Journal articles on the topic 'Study learner silence'
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Lakshmi, Suvarna, Udaya Mutyala, and Ramamuni Reddy. "Investigating Indian ESL Learners’ Silent Behaviour in Response to Oral Tasks in Online and Offline Classes." Journal of Silence Studies in Education 1, no. 2 (July 10, 2022): 46–55. http://dx.doi.org/10.31763/jsse.v1i2.24.
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As teachers and researchers, we are intrigued by learner silence and wonder how to understand silence in the classroom, particularly when silence prevails as we request a response to an oral task. In Indian ESL contexts, reasons for learner silence are less investigated as it is considered juxtaposed to classroom interaction. This study explored reasons for undergraduate level learner silence in online and offline language classrooms in relation to teacher questioning. It further tried to surface the reasons for learners’ silent behaviour. Though the nature of the study is qualitative, as the data collected is from 125 students, it is quantified. The implications of the study suggest that online and offline teachers focus on the quality of speaking tasks in the classroom with a better understanding of learners’ silent behaviour and prudent planning of classroom interaction activities resulting in effective learning.
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Bao, Dat, and Yongde Ye. "Investigating Learner Silent and Verbal Responses to Tasks." International Journal of Language Teaching and Education 4, no. 1 (July 31, 2020): 61–72. http://dx.doi.org/10.22437/ijolte.v4i1.10469.
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This article reports a study on EFL/ESL learner perceptions of classroom tasks with reference to verbal or non-verbal participation, that is, how much speech and silence would be employed in response to a rage of task types. Data were collected from 260 learners from Indonesia and the Philippines. The article begins by explaining why silence and speech are the focus of the discussion. Secondly, it shares the literature review on how silence works in language learning and why it deserves a place in classroom teaching. Thirdly, it highlights classroom tasks that trigger silent processing and explain why this is the case. Finally, there are recommendations for task design in which similar activity types are introduced to assist the learning of reflective students.
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Duran, Leslie. "Distance Learners’ Experiences of Silence Online: A Phenomenological Inquiry." International Review of Research in Open and Distributed Learning 21, no. 1 (January 1, 2020): 82–98. http://dx.doi.org/10.19173/irrodl.v20i5.4538.
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Although learner silence in face-to-face classrooms has been the topic of considerable research interest, relatively little investigation has been done into learners’ experience of silence in distance education. Guided by a phenomenology of practice approach, this study explores the lived experiences of online silence, using interview data gathered from 12 graduate students who were engaged in cohort-based distance learning.
Iterative rounds of a whole-part-whole interpretive process were used to identify key themes that emerged regarding the participants’ lived experiences. The findings highlight that silence is a complex, multifaceted phenomenon that was both enacted and received by the participants. Speaking out online was done carefully, sometimes with partial voice and sometimes in fuller voice, sometimes as an obligation and other times with a sense of spontaneity and connection.
The six themes that emerged were as follows: (a) learners enact purposeful silence; (b) learners absorb silence from others; (c) learners perceive, and use, silence as demarcation; (d) learners experience silence within voice; (e) learners use deliberate, complex strategies while engaging in online discourse; and (f) learners hear each other in a trusted community. These six themes give new understandings to the experience of online silence. They reflect the multifaceted and nuanced aspects of the phenomenon and have implications for distance education instructors, learners, and curriculum developers.
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Xu, Fenghua, Yanru Yang, Junyuan Chen, and A.-Xing Zhu. "Behind the Silence of the Professional Classroom in Universities: Formation of Cognition-Practice Separation among University Students—A Grounded Theory Study in China." International Journal of Environmental Research and Public Health 19, no. 21 (November 1, 2022): 14286. http://dx.doi.org/10.3390/ijerph192114286.
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Classroom silence is a negative form of classroom performance that is particularly prominent in the Chinese learner population. Existing research has mainly explored the silence phenomenon among Chinese university students in two types of learning contexts: overseas university classrooms and foreign language classrooms at local universities, without focusing on the Chinese undergraduates’ reticence in courses mediated by native language at domestic universities. However, the last type is the most common habitat for Chinese university students’ learning in higher education. Therefore, a sample of Chinese undergraduates majoring in education (n = 394) was recruited to determine the mechanisms of silence formation in professional classrooms. This study was based on grounded theory and in-depth interviews, and the recorded material was processed using NVivo 12. After a series of steps including open coding, axial coding, selective coding, and theoretical saturation testing, the core feature of the phenomenon of silence in professional classrooms of Chinese university students majoring in education was found to be the separation of students’ cognition and speaking practice. Then, a theoretical model of the formation and development of the phenomenon of classroom silence in professional classrooms of these undergraduates was constructed. The study showed that these university students had professional perceptions of classroom silence and displayed strong opposition to it, but they continued to maintain silent classroom behavior under the combined influence of individual characteristics, classroom experience, and learning adjustment. Following this, implications for existing research and suggestions for future practice are discussed.
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송재환 and Song,Un-Suk. "The Study on the Development of Learner Silence Indicator in Participatory Competency Development Programs." Korean Review of Organizational Studies 13, no. 2 (July 2016): 93–121. http://dx.doi.org/10.21484/kros.2016.13.2.93.
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Zafarina, Nabella Fariza. "Silent Learners’ Voices: Exploring the Silence Behavior in Indonesian EFL Classroom." Journal of English Language Teaching and Linguistics 7, no. 2 (August 27, 2022): 349. http://dx.doi.org/10.21462/jeltl.v7i2.846.
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<em>Silence in an EFL classroom is inevitable, but it only becomes an issue when it discourages students from participating, speaking out, or taking an active role in the teaching and learning process. This study's goal is to determine the reasons for learners' silent behavior and expectations in the EFL classroom. Employing an explanatory sequential research design, the data are collected through questionnaires from 78 Indonesian senior high school learners and analyzed using a descriptive statistic to identify the silent learners. Moreover, interviews were given in order to elicit personal explanations for why learners choose to remain silent in EFL classes. The result of this study specifically identified five reasons for silence in EFL classrooms. Furthermore, the empirical findings gained by this study can support linguistic practitioners or educators in developing a more acute awareness and a deeper comprehension of learners' silent behavior</em>
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Hassan Taj, Imtiaz, Fatimah Ali, Muhammad Aslam Sipra, and Waqar Ahmad. "Effect of Technology Enhanced Language Learning on Vocabulary Acquisition of EFL Learners." International Journal of Applied Linguistics and English Literature 6, no. 3 (March 1, 2017): 262. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.3p.262.
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The aim of the present study was to understand the reasons of MA TEFL students’ silence and unwillingness to participate in class discussions as perceived by their professors. A qualitative method was conducted to understand the issue from teachers’ perspectives at three different Iranian universities (Alzahra University, Tehran University and Azad University). Qualitative data were collected through observational check-list, field notes and semi-structured interviews with 12 professors to reflect their understanding of students’ silence and the ways of involving them in class activities. Then, thematic analysis was run to answer the related research questions. The results of professors’ perspective through thematic analysis have mirrored four different reasons including affective, lingu-cognitive, sociocultural and pedagogical reasons. Some further strategies were proposed by the professors for breaking the wall of silence. The study ended with a number of pedagogical implications.
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Chung, Ji Hye Jaime. "“We Participate, Silently”: Explicating Thai University Students’ Perceptions of Their Classroom Participation and Communication." Qualitative Research in Education 10, no. 1 (February 28, 2021): 62. http://dx.doi.org/10.17583/qre.2021.7159.
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This study explores Thai university students’ perceptions of their reluctance in verbal classroom participation especially in situations where English is used as the medium for instruction. It is generally perceived that non-native learners particularly from high context cultures such as Thailand have the tendency to remain silent during discussion sessions or when they are asked to participate in activities related to expressing their opinions. By investigating this phenomenon through focus group meetings with Thai university students, this study reveals reasons that cause students to be hesitant speakers in class through the eyes of students themselves. The results confirm that though students agree to the common perception of Asian students being quiet learners, they did not agree that they were passive learners; they emphasized the fact that they used ‘silence’ as a tool to quietly yet attentively participate. The study also highlights that students’ silence can be seen as a way to harmonize with the environment and situation which is the cultural norm in the Thai context.
