Academic literature on the topic 'LOTE, ESL and TESOL curriculum and pedagogy'

The present article involves an empirical psycholinguistic study aimed at examining syntactic complexity in English as a Foreign Language (EFL) by early balanced Bosnian/Swedish bilingual EFL learners. 15 early balanced bilingual Bosnian/Swedish EFL learners were recruited for the study and matched with their respective control groups of intermediate EFL learners (15 speakers of Bosnian as their first language (L1) and 15 speakers of Swedish as their L1). The experimental task involved an unprepared writing assignment in English about the most significant invention of the 20th century. The corpus of the participants’ written assignments was analysed in L2 Syntactic Complexity Analyzer and SPSS software programs respectively. Data analysis involved measures of syntactical complexity. It has been found that the participants’ written assignments are characterised by statistically significant number of T-units scores in comparison with the Swedish L1 monolingual controls. These findings are further presented and discussed in the article. References Ahmadian, M. J., & Tavakoli, M. (2011). The effects of simultaneous use of careful onlineplanning and task repetition on accuracy, complexity, and fluency in EFL learners’ oralproduction. Language Teaching Research, 15(1), 35-59. Alotaibi, A. M. (2016). Examining the Learnability of English Relative Clauses: Evidencefrom Kuwaiti EFL Learners. English Language Teaching, 9(2), 57. Bardovi-Harlig, K., & Bofman, T. (1989). Attainment of syntactic and morphologicalaccuracy by advanced language learners. Studies in Second Language Acquisition, 11(01),17-34. Byrnes, H. (2009). Emergent L2 German writing ability in a curricular context: Alongitudinal study of grammatical metaphor. Linguistics and Education, 20(1), 50–66. Ben-Zeev, S. (1977). The influence of bilingualism on cognitive strategy and cognitivedevelopment. Child Development, 48(3), 1009–1018. Bialystok, E. (1988). Levels of bilingualism and levels of linguistic awareness.Developmental Psychology, 24, 560–567. Bialystok, E., Majumder, S., & Martin, M.M. (2003). Developing phonological awareness:Is there a bilingual advantage? Applied Psycholinguistics, 24, 27–44. Cenoz, J. (1998). Beyond bilingualism: multilingualism and multilingual education.Clevedon, England Multilingual Matters Cenoz, J. & Valencia, J. (1992). The role of bilingualism in foreign language acquisition:Learning English in the Basque country. Journal of Multilingual and MulticulturalDevelopment Cummins, J. (2000). Language, Power, and Pedagogy: Bilingual Children in theCrossfire. Clevedon, England: Multilingual Matters Daiute, C.A. (1981). Psycholinguistic Foundations of the Writing Process. Research in theTeaching of English, 15, 1, 5–22 Dekydtspotter, L., & Renaud, C. (2014). On second language processing and grammaticaldevelopment: The parser in second language acquisition. Linguistic Approaches toBilingualism, 4(2), 131–165. Gaies, S. J. (1979). Linguistic input in formal second language learning: The issues ofsyntactic gradation and readability in ESL materials. TESOL quarterly, 41–50. Gaies, S. J. (1980). T-unit analysis in second language research: Applications, problemsand limitations. TESOL quarterly, 53–60. Grodner, D., Gibson, E., & Tunstall, S. (2002). Syntactic complexity in ambiguityresolution. Journal of Memory and Language, 46(2), 267–295. Grosjean, F. (2008). Studying Bilinguals. Journal of linguistics, 45, 3, 715–719. Herdina, P, & Jessner U. (2000). The dynamics of third language acquisition. In J. Cenozand U. Jessner (eds) English in Europe: The Acquisition of a Third Language, (pp. 84–98).Clevedon: Multilingual Matters. Ho-Peng, L. (1983). Using T-unit measures to assess writing proficiency of university ESLstudents. RELC Journal, 14(2), 35–43. Hunt, K. (1965). Grammatical structures written at three grade levels. NCTE Researchreport, 3. Champaign, IL. Hunt, K. W. (1970). Syntactic maturity in schoolchildren and adults. Monographs of thesociety for research in child development, 35(1), iii–67. Inoue, C. (2016). A comparative study of the variables used to measure syntacticcomplexity and accuracy in task-based research. The Language Learning Journal, 1–19. Iwashita, N. (2006). Syntactic complexity measures and their relation to oral proficiency inJapanese as a foreign language. Language Assessment Quarterly: An InternationalJournal, 3(2), 151–169. Kapranov, O. (2015). Self-Evaluation of Speech Fluency in English as a Second Languageby Korean Exchange Students Studying in Sweden. In L. Szymanski & M. Kuczynski(eds.) Language, Thought and Education: Exploring Networks. (pp. 61–77). Zielona Gora:Oficyna Wydawnicza Uniwersytetu Zielenogorskiego. Kapranov, O. (2013). Beginner Students’ Speech Fluency in a Second LanguageCompared across Two Contexts of Acquisition. In E. Piechurska-Kuciel & E. SzymanskaCzaplak (eds.) Language in Cognition and Affect (pp.81-95). Berlin: Springer. Kobayashi, H., & Rinnert, C. (1992). Effects of First Language on Second LanguageWriting: Translation versus Direct Composition. Language Learning, 42(2), 183–209. Lambert, W.E. (1974). Culture and language as factors in learning and education. Culturalfactors in learning and education. Bellingham, WA: Fifth Western WashingtonSymposium on Learning. Lu, X. (2010). Automatic analysis of syntactic complexity in second language writing,International Journal of Corpus Linguistics, 15(4), 474–496. Macnamara, B. N., & Conway, A. R. (2014). Novel evidence in support of the bilingualadvantage: Influences of task demands and experience on cognitive control and workingmemory. Psychonomic bulletin & review, 21(2), 520–525. Molnár, T. (2011). Second language versus third language acquisition: A comparison ofthe English lexical competence of monolingual and bilingual students. Toronto WorkingPapers in Linguistics, 33(1). Navés, T., Torras, M. R., & Celaya, M. L. (2003). Long-term effects of an earlier start: Ananalysis of EFL written production. Eurosla yearbook, 3(1), 103–129. Norbert, F. (2012). Bilingual competence and bilingual proficiency in child development.Massachusetts: MIT Press. Ortega, L. (2003). Syntactic complexity measures and their relationship to L2 proficiency:A research synthesis of college‐level L2 writing. Applied linguistics, 24(4), 492–518. Shaw, P., & Liu, E. T. K. (1998). What develops in the development of second-languagewriting?. Applied linguistics, 19(2), 225–254. Slavoff, G.R. & Johnson, J. S. (1995). The effects of age and the rate of learning a secondanguage. Studies in Second Language Acquisition, 17 (1), 1–16. Sotillo, S. M. (2000). Discourse functions and syntactic complexity in synchronous andasynchronous communication. Language Learning & Technology, 4(1), 82–119. Weissberg, B. (2000). Developmental relationships in the acquisition of English syntax:writing vs. speech. Learning and Instruction 10, 37–53. Wolfe-Quintero, K., Inagaki, S, & Kim, H-Y. (1998). Second Language Development inWriting: Measures of Fluency, Accuracy and Complexity Honolulu: University of Hawai'i,Second Language Teaching and Curriculum Center. Wolff, D. (2000). Second language writing: a few remarks on psycholinguistic andinstructional issues. Bergische Universita¨t Gesamthochschule Wuppertal: Wuppertal,Germany. Xiaofei, L. (2010). L2 Syntactical Complexity Analyzer. Software program. Yau, M. S., & Belanger, J. (1984). The Influence Mode on the Syntactic Complexity ofEFL Students at Three Grade Levels. TESL Canada Journal, 2(1), 65–77. Youn, S. J. (2014). Measuring syntactic complexity in L2 pragmatic production:Investigating relationships among pragmatics, grammar, and proficiency. System, 42, 270–287.

