s students and teachers attempts at intercultural communication : exploring the connections between intercultural communication competence and identity construction

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    Philosophiae Doctor - PhDLife in the twenty-first Century globalised world brings people into contact with others from different cultures who use different languages. Through these contacts, the need for interactions makes these people to find different ways of understanding one another and to generate knowledge. For them to achieve this objective, they need a strong medium. L2 and Foreign language education has been develop to unravel such challenges posed to competence in intercultural communication, with the emphasis placed on how to communicate with a different "other" since the world is now a small village. Foreign and second language teaching and learning (a social practice) in this study, is tangible to eradicate linguistic and cultural barriers. In this case, it does not only require to promote competence through linguistic capital (language), but more importantly, it arouses intercultural awareness. For these issues to develop and consolidate intercultural communication competence, language practitioners need to deviate from the rationalist reductionistic approaches to language teaching and learning in favour of an ecological or a constructivist perspective, which views language learning as a social practice. In view of this, whatever language the participants may use for communication does not matter, what really matters is that they need to switch to any given language as a situation may demand. In upholding a constructivist perspective, this research hypothesized that engagement and participation as a social practice, does not only increase competence in the target language, but it also helps the participants to develop in terms of emotional maturity and character (Bilton and Sivasubramaniam 2009). This research made use of the qualitative research methodology, revolving around an ethnographic design, to understand the outcomes and the fluidity of interactions among a diverse community of the University of the Western Cape in Cape Town, South Africa. Such an understanding can therefore only be deduced from the perspectives of the role-players through their engagements and participation in activities and events in and out of the classrooms. The research population constituted lecturers, tutors and students of the above institution. The four principal tools used for data collection included: the Interviews, Questionnaires, Naturally Occurring data and Participant Observation. The interviews were both formal and informal and together with the Questionnaires, they were all open-ended. Their open-ended nature was not only because of the interaction it provided between the researcher and the researched but also because they aroused an awareness of diversity and a need to understand otherness. The findings from the study affirmed that the participants gained competence in intercultural communication through the different levels of interactions that were used to enhance participation, engagement and involvement. In view of this, the participants benefited from provisional understanding, tentative interpretations and the affective environment. Furthermore, it could be said that interactions provided them the rationale to challenge, develop and explore ideas and meanings for communication. Holistically, the study attested to the importance and centrality of participation and engagement in a target language, with the main aim of motivating the participants to understand that there is no such thing as correctness in meaning or proficiency in a language, nor in understanding the world around them
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