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LEE, Vivian. "A platform for developing student competence: a look at the online Korean classroom." Bulletin of the Transilvania University of Brasov. Series IV: Philology and Cultural Studies 14 (63), no. 1 (November 2021): 37–46. http://dx.doi.org/10.31926/but.pcs.2021.63.14.1.3.
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This paper looks at the online undergraduate classroom in a South Korean context. Due to the prolonged COVID 19 pandemic, educational institutions around the world have adapted to online learning for course delivery. In addition, recent years have seen an increase in attention to multimodality, and according to Stein (2000), an array of resources including language and other modes, such as gesture, sound, images, textures, and silences should be used when making meaning. Multimodality can play an important part in developing L2 learners’ awareness and sensitivity to language and meaning, for increased effective communication. The current study looks at the undergraduate learner in an online, multimodal classroom context. Students met online through Zoom weekly for their classes and participated in online discussions with the lecturer and their fellow peers. Results indicate L2 learners’ heightened awareness to both linguistic and multimodal aspects developed through the online learning platform. The details of the class and overall design will be outlined in the paper, as will examples and data excerpts. While the current study was based in a South Korean undergraduate classroom, the pedagogical method can be easily applied across different contexts and adapted to suit various classrooms and needs.
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Sinaga, Welen Friade, and Harni Kartika Ningsih. "Pedagogic Relations: A case study of English Language Learners in a Special Conversation Program." Prosodi 16, no. 1 (April 11, 2022): 40–48. http://dx.doi.org/10.21107/prosodi.v16i1.12523.
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Classroom interactions between a teacher and students are integral to the successful outcome of learning. However, research related to how knowledge is negotiated through teacher-student interaction is still rarely done, especially in Indonesia. This present article examines teacher-student interactions in a classroom setting during an English language learning organized by an informal institution in Laguboti, North Sumatera. Data were gathered through the observation of a recorded lesson demonstration under the Special Conversation program, involving a teacher and nine students. The video was transcribed and examined using the analytical framework of Pedagogic Registers (Rose, 2018), which focuses on pedagogic relations. The analysis revealed that the teacher conveyed authority throughout the learning process. Patterns of initial-response-feedback (I-R-F) were observed in the teaching, in which the teacher posed questions to engage passive students. In addition, students’ silence was identified as the most common challenge in such interactions. The study discovered that students’ silence urged the teacher to reflect on the challenges faced by the students during the learning process. Finally, it was found that the teacher evaluated learning outcomes by affirming and negating the students’ answers. A further study should be carried out to generate insights into more effective evaluation strategies for English language acquisition.
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Gao, Lifen. "A Review of Multidimensional Studies on the Causes for Classroom Reticent." IRA International Journal of Education and Multidisciplinary Studies 17, no. 2 (May 11, 2021): 45. http://dx.doi.org/10.21013/jems.v17.n2.p1.
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This study explores the causes for classroom reticent from four aspects: students, teachers, classroom environment and culture. It is found that: (1) student factors are the primary factors for learners to choose silence or participation; (2) Teachers are the key factors that affect students’ participation or retention in class; (3) Classroom environment is a potential active factor that affects students’ participation or silence in class; (4) Cultural value orientation has a profound impact on students’ classroom participation or silence. It is concluded that long or short reticent in class is closely related to the teachers’ teaching guidance style, teaching questioning strategies and teaching methods, as well as students’ language ability. At the same time, it is also closely related to the value judgment and orientation of “saving face”, “respecting teachers”, exam-oriented culture and “silence” behavior and habits in traditional culture.
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Maher, Kate, and Jim King. "Observing Anxiety in the Foreign Language Classroom: Student Silence and Nonverbal Cues." Journal for the Psychology of Language Learning 2, no. 1 (June 30, 2020): 116–41. http://dx.doi.org/10.52598/jpll/2/1/6.
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This study looked at multiple forms of silence and nonverbal cues of language anxiety in the foreign language classroom to explore their functions from the perspectives of students. Using the Classroom Oral Participation Scheme (COPS) developed by King (2013), 18 hours of observation produced data on learners’ verbal and non-verbal participation behaviours in Japanese university EFL classes. The data was analysed using the COPS participatory categories. Three recurring forms of silent L2 behaviour were identified: short responses, use of L1, and non-talk. Semi-structured follow-up interviews were carried out with 14 studentswhose silent behaviour was observed and transcribed into a corpus of 43,711 words. In addition to facilitative functions of silence such as cognitive processing, interviewees reported using silence to navigate interpersonal interactions with their classmates and fear of negative evaluation by peers. Findings illustrate how anxious learners may limit social exchanges in the target language for image protection purposes. For example, some students used short responses to avoid revealing a different opinion to their partner that might lead to an awkward interaction. The results suggest that awareness of nonverbal cues and silent behaviour - with multiple forms and functions, should be explored further as an approach to detecting language anxiety in EFL contexts.
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Karniol, Rachel. "Second-language acquisition via immersion in daycare." Journal of Child Language 17, no. 1 (February 1990): 147–70. http://dx.doi.org/10.1017/s0305000900013155.
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ABSTRACTThis paper presents a case study of second-language acquisition of Hebrew via immersion in daycare between 1;10 and 3;0. A period of silence was followed by rapid onset of L2 production simultaneously with many references to language itself. Eight types of language awareness were identified, and of these, several types may be prerequisites for starting L2 production. The nature of L2 speech during the first stages of production suggests that to crack the sematic code of L2, the child relies on identifiable contingencies between utterances and subsequent behaviours by speakers and listeners. As a result there are many more imperatives and interrogatives in L2 than are evident in L1 speech, and these appear to be learned by rote in an unanalysed manner. The transition to complex constructions occurs via the juxtaposition of known but syntactically unanalysed chunks, and results in patterns of syntactic errors similar to those of adult second-language learners. Reliance on L1 as a fall-back strategy was also evident. Several implications of these data for cognitive development in general are discussed.
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Janghorban, Roksana, Robab Latifnejad Roudsari, Ali Taghipour, Mahmoud Abbasi, and Ilsa Lottes. "The Shadow of Silence on the Sexual Rights of Married Iranian Women." BioMed Research International 2015 (2015): 1–11. http://dx.doi.org/10.1155/2015/520827.
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There has been a recent shift in the field of sexual health, representing a move away from biomedical concerns to sexual rights frameworks. However, few studies on sexuality are based on a rights framework. The unspoken nature of sexuality in Iranian culture has led to a lack of national studies on the topic. The objective of this study was to explore the perceptions and experiences of married Iranian women on sexual rights in their sexual relationships. In this grounded theory study, 37 participants (25 married women, 5 husbands, and 7 midwives) were selected. Data were collected through in-depth interviews and analyzed through open, axial, and selective coding using MAXQDA software version 2007. The analysis revealed the core category of “sexual interaction in the shadow of silence.” The interrelated categories subsumed under the core category included adopting a strategy of silence, trying to negotiate sex, seeking help, and sexual adjustment. The silence originating from women’s interactions with their families and society, from girlhood to womanhood, was identified as the core concept in Iranian women’s experiences of sexual rights. A focus on husbands’ roles seems salient because they can direct or alter some learned feminine roles, especially silence regarding sexual matters, which then affects the realization of women’s sexual rights.
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Vargas, Laura. "Violence, silence, and health service provision in Mexico: An arrangement in parts." Qualitative Social Work 15, no. 5-6 (August 1, 2016): 696–704. http://dx.doi.org/10.1177/1473325016652684.
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This article explores the journey of a doctoral student conducting field research in Mexico on how violence affects the provision of health care services and health. Mexico has seen a dramatic increase in violence caused by the Drug Wars in the last decade that has spread to many states throughout the country. Using translations, metaphors, and examples from my field research that refer to violence, I explore the complexity of inhabiting different cultures and languages simultaneously as well as my role as a researcher, translator, and interpreter of what remains hidden or silent. In the process, I am pulled in different directions as I learn to adapt in a reflexive process. I explore whether what I have learned in my academic journey is enough to study the relationship between violence and health care service provision. The journey is a reflection on what I have learned about breaking some of the silences around the topic. I discuss the tension of writing this article on a sensitive topic and my responsibility as a researcher, translator, and interpreter of lived experiences. The text is an arrangement, which can be interpreted as a whole (or in parts).