Teachers of all students, particularly English Learners (ELs), need to integrate social justice pedagogy into their lessons so that all learners are included in the learning process, thinking critically about curriculum and taking action in the face of injustice. There has been some research into teacher preparation programs focusing on how they integrate culturally responsive and social justice pedagogy into their curricula and whether there has been a positive impact on teachers’ self-awareness, social justice knowledge and classroom practices as a result (Ruffin, 2016; Thieman, 2016). However, these studies do not address lesson content. This document analysis study, framed theoretically with critical intercultural communication (Halualani & Nakayama, 2010), explored the integration of social justice principles into lesson plans developed by pre-service and in-service English as a second language (ESL) teachers who were pursuing a TESOL graduate degree (Initial License) at a university in the Northeast of the United States. The lesson plans were analyzed using a rubric aligned with the Social Justice Standards: The Teaching Tolerance Anti-Biases Framework. The exploration unveiled the need for more connections to students’ backgrounds, structured in-class dialogues, support for linguistic needs and modeling of intercultural practices.

04–255 Belcher, Diane D. Trends in teaching English for Specific Purposes. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 165–186.04–257 Burden, P. (Okayama Shoka U., Japan; Email: burden-p@po.osu.ac.jp). An examination of attitude change towards the use of Japanese in a University English ‘conversation’ class. RELC Journal (Singapore),35,1 (2004), 21–36.04–258 Burns, Anne (Macquarie U., Australia; Email: anne.burns@mq.edu.au). ESL curriculum development in Australia: recent trends and debates. RELC Journal (Singapore), 34, 3 (2003), 261–283.04–259 Bush, Michael D. and Browne, Jeremy M. (Brigham Young U., USA; Email: Michael_Bush@byu.edu). Teaching Arabic with technology at BYU: learning from the past to bridge to the future. Calico Journal (Texas, USA), 21, 3 (2004), 497–522.04–260 Carlo, María S. (U. of Miami, USA; Email: carlo@miami.edu), August, Diane, McLaughlin, Barry, Snow, Catherine E., Dressler, Cheryl, Lippman, David N., Lively, Teresa J. and White, Claire E. Closing the gap: addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly (Newark, USA), 39, 2 (2004), 188–215.04–261 Chambers, Gary N. and Pearson, Sue (School of Education, U. of Leeds, UK). Supported access to modern foreign language lessons. Language Learning Journal (Oxford, UK), 29 (2004), 32–41.04–262 Chesterton, Paul, Steigler-Peters, Susi, Moran, Wendy and Piccioli, Maria Teresa (Australian Catholic U., Australia; Email: P.Chesterton@mary.acu.edu.au). Developing sustainable language learning pathway: an Australian initiative. Language, Culture and Curriculum (Clevedon, UK), 17, 1 (2004), 48–57.04–263 Chin, Cheongsook (Inje U., South Korea; Email: langjin@inje.ac.kr). EFL learners' vocabulary development in the real world: interests and preferences. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 43–58.04–264 Corda, Alessandra and van den Stel, Mieke (Leiden U., The Netherlands; Email: a.corda@let.leidenuniv.nl). Web-based CALL for Arabic: constraints and challenges. Calico Journal (Texas, USA), 21, 3 (2004), 485–495.04–265 Crawford, J. (Queensland U. of Technology, Australia; Email: j.crawford@qut.edu.au). Language choices in the foreign language classroom: target language or the learners' first language?RELC Journal (Singapore), 35, 1 (2004), 5–20.04–266 Derewianka, Beverly (Email: bevder@uow.edu.au). Trends and issues in genre-based approaches. RELC Journal (Singapore), 34, 2 (2003), 133–154.04–267 Esteban, Ana A. and Pérez Cañado, Maria L. (U. de Jaén, Spain). Making the case method work in teaching Business English: a case study. English for Specific Purposes (Oxford, UK), 23, 2 (2004), 137–161.04–268 Fang, Xu and Warschauer, Mark (Soochow University, China). Technology and curricular reform in China: a case study. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 301–323.04–269 Foster, James Q., Harrell, Lane Foster, and Raizen, Esther (U. of Texas, Austin, USA; Email: jqf@hpmm.com). The Hebrewer: a web-based inflection generator. Calico Journal (Texas, USA), 21, 3 (2004), 523–540.04–270 Grabe, William (Northern Arizona University, USA). Research on teaching reading. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 44–69.04–271 Grünewald, Andreas (University of Bremen, Germany). Neue Medien im Unterricht: Status quo und Perspektiven. [New media in the classroom: status quo and perspectives.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 4–11.04–272 Hahn, Laura D. (U. of Illinois at Urbana-Champaign, USA). Primary stress and intelligibility: research to motivate the teaching of suprasegmentals. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 201–223.04–273 Hai, T., Quiang, N. and Wolff, M. (Xinyang Agricultural College, China; Email: xytengha@163.com). China's ESL goals: are they being met?English Today (Cambridge, UK), 20, 3 (2004), 37–44.04–274 Hardy, Ilonca M. and Moore, Joyce L. (Max Planck Institute of Human Development, Germany). Foreign language students' conversational negotiations in different task environments. Applied Linguistics (Oxford, UK), 25, 3 (2004), 340–370.04–275 Helbig-Reuter, Beate. Das Europäische Portfolio der Sprachen (II). [The European Language Portfolio (II).] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 173–176.04–276 Hughes, Jane (University College London, UK; Email: jane.hughes@ucl.ac.uk), McAvinia, Claire, and King, Terry. What really makes students like a web site? What are the implications for designing web-based learning sites?ReCALL (Cambridge, UK), 16, 1 (2004), 85–102.04–277 Jackson, J. (The Chinese U. of Hong Kong). Case-based teaching in a bilingual context: perceptions of business faculty in Hong Kong. English for Specific Purposes (Oxford, UK), 23, 3 (2004), 213–232.04–278 Jenkins, Jennifer (Kings College London, UK). Research in teaching pronunciation and intonation. Annual Review of Applied Linguistics (New York, USA.), 24 (2004), 109–125.04–279 Kanda, M. and Beglar, D. (Shiga Prefectural Adogawa Senior High School, Japan; Email: makiko-@iris.eonet.ne.jp). Applying pedagogical principles to grammar instruction. RELC Journal (Singapore), 35, 1 (2004), 105–115.04–280 Kang, I. (Korea Advanced Institute of Science and Technology; Email: iyang@mail.kaist.ac.kr). Teaching spelling pronunciation of English vowels to Korean learners in relation to phonetic differences. