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Journal articles on the topic 'Reconstruction in adult TESOL'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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1

Borg, Simon, and Anne Burns. "Integrating Grammar in Adult TESOL Classrooms." Applied Linguistics 29, no. 3 (July 14, 2008): 456–82. http://dx.doi.org/10.1093/applin/amn020.

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2

Larrotta, Clarena, and HeeJae Chung. "Foreign-born TESOL Instructors Assisting Adult Immigrant Learners to Develop Civic Literacy Skills: A Pen Pal Project." International Journal of Education and Literacy Studies 8, no. 2 (May 6, 2020): 1. http://dx.doi.org/10.7575/aiac.ijels.v.8n.2p.1.

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This article discusses the contributions of foreign-born TESOL instructors helping adult language learners develop literacy skills through a pen pal project, which lasted 10 weeks and consisted of writing letters back and forth weekly. The project provided adult immigrant learners with an opportunity to practice meaningful writing to support their English literacy development. The research questions include how do foreign-born TESOL instructors support adult immigrant learners develop literacy through a pen pal project? and what components of the pen pal project promote the development of civic literacy skills? Data for this article come from 159 letters product of the writing exchange between instructors and learners, and individual conversational interviews with the instructors. Study findings are presented through four themes: teachers as cultural informants, emotional connection, life and learning advice, and adult ESL learners’ linguistic competence. Study findings add to the body of literature focusing on the powerful contributions of foreign-born TESOL instructors to the education and language-culture acquisition of adult immigrant English learners.
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3

Scuderi, Giles R. "Adult Reconstruction." Orthopedic Clinics of North America 44, no. 3 (July 2013): xiii. http://dx.doi.org/10.1016/j.ocl.2013.05.002.

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4

Scuderi, Giles R. "Adult Reconstruction." Orthopedic Clinics of North America 44, no. 4 (October 2013): xiii. http://dx.doi.org/10.1016/j.ocl.2013.07.008.

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5

Scuderi, Giles R. "Adult Reconstruction." Orthopedic Clinics of North America 45, no. 1 (January 2014): xiii. http://dx.doi.org/10.1016/j.ocl.2013.10.001.

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Scuderi, Giles R. "Adult Reconstruction." Orthopedic Clinics of North America 45, no. 2 (April 2014): xiii. http://dx.doi.org/10.1016/j.ocl.2014.01.002.

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7

Scuderi, Giles R. "Adult Reconstruction." Orthopedic Clinics of North America 45, no. 3 (July 2014): xv. http://dx.doi.org/10.1016/j.ocl.2014.04.009.

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8

Scuderi, Giles R. "Adult Reconstruction." Orthopedic Clinics of North America 45, no. 4 (October 2014): xiii. http://dx.doi.org/10.1016/j.ocl.2014.07.001.

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9

Scuderi, Giles R. "Adult Reconstruction." Orthopedic Clinics of North America 46, no. 1 (January 2015): xvii. http://dx.doi.org/10.1016/j.ocl.2014.09.017.

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10

Scuderi, Giles R. "Adult Reconstruction." Orthopedic Clinics of North America 46, no. 2 (April 2015): xv. http://dx.doi.org/10.1016/j.ocl.2014.12.005.

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11

Slaughter, Yvette, Julie Choi, David Nunan, Hayley Black, Rebecca Grimaud, and Hân Trinh. "The affordances and limitations of collaborative research in the TESOL classroom." TESOL in Context 29, no. 2 (December 31, 2020): 35–61. http://dx.doi.org/10.21153/tesol2020vol29no2art1433.

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The diversity of learning needs within the TESOL field creates inherent tensions between the need for targeted professional learning for TESOL teachers, the more generalist nature of tertiary TESOL courses, and the varied research interests of teacher educators. This article describes a collaborative research project between university-based teacher educators and TESOL teachers working in an adult education centre. With a range of aims amongst the research participants, this article reports on the ‘fluid’ and ‘messy’ process of collaborative research (Burns & Edwards, 2014, p. 67) as we investigate the use of identity texts (Cummins & Early, 2011) as a mediating tool for professional learning. In acknowledging the practice of teaching as highly situated, the data presented focuses on the individual experience of each teacher, voiced through an action research frame, before we discuss the achievements and challenges which emerged through this collaborative research process. In the findings, we argue for the importance of championing the case for the messy processes of collaborative research within the broader research academy.
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12

Shin, Seok. "Two Korean Primary School English Teachers’ Identity Reconstruction in a TESOL Program." Korea Association of Primary English Education 24, no. 3 (September 30, 2018): 105–32. http://dx.doi.org/10.25231/pee.2018.24.3.105.