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Rahayu, Silpia, and Trisnendri Syahrizal. "TEACHER TALK IN YOUNG LEARNERS� CLASSROOM INTERACTION." Indonesian EFL Journal 6, no. 1 (January 1, 2020): 89. http://dx.doi.org/10.25134/ieflj.v6i1.2651.
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In English Foreign Language (EFL) class, learners are not familiar with English in daily conversation, except several learners who have background in using English in their home or environment. Therefore, teacher plays a significant role as facilitator to introduce them into the language. This study aims to describe teacher talk and students talk as well as the way teacher talk is realized in young learners� classroom interaction by applying a descriptive method. The fifth grade classroom interaction at a primary school in Majalengka was recorded as the sample of the analysis. The data gained through observation was in the form of transcribed interaction. Besides, interview was also used to collect the data. To analyze the data, this study employed Flanders Interaction Analyzed Categories. Upon analyzing the data, the following findings are identified; 1) Accepting feeings (2 occuraces); 2) Encouragement (17 occuraces); 3) Accepting or using ideas of learners (54 occuraces); 4) Asking questions (142 occuraces); 5) lecturing (49 occuraces); 6) Giving directions (53 occuraces); 7) Criticizing learners behaviour (9 occuraces); 8) Learners-response (151 occuraces); 9) Learners-initiation (7 occuraces); and 10) Period of silence or confusion (8 occuraces). Finally, the use of similar activity for too long will make young learners feel bored, therefore, teacher needs to provide variety and more meaningful activities. In this case, teacher can use various techniques to stimulate learners� response. Besides, creating group discussion will give more opportunity to the learners to talk and learn from their peers.Keywords: teaching speaking; teacher talk; students talk; young learners.
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Wang, Ya-huei. "Embracing Dissonant Voices In English Classrooms." Contemporary Issues in Education Research (CIER) 3, no. 3 (November 8, 2010): 21. http://dx.doi.org/10.19030/cier.v3i3.183.
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The purpose of this study is to determine whether a pedagogy grounded in dialogical ideals has the potential to empower students to make changes in English classroom interaction. The study first scrutinized the traditional “banking” educational system in English classrooms in which students were passive learners to realize students’ silence and powerlessness in classrooms. Then, after realizing students’ silence and resistance in traditional English classrooms, with a vision of social change, the researcher proposed the dialogical interaction pedagogy to the English class to challenge the traditional view of authority and power, with an eye to exposing how dominant education was constructed through language and discourse. Unlike the traditional teaching-learning structures in which instructors act as authorities and subjects, and students act as objects and receivers, the dialogical English classroom, adapted from traditional classroom hierarchy structures, is a double-voiced or even multiple-voiced English learning environment in which both the teacher and students work together to overcome the estrangement and alienation that have long become the norm in the contemporary English classroom system.
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Adi Waloyo, Alimin, and Zahrah Qurota’ Ayu Nurrohmah. "The Correlation between Silence Phenomenon and EFL Student Online Class." English Learning Innovation 2, no. 2 (August 21, 2021): 62–74. http://dx.doi.org/10.22219/englie.v2i2.17736.
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In order to eliminate the spread of the Corona Virus, the students have been being required to study from homes either synchronously or asynchronously. It is commonly known asan online class. It has been being done to cut the spread of theCOVID-19 virus. This new teaching approach needs EFL students to adjust their way of learning. Also, the online class creates some challenges, such as limited interaction, low motivation, internet connection issues, etc) for EFL learners in their learning process because teachers and students have less interaction. This situation is called a silence phenomenon. Due to this was a new type of issue in EFL teaching and less investigated research, the researchers conducted the study to investigate the factors and solutions of the silencing phenomenon faced by EFL students during an online class. This study employed a case study research method.The subjects of this studywere tenstudents of English Language EducationDepartment students, 2017 academicyear at the University of Muhammadiyah Malang (UMM). The researcher collected thedata through the interview technique.The interview was applied, so the researchers obtained rich and in-depth data. The finding of this studyshowed that students’active participation during online classes was very low.That low participation was caused by several aspects: individual, teacher,cultural, technological, and domestic. The students could implement various ways to minimize the students’ reticence in the online class. This research hopefully provides different views to make teachers' online classes fun and interesting, so English learning can obtain optimal outcomes.
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Omar, Jamal Ali. "Kurdish EFL learners’ conceptual transfer in L2 writing." Journal of Education Culture and Society 9, no. 1 (June 27, 2018): 163–72. http://dx.doi.org/10.15503/jecs20181.163.172.
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Abstract
The phenomenon of language transfer in SLA learning and use is perennial and cannot be silenced easily. In L2 writing, the phenomenon is found to affect the written products sound nonnative and, even ambiguous. It is thought that the transfer occurs at the conceptual and structural level of language use. The present paper examines Kurdish EFL learners’ writing aiming at identifying transfer types, particularly, the negative transfer. To this end, 20 university level English major students argumentative writing are analyzed focusing on the conjuncts and adjuncts to find out any track of L1 concepts. The logical clause relationship of cause-effect was the area of focus. The results of the study showed that L1 concepts have been used in forming the relations between sentences and clauses spelt out by lexical signals of sentence connectors and subordinators. It is also found that L1 concepts transferred into L2 writing. The insights gained from the results of the study reveal that there is a problem, especially the negative influence of L1, which needs to be attended.
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Iswandhary, Eldina. "Using Movement Activities in Engaging Young Learners." Indonesian Journal Of Educational Research and Review 4, no. 3 (December 17, 2021): 543. http://dx.doi.org/10.23887/ijerr.v4i3.42271.
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Activities including movements can make young learners understand something through their five senses. However, instead of accommodating them to learn physically, most of the teachers often tell young learners to stay still on their seat. Therefore, this article investigated on how movement activities can be used by the teachers to engage the young learners at school. In this study, library research method was conducted in collecting the data which is also analyzed by the researcher. Teaching young learners is not as easy as it seems. One of their characteristics is they like to learn through movement activities which can be done by seeing, hearing, touching and interacting with something. Unfortunately, this characteristic also can be a problem for teacher to engage them in the classroom activity since they can be easily distracted over things that they are curious about. There is one thing that the teacher could implement to make the students engage in the class which is by using movement activities. Instead pushing the students to stay still and keep silence, it is better to make use or utilize their characteristic as a way to learn. Some activities which are including movements like music or singing a song and playing games with some physical moves, total physical response activities, and some other activities which involve coloring, cutting, sticking, and any other movements activities could be done by the teacher inside or outside the classroom.
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Daniel, Mayra C., and Ximena D. Burgin. "Exploring the Funds of Knowledge with 108 Guatemalan Teachers." GiST Education and Learning Research Journal 18 (June 21, 2019): 142–60. http://dx.doi.org/10.26817/16925777.446.
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Using a reflective exercise designed for this study, Guatemalan educators explored their students’ and their own cultural capital. The cultural capsule exercise served as a vehicle to bring delicate issues that are difficult to discuss, but that are essential to effective schooling, to reflective conversations. A total of 108 teachers went beyond identifying problems and detailing frustrations, to exploring possibilities for action. Participants converged in sharing perspectives that Guatemala is a culture of silence, and used examples to illustrate how this perpetuates the limitations of the country’s schoolhouse. Findings reveal the teachers were challenged to focus on what can be accomplished. Qualitative data analyzes, conducted using symbolic convergence theory to establish recurrent and idea generation, suggest a need for further examination of how the sociocultural educational mandates delimit teachers’ ability to adjust the curriculum in consideration of learners’ funds of knowledge.
Keywords: teachers’ voices, cultural capital, funds of knowledge, reflective educators, diverse indigenous cultures of Guatemala
Resumen
Docentes de una comunidad de Guatemala examinaron el capital cultural de sus estudiantes y de si mismos, usando un ejercicio desarrollado para este estudio. El ejercicio de la cápsula cultural sirvió de vehículo para aportar a la conversación temas que, aunque delicados y difíciles de aproximar, son esenciales para establecer sistemas escolares efectivos. Un total de 108 maestros compartieron y detallaron sus frustraciones, y comenzaron a explorar cambios que ellos mismos podrían llevar a cabo. Los participantes convergieron en sus ideas para verificar sus puntos de vista que Guatemala es una cultura de silencio. Ellos ofrecieron ejemplos que detallaron el por qué, este silencio perpetúa y limita la escolarización. Datos cualitativos, documentados usando la teoría de la convergencia simbólica, se usaron para establecer temas que se repitieron y generaron ideas. Investigaciones futuras han de examinar el contexto educacional y sociocultural que evidentemente delimita cómo en Guatemala los maestros y sus estudiantes se desenvuelven en las escuelas, y consideran sus fondos de conocimientos.