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 157–176.04–281 Kiernan, Patrick J. (Tokyo Denki University, Japan; Email: patrick@cck.dendai.ac.jp) and Aizawa, Kazumi. Cell phones in task based learning. Are cell phones useful language learning tools?ReCALL (Cambridge, UK), 16, 1 (2004), 71–84.04–282 Kim, Eun-Jeong (Kyungpook National U., South Korea; Email: ejkbuffalo@yahoo.co.kr). Considering task structuring practices in two ESL classrooms. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 123–144.04–283 Kondo, David and Yang, Ying-Ling (University of Fukui, Japan). Strategies for coping with language anxiety: the case of students of English in Japan. ELT Journal (Oxford, UK), 58, 3 (2004), 258–265.04–284 Lin, Benedict (SEAMO RELC, Singapore). English in Singapore: an insider's perspective of syllabus renewal through a genre-based approach. RELC Journal (Singapore), 34, 2 (2003), 223–246.04–285 Lu, Dan (Hong Kong Baptist U., Hong Kong; Email: dan_lu@hkbu.ac.hk). English in Hong Kong: Super Highway or road to nowhere? Reflections on policy changes in language education of Hong Kong. RELC Journal (Singapore), 34, 3 (2003), 370–384.04–286 Lui, Jun (U. of Arizona, USA). Effects of comic strips on L2 learners' reading comprehension. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 225–243.04–287 Lukjantschikowa, Marija. Textarbeit als Weg zu interkultureller Kompetenz. [Working with texts as a means to develop intercultural competence.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 161–165.04–288 Lüning, Marita (Landesinstitut für Schule in Bremen, Germany). E-Mail-Projekte im Spanischunterricht. [E-Mail-Projects in the Spanish classroom.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 30–36.04–289 Lyster, R. (McGill U., Canada; Email: roy.lyster@mcgill.ca). Differential effects of prompts and recasts in form-focussed instruction. Studies in Second Language Acqusition (New York, USA), 26, 3 (2004), 399–432.04–290 McCarthy, Michael (University of Nottingham, UK) and O'Keeffe, Anne. Research in the teaching of speaking. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 26–43.04–291 Mitschian, Haymo. Multimedia. Ein Schlagwort in der medienbezogenen Fremdsprachendidaktik. [Multimedia. A buzzword for language teaching based on digital media.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 131–139.04–292 Mohamed, Naashia (U. of Auckland, New Zealand). Consciousness-raising tasks: a learner perspective. ELT Journal (Oxford, UK), 58, 3 (2004), 228–237.04–293 Morrell, T. (U. of Alicante, Spain). Interactive lecture discourse for university EFL students. English for Specific Purposes (Oxford, UK), 23, 3 (2004), 325–338.04–294 Nassaji, Hossein and Fotos, Sandra. Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 126–145.04–295 Pérez Basanta, Carmen (U. of Granada, Spain; Email: cbasanta@ugr.es). Pedagogic aspects of the design and content of an online course for the development of lexical competence: ADELEX. ReCALL (Cambridge, UK), 16, 1 (2004), 20–40.04–296 Read, John. Research in teaching vocabulary. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 146–161.04–297 Rössler, Andrea (Friedrich-Engels-Gymansium in Berlin, Germany). Música actual. [Contemporary music.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 4 (2004), 4–9.04–298 Sachs, Gertrude Tinker (Georgia State U., USA; Email: gtinkersachs@gsu.edu), Candlin, Christopher N., Rose, Kenneth R. and Shum, Sandy. Developing cooperative learning in the EFL/ESL secondary classroom. RELC Journal (Singapore), 34, 3 (2003), 338–369.04–299 Seidlhofer, Barbara. Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 200–239.04–300 Silva, Tony (Purdue U., USA) and Brice, Colleen. Research in teaching writing. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 70–106.04–301 ková, Alena. Zur jüngeren germanistischen Wortbildungsforschung und zur Nutzung der Ergebnisse für Deutsch als Fremdsprache. [The newest German research in word formation and its benefits for learning German as a foreign language.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 140–151.04–302 Simmons-McDonald, Hazel. Trends in teaching standard varieties to creole and vernacular speakers. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 187–208.04–303 Smith, B. (Arizona State U. East, USA; Email: bryan.smith@asu.edu). Computer-mediated negotiated interaction and lexical acquisition. Studies in Second Language Acquisition (New York, USA), 26, 3 (2004), 365–398.04–304 Son, Seongho (U. Kyungpool, South Korea). DaF – Unterricht digital. [A digital teaching of German as a foreign language.] Deutsch als Fremdsprache (Leipzig, Germany), 2 (2004), 76–77.04–305 Spaniel, Dorothea. Deutschland-Images als Einflussfaktor beim Erlernen der deutschen Sprache. [The images of Germany as an influencing factor in the process of learning German.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 166–172.04–306 Steveker, Wolfgang (Carl-Fuhlrott-Gymnasium Wuppertal, Germany). Spanisch unterrichten mit dem Internet – aber wie? [Internet-based teaching of Spanish – how to do this?] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 14–17.04–307 Stoller, Fredricka L. Content-based instruction: perspectives on curriculum planning. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 261–283.04–308 Thompson, L. (U. of Manchester, UK; Email: linda.thompson@man.ac.uk). Policy for language education in England: Does less mean more?RELC Journal (Singapore), 35,1 (2004), 83–103.04–309 Tomlinson, Brian (Leeds Metropolitan U., UK; Email: B.Tomlinson@lmu.ac.uk). Helping learners to develop an effective L2 inner voice. RELC Journal (Singapore), 34, 2 (2003), 178–194.04–310 Vandergrift, Larry (U. of Ottawa, Canada). Listening to learn or learning to listen?Annual Review of Applied Linguistics (New York, USA), 24 (2004), 3–25.04–311 Vences, Ursula (University of Cologne, Germany). Lesen und Verstehen – Lesen heißt Verstehen. [Reading and Comprehension – Reading is Comprehension.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 5 (2004), 4–11.04–312 Xinmin, Zheng and Adamson, Bob (Hong Kong U., Hong Kong; Email: sxmzheng@hkusua.hku.hk). The pedagogy of a secondary school teacher of English in the People's Republic of China: challenging the stereotypes. RELC Journal (Singapore), 34, 3 (2003), 323–337.04–313 Zlateva, Pavlina. Faktizität vs. Prospektivität als Stütze beim Erwerb grammatischer Erscheinungen im Deutschen. [Factuality versus Prospectivity in aid of the acquisition of grammar phenomena in German.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 158–160.