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13

Al-Amri, Majid. "Humanizing TESOL Curriculum for Diverse Adult ESL Learners in the Age of Globalization." International Journal of the Humanities: Annual Review 8, no. 8 (2010): 103–12. http://dx.doi.org/10.18848/1447-9508/cgp/v08i08/42995.

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14

Henderson, R. Andrew. "Emily Berend Adult Reconstruction Symposium." Duke Orthopaedic Journal 4, no. 1 (2014): 0. http://dx.doi.org/10.5005/duke-4-1-xxxvi.

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15

Kosobucki, Ginger, and Kari Moore. "Adult English Language Learner Pathway to Literacy Initiative." INTESOL Journal 18, no. 1 (July 6, 2021): 51–74. http://dx.doi.org/10.18060/25178.

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In 2017, Kari Moore of Exodus Refugee Immigration and Ginger Kosobucki of the Immigrant Welcome Center met and discussed the unique needs Kari had noticed in her beginning literacy learners at Exodus. In 2018, Ginger led the Immigrant Welcome Center’s Adult ELL Research Project, which exposed the need for more classes geared for literacy-level learners, as well as more teacher training. In 2020, Kari and Ginger collaborated to lead professional development opportunities for Indianapolis teachers, including ATLAS Study Circles and a 2-day TESOL training with an expert from Literacy Minnesota. Since that time, they have formed a cohort -- the Pathway to Literacy development team -- consisting of teachers from programs around the city. The team has developed a 10-week pilot program, an assessment tool, and a website all designed to more effectively serve the needs of adult immigrants and refugees developing literacy skills for the first time. The Adult ELL Pathway to Literacy Initiative, a collaborative effort among educators in Indianapolis, is an attempt to provide access to vulnerable learners who have had limited access to educational opportunities.
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16

W Hubbard, Elizabeth. "Emily Berend Adult Reconstruction Symposium (2014)." Duke Orthopaedic Journal 5, no. 1 (2015): 0. http://dx.doi.org/10.5005/duke-5-1-xxxi.

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17

Kleeman, Lindsay T. "Emily Berend Adult Reconstruction Symposium (2015)." Duke Orthopaedic Journal 6, no. 1 (2016): 0. http://dx.doi.org/10.5005/duke-6-1-xxviii.

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18

Brew, Chris. "Operative techniques in Adult Reconstruction Surgery." Orthopaedics and Trauma 25, no. 6 (December 2011): 465. http://dx.doi.org/10.1016/j.mporth.2011.04.002.

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19

Goettsche, Roger L. "Reconstruction of Adolescence in Adult Analysis." Psychoanalytic Study of the Child 41, no. 1 (January 1986): 357–77. http://dx.doi.org/10.1080/00797308.1986.11823465.

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20

CUAJ, Editor. "Abstract Session: Pediatric & Adult Reconstruction." Canadian Urological Association Journal 15, no. 6S2 (May 31, 2021): S63–6. http://dx.doi.org/10.5489/cuaj.7399.

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21

Ko, Sungbae. "Multiple-response sequences in classroom talk." Australian Review of Applied Linguistics 32, no. 1 (January 1, 2009): 4.1–4.18. http://dx.doi.org/10.2104/aral0904.

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This paper examines multiple-response sequences (MRSs), occurring in adult Korean TESOL classrooms, to show the responses produced by students in the language classroom are not always confined within the boundaries of a single response, but are likely to be seen as mutually orienting to, and collaborating to produce a comprehensible outcome to the sequence. To analyse and consider what types of multiple response (MR) can be identified, and how the different types occur within those MRSs, this study adopts Conversation Analysis principles. By using conversation analytic perspectives, this study identifies four major types of MR (identical, complementary, collaborative and competitive).
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22

Ko, Sungbae. "Multiple-response sequences in classroom talk." Australian Review of Applied Linguistics 32, no. 1 (2009): 4.1–4.18. http://dx.doi.org/10.1075/aral.32.1.02ko.