Palabras Claves: voces de los maestros, el capital cultural, educación liberatoria, culturas indígenas de Guatemala
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Adekola, Josephine, Noreen Siddiqui, and Alexis Barlow. "Underlying structures of power in online learning: Lessons from early adopters." Journal of Perspectives in Applied Academic Practice 9, no. 2 (August 5, 2021): 16–28. http://dx.doi.org/10.14297/jpaap.v9i2.499.
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This paper explores underlying power structures in an online learning environment through the lens of the community inquiry framework. By drawing on interview data from 22 students and 12 module leaders across three programmes at one higher education institution (HEI) in the UK, the study explores how technology enhances or inhibits cognitive presence, teaching presence, and social presence in an online learning environment. The results show that the pedagogical or psychological characteristics and approaches to online learning can enhance learners' experience or silence them, diminishing their experience in an online learning environment. This paper's core argument is that online learning occurs in a virtual space aided by 'technology' in which learners can access, engage, and interact within a community for a meaningful learning experience. However, a degree of bias can arise from the asymmetries of power underlying a technology-aided environment. This bias is shaped by 'access' to the online environment, 'skills, and expertise needed to take advantage of opportunities in the virtual environment, the nature of 'curriculum design' and module 'delivery plan' that determine learners' ability to become reflective autonomous learners. These biases have the potential to enhance or inhibit the student learning experience. The paper sets out what this means within the broader context of higher education policy and practice.
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Ruttink, Mariska, and Evie Coussé. "Spreken is Goud?" Toegepaste Taalwetenschap in Artikelen 84-85 (January 1, 2010): 39–48. http://dx.doi.org/10.1075/ttwia.84-85.05rut.
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This paper aims to examine the existence of silence in language acquisition for learners in a multilingual environment using a survey conducted among the Dutch population in Sweden. The objective of the study was to investigate the extent to which children learning Dutch from their parents in a predominantly Swedish environment experience a silent period. The results show that a large proportion of the participants exhibit a silent period before the age of six. Furthermore, the most important influence on the children's acquisition of the minority language, Dutch, is the choice parents make with regard to the languages they use within the family, rather than any outside influences.
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Company-Morales, Miguel, Lina Casadó, Eva Zafra Aparici, María Filomena Rubio Jiménez, and Andrés Fontalba-Navas. "The Sound of Silence: Unspoken Meaning in the Discourse of Pregnant and Breastfeeding Women on Environmental Risks and Food Safety in Spain." Nutrients 14, no. 3 (January 29, 2022): 593. http://dx.doi.org/10.3390/nu14030593.
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(1) Background: In recent years, a growing number of qualitative health research studies have performed discourse analysis of data from participants’ narratives. However, little attention has been paid to the gaps and silences within these narratives. The aim of the present study is to interpret the silences detected in the discourse of pregnant and breastfeeding women concerning environmental risks and food safety. (2) Methods: This descriptive, interpretive, observational study was conducted according to a qualitative research paradigm and from a phenomenological and ethnographic perspective. The study sample was composed of 88 intentionally selected women, among whom fifty interviews, three ethnographies and five focus groups were conducted. Data coding and analysis were performed using N-Vivo 12 software. (3) Results: The results obtained show that the women’s discourse presented silences that reflected their minimisation of perceived environmental and food risks. However, these women were wary of food produced in the proximity of contaminated areas. Nevertheless, the participants believed they were powerless to overcome environmental pollution and the potential contamination of their own bodies. (4) Conclusions: The participants’ minimisation of the environmental risks faced and their inaction in this respect are sustained by the biopolitical practices of public institutions, which have propelled these women into a situation of learned helplessness and social injustice.
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Cox, Dana, Beatriz Silva D?Ambrosio, Jane Keiser, and Nirmala Naresh. "Repositioning Ourselves: acknowledging contradiction." Bolema: Boletim de Educação Matemática 28, no. 49 (August 2014): 990–1011. http://dx.doi.org/10.1590/1980-4415v28n49a27.
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The essence of this paper is to present a self-study that resulted in the awareness of discrepancies that existed between our beliefs and practices as teacher educators and educational researchers. On the one hand, we assessed the impact of our teaching on participants of a professional development program. We analyzed the participants’ abilities to explore student voices as input for improving the teaching of mathematics. On the other hand, as we categorized and characterized our participants’ reflections using the tools of qualitative inquiry, the end effect was to distort and even silence those voices as an input for improving our own instruction, denying participants both agency and identity. This presented us with a living contradiction since this stance conflicted with our belief that learners deserve both agency and identity.
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Marshall, Nancy. "QUEERING CYC PRAXIS: WHAT I LEARNED FROM LGBTQI+ NEWCOMER, REFUGEE, AND IMMIGRANT STUDENT EXPERIENCES IN CANADA." International Journal of Child, Youth and Family Studies 12, no. 3-4 (September 21, 2021): 170–202. http://dx.doi.org/10.18357/ijcyfs123-4202120344.
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This exploratory autoethnographic study, undertaken by a White straight cisgender child and youth care practitioner, seeks to understand the experiences of LGBTQI+ newcomer, refugee, and immigrant students in Canada. It highlights the nuances of creating safe spaces for young people who experience harm due to the intersections of systemic racism, xenophobia, transphobia, and homophobia. The overarching finding of this study reveals a culture of silence. Queer newcomer, refugee, and immigrant youth in Canada are often reluctant to disclose or explore their queerness due to their fears of discrimination and violence. This fear exists notwithstanding the pride Canada takes in its efforts to protect LGBTQI+ rights. Inspired by findings from interviews with two women, one who supports LGBTQI+ newcomers, refugees, and immigrants to Canada, and one who researches policy affecting all Canadian refugee experiences, I utilized a self-reflexive deep-dive approach to learn about the events and policies that have shaped LGBTQI+ newcomer, refugee, and immigrant students’ access to postsecondary education in Canada. Central findings in this study point to barriers emerging from homonationalism, colonization, religion, culture, race, White-centred gay–straight alliances in schools, and immigration policies pertaining to sexual orientation and gender identity expression (SOGIE). These findings problematize the White, Westernized, liberal, out-and-proud policies that child and youth care practitioners are accustomed to.
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Beacon, Tasnim H., and James R. Davie. "Transcriptionally Active Chromatin—Lessons Learned from the Chicken Erythrocyte Chromatin Fractionation." Cells 10, no. 6 (May 30, 2021): 1354. http://dx.doi.org/10.3390/cells10061354.
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The chicken erythrocyte model system has been valuable to the study of chromatin structure and function, specifically for genes involved in oxygen transport and the innate immune response. Several seminal features of transcriptionally active chromatin were discovered in this system. Davie and colleagues capitalized on the unique features of the chicken erythrocyte to separate and isolate transcriptionally active chromatin and silenced chromatin, using a powerful native fractionation procedure. Histone modifications, histone variants, atypical nucleosomes (U-shaped nucleosomes) and other chromatin structural features (open chromatin) were identified in these studies. More recently, the transcriptionally active chromosomal domains in the chicken erythrocyte genome were mapped by combining this chromatin fractionation method with next-generation DNA and RNA sequencing. The landscape of histone modifications relative to chromatin structural features in the chicken erythrocyte genome was reported in detail, including the first ever mapping of histone H4 asymmetrically dimethylated at Arg 3 (H4R3me2a) and histone H3 symmetrically dimethylated at Arg 2 (H3R2me2s), which are products of protein arginine methyltransferases (PRMTs) 1 and 5, respectively. PRMT1 is important in the establishment and maintenance of chicken erythrocyte transcriptionally active chromatin.
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LEE SEON OK. "A Study on the Cases of Overcoming Moments of Silence after First Conversation -Focusing on the Conversation Management of Korean Advanced Japanese Learners-." Journal of Japanese Culture ll, no. 79 (November 2018): 371–92. http://dx.doi.org/10.21481/jbunka..79.201811.371.