05–104Alwright, D. (U of Lancaster, UK), From teaching points to learning opportunities and beyond. TESOL Quarterly (Alexandria, VA, USA) 39.1 (2005), 9–32.05–105Beckett, G. & Slater, T. (U of Cincinnati, USA), The Project Framework: a tool for language, content, and skills integration. ELT Journal (Oxford, UK) 59.2 (2005), 108–116.05–106Belcher, Diane D. (Georgia State U, USA; dbelcher1@gsu.edu), Trends in teaching English for specific purposes. Annual Review of Applied Linguistics (Cambridge, UK) 24 (2004), 165–186.05–107Berne, Jane E. (U North Dakota, USA), Listening comprehension strategies: a review of the literature. Foreign Language Annals (Alexandria, VA, USA) 37.4 (2004), 521–533.05–108Bohn, Mariko T. (Stanford U, USA; mbohn@stanford.edu), Japanese classroom behavior: a micro-analysis of self-reports versus classroom observations with implications for language teachers. Applied Language Learning (Monterey, CA, USA) 14.1 (2004), 1–35.05–109Byon, Andrew Sangpil (Albany State U, USA; abyon@albany.edu), Learning linguistic politeness. Applied Language Learning (Monterey, CA, USA) 14.1 (2004), 37–62.05–110Carrell, Patricia L., Dunkel, Patricia A. (Georgia State U, USA; pcarrell@gsu.edu) & Mollaun, Pamela, The effects of notetaking, lecture length, and topic on a computer-based test of ESL listening comprehension. Applied Language Learning (Monterey, CA, USA) 14.1 (2004), 83–105.05–111Chacón, Carmen Teresa (U of Los Andes Tachira, Venezuela; ctchacon@cantv.net), Teachers' perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education (Amsterdam, the Netherlands) 21.3 (2005), 257–273.05–112Dewey, Dan P. (U of Pittsburgh, USA), Connections between teacher and student attitudes regarding script choice in first-year Japanese language classrooms. Foreign Language Annals (Alexandria, VA, USA) 37.4 (2004), 567–583.05–113Dogancay-Aktuna, S. (Southern Illinois U, USA), Intercultural communication in English language teacher education. ELT Journal (Oxford, UK) 59.2 (2005), 99–107.05–114Doyé, Peter (Technische Universität Brunschweig, Germany; p.doye@tu-bs.de), A methodological framework for the teaching of intercomprehension. Language Learning Journal (Rugby, UK) 30 (2004), 59–68.05–115Erling, Elisabeth J. (Freie Universität Berlin, Germany), The many names of English. English Today (Cambridge, UK) 21.1 (2005), 40–44.05–116Flowerdew, Lynne (Hong Kong University of Science and Technology, Hong Kong, China; lclynn@ust.hk), An integration of corpus-based and genre-based approaches to text analysis in EAP/ESP: countering criticisms against corpus-based methodologies. English for Specific Purposes (Amsterdam, the Netherlands) 24.3 (2005), 321–332.05–117Grabe, William (Northern Arizona U, USA; William.Grabe@nau.edu), Research on teaching reading. Annual Review of Applied Linguistics (Cambridge, UK) 24 (2004), 44–69.05–118Jackson, J. (Chinese U of Hong Kong, Hong Kong, China; jjackson@edu.hk), An inter-university, cross-disciplinary analysis of business education: perceptions of business faculty in Hong Kong. English for Specific Purposes (Amsterdam, the Netherlands) 24.3 (2005), 293–306.05–119Jarrell, Douglas (Nagoya Women's U, Japan; djarrell@nagoya-wu.ac.jp) & Mark R. Freiermuth (Gunma Prefectural Women's U, Japan; mark-f@gpwu.ac.jp), The motivational power of internet chat. RELC Journal (Thousand Oaks, CA, USA) 36.1 (2005), 59–72.05–120Jenkins, Jennifer (Kings College London, UK; jennifer.jenkins@kcl.ac.uk), Research in teaching pronunciation and intonation. Annual Review of Applied Linguistics (Cambridge, UK) 24 (2004), 109–125.05–121Kern, Richard, Ware, Paige (California U, Berkeley, USA; kernrg@socrates.berkeley.edu) & Warschauer, Mark, Crossing frontiers: new directions in online pedagogy and research. Annual Review of Applied Linguistics (Cambridge, UK) 24 (2004), 243–260.05–122Lou Leaver, Betty (New York Institute of Technology, USA), Ehrman, Madeline & Lekic, Maria, Distinguished-level learning online: support materials from LangNet and RussNet. Foreign Language Annals (Alexandria, VA, USA) 37.4 (2004), 556–566.05–123McCarthy, Michael (Nottingham U, UK) & O'Keefe, Anne, Research in the teaching of speaking. Annual Review of Applied Linguistics (Cambridge, UK) 24 (2004), 26–43.05–124McGarry, Richard (Appalachian State U, NC, USA), Error correction as a cultural phenomenon. Applied Language Learning (Monterey, CA, USA) 14.1 (2004), 63–82.05–125Nassaji, Hossein (Victoria U, Canada; nassaji@uvic.ca) & Fotos, Sandra, Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics (Cambridge, UK) 24 (2004), 126–145.05–126Perrin, G. (German Government Language Centre, Germany), Teachers, testers, and the research enterprise – a slow meeting of minds. ELT Journal (Oxford, UK) 59.2 (2005), 144–150.05–127Seidlhofer, Barbara (Vienna U, Austria; barbara.seidlhofer@univie.ac.at), Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics (Cambridge, UK) 24 (2004), 209–239.05–128Silva, Tony (Purdue U, USA; tony@purdue.edu) & Brice, Colleen, Research in teaching writing. Annual Review of Applied Linguistics (Cambridge, UK) 24 (2004), 70–106.05–129Simmons-Mcdonald, Hazel (West Indies U, Barbados; hsimmac@uwichill.edu.bb), Trends in teaching standard varieties to creole and vernacular speakers. Annual Review of Applied Linguistics (Cambridge, UK) 24 (2004), 187–208.05–130Stoller, Fredricka L. (Northern Arizona U, USA; Fredricka.Stoller@nau.edu), Content-based instruction: perspectives on curriculum planning. Annual Review of Applied Linguistics (Cambridge, UK) 24 (2004), 261–283.05–131Tan, M. (U of Central Lancashire, UK), Authentic language or language errors? Lessons from a learner corpus. ELT Journal (Oxford, UK) 59.2 (2005), 126–134.05–132Wilberschied, Lee (Cleveland State U, USA) & Berman, Peiyan M., Effect of using photos from authentic video as advance organisers on listening comprehension in an FLES Chinese class. Foreign Language Annals (Alexandria, VA, USA) 37.4 (2004), 534–540.05–133Xu, Y., Gelfer, J. & Perkins, P. (U of Wisconsin, USA), Using peer tutoring to increase social interactions in early schooling. TESOL Quarterly (Alexandria, VA, USA) 39.1 (2005), 83–106.05–134Yeh, Aiden (National Kaohsiung First University of Science and Technology, Taiwan, China; aidenyeh@yahoo.com), Poetry from the heart. English Today (Cambridge, UK) 21.1 (2005), 45–51

