M.A. in English as a Second Language Plan B Papers
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The Second Language Studies Program housed the M.A. in English as a Second Language in the College of Liberal Arts. The SLS program was part of the Institute of Linguistics, Asian and Slavic Languages and Literatures, which then because the Institute of Linguistics, ESL and Slavic Languages and Literatures. Later, the SLS program became loosely affiliated with the Department of Writing Studies before its closure.
Today, the graduate program is available through the College of Education and Human Development.
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Item "Are you Chinese enough?": Reflections on identity and Chinese language learning among mixed-heritage adults in the U.S.(2021-08) Holst, Abby LiWhile much heritage language (HL) research has examined factors that help promote HL learning and maintenance among children of immigrants in the U.S., few studies to date have examined HL learning among mixed-heritage language learners, or those who have an English-speaking American parent and an HL-speaking immigrant parent. By examining the experiences of individuals who do not fit the traditional profile of heritage language learners, this study examines some of the unique challenges and considerations that individuals in mixed families face when learning a heritage language. Through in-depth, semi-structured autobiographical interviews and a Chinese proficiency survey, this study explores the background characteristics and experiences of 11 mixed-heritage adult Chinese as a heritage language (CHL) learners in terms of levels of HL proficiency, language attitudes, and motivation to learn. The interviews explored how self- and other-perceived, contested and negotiated identities (e.g., racialized, gendered) of mixed-heritage individuals relate to their HL learning and maintenance. The findings suggest that HL proficiencies and self- and other-perceived identities are varied and occasionally unpredictable. Many intersectional and contextual circumstances affected HL proficiency and HL experience, including, but not limited to: parental and familial support, HL use in the household, Chinese ethnic identity orientation, individual attitudes towards the HL, and motivation to learn the HL. The findings from this study contribute to the fields of heritage language learning, and specifically family language policy. Findings also highlight the need for more research on HL development and identity among CHL learners from mixed-heritage families.Item Modifying Orton-Gillingham Multisensory Strategies and Materials for a LESLLA learner Context(2018) Johnson, Susan B.Worldwide, increasing numbers of adults are attempting to develop functional literacy skills in a language other than their first. For those with limited or no formal education in their country of origin, the likelihood of acquiring basic reading and writing skills is low. Also, the older the learner, the less likely s/he will be able to develop functional literacy. While learner age and prior education are fixed factors, what happens in the second language (L2) literacy classroom is not. How might instructional practices be modified to better meet the needs of adult L2 emergent readers? This study examines the use of Orton-Gillingham multisensory strategies and materials, originally designed for children with dyslexia, in an adult English as a second language context. For six weeks, multisensory strategies and materials were used to teach letter names, grapheme-phoneme correspondence, encoding, decoding, and sight words. Participant response was examined to inform modifications to strategies and materials. Based on participant response and post-assessment gains in literacy skills, a multisensory approach to teaching literacy in L2 may be effective with adults who have limited prior formal education in their country of origin.Item Opportunities for Language Learning in Bilingual Conversation: A Study in Language Exchange Partnership(2019-11-30) Clumpner, EllisaLanguage exchange programs such as Tandem Plus aim to create opportunities for language learners to practice and improve their second languages by pairing fluent speakers with learners; but what opportunities for learning are actually presented and taken up by participants? Through my participation in Tandem Plus, I formed a strong friendship with my language exchange partner; our conversations often delved into emotional topics as well as switched frequently between our two strongest languages, English and Mandarin Chinese. In this self-study, I analyzed an excerpt of a recorded conversation between my Tandem partner and myself in order to answer the following questions: (1) In bilingual conversation, including deep personal exchanges, between my language partner and myself, were there opportunities for me to learn Chinese? (2) When there were opportunities, did I take up and use the new Chinese? In each case, why/why not? Findings show that opportunities for learning did exist, but were not always taken up, and that I seemed less likely to take up new language the more emotionally invested I was in the topic. Although this is a very limited study, there are implications for educators and learners seeking to improve language through partner conversations.Item Studying Hanja-Based Syllables Improves Korean Vocabulary Retention(2019-04) Muscanto, IsaacHalf of Korean vocabulary consists of Sino-Korean words, or words that originated with Chinese characters, which are referred to as hanja in the Korean context. Each hanja-based syllable of a Sino-Korean word has a fixed semantic meaning, but given the large number of homophonous syllables, the definitions of individual syllables are not readily transparent to most learners without direct instruction. This pilot study investigates the benefits of teaching non-Sinosphere Korean second language learners the sound-to-meaning relationship of individual hanja-based syllables, e.g., teaching students that the hanja syllable su/수 is the phonetic pronunciation of the hanja for water. Over the course of a semester, learners were taught the definitions of hanja-based syllables found in course readings. At the end of the semester, students were assessed on their ability to memorize and recall a short set of words, half of which contained hanja-based syllables taught in class. On average, students correctly recalled more words if they contained a hanja syllable taught in class. This study provides evidence that teaching the meaning of hanja syllables can help students retain new vocabulary over a short period of time and raises the possibility that hanja syllables should be included in Korean vocabulary education.Item Item Mirroring MLK: Improving intelligibility in homilies for international priests and seminarians(2017-08) Wicker, Shawna KThe Mirroring Project (Lindgren, et. al, 2005, Meyers, 2013, 2014, Tarone & Meyers, forthcoming) is a holistic and “top-down” approach used to improve the suprasegmentals and intelligibility of international teaching assistants (ITAs) giving short, oral monologues. While a rich history of literature supports the use of this approach with ITAs, a gap exists in how to support the growing population of international priests and seminarians in the US similarly needing to perform short oral monologues, but in a liturgical setting. This case study is an exploration of whether an adapted mirroring approach can be effective in improving the suprasegmental elements and intelligibility of an international seminarian training to preach in North American English (NAE).Item Playing with Voice: Curriculum Development for Teaching Voice in an ESL Classroom(2017-05) Chapman, LisaItem A Discourse Analysis of Negotiation of Meaning in an ESL Classroom(2017-05) Boardway, DavidItem Making the Most of It: Exploring Learner Agency in a Referential Communication Task Sequence(2016-07) Searls, KyleItem Developing a Course: English Through Literature(2002-01) Djock, StephanieItem One Teacher, One Class, Multiple Levels: Creating a Curriculum for Multi-Level Adult ESL Program(2003-04) Djock, StephanieItem "What the Heck is Lymph?" Definitions in a Human Anatomy and Physiology Lecture(1998-07) Mackey, EileenItem The Paraphrasing Process of Native Speakers: Some Implications for the ESL Classroom(1993-06) Anderson, Laurie EckbladItem Reading Task Impact on Vocabulary Acquisition(1998-07) Albus, DebraItem Creating Ojibwe Lesson Plans: A White Ally's Contribution to Restorative Justice(2016-05) Bloodworth, RosalindItem Trends and Idiosyncrasies in Cross-Linguistic Influence: A Case Study(2016-05) Bloodworth, AdamItem Collaborative Revitalization: Negotiating for Pronunciation and Grammar in Ojibwe(2016-05) Gielissen, Theresa