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Mendelowitz, Belinda, and Harriet Davis. "A Circle of Learning: The impact of a narrative multilingualism approach on in-service teachers’ literacy pedagogies." Reading & Writing 2, no. 1 (May 25, 2011): 41–62. http://dx.doi.org/10.4102/rw.v2i1.12.
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This paper explores the impact of a narrative multilingualism approach on in-service primary school teachers who attended the Advanced Certi"cate of Education (ACE) Languages course at the University of the Witwatersrand in 2009. The teachers wrote their own language narratives and were required to implement language narrative work in their classrooms. The paper is a case study of three teachers’ implementation of multilingual narrative pedagogy, and explores the ways in which each teacher translates this pedagogy into their specific contexts. Theoretically, the paper attempts to deepen and extend narrative multilingualism as an approach to language teaching. The notions of uptake and pedagogical translation are explored at various levels, namely, the teachers’ uptake of a multilingual narrative approach and the learners’ uptake. The most striking aspect of the data, across all teachers, is the process and dynamics unleashed in the classroom space. The process of sharing language narratives reconfigured dynamics in the classroom and opened up the classroom space for teachers and learners. The interventions that the pedagogy of narrative multilingualism afforded enabled the validation of linguistic diversity. In a society where xenophobia and linguicism is prevalent, such interventions can play a valuable role in changing attitudes and teaching learners to value difference. Furthermore, previously silenced learners found their voices and participated more in class activities.
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Silverman, Daniel. "Laryngeal complexity in Otomanguean vowels." Phonology 14, no. 2 (August 1997): 235–61. http://dx.doi.org/10.1017/s0952675797003412.
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Linguistic sound systems necessarily possess contrastive values that are sufficiently distinct from one another that their individual characters may be learned by the listener. In this way, any given value in any given system fulfils its functional role of rendering forms distinct which differ in meaning. Articulatory, aerodynamic, acoustic and auditory constraints serve to mediate between such sound–meaning correspondences in non-trivial ways. Indeed, if it can be shown that the sound patterns of language are in part explainable by these physical systems, then students of linguistic sound systems would do well to study in detail the phonetic base. Consider an example case. Laryngeal gestures and supralaryngeal gestures are by and large articulatorily independent of each other. Thus, for example, a voiceless aspirated stop consists of an oral occlusion, cued by silence, as well as an articulatorily independent laryngeal abduction, cued by broadband noise. Were the phonetic realisation of these two gestures strictly simultaneous, the cues signalling the laryngeal abduction would not be perceived as such by the listener (*[ot]). A listener can tell that there is no voicing, but cannot recover more specific information regarding the state of the glottis during oral closure. Stated simply, the full closure here reduces the acoustic output to zero. With zero acoustic energy, no source information other than silence is transmitted to the listener. However, upon staggering the two gestures, the otherwise obscured information is rendered salient.
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Trivedi, Gunjan Y., and Banshi Saboo. "A Comparative Study of the Impact of Himalayan Singing Bowls and Supine Silence on Stress Index and Heart Rate Variability." Journal of Behavior Therapy and Mental Health 2, no. 1 (October 3, 2019): 40–50. http://dx.doi.org/10.14302/issn.2474-9273.jbtm-19-3027.
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Introduction Sound vibrations have a profound impact on the body and the mind with evidence confirming reduced anxiety and increased wellbeing. The likely reason for driving the benefit is relaxation. The Himalayan Singing Bowls, used for therapeutic intervention to enhance the individual’s emotional & physical wellbeing, may facilitate faster and deeper relaxation as compared to simple, supine relaxation. Aim of the Study The study aimed to validate the hypothesis that short 20 minutes sessions to relax with the help of the Himalayan Singing Bowl (HSB) could provide better depth of relaxation as compared to Supine Silence (SS) based on the objective assessment of physiology parameters i.e. Stress Index & Heart Rate Variability (HRV). Methods Seven metal Himalayan singing bowls were used in a particular sequence learned from an expert teacher for 16 subjects. The SS group consisted of 17 subjects. The HRV data was measured by the Emwave Pro device and analyzed using Kubios HRV Premium software. The analysis compared key HRV parameters within and between the groups. Result Overall, as expected, both groups achieved relaxation as measured by changes in HRV parameters. However, further analysis confirmed a more consistent relaxation, as measured by a statistically significant reduction in stress index and an increase in HRV, for HSB group. The HSB group achieved more consistent depth of relaxation during each subsequent 5 minutes interval throughout the session as compared to SS group. Conclusion The study confirms that singing bowls sessions can be leveraged as a tool for inducing good quality relaxation response (increased parasympathetic tone, reduced stress) to facilitate healing and energy recovery in just 20 minutes and achieve significant health benefits. More comprehensive studies must be conducted to further evaluate the findings with more sample size, different methods of relaxation and varied demographics.
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Carhill-Poza, Avary. "Silenced Partners: Language Learning and the Role of Bilingual Peers in High School." Teachers College Record: The Voice of Scholarship in Education 120, no. 11 (November 2018): 1–28. http://dx.doi.org/10.1177/016146811812001105.
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Background In schools, a major obstacle to drawing on emergent bilingual students’ knowledge and skills in their first language is a widespread lack of awareness about language use among adolescent English learners, including how peer talk can connect knowledge and abilities in both languages to school-based learning. Although research often acknowledges the importance of engaging students’ home language and culture to bridge to academic literacies in English, few have explicitly examined bilingual peer talk as a resource for language learning during adolescence. Purpose This study explores how emergent bilinguals engaged multiple linguistic codes to scaffold their own academic language development with peer support. Research Design Ethnography and discourse analysis of student interactions were used to contextualize and analyze the academic language use of four Spanish-speaking adolescent immigrant students, taking into account the affordances of classroom discourse structures and peer talk. Conclusions The study describes the linguistic resources available to Spanish-speaking adolescent immigrant students through their peers and shows that emergent bilingual youth used academic language in both Spanish and English most frequently—and in more elaborated interactions—while off-task or in less supervised spaces. Classroom discourse structures often limited student participation, particularly when students used nonstandard linguistic codes.
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Campbell, Elsa, Birgitta Burger, and Esa Ala-Ruona. "A Single-Case, Mixed Methods Study Exploring the Role of Music Listening in Vibroacoustic Treatment." Voices: A World Forum for Music Therapy 19, no. 2 (June 11, 2019): 27. http://dx.doi.org/10.15845/voices.v19i2.2556.
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Chronic pain is a widespread issue accompanied commonly by depression and anxiety. Chronic pain has been shown to alter brain processing within the emotional and reward circuits, pointing towards a possible link between pain and comorbid mood disorders. Pain relief may be achieved by alleviating depressive and anxious symptoms. Relaxation is important for pain relief and eliciting relaxation through music listening is shown to relieve pain, depression, anxiety, and discomfort among others. In addition to auditory stimuli, Vibroacoustic treatment – the tactile application of low frequency sinusoidal sound vibration, plus music listening and therapeutic interaction – has been shown to be beneficial for relieving these symptoms. Although the combination of music listening and low frequencies has been previously explored, the role of the music listening within the vibroacoustic treatment context is unknown. A single-case, mixed method crossover study was conducted with a client suffering from chronic pain and comorbid mood disorders, four sessions with music listening, and four sessions without. Quantitative outcomes showed the client was more relaxed, less anxious, and had less pain after the music sessions. Qualitative findings showed that the client at first could not relax without the music listening because of her severe anxiety, but learned to use music as a distractor from her thoughts to relax, but also that silence was equally important for her; these hinged on her making the choice based on her needs, which had previously been difficult for her.
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Hart, Efraïm, Giliam Kuijpers, Glenn Laverack, and Fedde Scheele. "The Process Leading to Physician Activism for Sustainable Change." Sustainability 13, no. 18 (September 7, 2021): 10003. http://dx.doi.org/10.3390/su131810003.
