Browsing by Subject "English as a second language"

Now showing 1 - 3 of 3
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    Learner language in dyadic telecollaborative reciprocal language exchange.
    (2011-08) Willms, Mary Katherine
    This is a small-scale, qualitative study describing the learner language found in interaction between two learners working in telecollaborative reciprocal language exchange via Skype. A sociocultural approach to second language acquisition is utilized along with the analytic framework of Language Related Episodes (LREs) to interpret and describe the data. Instances of languaging about language are discussed in their relation to opportunities for acquisition. Results show that learners frequently language about meaning based items rather than morphosyntactic concerns. This is in keeping with related synchronous computer mediated communication (SCMC) research. Directions for future research related to this and other similar data are discussed as well as the pedagogical implications for teachers working with students in reciprocal language exchange.
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    Strategies utilized by African refugee and immigrant students in order to persist in post-secondary career and technical education programs
    (2013-05) Prokop, Pamela Ann
    This research study was a constructivist case study designed to elicit the strategies utilized by African refugees and immigrant students in order to persist in their post-secondary career and technical education programs. The eleven students interviewed were currently enrolled in or recently graduated from a technical college in a suburb of the Twin Cities. The interview questions focused on the strategies these students have employed in order to persist academically: Which programs and/or services were utilized? What support networks were found to be beneficial? What kept these students motivated to continue in their studies? The findings which emerged from the analysis of the interviews indicate that the students felt challenged by the academic nature of the English language utilized in the classroom and course material as well as the time required to comprehend the course material. The students had little hesitation when asking for assistance from their instructors or lab assistants; however they tended not to use most of the academic and social programs and services offered on campus or in the community. iv Each student mentioned having a busy life due to juggling multiple life-roles, but few knew how to effectively manage their time. Finally the students reported receiving encouragement from many sources which kept them motivated to persist. These findings had two main implications: critical thinking skills were not being developed and there may be a reliance on impractical strategies. Several recommendations include (a) encourage students to be more proactive in initiating conversation with their U.S.-born classmates, (b) utilize lab assistants to help with the development of critical thinking skills, (c) hire non-U.S.-born peer-tutors, (d) offer summer bridge courses to teach background scientific concepts and technical vocabulary, and (e) develop an information scavenger hunt to introduce on-campus resources. Recommendations for future research include expanding this study to include other demographics to gain a better understanding of the persistence strategies utilized in post-secondary career and technical education.
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    Understanding intercultural communication on global virtual teams: exploring challenges of language, culture, technology, and collaboration
    (2014-12) Goettsch, Karin L.
    This study investigates differences in communication that exist among native English speakers (NSs) and non-native English speakers (NNSs) on global virtual teams (GVTs) where English is the lingua franca, or common working language. Four communication influences - language, culture, technology, and collaboration - are at the center of this inquiry. A hybrid theoretical framework is proposed, comprised of a dichotomy of virtual Communities of Practice (VCoPs) and intercultural communication (emphasizing national cultures), aligning with the shifting nature of GVTs that increasingly resemble CoPs. Three key findings emerged from interviews with 21 NS and 29 NNS professionals about their memorable experiences on GVTs. First, while NSs and NNSs had many similar and different experiences on GVTs, NNSs had more challenges overall than NSs in the four categories of language, culture, technology and collaboration. Second, language was a critical factor overwhelmingly noted by NNSs, as compared to NSs, that deserves additional attention beyond its link to cultural differences in general. Third, belongingness was a critical factor noted by both NSs and NNSs that should be leveraged for greater collaboration in GVTs. Three key implications relating to these findings are discussed. First, encouraging and creating wider awareness of the nature and dynamics of GVTs will promote better team collaboration through understanding communication challenges for NSs and NNSs. Second, designing a foundational blueprint for professional learning and development opportunities will help workplace practitioners increase knowledge and build competencies for successful participation on GVTs. Third, building on this study's findings will spur future contributions in GVT scholarship for technical and professional communication and business communication. In particular, integrating a hybrid framework of VCoPs and intercultural communication will serve as a valuable mechanism through which to view communication differences on GVTs. Given that the nature of GVTs continues to evolve based on the shifting global work environment, future collaborative partnerships between researchers and practitioners will benefit communication-related academic disciplines and industries.