New Directions for Teaching and Learning, Nov 13, 2023
This article presents research on a faculty-Graduate Teaching Assistant collaboration within a ch... more This article presents research on a faculty-Graduate Teaching Assistant collaboration within a chaos theory framework. The researchers explore their professional work using a self-study protocol to present a successful faculty-student mentoring model within principles of chaos theory.
The authors respond to a recent study of a community school initiative that had an impact on the ... more The authors respond to a recent study of a community school initiative that had an impact on the literacy achievement of middle level English language learners (ELL). The authors offer a descriptive overview of community schools, describe the K–12 context in the United States in relation to the rise of community schools, and offer a comparative look at the school in the original study and a rural school in East Alabama.
The present study is an attempt to find out cultural exophoric references in four common English ... more The present study is an attempt to find out cultural exophoric references in four common English textbooks, namely Touch Stone, American File, Top Notch, and Total English series used at Iranian English language institutes and to compare the frequency of occurrence of such references in these coursebooks. In order to compare cultural exophoric references used in these coursebooks, the researcher extracted all the cultural exophoric references used in these course books and found out their frequency rates. Since the number of books in each series was not equal, the mean for each book of the series was computed. The textbooks were also evaluated by both students and teachers based on administering cultural section of the Shatery and Azargoon's (2012) nativized checklist. To this aim, 366 students and 76 teachers participated in this study. They were selected from various language institutes of Gilan and Mazandaran in which the coursebooks under investigation were taught. Data anal...
Teachers’ perceptions of students’ diversity, cultural, and linguistic needs, 2023
The need for culturally and linguistically sustaining teaching has become more apparent as school... more The need for culturally and linguistically sustaining teaching has become more apparent as school communities across the United States continually grow in cultural and linguistic diversity. This study investigated equity-based instruction for Culturally and Linguistically Diverse (CLD) students by examining public school teachers' perceptions of preparation for diversity and inclusion of CLD students. A CLD research-based survey was designed and administered to 200 elementary and secondary school teachers in ten public schools in the United States. The study examined teachers' perceptions, attitudes, selfawareness, and preparation toward CLD students' cultural and linguistic needs. The analysis of the data uncovered evidence related to the themes of CLD instructional awareness and preparation in participants regarding their gender, race, age, ESL experience, highest degree, and years of teaching. The major findings of the study revealed the role of CLDrelated training and awareness on the effectiveness of teacher preparation and their perceptions of the diversity of the students. The study concluded by providing implications for teachers, schools, educators, and policymakers on providing an equity-based educational environment for all students including the CLD ones. This is an open access article under the CC-BY-SA license.
Although the increasing change of demographics in schools demands an education system with global... more Although the increasing change of demographics in schools demands an education system with global competence, teacher education programs are still struggling to develop pre-service teachers' global literacy. With the current global trends, schools are continually becoming Culturally and Linguistically Diverse (CLD), but the pre-service and in-service teachers still have different opinions and perceptions about the required awareness and training to teach the students through the lenses of global literacy. To build cultural, linguistic, and social diversity in their classrooms, teachers should recognize their own beliefs, perceptions, assumptions, and experiences about teaching and learning to promote vigorous discourse through culturally responsive teaching. Through quantitative research, a CLD research-based (Guyton & Wesche, 2005) survey was designed and administered to in-service and pre-service teachers in one of the core courses of a Southeastern university in the United States. The study examined teachers' perceptions, attitudes, self-awareness, and preparation toward global competence. The research questions focused on the three domains of self-awareness, cultural awareness, and cross-cultural awareness to examine the role of course discourse and practices on teacher candidates' growth mindset. The analysis of the survey data uncovered information related to the themes of diversity, instructional awareness, self-awareness, cultural awareness, and access to linguistically and culturally responsive teaching. The findings indicated an increasing level of global competence in teachers who had been offered global content courses and practices. The study concluded by providing implications for teachers, schools, educators, and policymakers on providing an equity-based educational environment for culturally and linguistically diverse students.