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Health systems all over the world are in a process of transition and may even need a paradigm shift for sustainable development. This is where activism may play a role. This study focused on why some physicians become activists and how these physicians have either achieved successes or failed to do so. This study is inspired by grounded theory. Semi-structured, in-depth interviews were conducted to evaluate the experiences of seven purposefully sampled physician-activists from the Netherlands. Our research suggests that activism originates from an awareness of problems in the area of health inequalities, resulting in moral discomfort combined with a strong drive to speak up against perceived failings, even when personal risks may be involved. Activists that were most successful in achieving political and health changes meandered effectively along the borders of the system, taking care to preserve ties with supporters within that system and, at the same time, taking a relatively isolated position while using strategies to oppose the system. Diverging too much from the system resulted in measures taken by the system to silence them. Successful activism may be regarded as a social and professional skill that may be learned.
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Kirova, Anna, Christine Massing, Larry Prochner, and Ailie Cleghorn. "Shaping the “Habits of mind” of diverse learners in early childhood teacher education programs through powerpoint: An illustrative case." Journal of Pedagogy 7, no. 1 (June 1, 2016): 59–78. http://dx.doi.org/10.1515/jped-2016-0004.
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Abstract This study examines the use of PowerPoint as a teaching tool in a workplace- embedded program aimed at bridging immigrant/refugee early childhood educators into post-secondary studies, and how, in the process, it shapes students’ “habits of mind” (Turkle, 2004). The premise of the study is that it is not only the bodies of knowledge shaping teacher education programs which must be interrogated, but also the ways in which instructors and programs choose to represent and impart these understandings to students. The use of PowerPoint to advance an authoritative western, linear, rule-governed form of logic is analyzed based on McLuhan and McLuhan’s (1988) and Adams’ (2006) tetrads. The findings demonstrate that Power- Point enhances western authoritative ways of being through its modes of communication and representation, means of organizing information, forms of representing content and pedagogical approaches, thus obsolescing or displacing immigrant/refugee students’ own indigenous ways of knowing. Since learning always involves the development, integration, and reorganization of tools, and the medium is an extension of the self (McLuhan, 2003), the students should have multimodal opportunities to engage with and represent knowledge. When such opportunities are not provided, the life experiences and cultural knowledges of immigrant/refugee students are silenced. Expanding communicative and representative forms in early childhood teacher education programs is necessary to promote a more inclusive environment.
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Yashima, Tomoko, Peter D. MacIntyre, and Maiko Ikeda. "Situated willingness to communicate in an L2: Interplay of individual characteristics and context." Language Teaching Research 22, no. 1 (July 14, 2016): 115–37. http://dx.doi.org/10.1177/1362168816657851.
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Recently, situated willingness to communicate (WTC) has received increasing research attention in addition to traditional quantitative studies of trait-like WTC. This article is an addition to the former but unique in two ways. First, it investigates both trait and state WTC in a classroom context and explores ways to combine the two to reach a fuller understanding of why second language (L2) learners choose (or avoid) communication at given moments. Second, it investigates the communication behavior of individuals and of the group they constitute as nested systems, with the group as context for individual performance. An interventional study was conducted in a class for English as a foreign language (EFL) with 21 students in a Japanese university. During discussion sessions in English over a semester in which Initiation–Response–Feedback (IRF) patterns were avoided to encourage students to initiate communication, qualitative data based on observations, student self-reflections, and interviews and scale-based data on trait anxiety and WTC were collected. The analyses, which focused on three selected participants, revealed how differences in the frequency of self-initiated turns emerged through the interplay of enduring characteristics, including personality and proficiency, and contextual influences such as other students’ reactions and group-level talk–silence patterns.
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Åkerlund, Mathilda. "Influence Without Metrics: Analyzing the Impact of Far-Right Users in an Online Discussion Forum." Social Media + Society 7, no. 2 (April 2021): 205630512110088. http://dx.doi.org/10.1177/20563051211008831.
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The study presented in this article explores the processes through which influence takes shape in eclectic online forums with few vanity metrics. Using a dataset of 7.5 million posts in the large Swedish online discussion forum Flashback, it explores who becomes influential, their strategies for appealing to the community, and others’ support of them. While it has been known that Flashback hosts far-right users and content, the current study shows that these sentiments are not fringe or obscure, but instead seemingly widely supported and influential in the forum. It illustrates that the influential users—those who are supported and acknowledged by others as important—exclusively and continuously expressed far-right ideas and displayed an embeddedness within the far-right, as well as in the forum’s culture. The study finds that despite few visible markers, many users learned to recognize influential users and their far-right content as worthy of support. In the absence of built-in functions, some users engaged in manual “liking” and “sharing” of influential users’ content via their replies, acknowledging it as a way to legitimize them. At the same time, the analysis showcased how a lack of vanity metrics countered potential echo chamber effects in the forum as disliked users—advocating progressive gender and immigration ideas—were unintentionally amplified by those who attempted to silence them. The article also discusses the role of Flashback as a platform in the proliferation of hate.
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Vu, Andrea L., Wiphawee Leesutthiphonchai, Audrey M. V. Ah-Fong, and Howard S. Judelson. "Defining Transgene Insertion Sites and Off-Target Effects of Homology-Based Gene Silencing Informs the Application of Functional Genomics Tools in Phytophthora infestans." Molecular Plant-Microbe Interactions® 32, no. 8 (August 2019): 915–27. http://dx.doi.org/10.1094/mpmi-09-18-0265-ta.
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DNA transformation and homology-based transcriptional silencing are frequently used to assess gene function in Phytophthora spp. Since unplanned side-effects of these tools are not well-characterized, we used P. infestans to study plasmid integration sites and whether knockdowns caused by homology-dependent silencing spread to other genes. Insertions occurred both in gene-dense and gene-sparse regions but disproportionately near the 5′ ends of genes, which disrupted native coding sequences. Microhomology at the recombination site between plasmid and chromosome was common. Studies of transformants silenced for 12 different gene targets indicated that neighbors within 500 nt were often cosilenced, regardless of whether hairpin or sense constructs were employed and the direction of transcription of the target. However, this cis spreading of silencing did not occur in all transformants obtained with the same plasmid. Genome-wide studies indicated that unlinked genes with partial complementarity with the silencing-inducing transgene were not usually down-regulated. We learned that hairpin or sense transgenes were not cosilenced with the target in all transformants, which informs how screens for silencing should be performed. We conclude that transformation and gene silencing can be reliable tools for functional genomics in Phytophthora spp. but must be used carefully, especially by testing for the spread of silencing to genes flanking the target.
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Ng, Jennifer C., Don D. Stull, and Rebecca S. Martinez. "What If Only What Can be Counted Will Count? A Critical Examination of Making Educational Practice “Scientific”." Teachers College Record: The Voice of Scholarship in Education 121, no. 1 (January 2019): 1–26. http://dx.doi.org/10.1177/016146811912100108.
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Background/Context In recent decades, federal policymakers have pushed for education to be a more “scientific” endeavor. While scholars have considered the implications of this orientation for educational researchers, less attention has been given to its impact on educational practitioners. Purpose/Focus of the Study By focusing on the local interpretation and implementation of a multi-tiered system of supports (MTSS) model in one Midwestern school district, this study documents the translation of a comprehensive reform initiative meant to make educational practice more data-driven and scientific. With particular attention to interactions between district and building administrators, classroom teachers, and a group of outside consultants, we also consider the consequential effects of principal–agent relations in determining how learners (should) learn and teachers (should) teach. Research Design Using ethnographic methods over a period of five months, this study emerged from a larger project examining the work of educators in a rural district that includes 18 schools and serves approximately 7,600 students from racially, culturally, and linguistically diverse backgrounds. With MTSS as the unifying agenda across multiple interactions that involved a cross-section of the district's staff, administrative leaders, and outside consultants, we analyzed fieldnotes generated from participant observation during MTSS-specific meetings and semi-structured, individual interviews conducted with key implementation principals and agents. Other fieldnotes and interviews provided confirmation of our primary analysis, as well as supplementary perspectives from building and classroom contexts. Findings Through our analysis, we found that implementation leaders presumed the infallibility of the MTSS model; relied exclusively on certain forms of quantitative data; standardized the individual needs of learners, processes of learning, and roles of teachers; and insisted on fidelity of intervention as an end in itself. Conclusions/Recommendations Implementation leaders invoking research to inform practice can sometimes silence practitioners rather than foster their substantive involvement and understanding. This marginalizes certain types of knowledge that can contribute to understanding students’ needs, and it forces practitioners to be data-deferent rather than data-driven. The concept of implementation fidelity also needs to be reconsidered—not as an absolute good but with the necessary flexibility afforded to practitioners who are (1) educated in the essential components of available interventions, (2) able to become fluent through practice, and (3) allowed to exercise their professional expertise and judgment as appropriate.
