Teaching in China: Reflections on Higher Education, Student Learning, and Teacher Training

In spring and summer 2013, four faculty members from Bridgewater State University taught courses on history, business, education, American studies, and second language acquisition in several universities in Hong Kong, Shanghai, Beijing, and a workshop for teachers in an international school in Xiamen. These opportunities offer our faculty new perspectives on the current state of higher education, student learning, and teacher training in China and Hong Kong. Wing-kai To taught history, culture, immigration, and ethnicity to graduate students and undergraduate students in the spring semester at the Chinese University of Hong Kong and University of Hong Kong and in a three-week intensive summer course at Beijing Jiaotong University. Chien-wen Yu taught a one-month summer session on business and strategic management to students in the College of Business at Shanghai Normal University. John Marvelle offered his expertise in a 2-week workshop for teachers at the Xiamen International School (XIS) and taught a three-week intensive summer session about American culture and literature at Beijing Jiaotong University. Ryan LaBrozzi taught theories and practices of second language acquisition for English learners in the same three-week intensive session in Beijing. These faculty members will share their experiences about the rewards and challenges of teaching in China, issues of student learning in higher education and K-12 education there, and US-China cooperation in educational exchanges. We will examine the opportunities and constraints in curricular issues, pedagogy, academic freedom, and student success in China. We welcome participation from the audience to share their teaching experiences in Asia as well

The Effects of Study Abroad and Working Memory on Processing Subject-verb (Dis)Agreement

Past research has shown that native Spanish speakers prefer to process morphological cues (e.g., the ending –ed in ‘walked’), and that native English speakers prefer lexical ones, (i.e., ‘yesterday’) when both are present. The current research expanded on these findings and examined whether processing different redundant cues (i.e., subjects and verbs) obtained similar results for second language (L2) learners. In addition, it considered the effects of working memory and study abroad on processing. The eye movements of 25 students with a study abroad experience and 22 without were recorded as they read experimental sentences. They also performed a test of working memory. The results revealed that learners with a study abroad experience relied more on the verb and less on the subject; whereas those learners without an immersion experience continued to rely on the subject. Results from the working memory data revealed that it did not affect L2 cue selection

The Effects of Visual Enhancement on Novel Word Learning and Overall Comprehension

This research examines the effectiveness of visual enhancement as a foreign language instructional technique. No research to date has examined the effects of visual enhancement, or modifying the font or type of certain words, on novel word acquisition and also overall reading comprehension in a second language classroom. It also investigates the role of working memory, which is a measure of general memory capacity, on second language acquisition. The objective is to determine the best type of visual enhancement for acquiring new words in the second language classroom that is least detrimental to reading comprehension. It also aims to discover if too much textual enhancement is distracting to second language learners. In a pre-test-training-post-test design, the participants were divided into four groups that varied on the type of enhancement received on the 20 novel words, with the results to be compared with each individuals working memory capacity

The Effects of Instruction and Study Abroad on the Use of the Historical Present in Advanced Spanish Learners

Students in foreign language classes often focus primarily on grammatical rules and less on how the language is used by native speakers. This project examines the use of the historical present (the use of the present tense when narrating past events) in the speech of advanced Spanish speakers, and compares it to how monolingual Spanish speakers use the historical present. It also considers the participants’ biographical information, such as any experiences studying abroad, the textbooks they used to learn Spanish, and the methodologies they were exposed to in the classroom. The lack of current research comparing these variables, as well as the need to see what effects classroom instruction may have on the use of the historical present in advanced learners, motivated the present research. The data for this project were elicited via an oral interview with the participants in a private setting

The Effects of Textual Enhancement Type on L2 Form Recognition and Reading Comprehension in Spanish