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This paper examines multiple-response sequences (MRSs), occurring in adult Korean TESOL classrooms, to show the responses produced by students in the language classroom are not always confined within the boundaries of a single response, but are likely to be seen as mutually orienting to, and collaborating to produce a comprehensible outcome to the sequence. To analyse and consider what types of multiple response (MR) can be identified, and how the different types occur within those MRSs, this study adopts Conversation Analysis principles. By using conversation analytic perspectives, this study identifies four major types of MR (identical, complementary, collaborative and competitive).
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23

Rhee, John S., and Robert J. Toohill. "Single-Stage Adult Laryngotracheal Reconstruction Without Stenting." Laryngoscope 111, no. 5 (May 2001): 765–68. http://dx.doi.org/10.1097/00005537-200105000-00003.

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24

Healy, William L., and Hany Bedair. "Videoconference Interviews for an Adult Reconstruction Fellowship." Journal of Bone and Joint Surgery 99, no. 21 (November 2017): e114. http://dx.doi.org/10.2106/jbjs.17.00322.

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25

Wolff, Amir, Gabriel F. Santiago, Micah Belzberg, Charity Huggins, Michael Lim, Jon Weingart, William Anderson, et al. "Adult Cranioplasty Reconstruction With Customized Cranial Implants." Journal of Craniofacial Surgery 29, no. 4 (June 2018): 887–94. http://dx.doi.org/10.1097/scs.0000000000004385.

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26

Mitchell, Kerry-Ann S., Micah Belzberg, Anthony O. Asemota, Netanel Ben-shalom, and Chad R. Gordon. "Adult Cranioplasty Reconstruction With Customized Cranial Implants." Plastic and Reconstructive Surgery - Global Open 7 (August 2019): 55–56. http://dx.doi.org/10.1097/01.gox.0000584524.57175.02.

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27

Bengtson, Keith A., Robert J. Spinner, Allen T. Bishop, Kenton R. Kaufman, Krista Coleman-Wood, Michelle F. Kircher, and Alexander Y. Shin. "Measuring Outcomes in Adult Brachial Plexus Reconstruction." Hand Clinics 24, no. 4 (November 2008): 401–15. http://dx.doi.org/10.1016/j.hcl.2008.04.001.

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28

Brichacek, Michal, Oleh Antonyshyn, Glenn Edwards, James G. Mainprize, and Leo da Costa. "Decision-Making in Adult Cranial Vault Reconstruction." Plastic & Reconstructive Surgery 148, no. 1 (June 29, 2021): 109e—121e. http://dx.doi.org/10.1097/prs.0000000000008058.

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29

Shah, Shimul A., Gary A. Levy, Lesley D. Adcock, Gary Gallagher, and David R. Grant. "Adult-to-Adult Living Donor Liver Transplantation." Canadian Journal of Gastroenterology 20, no. 5 (2006): 339–43. http://dx.doi.org/10.1155/2006/320530.

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The present review outlines the principles of living donor liver transplantation, donor workup, procedure and outcomes. Living donation offers a solution to the growing gap between the need for liver transplants and the limited availability of deceased donor organs. With a multidisciplinary team focused on donor safety and experienced surgeons capable of performing complex resection/reconstruction procedures, donor morbidity is low and recipient outcomes are comparable with results of deceased donor transplantation.
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30

Ahmed, Shaan A., William Elnemer, Adam E. M. Eltorai, Michael Mariorenzi, Alan H. Daniels, and Eric M. Cohen. "In-depth Analysis of Adult Reconstruction Fellowship Websites." Orthopedics 43, no. 5 (August 6, 2020): e447-e453. http://dx.doi.org/10.3928/01477447-20200721-10.

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31

Zhang, Zhiyong, Feng Niu, Xiaojun Tang, Bing Yu, Jianfeng Liu, and Lai Gui. "Staged Reconstruction for Adult Complete Treacher Collins Syndrome." Journal of Craniofacial Surgery 20, no. 5 (September 2009): 1433–38. http://dx.doi.org/10.1097/scs.0b013e3181af21f9.