06–20Abbott, Chris (King's College, U London, UK) & Alim Shaikh, Visual representation in the digital age: Issues arising from a case study of digital media use and representation by pupils in multicultural school settings. Language and Education (Multilingual Matters) 19.6 (2005), 455–466.06–21Andreou, Georgia & Napoleon Mitsis (U Thessaly, Greece), Greek as a foreign language for speakers of Arabic: A study of medical students at the University of Thessaly. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 181–187.06–22Aune, R. Kelly (U Hawaii at Manoa, USA; kaune@hawaii.edu), Timothy R. Levine, Hee Sun Park, Kelli Jean K. Asada & John A. Banas, Tests of a theory of communicative responsibility. Journal of Language and Social Psychology (Sage) 24.4 (2005), 358–381.06–23Belz, Julie A. (The Pennsylvania State U, USA; jab63@psu.edu) & Nina Vyatkina, Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 17–48.06–24Bird, Stephen (U Brunei Darussalam, Brunei; sbird@fass.ubd.edu.bn), Language learning edutainment: Mixing motives in digital resources. RELC Journal (Sage) 36.3 (2005), 311–339.06–25Carrington, Victoria (U Plymouth, UK), The uncanny, digital texts and literacy. Language and Education (Multilingual Matters) 19.6 (2005), 467–482.06–26Chung, Yang-Gyun (International Languages Program, Ottawa, Canada; jchung2536@rogers.com), Barbara Graves, Mari Wesche & Marion Barfurth, Computer-mediated communication in Korean–English chat rooms: Tandem learning in an international languages program. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 49–86.06–27Clopper, Cynthia G. & David B. Pisoni, Effects of talker variability on perceptual learning of dialects, Language and Speech (Kingston Press) 47.3 (2004), 207–239.06–28Csizér, Kata (Eötvös U, Budapest, Hungary; weinkata@yahoo.com) & Zoltán Dörnyei, Language learners' motivational profiles and their motivated learning behavior. Language Learning (Blackwell) 55.4 (2005), 613–659.06–29Davis, Adrian (Macao Polytechnic Institute, Macao, China; ajdavis@ipm.edu.mo), Teachers' and students' beliefs regarding aspects of language learning. Evaluation and Research in Education (Multilingual Matters) 17.4 (2003), 207–222.06–30Deterding, David (Nanyang Technological U, Singapore; dhdeter@nie.edu.sg), Listening to Estuary English in Singapore. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 425–440.06–31Dörnyei, Zoltán (U Nottingham, UK; zoltan.dornyei@nottingham.ac.uk) & Kata Csizér, The effects of intercultural contact and tourism on language attitudes and language learning motivation. Journal of Language and Social Psychology (Sage) 24.4 (2005), 327–357.06–32Enk, Anneke van (Simon Fraser U, Burnaby, Canada), Diane Dagenais & Kelleen Toohey, A socio-cultural perspective on school-based literacy research: Some emerging considerations. Language and Education (Multilingual Matters) 19.6 (2005), 496–512.06–33Foster, Pauline & Amy Snyder Ohta (St Mary's College, U London, UK), Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics (Oxford University Press) 26.3 (2005), 402–430.06–34Furmanovsky, Michael (Ryukoku U, Japan), Japanese students' reflections on a short-term language program. 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Canadian Journal of Applied Linguistics (Canadian Association of Applied Linguistics) 7.2 (2004), 117–138.06–61Spiliotopoulus, Valia (U Toronto, Canada; valia.spiliotopoulos@ubc.ca) & Stephen Carey, Investigating the role of identity in writing using electronic bulletin boards. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 87–109.06–62Sueyoshi, Ayano (Michigan State U, USA; hardiso2@msu.edu) & Debra M. Hardison, The role of gestures and facial cues in second language listening comprehension. Language Learning (Blackwell) 55.4 (2005), 661–699.06–63Taguchi, Naoko (Carnegie Mellon U, USA; taguchi@andrew.cmu.edu), Comprehending implied meaning in English as a foreign language. The Modern Language Journal (Blackwell) 89.4 (2005), 543–562.06–64Taillefer, Gail F. (Université Toulouse I Sciences Sociales, France; gail.taillefer@univ-tlse1.fr), Foreign language reading and study abroad: Cross-cultural and cross-linguistic questions. The Modern Language Journal (Blackwell) 89.4 (2005), 503–528.06–65Tani-Fukuchi, Naoko (Kwansei Gakuin U, Japan), Japanese learner psychology and assessment of affect in foreign language study. The Language Teacher (Japan Association for Language Teaching) 29.4 (2005), 3–9.06–66Tani-Fukuchi, Naoko (Kwansei Gakuin U, Hyogo, Japan) & Robin Sakamoto, Affective dimensions of the Japanese foreign language learner: Implications for psychological learner development in Japan. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.4 (2005), 333–350.06–67Thoms, Joshua (U Iowa, USA; joshua_thomas@uiowa.edu), Jianling Liao & Anja Szustak, The use of L1 in an L2 on-line chat activity. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 161–182.06–68Tickoo, Asha (Southern Illinois U, USA; atickoo@siue.edu), The selective marking of past tense: Insights from Indian learners of English. International Journal of Applied Linguistics (Blackwell) 15.3 (2005), 364–378.06–69Tocalli-Beller, Agustina & Merrill Swain (U Toronto, Canada; atocalli-beller@oise.utoronto.ca), Reformulation: The cognitive conflict and L2 learning it generates. International Journal of Applied Linguistics (Blackwell) 15.1 (2005), 5–28.06–70Trofimovich, Pavel (Concordia U, Quebec, Canada; pavel@education.concordia.ca), Spoken-word processing in native and second languages: An investigation of auditory word priming. Applied Psycholinguistics (Cambridge University Press) 26.4 (2005), 479–504.06–71Tuveng, Elena (U Oslo, Norway) & Astri Heen Wold, The collaboration of teacher and language-minority children in masking comprehension problems in the language of instruction: A case study in an urban Norwegian school. Language and Education (Multilingual Matters) 19.6 (2005), 513–536.06–72Warga, Muriel (Karl Franzens U, Graz, Austria), ‘Je serais très merciable’: Formulaic vs. creatively produced speech in learners' request closings. Canadian Journal of Applied Linguistics (Canadian Association of Applied Linguistics) 8.1 (2005), 67–94.