Previous research investigating the effectiveness of textual enhancement as a tool to draw adult second language (L2) learners’ attention to the targeted linguistic form has consistently produced mixed results. This article examines how L2 form recognition and reading comprehension are affected by different types of textual enhancement. Participants (n = 109) in the experimental group read a passage that contained one type of textual enhancement (underline, bold, italics, change in font size, use of capital letters or change of font) on the target structure (Spanish present and preterit tense) morphemes. A control group (n = 16) read the same passage without any type of enhancement. To measure L2 form recognition, all groups completed pre- and post-tests consisting of an L2 to first language (L1) translation task. To assess the effects of enhancement type on L2 reading comprehension, the participants completed a 40 item multiple choice test with questions focusing on form or meaning from the reading. Results for the present study revealed that one type of textual enhancement was better than others with regard to facilitating L2 form recognition, and that comprehension was not hindered by enhancement, regardless of enhancement type

Poster: The Effects of Study Abroad and Working Memory on Processing L2 Subject-Verb Agreement

This research investigates the effects of study abroad and working memory on how native English speakers process redundant subject and verb cues when reading in Spanish. Past research has shown that native Spanish speakers prefer to process morphological cues (e.g., the ending –ed in ‘walked’), and that native English speakers prefer lexical ones, (i.e., ‘yesterday’) when both are present. The current research examines whether processing different redundant cues obtains similar results, as well as considers the effects of working memory and study abroad on L2 processing. Twenty-five learners with a study abroad experience and 22 without such an experience were included in the experiment. Their eye movements were recorded as they read 40 experimental sentences. They also performed a test of working memory. Results revealed that participants in the study abroad group did alter their processing strategy, but that working memory capacity did not affect L2 processing

Sustainability at Bridgewater: From Scholarship to Everyday Life

This roundtable will feature a number of faculty members from different disciplines who are finding ways to connect their research in sustainability to the everyday life of the Bridgewater community. The participants will focus particularly in how their research helps engage students in reconsidering their habits, perceptions, and connections to the broader world, as well as some of the strategies used to weave sustainability into the curriculum and the broader life of the campus

Multilingualism at BSU

In this roundtable, faculty from across the disciplines will share their experiences of working with linguistically diverse populations on campus and discuss various models of support that can be developed to promote multilingualism at BSU. Yulia Stakhnevich (Dept. of English, Second Language Services Director) will facilitate the discussion of how topics related to multilingualism might be approached in first- and second-year seminars. Boriana Marintcheva (Department of Biological Sciences) will describe her experiences and challenges of working with ESL students in science courses and invite the participants to share their discipline-specific approaches to supporting second language students. Michelle Cox (English Dept., WAC Coordinator) will facilitate the discussion of how BSU faculty can prepare the next generation of teachers to support second language writers. Kathy Evans (English Dept., Director of Writing Studio) will share the strategies that Writing Studio consultants use when working with non-native speakers of English and facilitate the discussion of what professors who send students to the studio should expect when those students submit their work. Ryan LaBrozzi (Dept. of Foreign Languages) will discuss the process of second language peer review in the classroom and more specifically, when it is appropriate and who should participate (what levels of learners), and who benefits from such reviews (second language student and/or non-second language student)

Research and Sustainability Applications in Teaching and Service-Learning

This panel will present an overview of sustainability applications in the graduate and undergraduate humanities and social sciences classroom. After this brief introduction to techniques and approaches, each panelist will provide highlights of applications from classroom experiences with sustainability. Examples of class service-learning projects will also be provided. The final 10 minutes of the session will be used for discussion and questions. Members of the Center for Sustainability Board will also be available to join in the discussion

A Scholarship of Teaching and Learning Faculty and Professional Learning Community (SoTL FPLC): Insights, Outcomes, and Future Directions

Faculty professional learning communities can benefit faculty in all stages of their careers. At this session, faculty who are currently engaged in a SoTL FPLC will briefly share their insights and works in progress. Then, the presenters will work with you in brainstorming ideas for your own scholarship of teaching and learning project. Come to this session to connect with a community of faculty who are sharing and thinking deeply about teaching innovations, and to learn how work you are already doing might become a presentation or publication