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Carrera, Jennifer, Kent Key, Sarah Bailey, Joseph Hamm, Courtney Cuthbertson, E. Lewis, Susan Woolford, et al. "Community Science as a Pathway for Resilience in Response to a Public Health Crisis in Flint, Michigan." Social Sciences 8, no. 3 (March 13, 2019): 94. http://dx.doi.org/10.3390/socsci8030094.
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While the story of the Flint water crisis has frequently been told, even sympathetic analyses have largely worked to make invisible the significant actions of Flint residents to protect and advocate for their community. Leaving the voices of these stakeholders out of narratives about the crisis has served to deepen distrust in the community. Our project responds to these silences through a community-driven research study aimed explicitly at elevating the frame of Flint residents in and around the Flint water crisis. This paper describes the coming together of the research team, the overall project design for each of the three research efforts, and lessons learned. The three sub-projects include: (1) a qualitative analysis of community sentiment provided during 17 recorded legislative, media, and community events, (2) an analysis of trust in the Flint community through nine focus groups across demographic groups (African American, Hispanic, seniors, and youth) of residents in Flint, and (3) an analysis of the role of the faith-based community in response to public health crises through two focus groups with faith based leaders from Flint involved with response efforts to the water crisis. Our study offers insight for understanding trust in crisis, which could be valuable to other communities and researchers seeking to address similar situations. The project offers community science as a model for considering community engagement in research as part of the process of resilience.
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Donnery, Eucharia. "Process Drama in the Japanese University EFL Classroom: The Emigration Project." Scenario: A Journal of Performative Teaching, Learning, Research VIII, no. 1 (January 1, 2014): 36–51. http://dx.doi.org/10.33178/scenario.8.1.4.
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This paper examines the impact of using a process drama project in a Japanese university EFL class focusing on the social issue of emigration from a historical perspective while simultaneously developing English communicative skills. Speaking in English is a skill that many Japanese people find challenging. There are a number of cultural reasons for this, for example the enormous linguistic gap between Japanese and English communicative patterns in terms of explicitness/implicitness, hierarchy, gender, and the role of silence. Therefore, the overt aim was to help students develop English language skills while learning about Japanese historical emigration through the medium of English with Japanese scaffolding. This is in keeping with the needs of the average Japanese university EFL student, who has had six years of accuracy-based study for the short-term target of the university entrance examination and who sees English in terms of mathematical code, rather than as a communicative tool. The narrative arc of the paper follows the Noh theatre JO-HA-KYU, Enticement- Elaboration-Consolidation trajectory to take the reader through the emigration process drama project held in the spring semester of 2009 at the School of Human Welfare Studies (HWS), Kwansei Gakuin University (KGU), Japan. The research approach was a mixed-method one and data was collected through digital recording of role-plays, student self-critical reflection by writing-in-role and writing out-of-role in an online class group, qualitative and quantitative questionnaires and teacher observation. Results indicated that process drama projects can have a positive influence on Japanese university EFL learners from the perspective of both linguistic and intercultural communicative competence.
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Shirazi, Farid. "Social media and the social movements in the Middle East and North Africa." Information Technology & People 26, no. 1 (March 15, 2013): 28–49. http://dx.doi.org/10.1108/09593841311307123.
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PurposeThe purpose of this paper is to investigate the role of social media in communication discourse in the Islamic Middle East and North African (MENA) countries.Design/methodology/approachBy applying the theory of social networks and a method known as critical discourse analysis (CDA) this study investigates the role of social media in the recent waves of popular unrest in the MENA region.FindingsThis study finds that social media not only played an important role in citizens’ participation in communication discourse and mobilization, but also that these media activities intensified in part because of the authorities’ failing rationales against protesters, as shown in the four‐part CDA validity test.Research limitations/implicationsThis study is limited to a particular time frame covering the recent democratic discourse in the MENA region for the period 2009‐2011. While this research is limited to the case study of the MENA region, the author believes that lessons learned from this case study can be applied to other developing countries across the globe.Practical implicationsSocial media tools available via the internet have provided web users across the globe effective tools and services to share and disseminate information by interactively collaborating with each other in digital communities through blogs, social networking and video sharing sites. In this context, social networks are considered to be effective media for communication discourse. The intensive use of social media networks among citizens’ of the MENA region indicate that the internet has the potential to be a multivocal platform through which silenced and marginalized groups can have their voices heard.Originality/valueWhile the existing literature focuses largely on deploying Habermasian critical discourse analysis to media discourse within the context of democratic and well developed nations, this paper presents one of the few studies that extends the CDA method to non‐democratic countries. As such it contributes to the existing knowledge and understanding of the mobilizing effects of social media in communication discourse.
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Slocum, Rachel, and Kirsten Valentine Cadieux. "Notes on the practice of food justice in the U.S.: understanding and confronting trauma and inequity." Journal of Political Ecology 22, no. 1 (December 1, 2015): 27. http://dx.doi.org/10.2458/v22i1.21077.
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The lexicon of the U.S. food movement has expanded to include the term 'food justice.' Emerging after approximately two decades of food advocacy, this term frames structural critiques of agri-food systems and calls for radical change. Over those twenty years, practitioners and scholars have argued that the food movement was in danger of creating an 'alternative' food system for the white middle class. Alternative food networks drew on white imaginaries of an idyllic communal past, promoted consumer-oriented, market-driven change, and left yawning silences in the areas of gendered work, migrant labor, and racial inequality. Justice was often beside the point. Now, among practitioners and scholars we see an enthusiastic surge in the use of the term food justice but a vagueness on the particulars. In scholarship and practice, that vagueness manifests in overly general statements about ending oppression, or morphs into outright conflation of the dominant food movement's work with food justice (see What does it mean to do food justice? Cadieux and Slocum (2015), in this Issue). In this article, we focus on one of the four nodes (trauma/inequity, exchange, land and labor) around which food justice organizing appears to occur: acknowledging and confronting historical, collective trauma and persistent race, gender, and class inequality. We apply what we have learned from our research in U.S. and Canadian agri-food systems to suggest working methods that might guide practitioners as they work toward food justice, and scholars as they seek to study it. In the interests of ensuring accountability to socially just research and action, we suggest that scholars and practitioners need to be more clear on what it means to practice food justice. Towards such clarity and accountability, we urge scholars and practitioners to collaboratively document how groups move toward food justice, what thwarts and what enables them.Key words: food justice, trauma, food movement, alternative food networks, antiracism
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Maher, Kate, and Jim King. "‘The Silence Kills Me.’: ‘Silence’ as a Trigger of Speaking-Related Anxiety in the English-Medium Classroom." English Teaching & Learning, July 28, 2022. http://dx.doi.org/10.1007/s42321-022-00119-4.
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Abstract Classroom interpersonal dynamics play a key role in shaping the interactional profiles of language learners and the development of their speaking skills. However, it can be challenging for learners to navigate social interactions with classmates, especially if they lack confidence in their L2 self. This is especially true for first-year undergraduates in Japan who often struggle to adapt to unfamiliar communicative language lessons taught in the target language. King’s (2013) examination of learner silence established a connection between low oral participation, anxiety, and social inhibition. In some cases, however, silence is not just a non-verbal cue of speaking-related anxiety (Maher & King, 2020); it can also be a contributing factor to avoiding talk. Using King’s (2014) cognitive-behavioural model of silent L2 learners’ anxiety, this paper examines how ‘silence’ can trigger speaking-related anxiety in Japanese university English-medium classrooms. The study used a cognitive-behavioural theory (CBT)-based approach to gain insights into students’ perceptions of their in-class behaviours. Forty-five semi-structured interviews were conducted with 17 participants using an interview schedule based on a CBT formulation to explore students’ silent behaviour, associated thoughts and feelings, and behavioural triggers. Multiple recurrent forms of classroom ‘silence’ reported by the participants included using Japanese when English was expected, finishing speaking turns quickly, and taking on the listener role rather than initiating discourse. The findings reveal ‘silence’ as a trigger of speaking-related anxiety. The discomfort some participants felt during a display of ‘silence’ seemed to trigger a fear of being negatively evaluated by classmates, leading to self-doubt about their language proficiency and social performance. These findings contribute further insights into the causes of speaking-related anxiety and learner ‘silence’. Our study points towards using CBT-based approaches to improve speaking confidence by increasing learners’ awareness of their anxiety triggers.