04–573 Akker, Evelien (Nijmegen U., The Netherlands; Email: e.akker@nici.kun.nl) and Cutler, Anne. Prosodic cues to semantic structure in native and non-native listening. Bilingualism: Language and Cognition (Cambridge, UK), 6, 2 (2003), 81–96.04–574 Allen, Heather W. (University of Pittsburgh) and Herron, Carol A. mixed-methodology investigation of the linguistic and affective outcomes of summer study abroad. Foreign Language Annals (New York, USA), 36, 3 (2003), 370–385.04–575 Barcroft, Joe (Washington U., MO, USA; Email: barcroft@artsci.wustl.edu). Effects of questions about word meaning during L2 Spanish lexical learning. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 546–561.04–576 Boehlke, Olaf (Creighton U., USA; Email: bohlke@creighton.edu). A comparison of student participation levels by group size and language stages during chatroom and face-to-face discussions in German. 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Language Testing (London, UK), 20, 4 (2003), 369–383.04–581 Chan, Victoria, Spratt, Mary and Humphreys, Gillian (Hong Kong Polytechnic U., Hong Kong). Autonomous language learning: Hong Kong tertiary students' attitudes and behaviours. Evaluation and Research in Education (Clevedon, UK), 16, 1 (2002), 1–16.04–582 Dam Jensen, Eva and Vinther, Thora (University of Copenhagen, Denmark; Email: dam@hum.ku.dk.). Exact repetition as input enhancement in second language acquisition. Language Learning (University of Michigan, USA), 53, 3 (2003), 373–428.04–583 De Carlo, Maddalena (Université de Cassino, Italy). Affectivité et acquisition du langage. [Affectivity and Language Acquisition.] Études de linguistique appliquée (Paris, France), 13, 1 (2003), 275–290.04–584 Derwing, Tracey M. (Alberta U., Canada) and Rossiter, Marian J. The effects of pronunciation instruction on the accuracy, fluency and complexity of L2 accented speech. 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The purpose of this doctoral research is to analyse the 1999 NSW HSC English syllabus through the lens of its reception and implementation, to produce an account of the theoretical changes that are embedded in the syllabus documents and the impact that these changes had on selected stakeholders. The findings made about the 1999 HSC English syllabus are discussed in relation to Hunter’s genealogy of the functions of schooling (1993), to explore the desired purposes of schooling reflected in both the English curriculum, and in stakeholder’s attitudes. Using grounded theory methods in a qualitative approach to exploring the experiences of teachers at two schools through interview and observation data, as well as an analysis of the reactions represented in the public through newspaper publications from 1995-2005, core categories of experience and concern are identified relating to the implementation of the mainstream mandatory courses in English for the HSC. These core categories are used as a basis for a content analysis of key extracts of the English syllabus, with the finding that curriculum changes such as the inclusion of visual texts and language modes constituted an important theoretical shift in the content and objectives of English as a school subject. Also, while some challenges faced by stakeholders are seen to arise from problematic constructions of English in the syllabus itself, other tensions can be seen to be based on the particular demands of the local school contexts, and intensified by pressure from largely negative newspaper portrayals of English teachers and curriculum.