Gilaki: From Language Regimes into Minoritizing, 2023
The effects of language contact depend on many different factors, such as language prestige, gove... more The effects of language contact depend on many different factors, such as language prestige, government and community support, people's preference, linguistic proximity of the languages, among other things. As such, while there are some broad potentially predictable outcomes in situations of language contact, it is important to analyze each language contact situation in its own context. The aim of this study is to examine the maintenance and social function of Gilaki in the city of Lahijan located in the province Gilan, Iran. This study also poses the question whether Gilaki is at risk of becoming an endangered language. The participants (N=395), students at a language center and their families, completed a questionnaire with 36 questions. The participants were grouped according to gender, age, educational background, occupation, and spouse's mother tongue based on a self-reported data collection style. The questionnaire, inspired by Parasher's model (1980), examined the participants' language use and preference in six social domains of family, friendship, neighborhood, transaction, education, and administration. The findings show statistically significant differences in the participants' preference toward Persian in all six social domains. This study contributes to the body of work in language contact of lesser analyzed languages and sheds light on the trajectory of minoritized languages.
Faculty – Graduate teaching assistant mentoring model: Chaos theory in action, 2023
This article presents research on a faculty-Graduate Teaching Assistant collaboration within a ch... more This article presents research on a faculty-Graduate Teaching Assistant collaboration within a chaos theory framework. The researchers explore their professional work using a self-study protocol to present a successful faculty-student mentoring model within principles of chaos theory.
Exploring the Possibility of Creating a Community School in a Rural Setting in the Deep South, 2023
The authors respond to a recent study of a community school initiative that had an impact on the ... more The authors respond to a recent study of a community school initiative that had an impact on the literacy achievement of middle level English language learners (ELL). The authors offer a descriptive overview of community schools, describe the K–12 context in the United States in relation to the rise of community schools, and offer a comparative look at the school in the original study and a rural school in East Alabama.
New Directions for Teaching and Learning, Nov 13, 2023
This article presents research on a faculty-Graduate Teaching Assistant collaboration within a ch... more This article presents research on a faculty-Graduate Teaching Assistant collaboration within a chaos theory framework. The researchers explore their professional work using a self-study protocol to present a successful faculty-student mentoring model within principles of chaos theory.
The authors respond to a recent study of a community school initiative that had an impact on the ... more The authors respond to a recent study of a community school initiative that had an impact on the literacy achievement of middle level English language learners (ELL). The authors offer a descriptive overview of community schools, describe the K–12 context in the United States in relation to the rise of community schools, and offer a comparative look at the school in the original study and a rural school in East Alabama.
The present study is an attempt to find out cultural exophoric references in four common English ... more The present study is an attempt to find out cultural exophoric references in four common English textbooks, namely Touch Stone, American File, Top Notch, and Total English series used at Iranian English language institutes and to compare the frequency of occurrence of such references in these coursebooks. In order to compare cultural exophoric references used in these coursebooks, the researcher extracted all the cultural exophoric references used in these course books and found out their frequency rates. Since the number of books in each series was not equal, the mean for each book of the series was computed. The textbooks were also evaluated by both students and teachers based on administering cultural section of the Shatery and Azargoon's (2012) nativized checklist. To this aim, 366 students and 76 teachers participated in this study. They were selected from various language institutes of Gilan and Mazandaran in which the coursebooks under investigation were taught. Data anal...