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Vye, Stacey. "Utilizing Advising Strategies with Grounded Theory to Support an Advisee’s Learning Goals." Relay Journal, September 1, 2021, 107–15. http://dx.doi.org/10.37237/relay/040206.
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This reflection-in-practice details a 30-minute advising session online with a fourth-year male student at a self-access center at Saitama University, a national/public university in Japan. The advisor (the author) was not the advisee’s instructor and genuinely attempted to be an equal conversation partner to boost trust and credibility. This qualitative framework was primarily inductive, and 12 advising strategies checklist and the use of silence in Kato and Mynard (2016) were utilized. After analyzing between patterns and themes in an inductive process, three advising strategies emerged in the post-session analysis using grounded theory (Corbin & Strauss, 2015; Creswell, 2014; Merriam & Tisdell, 2016) that were summarizing, metaphor, and asking powerful questions (Kato & Mynard, 2016). The advisee pinpointed his English self-study constraints, then planned to select English videos with English and Japanese captions as support to reach his English proficiency goals. After analyzing the rich content, I learned more about how my advising shortcomings turned into a strength by reflecting on the emergent data over time. Moving forward, I am conducting more advisee sessions to inductively reveal how advisees intensify their learner autonomy for their own study purposes.
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Aubrey, Scott, Jim King, and Haydab Almukhaild. "Language Learner Engagement During Speaking Tasks: A Longitudinal Study." RELC Journal, August 29, 2020, 003368822094541. http://dx.doi.org/10.1177/0033688220945418.
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Learner engagement is crucial for ensuring the quality of learning experiences, and yet the study of ‘task engagement’ has received relatively little empirical attention in the language education domain. This article reports on a study exploring the factors contributing to learners’ engagement and disengagement during task performance in an English as a foreign language classroom. Thirty-seven learners performed 10 different speaking tasks implemented over a 10-week period in a Japanese university task-supported classroom. The participants’ engagement was measured using a post-task questionnaire on perceived levels of anxiety, confidence, focus and desire to speak. Learners’ written self-report reflections revealed complementary in-depth qualitative data about the underlying factors behind their engagement or otherwise during speaking tasks. The results revealed a variety of learner-level, lesson-level, task-level and post-task-level factors contributing to learners’ engagement and disengagement in tasks. Findings indicate that certain task features such as the nature and purpose of the tasks, task repetition, familiar and easier task topics led to successful engagement. On the other hand, lack of social cohesion and motivational baggage were reported as primary factors in determining learners’ silences and disengagement in tasks. The authors offer pedagogical implications for teachers on how speaking tasks can be better implemented to enhance engagement in foreign language classrooms.
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Brown, Anthony. "Unintelligibility, personhood and curriculum silences of intersex bodies in the Life Orientation high school classroom: A case study." Journal for Transdisciplinary Research in Southern Africa 18, no. 1 (March 23, 2022). http://dx.doi.org/10.4102/td.v18i1.1099.
Full textAbstract:
Despite an increase in the research that promotes affirmative gender and sexual diversity in the South African Life Orientation (LO) education, there remains an uncomfortable silence on intersex bodies. In the absence of distinctive binary classifications of external genitalia, learners with variant intersex characteristics are incapable of integration into socio-educational environments. This article explores how individuals with variant intersex characteristics learn about the self in relation to society within LO lessons. It extrapolates factors that influence the educational and psycho-social agency in and around the classroom. This phenomenological study has drawn on in-depth interviews with six individuals with variant intersex characteristics post schooling. The evidence shows that the LO curriculum privileges distinct genital developments as a marker of normal human development and means of gender identification. Previous studies found that the mutually exclusive biological sex characteristics drawn from XY (male) and XX (female) chromosomal development were major determinants of social sexual and gender embodiment in puberty lessons. Lensed through the theory of unintelligibility, bodies that deviated from this normative development were seen as ambiguous and derogatively referred to as hermaphrodites. Their personal identities were marred with constructions of freaks and abnormality. Vilifying personhood rhetoric impacted the social skills of intersex learners and their peers. Learners with intersex bodies were uncomfortable to engage with the gender binary curriculum content, facilities and school culture. Silences on intersex bodies in the LO curriculum made these learners feel invisible which led to early school dropout. This article argues for the integration of intersex knowledge that affirms, humanises and protects all gender, sexual expressions and sex characteristics in the school context. The LO curriculum is well-positioned to disrupt problematic constructions of intersex bodies as deficit and embarrassing by including variant sex characteristic developments as a norm.
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Vassilopoulos, Stephanos, and Georgios Konstantinidis. "Teacher use of silence in elementary education." Journal of Teaching and Learning 8, no. 1 (January 5, 2012). http://dx.doi.org/10.22329/jtl.v8i1.3030.
Full textAbstract:
The aim of this study was to expand the scope of the sparse empirical research literature concerning teachers’ use of silence. Ninety-six primary school teachers responded to a survey about their use of silence during a specific event in school and about their general attitudes about using silence in the classroom. For the specific event, teachers used silence primarily to bring the students to reason or calm them down, to facilitate reflection, encourage experiencing of feelings and communicate a subtle message. In general, teachers indicated that they would use silence with older students who are solving a task, are assimilating the information presented or are sensitive to criticism, but they would not use silence with students who may misunderstand the silence or with whom they have a poor relationship. Teachers learned about using silence mostly through teaching experience. We argue that teacher educators need to continue to systematically investigate the perception and experiences of silence in classroom settings for designing more effective teacher education courses.
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Perkasa, Adi Budi, Dian Savitri, and Yogyantoro Yogyantoro. "Anxiety-Related Silence in Speaking among Indonesian EFL Junior High School Students." Ahmad Dahlan Journal of English Studies 9, no. 2 (September 30, 2022). http://dx.doi.org/10.26555/adjes.v9i2.145.
Full textAbstract:
As a foreign language, learning English in the classroom often experiences problems. One form of teacher difficulties experienced in the classroom is the silent phase of a student when the learning process takes place. This does not only happen when the teacher explains the material, but also when students are asked to answer questions or practice talking to their friends. This article will discuss the silence that occurs in students when they are asked to speak in English. The method used is qualitative by using data triangulation to strengthen the research results. The subjects of this study were 8th grade students from 3 different provincial schools, they are SMPN 1 Sukahening, Tasikmalaya, West Java; SMPN 2 Tayu, Pati, Central Java and SMPN 4 Muara Teweh, Central Kalimantan. Taking this subject is used to see whether the silence experienced by students in each place has the same meaning or not. The results showed that effect of silence in the classroom on English learners triggering negative thoughts, feelings and emotions. The silence experienced by students was caused by several factors, such as low English mastery, lack of self-confidence and lack of preparation.
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Novalina, Niyan Wahyu, Slamet Setiawan, and Ali Mustofa. "Refusing Without “No”: The Way Lecturers Indicate Disagreement of Asian Efl Learners In Speaking Class." International Journal for Educational and Vocational Studies 1, no. 7 (August 27, 2019). http://dx.doi.org/10.29103/ijevs.v1i7.1705.
Full textAbstract:
Refusal is a part of face threatening act which belong to one of politeness. Refusal is being phenomenon in language education especially in classroom. Learners often refuse lecturers’ instruction when they teach in the class. One of refusal strategies is disagreement which is a part of traditional politeness theories. In language teaching, not only learners but also lecturers also often disagree with the learners and the disagreement is also necessary for the learners. In this study, lecturers used linguistic markers to express disagreement in mitigating the face threatening. In Asian context, there were vary disagreements which were expressed by Asians. In this study, head movement and hand gesture is analyzed as disagreement of linguistic markers to stress the utterances in implicit meaning. They might become the way of disagreement communication for lecturers who taught language education in EFL context. This study observed lecturers’ disagreements in Asian language classroom context with heterogeneous learners (Indonesian, Malaysian, and Thai EFL learners). The result of this study is lecturers disagree for dispreferred options in certain aspect and the silence was minimized to avoid negative gesture or head movement. The way of lecturer in disagreement influenced by western culture when respond the learners’ refusal act.