Abstract Drama is an ancient art form and progressive pedagogy in education. It is the collective act of imagining and seeing ourselves in action, in the moment, towards a destiny. Film is a modern art form and an evolving pedagogy in schools. Narratives in moving pictures are a dramatic form of mediated communication. This research concerns drama teachers’ experiences with screen drama and filmmaking pedagogy. In a rapidly digitised world, mediated forms of communication through technology are a vital source of social connectivity, information and storytelling. Information and Communication Technology (ICT) integration in education is a response to the digital culture but the integration has been likened to the ‘hammer in search of a nail’. ICT in education is demanding the development of pedagogies that connect a deep understanding of technology, curriculum outcomes and teacher professional learning. This research is concerned with exploring and developing best practice in a creative and critical pedagogy for moving pictures as aesthetic learning in schools. Drama teachers as teachers of aesthetic, embodied, collaborative and narrative learning are uniquely placed to respond to and critique the development of an authentic and effective pedagogy for film narrative. The school and curriculum structures and resources to support film learning are also examined through the drama teachers’ experiences. The research is praxis-oriented and uses a montage of interpretive practices in a collective case study to explore in depth six teachers’ experience with film learning. The study’s design involves the facilitation of film learning workshops and explores the participants’ aspirations, expectations and realisations for film learning in their schools. The participants’ experiences highlight the problems, possibilities and opportunities of film learning as aesthetic learning and raise issues about the role of and tensions with arts pedagogy as a learning paradigm in schools and the curriculum. The teachers’ stories reflect an educational culture, leadership and curriculum structure that does not necessarily allow, support or develop on-going professional learning and teacher innovation for authentic student learning.

This study investigates linguistic, perceptual, and pedagogical change (LPPC) in a short-term, study abroad English immersion program. It proposes the LPPC Interactive Model of second language acquisition based on Gardner's 1985 socioeducational model and Woods' 1996 beliefs, attitudes, and knowledge (BAK) structure. The framework is applied in a cross-cultural context, highlighting participants in the 1993 Camosun Osaka Aoyama English Language Institute involving Japanese English-as-a-Second-Language (ESL) students from Aoyama Junior College in Osaka, Japan, and non-Japanese ESL teachers at Camosun College and Canada's University of Victoria in British Columbia. The study examined the definition of teacher achievement; distinctions between language activation and language acquisition in the short-term, study abroad context; development of the constructs student BAK+, teacher BAK+, and class BAK+ to describe interactions in "class fit"; and the influence of temporal parameters on linguistic, perceptual, and pedagogical change. Data from teacher and student surveys and interviews suggest that change occurs in each of the linguistic, perceptual, and pedagogical dimensions and support constructs proposed for the model.

"This thesis is about the social and cultural contexts of pedagogical practices in selected Australian university Korean language programs." -- abstract. This thesis is about the social and cultural contexts of pedagogical practices in selected Australian university Korean language programs. The focus of the empirical work reported in this thesis is the description and interpretation of the social activities constructed by categories of students, defined by their cultural background, and native Korean-speaking lecturers in goal-oriented pedagogies. The empirical work centres on the interaction between perceptions of teachers' expectations on the part of students and on the cultural attributes of their teachers. In order to accomplish this outcome, the thesis draws on the concepts of social interactionism formulated by symbolic interactionism and the school classroom analyses of Hargreaves (1972) and Nash (1979). These concepts are embedded in the theoretical framework of 'visible' and 'invisible' pedagogies first formulated by Bernstein (1973, 1990). The empirical work, undertaken in two fieldwork periods in two Australian universities during 1998 and 1999, made use of formal and informal interviewing and observation to generate a data-base. A questionnaire survey of students was conducted near the end of the second fieldwork period, and replicated in 2002 to corroborate the qualitative data-based interpretations. The main finding is that the interaction of the cultural backgrounds of students and teachers constantly affect classroom interaction in the Korean language classroom. The cultural framing of classroom life has special significance for Korean-background students who perceive that they are expected to perform constantly at a high level by their Korean teachers. Conversely, Australian students, while they evaluate their teachers positively, react to a perceived lack of high expectation on the part of their Korean teachers. Nevertheless, Australian students perceive that they receive positive expectations from their Korean teachers. In theoretical terms, the study provides evidence that the classroom interaction models proposed by Hargreaves and Bernstein in the schools sector have salience in higher education. Moreover, the fieldwork shows that while there is an identifiable classroom pressure to reach defined learning outcomes predicted by the 'visible' pedagogy model, there are culturally based criteria used by teachers for judging the performance of students. This 'invisible' pedagogy affects the motivation of students in the observed classrooms so that the Korean background students and other Asian students perceive the classroom to be flexible yet demanding, while Australian students perceive it to be easy-going yet challenging. In short, the research demonstrates that Korean language teachers display logical expectations of productivity and standards through culturally desired expectations. This thesis is the firsst study of social interation in an Australian asian language teaching setting. There is sufficient evidence in the thesis to suggest that there is a productive future research agenda in the analysis of the effects of the expectations and consequential levels of motivation and language competency of Asian language learners in Australian universities.

The purpose of this qualitative case study is to explore the literacy practices of marginalized adolescent youth in India and the relationship of these practices to imagination and identity construction. More than just tools for communication, language and literacy practices allow individuals to express their selves and identities as they voice their thoughts, negotiate meaning (Dyson & Genishi, 2005; Gee, 2003), and enact themselves within society (Janks, 2010; New London Group, 1996). This qualitative case study took place in Lucknow, India; the subjects were a group of adolescent girls at a nonprofit all-girls school in a seventh-grade classroom. Using discourse analysis, the data revealed the ways in which the girls used literacy to agentively position themselves as actual selves in their societies, as imagined social selves and others, in relationship to social others, and in imagined events.