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32

McGrory, Brian J., B. Sonny Bal, Sally York, William Macaulay, and David B. McConnell. "Surgeon Demographics and Medical Malpractice in Adult Reconstruction." Clinical Orthopaedics and Related Research 467, no. 2 (November 7, 2008): 358–66. http://dx.doi.org/10.1007/s11999-008-0581-0.

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33

Cauley, Ryan P., Lydia A. Helliwell, Matthias B. Donelan, and Kyle R. Eberlin. "Reconstruction of the Adult and Pediatric Burned Hand." Hand Clinics 33, no. 2 (May 2017): 333–45. http://dx.doi.org/10.1016/j.hcl.2016.12.006.

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34

Takatsuki, Mitsuhisa, Katsuhiko Yanaga, Sadayuki Okudaira, Jyunichiro Furui, and Takashi Kanematsu. "Duct-to-duct biliary reconstruction in adult-to-adult living donor liver transplantation." Clinical Transplantation 16, no. 5 (October 2002): 345–49. http://dx.doi.org/10.1034/j.1399-0012.2002.02007.x.

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35

Teli, Marco GA. "Importance of balance and profile in adult spinal reconstruction." World Journal of Orthopedics 6, no. 5 (2015): 413. http://dx.doi.org/10.5312/wjo.v6.i5.413.

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36

Williams, Benjamin R., Scott J. Ellis, Joseph C. Yu, and Jonathan T. Deland. "Stage IV Adult-Acquired Flatfoot Deformity Deltoid Ligament Reconstruction." Operative Techniques in Orthopaedics 20, no. 3 (September 2010): 183–89. http://dx.doi.org/10.1053/j.oto.2010.09.005.

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37

Németh, László, and Trifon I. Missov. "Adequate life-expectancy reconstruction for adult human mortality data." PLOS ONE 13, no. 6 (June 4, 2018): e0198485. http://dx.doi.org/10.1371/journal.pone.0198485.

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38

Rich, Jason T., David Goldstein, Stephan K. Haerle, Gian-Marco Busato, Patrick J. Gullane, and Ralph W. Gilbert. "Vascularized composite autograft for adult laryngotracheal stenosis and reconstruction." Head & Neck 38, no. 2 (June 20, 2015): 253–59. http://dx.doi.org/10.1002/hed.23887.

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39

Rozbruch, S. Robert. "Adult Posttraumatic Reconstruction Using a Magnetic Internal Lengthening Nail." Journal of Orthopaedic Trauma 31 (June 2017): S14—S19. http://dx.doi.org/10.1097/bot.0000000000000843.

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40

Chan, Jeremy Y., and Scott J. Ellis. "Reconstruction of the Stage IIA Adult-acquired Flatfoot Deformity." Techniques in Foot & Ankle Surgery 13, no. 1 (March 2014): 14–22. http://dx.doi.org/10.1097/btf.0000000000000022.

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41

Guha, Abhijit R., Dishan Singh, Razi Zaidi, and Ali Abbassian. "Talectomy and Tibiocalcaneal Arthrodesis in Adult Complex Hindfoot Reconstruction." Techniques in Foot & Ankle Surgery 12, no. 3 (September 2013): 158–62. http://dx.doi.org/10.1097/btf.0b013e31829f71c4.

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42

Sahin, Cihan, Ozge Ergun, Yalcin Kulahci, Celalettin Sever, Huseyin Karagoz, and Ersin Ulkur. "Bilobe Flap for Web Reconstruction in Adult Syndactyly Release." Plastic and Reconstructive Surgery 136 (October 2015): 28–29. http://dx.doi.org/10.1097/01.prs.0000472309.59770.d0.

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43

Lano, Charles F., Robert H. Ossoff, James A. Duncavage, Mark S. Courey, Lou Reinisch, and James L. Netterville. "Laryngotracheal Reconstruction in the Adult: A Ten Year Experience." Annals of Otology, Rhinology & Laryngology 107, no. 2 (February 1998): 92–97. http://dx.doi.org/10.1177/000348949810700202.

