This article presents a protocol for utilizing conferring strategies for reading conferences with... more This article presents a protocol for utilizing conferring strategies for reading conferences with English Language Learners (ELLs) as a means to support their reading comprehension skills and develop content area vocabulary in middle level education. The Conferring with English Language Learners (CELL) Protocol emphasizes ELLs’ conversational skills to enhance reading comprehension and shifts from a teacher-centered lesson delivery to a reciprocal student-to-student approach that reflects the following This We Believe characteristics: Active Learning, Challenging Curriculum, and Multiple Learning Approaches. The discussion begins by framing the vital role that reading plays in promoting language development for ELLs. Then, we define conferring and outline the steps needed to implement our CELL Protocol with an emphasis on culturally responsive teaching practices.
This article reports on a research study that focused on faculty perceptions of an advanced profe... more This article reports on a research study that focused on faculty perceptions of an advanced professional development workshop (called "The Project") in relation to designing and teaching online courses at the university level. The findings of the study, gleaned from an end-of-course survey, revealed that the faculty members perceived a focus on advanced technology users favorably and deemed it would contribute to developing future online courses.
Abstract—This paper reports the findings of a study conducted to assess an innovative online cour... more Abstract—This paper reports the findings of a study conducted to assess an innovative online course building and instructor faculty development program offered at a major regional university. The training program, entitled “The Project, ” was designed to enhance the knowledge and skills of university-level instructors with previous online course development and instructional experience. At the conclusion of the five-month program, “Project ” participants completed a 20-item questionnaire to identify best practices of the program and to refine its content for future offerings. Main findings include (a) faculty learn most when faculty development materials model best practices of online teaching, (b) faculty perceive pedagogy and technology-related modules as the most important content of online training, and (c) online training programs must be updated regularly to keep pace with the rapidly changing landscape of online teaching and learning. Future research needs to examine the impa...
This study compared students’ foreign language anxiety levels while completing oral assessments a... more This study compared students’ foreign language anxiety levels while completing oral assessments administered face-to-face (F2F) and via Skype videoconferencing for university courses delivered under the self-instructional language program (SILP) model (Dunkel, Brill, & Kohl, 2002). Data were gathered by administering a modified Foreign Language Classroom Anxiety Scale (FLCAS) survey (Horwitz, Horwitz, & Cope, 1986) and conducting subsequent interviews with the students. Results indicate that there was not a significant difference in anxiety levels or changes in anxiety between the two delivery methods. These findings suggest that Skype videoconferencing may be a viable alternative to F2F interviews, because it did not negatively impact the learners’ anxiety levels.
Online Journal of Distance Learning Administration, 2020
Over the past decade, scholars have explored factors that motivate or impede faculty decisions to... more Over the past decade, scholars have explored factors that motivate or impede faculty decisions to teach online in the broader context of higher education (Mitchell & Geva-May, 2009; Shea, Pickett, & Li, 2005; Tabata & Johnsrud, 2008; Wright, 2014; Zhen, Garthwait, & Pratt, 2008). However, comparable research in specific, academic disciplines is limited, especially as it relates to online language learning (OLL). This study investigates the role of faculty demographics, experience, and their perceptions of OLL as they relate to motivating factors, barriers, and the perception of quality. The results identified seven interrelated themes that shaped the participants’ (n = 24) decisions whether to participate in online instruction. Findings related to the personal nature of the decision to teach online and perceived return on investment distinguish this study from others. The article concludes with a discussion of reframing faculty decisions to teach online in terms of individual return on investment and with suggestions for future research.
Deutsch) Der vorliegende Artikel beschreibt die Initiative, interkulturelle Kommunikationskompete... more Deutsch) Der vorliegende Artikel beschreibt die Initiative, interkulturelle Kommunikationskompetenz als festen Bestandteil in das Curriculum eines Institutes für Fremdsprachen zu integrieren. Zudem werden die neun relevanten Schritte, die während dieses Prozesses unternommen wurden, erläutert. Den auftretenden Herausforderungen, Niederlagen und Erfolgen wurde besondere Aufmerksamkeit gewidmet. Darüber hinaus präzisieren die Autoren die Erkenntnisse, die sie aus dem Projekt gewonnen haben, so dass sich andere Einrichtungen, wie z. B. Fremdsprachenabteilungen oder andere interessierte Institutionen, die hier gesammelten Erfahrungen zunutze machen können. Die Autoren schließen ihren Beitrag mit einer Ausführung über die Schwierigkeit des Projektes ab, beleuchten den derzeitigen Status und geben einen Ausblick auf zukünftige Pläne der Initiative. Schlagwörter: Reform des Curriculum, Fremdsprachen, Interkulturelle Kommunikationskompetenz Integrating Intercultural Communicative Competence...
Der vorliegende Artikel beschreibt die Initiative, interkulturelle Kommunikationskompetenz als fe... more Der vorliegende Artikel beschreibt die Initiative, interkulturelle Kommunikationskompetenz als festen Bestandteil in das Curriculum eines Institutes fur Fremdsprachen zu integrieren. Zudem werden die neun relevanten Schritte, die wahrend dieses Prozesses unternommen wurden, erlautert. Den auftretenden Herausforderungen, Niederlagen und Erfolgen wurde besondere Aufmerksamkeit gewidmet. Daruber hinaus prazisieren die Autoren die Erkenntnisse, die sie aus dem Projekt gewonnen haben, so dass sich andere Einrichtungen, wie z. B. Fremdsprachenabteilungen oder andere interessierte Institutionen, die hier gesammelten Erfahrungen zunutze machen konnen. Die Autoren schliesen ihren Beitrag mit einer Ausfuhrung uber die Schwierigkeit des Projektes ab, beleuchten den derzeitigen Status und geben einen Ausblick auf zukunftige Plane der Initiative.