In order to comfortably and effectively function in U.S. classrooms, both international students and domestic students benefit from the development of interactive and intercultural communication skills. At Purdue University, a large, public, R1 institution with a substantial international population, the internationalization of the student body is a priority. To examine the relationship between academic and social integration of international and domestic students on campus, international (ESL) undergraduate students (L2 English, n=253) from the Purdue Language and Cultural Exchange Program (PLaCE), and domestic undergraduate students (L1 English n=50) from the first-year composition program (ICaP), participated in a voluntary survey. The framework for investigating students’ interaction with peers and teachers was derived from Severiens and Wolff (2008). Four aspects of new, incoming students’ adaptation (Global Perspective, Intercultural Competence, Acculturation Mode, and Willingness to Communicate) were addressed by the survey. Although there were similarities between international and domestic students, the results revealed international students had more opportunities to interact with peers from diverse language backgrounds in formal academic contexts, including classroom activities, peer-group work in first-year programs and language programs. However, in informal, social contexts, neither international nor domestic students took advantage of opportunities to interact with each other. The tendency to prefer social interactions with co-nationals may contribute to social isolation and limited integration of international and domestic students within broader social contexts outside of classrooms. Yet, rather than resisting this trend, instructors and administrators might enhance opportunities for interaction in academic contexts where both groups are most willing to participate. Findings from this study can contribute to the development of first-year programs that provide realistic solutions for the enhanced internationalization of both domestic and international students on campus.

This four-year study centers on identity research, exploring a two-year student success program in a midwestern school. The program follows a “school-within-a-school” model (Indiana Department of Education website, 2020) as it is housed on the same grounds as the main school but in a different building. The student-to-teacher ratio is lower than traditional schools and the English class covers less material, but in more depth, than parallel 9th and 10^th grade classes. The study follows two students as they progress through the two-year program and integrate into the main student body for 11^th and 12^th grade, to understand how they narrate their journey through high school. The 9th and 10th grade teachers provide a sense of the impact of teacher identity on the student participants. A narrative approach (Connelly & Clandinin, 1990) is used to examine individual’s perspectives- rooted in their experiences- to dig into my participants’ stories, framing them within an equity literacy context (Gorski, 2014). Using equity literacy allows for the exploration of biases and inequities that student participants may face in our education system. The findings of this dissertation study have three major implications: 1. Home identity has a significant effect on student identity. As such, an awareness of what high school students bring to the classroom and how this affects their thinking and motivation to participate in class is critical; 2. The importance of not only making lessons relevant to student lives, but also helpful. Both student participants appreciate being given space to write what they want to write, rather than being told what to write. As a result, writing becomes a means of processing events happening in their lives, and has a positive effect on self-efficacy; 3. Given the second implication, teacher educators need to provide space for preservice teachers to explore ways to make lessons helpful to their students by encouraging them to tell their own stories through discussions in a safe space, while modeling behaviors such as showing vulnerability in the classroom.

In an era of widespread automation—from grocery store self-checkout machines to self-driving cars—it is not outrageous to wonder: can teachers be automated? And more specifically, can automated computer teachers instruct students how to write? Automated computer programs have long been used in summative writing evaluation efforts, such as scoring standardized essay exams, ranking placement essays, or facilitating programmatic outcomes assessments. However, new claims about automated writing evaluation’s (AWE) formative educational potential mark a significant shift. My project questions the effectiveness of using AWE technology for formative educational efforts such as improving and teaching writing. Taken seriously, these efforts portend a future embrace of semi, or even fully, automated writing classes, an unprecedented development in writing pedagogy.

Supported by a summer-long grant from the Purdue Research Foundation, I conducted a small-n quasi-experiment to test claims by online college tutoring site Chegg.com that its EasyBib Plus AWE tool can improve both writing and writers. The experiment involved four college English instructors reading pairs of essays comprising one AWE-treated and untreated version per pair. Using a comparative judgment model, a rubric-free method of writing assessment based on Thurstone’s law, raters read and designated one of each pair “better.” Across four raters and 160 essays, I found that AWE-treated essays were designated better only 30% of the time (95% confidence interval: 20-40%), a statistically significant difference from the null hypothesis of 50%. The results suggest that Chegg’s EasyBib Plus tool offers no discernible improvement to student writing, and potentially even worsens it.

Finally, I analyze Chegg’s recent partnership with the Purdue Writing Lab and Online Writing Lab (OWL). The Purdue-Chegg partnership offers a useful test case for anticipating the effects of higher education’s embrace of automated educational technology going forward. Drawing on the history of writing assessment and the results of the experiment, I argue against using AWE for formative writing instruction. In an era of growing automation, I maintain that a human-centered pedagogy remains one of the most durable, important, effective, and transformative ingredients of a quality education.

Internationalization of higher education is a collaborative responsibility academic and non-academic programs share to facilitate the integration of various student populations within the broader culture of the university. My dissertation project links First Year Writing (FYW) classes of domestic and international students to promote and evaluate their intercultural competence development. My research questions explore the use of reflective writing as a genre for formative assessment in the writing classroom and investigate the data it provides about students’ continuous learning. My research methodology combines qualitative analysis of reflective writing and quantitative analysis of intercultural competence development. Participants come from four sections of FYW courses spanning two semesters – Spring 2016 and Fall 2017. I collected reflective writing data from four embedded reflective journals and a final reflective essay assigned to students in each section. Using a grounded scheme, I applied thematic coding analysis of reflective writing and traced frequencies of codes. I also mapped students’ reflections onto the Developmental Model of Intercultural Sensitivity (DMIS; Bennett, 1993). Results from both coding methods contextualize and interpret students’ development in both intercultural competence and writing skills. I also share pedagogical, assessment, and administrative implications for more effective teaching of reflective writing and better continuous assessment of intercultural competence skills within the context of the linked course model curriculum.