Teachers’ perceptions of students’ diversity, cultural, and linguistic needs, 2023
The need for culturally and linguistically sustaining teaching has become more apparent as school... more The need for culturally and linguistically sustaining teaching has become more apparent as school communities across the United States continually grow in cultural and linguistic diversity. This study investigated equity-based instruction for Culturally and Linguistically Diverse (CLD) students by examining public school teachers' perceptions of preparation for diversity and inclusion of CLD students. A CLD research-based survey was designed and administered to 200 elementary and secondary school teachers in ten public schools in the United States. The study examined teachers' perceptions, attitudes, selfawareness, and preparation toward CLD students' cultural and linguistic needs. The analysis of the data uncovered evidence related to the themes of CLD instructional awareness and preparation in participants regarding their gender, race, age, ESL experience, highest degree, and years of teaching. The major findings of the study revealed the role of CLDrelated training and awareness on the effectiveness of teacher preparation and their perceptions of the diversity of the students. The study concluded by providing implications for teachers, schools, educators, and policymakers on providing an equity-based educational environment for all students including the CLD ones. This is an open access article under the CC-BY-SA license.
Although the increasing change of demographics in schools demands an education system with global... more Although the increasing change of demographics in schools demands an education system with global competence, teacher education programs are still struggling to develop pre-service teachers' global literacy. With the current global trends, schools are continually becoming Culturally and Linguistically Diverse (CLD), but the pre-service and in-service teachers still have different opinions and perceptions about the required awareness and training to teach the students through the lenses of global literacy. To build cultural, linguistic, and social diversity in their classrooms, teachers should recognize their own beliefs, perceptions, assumptions, and experiences about teaching and learning to promote vigorous discourse through culturally responsive teaching. Through quantitative research, a CLD research-based (Guyton & Wesche, 2005) survey was designed and administered to in-service and pre-service teachers in one of the core courses of a Southeastern university in the United States. The study examined teachers' perceptions, attitudes, self-awareness, and preparation toward global competence. The research questions focused on the three domains of self-awareness, cultural awareness, and cross-cultural awareness to examine the role of course discourse and practices on teacher candidates' growth mindset. The analysis of the survey data uncovered information related to the themes of diversity, instructional awareness, self-awareness, cultural awareness, and access to linguistically and culturally responsive teaching. The findings indicated an increasing level of global competence in teachers who had been offered global content courses and practices. The study concluded by providing implications for teachers, schools, educators, and policymakers on providing an equity-based educational environment for culturally and linguistically diverse students.
Gilaki: From Language Regimes into Minoritizing, 2023
The effects of language contact depend on many different factors, such as language prestige, gove... more The effects of language contact depend on many different factors, such as language prestige, government and community support, people's preference, linguistic proximity of the languages, among other things. As such, while there are some broad potentially predictable outcomes in situations of language contact, it is important to analyze each language contact situation in its own context. The aim of this study is to examine the maintenance and social function of Gilaki in the city of Lahijan located in the province Gilan, Iran. This study also poses the question whether Gilaki is at risk of becoming an endangered language. The participants (N=395), students at a language center and their families, completed a questionnaire with 36 questions. The participants were grouped according to gender, age, educational background, occupation, and spouse's mother tongue based on a self-reported data collection style. The questionnaire, inspired by Parasher's model (1980), examined the participants' language use and preference in six social domains of family, friendship, neighborhood, transaction, education, and administration. The findings show statistically significant differences in the participants' preference toward Persian in all six social domains. This study contributes to the body of work in language contact of lesser analyzed languages and sheds light on the trajectory of minoritized languages.
Faculty – Graduate teaching assistant mentoring model: Chaos theory in action, 2023
This article presents research on a faculty-Graduate Teaching Assistant collaboration within a ch... more This article presents research on a faculty-Graduate Teaching Assistant collaboration within a chaos theory framework. The researchers explore their professional work using a self-study protocol to present a successful faculty-student mentoring model within principles of chaos theory.
Exploring the Possibility of Creating a Community School in a Rural Setting in the Deep South, 2023
The authors respond to a recent study of a community school initiative that had an impact on the ... more The authors respond to a recent study of a community school initiative that had an impact on the literacy achievement of middle level English language learners (ELL). The authors offer a descriptive overview of community schools, describe the K–12 context in the United States in relation to the rise of community schools, and offer a comparative look at the school in the original study and a rural school in East Alabama.
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