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The purpose of this study is to retrospectively analyze our experience with airway reconstruction, to outline a new staging system for laryngotracheal (LT) stenosis, and to identify preoperatively those patients likely to fail reconstruction. We reviewed 41 patients who underwent 46 LT reconstructions over the past 10 years. Success was judged by the ability to decannulate patients within 1 year postoperatively. Of our patients, 63% were treated successfully, and an additional 17% had intermediate success. The techniques used for laryngotracheoplasty with augmentation grafting and tracheal resection are reviewed. Major complications, thoracic complications, and wound complications are presented. Each patient was staged by the McCaffrey staging system and Cotton grades. We propose a new staging system based on the extent of the stenosis throughout the glottis, subglottis, and trachea. It is logical and easy to use. Applied to our cases of LT stenosis retrospectively, the new system predicts clinical success (χ2, p = .05). Using contingency tables and χ2 testing for statistical evaluation, we found that diabetics have a significantly higher failure rate (χ2, p = .0002). Further, we identified a group of patients who in addition to the airway stenosis also had comorbid medical conditions that frequently necessitate a tracheostomy. These patients have a significantly higher failure rate (χ2, p = .009). Using this information and applying the staging system prior to reconstruction, we can identify patients likely to fail.
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44

Iorio, Richard, Charles M. Davis, William L. Healy, Thomas K. Fehring, Mary I. O'Connor, and Sally York. "Impact of the Economic Downturn on Adult Reconstruction Surgery." Journal of Arthroplasty 25, no. 7 (October 2010): 1005–14. http://dx.doi.org/10.1016/j.arth.2010.08.009.

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45

Goel, Pravin K., and Nagaraja Moorthy. "Percutaneous Reconstruction of Interrupted Aortic Arch in an Adult." JACC: Cardiovascular Interventions 6, no. 4 (April 2013): e21-e22. http://dx.doi.org/10.1016/j.jcin.2012.11.012.

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46

Krebs, Viktor E., Michael A. Mont, David J. Backstein, J. Bohannon Mason, Michael J. Taunton, Mark I. Froimson, and John J. Callaghan. "A Call to Upgrade Our Adult Reconstruction Fellowship Websites!" Journal of Arthroplasty 33, no. 6 (June 2018): 1629. http://dx.doi.org/10.1016/j.arth.2018.02.081.

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47

Frainey, Brendan T., Michele Fascelli, and Hadley M. Wood. "Complications of Pediatric Bladder Reconstruction in the Adult Patient." Current Bladder Dysfunction Reports 15, no. 3 (June 8, 2020): 173–81. http://dx.doi.org/10.1007/s11884-020-00584-2.

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48

Schiller, Nicholas C., Chester J. Donnally, Andrew J. Sama, Benjamin I. Schachner, Zachary S. Wells, and Matthew S. Austin. "Trends in Leadership at Orthopedic Surgery Adult Reconstruction Fellowships." Journal of Arthroplasty 35, no. 9 (September 2020): 2671–75. http://dx.doi.org/10.1016/j.arth.2020.04.091.

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49

Suh, Emily K., and Shawna Shapiro. "Making Sense of Resistance: How Adult Immigrant Students Pursue Agency Through Identity Work in Higher Educational Contexts." TESL Canada Journal 37, no. 3 (December 31, 2020): 27–46. http://dx.doi.org/10.18806/tesl.v37i3.1343.

