Analysis of the retail survey of products that carry welfare- claims and of non-retailer led assurance schemes whose logos accompany welfare-claims.

This report serves two aims. Firstly, this report contains analysis of the retail audit (sub-deliverable 1.2.2.1) of welfare-friendly food products in the 6 study countries. The report gives the results of an emerging comparative analysis of the ‘market’ for welfare-friendly food products in the 6 study countries. It also outlines ‘non-retailer’ led schemes1 whose products occurred in the study. In this way, an emerging picture of the actual product ranges, that make claims about welfare-friendliness, will be drawn based on fieldwork carried out from November 2004 until April 2005. Also, the report explores how the different legislative and voluntary standards on animal welfare compare across different countries and how these actively advertise their welfare-friendlier component to consumers through food packaging. <br/

The retail of welfare-friendly products: A comparative assessment of the nature of the market for welfare-friendly products in six European Countries

This paper attempts to describe the market for welfare-friendly foodstuffs within larger retailing trends in six study countries in Europe (Norway, Sweden, Italy, France, the Netherlands and the UK). This is based on the findings to date from the work carried out by the work package 1.2 whose aims are to study the current and potential market for welfare-friendly foodstuffs. The aims of the current empirical stages of work package 1.2 are focussed on – what do retailers communicate to consumers about animal welfare? How is animal welfare framed? Are welfare-claims used on their own or within broader issues of quality

L1 explicit instruction can improve L2 online and offline performance

This study investigated the effectiveness of providing L1 explicit information (EI) with practice for making more accurate and faster interpretations of L2 French Imparfait (IMP). Two treatments were investigated: (a) “L2-only,” providing EI about the L2 with L2 interpretation practice, and (b) “L2+L1,” providing the exact same L2-only treatment and including EI about the L1 (English) with practice interpreting L1 features that are equivalent to the IMP. Fifty L2 French learners were randomly assigned to either L2-only, L2+L1, or a control group. Online (self-paced reading) and offline (context-sentence matching) measures from pretest, posttest, and delayed posttests showed that providing additional L1 EI and practice improved not only offline L2 accuracy, but also the speed of online L2 processing. To our knowledge, this makes original and significant contributions about the nature of EI with practice and the role of the L1 (Tolentino & Tokowicz, 2014), and it extends a recent line of research examining EI effects in online sentence processing (Andringa & Curcic, 2015)

A Methodological Synthesis of Self-Paced Reading in Second Language Research : Methodological synthesis of SPR tests

Self-paced reading tests (SPRs) are being increasingly adopted by second language (L2) researchers. Using SPR with L2 populations presents specific challenges, and its use is still evolving in L2 research (as well as in first language research, in many respects). Although the topic of several narrative overviews (Keating & Jegerski, 2015; Roberts, 2016), we do not have a comprehensive picture of its usage in L2 research. Building on the growing body of systematic reviews of research practices in applied linguistics (e.g., Liu & Brown, 2015; Plonsky, 2013), we report a methodological synthesis of the rationales, study contexts, and methodological decision making in L2 SPR research. Our comprehensive search yielded 74 SPRs used in L2 research. Each instrument was coded along 121 parameters, including: reported rationales and study characteristics, indicating the scope and nature of L2 SPR research agendas; design and analysis features and reporting practices, determining instrument validity and reliability; and materials transparency, affecting reproducibility and systematicity of agendas. Our findings indicate an urgent need to standardize the use and reporting of this technique, requiring empirical investigation to inform methodological decision making. We also identify several areas (e.g., study design, sample demographics, instrument construction, data analysis, and transparency) where SPR research could be improved to enrich our understanding of L2 processing, reading, and learning

Introducing MultilingProfiler: An adaptable tool for analysing the vocabulary in French, German, and Spanish texts

Vocabulary profiling with computational tools and word lists is an established step in the development of pedagogical materials for learners of English. However, existing tools and word lists lack sensitivity to the orthographical, morphological, and grammatical systems of highly inflected and declined languages. This limits the degree to which lexical profiling can be usefully implemented in the creation of materials intended for use with beginner/low-intermediate learners of such languages who have only partial knowledge of these systems. In this article, we present MultilingProfiler, a vocabulary profiling tool designed to support nuanced profiling of texts in French, German, and Spanish. We introduce the concept of ‘bespoke’ word families tailored to the needs of learners at various stages of development, and outline key features of the tool that operationalise this concept (the functionality to select which inflected, derived, and multiword forms of headwords are included in the profile; sensitivity to orthographical systems; embedded word lists aligning with specific programs of study; and cumulative word lists that grow with learner knowledge). We present two case studies that find MultilingProfiler’s features to be effective in highlighting potential mismatches between the lexical demands of texts and the expected knowledge of learners, and consider applications of the tool in research methods

Doing the right thing to get diamonds? Professional challenges and moral dilemmas.

Andringa et al. (2024) offer us very persuasive, clearly articulated arguments about how to address what is, surely, one of the most pressing issues for anyone who cares about sharing knowledge or about justice, equity, diversity, and inclusion (JEDI). The source of the challenge that faces us lies long ago in our publishing culture, and as such, it runs very deep. Navigating these waters is going to take courage and collaborative effort so that individuals are not vulnerable. Andringa et al. (2024) make a powerful rallying call for us to unify. The authors shine a sobering light on the topic, though some of the issues and recommendations remain far from straightforward. Here, I provide personal and professional reactions, which reinforce many of the authors’ points but also problematise them with a view to informing concrete steps towards diamond open access

Methodological transparency in applied linguistics and its consequences for the quality and scope of research

Methodological transparency constitutes a central tenet of the open science movement that is sweeping across many disciplines. Drawing on the burgeoning meta-science that has investigated methodological practices in applied linguistics, particularly in the area of second language learning and teaching, this chapter outlines key characteristics of methodological transparency, focusing on the reporting and availability of materials, data, coding, and analysis procedures. The chapter summarizes empirical evidence about some of the negative consequences of a lack of methodological transparency, such as how it severely weakens our capacity to understand, evaluate, and replicate research. Whilst noting a number of important challenges ahead, the chapter highlights key practices and infrastructure that are now available to researchers, institutions, funders, and editors to promote a more collaborative, sustainable, and replicable research effort

Profile Interview with Dr. Jill Newton

Dr. Jill Newton has been a professor in the Math Education Department of the College of Education since 2008. She started the Tanzania study abroad program in 2010, and has been taking education and non-education students since. The program goes for a month and the students get to teach in local schools and experience small town life in Tanzania. Students take classes to get towards their Global Studies minor, and get to live at Fish Eagle Point during their stay. The curriculum is focused on teaching across cultures and learning about the education system worldwide, but most importantly, students are given the opportunity to interact and learn from a culture other than their own. Students leave with more knowledge about service learning and being a good global citizen. They are given the tools to serve in their own communities, and have memories that will last them a lifetime. Dr. Newton\u27s program gives students the opportunity to grow and develop beyond the curriculum

Does Psychological Well-Being Mediate the Relationship Between Parental Expectations and Academic Achievement?

A Research Methods Project supervised by Dr. Laura Wilson (Fall 2021)