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Student resistance in the language/literacy classroom has been an important focus of research in TESOL and applied linguistics. This article examines resistance by two adult-arrival immigrant students in a developmental literacy classroom, drawing from a larger ethnographic case study focused on students’ transition into community college. The students’ behaviours seemed puzzling or self-defeating to some college personnel, but when viewed through the theoretical framework of identity work, they can be read as attempts to counteract institutional marginalization. Findings from this analysis illustrate how an understanding of the histories, identities, and investments of adult immigrant learners can help educators respond to “difficult” moments in the classroom and beyond. This study has several implications for higher education practitioners: First, we must question our initial assumptions about student behaviours, so that we interpret those behaviours accurately. Second, we must be explicit about the norms of the academic culture, so that students can more effectively enact their desired identities and display symbolic capital in college courses. Finally, we must build curricula, policies, and pedagogies that are more inclusive and relevant for adult immigrant learners. These findings add to scholarly conversations about immigrant students’ funds of knowledge and agency enactment within postsecondary education. La résistance des étudiants dans la salle de classe de langue ou de littératie est devenue un point focal de la recherche en TESOL et en linguistique appliquée. Cet article examine la résistance de deux étudiants immigrants adultes récemment arrivés dans une classe de développement de la littératie, en s’appuyant sur une étude de cas ethnographique plus large qui se concentre sur la transition des étudiants vers un collège communautaire. Aux yeux de certains membres du personnel du collège, le comportement des étudiants semblait déroutant ou semblait nuire à leur réussite; cependant, quand on utilisait la perspective du cadre de travail identitaire, le comportement peut se comprendre comme des tentatives de contrecarrer la marginalisation institutionnelle. Les résultats de cette analyse illustrent comment la compréhension des histoires, des identités et des investissements des étudiants immigrants adultes peut aider les éducateurs à répondre aux moments « difficiles » dans la salle de classe et au-delà. Cette étude a plusieurs implications pour les praticiens de l’enseignement supérieur. Premièrement, nous devons remettre en question nos suppositions premières à propos du comportement des étudiants de façon à l’interpréter correctement. Deuxièmement, nous devons expliquer clairement les normes de la culture universitaire, afin que les étudiants puissent entrer plus efficacement dans leur identité recherchée et montrer leur capital symbolique dans les cours collégiaux. Pour conclure, nous devons créer des programmes, des politiques et des pédagogies qui soient plus inclusives et plus pertinentes pour les apprenants immigrants adultes. Ces résultats s’ajoutent aux conversations universitaires sur le fonds de connaissances des étudiants immigrants et leur capacité d’agir au sein de l’enseignement postsecondaire.
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50

Voskanyan, S. E., A. I. Artemyev, A. I. Sushkov, I. Yu Kolyshev, V. S. Rudakov, M. V. Shabalin, E. V. Naydenov, A. P. Maltseva, and D. S. Svetlakova. "Vascular reconstruction and outcomes of 220 adult-to-adult right lobe living donor liver transplantations." Almanac of Clinical Medicine 46, no. 6 (November 29, 2018): 598–608. http://dx.doi.org/10.18786/2072-0505-2018-46-6-598-608.

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Rationale: Adult-to-adult right lobe living donor liver transplantation is a viable alternative to whole liver transplantation from a deceased donor. The key aspect of the surgical procedure is the restoration of adequate graft blood flow and maintenance of sufficient volume of well vascularized parenchyma in the donor. Specific features of vascular anatomy in the donor and the recipient can be eventual cause for significant technical difficulties during transplantation. They can also increase the risk of complications and deteriorate graft functioning.Aim: To identify the incidence of various types of afferent and efferent vascularization of right lobe of the liver, potential techniques of vascular reconstructive procedures, rates and types of postoperative complications, as well as immediate surgical results.Materials and methods: We retrospectively analyzed the data on 220 right lobe liver transplantations adult patients, consecutively performed from 2010 to 2017 in one center. Specific characteristics of liver vascularization in donors and recipients were determined by pre-operative computed tomography and intra-operatively. The information on the types of vascular reconstruction, complications and results of surgical procedures was obtained from patients' medical files.Results: The following variants of blood supply to the right liver lobe were seen most frequently: portal vein trifurcation 22%, shortened trunk of the right portal vein branch 13%, supplementary v. hepatica from SgVIII with a diameter of > 5 mm 22%, supplementary lower right v. hepatica 17%, isolated venous outflow from all right lobe segments 2%, two arteries 2%. In addition, 17% of the recipients had portal vein thrombosis and 1% portal vein fibrosis. During the follow-up all donors remained alive. The rate of surgical complications was 12.5%, among them bile pocket or biloma 8.5%, intra-abdominal bleeding 2.5%, wound complications 1.5%. The rate of early post-operative complications in the recipients was 31.5%, with 4.5% of them being vascular and 15.5% biliary. The 6-months and 4-years survival of the recipients (Kaplan-Meier) was 98% and 95%, respectively.Conclusion: Immediate and longterm survival of the recipients of living donor right lobe live grafts, as well as absence of fatalities among their donors, confirm high effectiveness and expedience of this type of intervention. The observed anatomic variety of blood supply to the right liver lobe stipulates stringent requirements to the quality of preoperative diagnostics, deliberate donor selection, thorough planning of the procedure and high qualification of the surgical team. A relatively high rate of postoperative complications warrants the necessity of an intensive diagnostic monitoring in the early post-operative period and active strategies of their correction.
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