Teachers and schools in K-12 education are constantly adapting to meet the increasingly diverse n... more Teachers and schools in K-12 education are constantly adapting to meet the increasingly diverse needs of students, including English language learners (ELLs). As the author of this book notes, ELLs...
This article presents a protocol for utilizing conferring strategies for reading conferences with... more This article presents a protocol for utilizing conferring strategies for reading conferences with English Language Learners (ELLs) as a means to support their reading comprehension skills and develop content area vocabulary in middle level education. The Conferring with English Language Learners (CELL) Protocol emphasizes ELLs' conversational skills to enhance reading comprehension and shifts from a teacher-centered lesson delivery to a reciprocal student-to-student approach that reflects the following This We Believe characteristics: Active Learning, Challenging Curriculum, and Multiple Learning Approaches. The discussion begins by framing the vital role that reading plays in promoting language development for ELLs. Then, we define conferring and outline the steps needed to implement our CELL Protocol with an emphasis on culturally responsive teaching practices.
This article presents a protocol for utilizing conferring strategies for reading conferences with... more This article presents a protocol for utilizing conferring strategies for reading conferences with English Language Learners (ELLs) as a means to support their reading comprehension skills and develop content area vocabulary in middle level education. The Conferring with English Language Learners (CELL) Protocol emphasizes ELLs’ conversational skills to enhance reading comprehension and shifts from a teacher-centered lesson delivery to a reciprocal student-to-student approach that reflects the following This We Believe characteristics: Active Learning, Challenging Curriculum, and Multiple Learning Approaches. The discussion begins by framing the vital role that reading plays in promoting language development for ELLs. Then, we define conferring and outline the steps needed to implement our CELL Protocol with an emphasis on culturally responsive teaching practices.
This article reports on a research study that focused on faculty perceptions of an advanced profe... more This article reports on a research study that focused on faculty perceptions of an advanced professional development workshop (called "The Project") in relation to designing and teaching online courses at the university level. The findings of the study, gleaned from an end-of-course survey, revealed that the faculty members perceived a focus on advanced technology users favorably and deemed it would contribute to developing future online courses.
Abstract—This paper reports the findings of a study conducted to assess an innovative online cour... more Abstract—This paper reports the findings of a study conducted to assess an innovative online course building and instructor faculty development program offered at a major regional university. The training program, entitled “The Project, ” was designed to enhance the knowledge and skills of university-level instructors with previous online course development and instructional experience. At the conclusion of the five-month program, “Project ” participants completed a 20-item questionnaire to identify best practices of the program and to refine its content for future offerings. Main findings include (a) faculty learn most when faculty development materials model best practices of online teaching, (b) faculty perceive pedagogy and technology-related modules as the most important content of online training, and (c) online training programs must be updated regularly to keep pace with the rapidly changing landscape of online teaching and learning. Future research needs to examine the impa...
This study compared students’ foreign language anxiety levels while completing oral assessments a... more This study compared students’ foreign language anxiety levels while completing oral assessments administered face-to-face (F2F) and via Skype videoconferencing for university courses delivered under the self-instructional language program (SILP) model (Dunkel, Brill, & Kohl, 2002). Data were gathered by administering a modified Foreign Language Classroom Anxiety Scale (FLCAS) survey (Horwitz, Horwitz, & Cope, 1986) and conducting subsequent interviews with the students. Results indicate that there was not a significant difference in anxiety levels or changes in anxiety between the two delivery methods. These findings suggest that Skype videoconferencing may be a viable alternative to F2F interviews, because it did not negatively impact the learners’ anxiety levels.
Online Journal of Distance Learning Administration, 2020
Over the past decade, scholars have explored factors that motivate or impede faculty decisions to... more Over the past decade, scholars have explored factors that motivate or impede faculty decisions to teach online in the broader context of higher education (Mitchell & Geva-May, 2009; Shea, Pickett, & Li, 2005; Tabata & Johnsrud, 2008; Wright, 2014; Zhen, Garthwait, & Pratt, 2008). However, comparable research in specific, academic disciplines is limited, especially as it relates to online language learning (OLL). This study investigates the role of faculty demographics, experience, and their perceptions of OLL as they relate to motivating factors, barriers, and the perception of quality. The results identified seven interrelated themes that shaped the participants’ (n = 24) decisions whether to participate in online instruction. Findings related to the personal nature of the decision to teach online and perceived return on investment distinguish this study from others. The article concludes with a discussion of reframing faculty decisions to teach online in terms of individual return on investment and with suggestions for future research.
Deutsch) Der vorliegende Artikel beschreibt die Initiative, interkulturelle Kommunikationskompete... more Deutsch) Der vorliegende Artikel beschreibt die Initiative, interkulturelle Kommunikationskompetenz als festen Bestandteil in das Curriculum eines Institutes für Fremdsprachen zu integrieren. Zudem werden die neun relevanten Schritte, die während dieses Prozesses unternommen wurden, erläutert. Den auftretenden Herausforderungen, Niederlagen und Erfolgen wurde besondere Aufmerksamkeit gewidmet. Darüber hinaus präzisieren die Autoren die Erkenntnisse, die sie aus dem Projekt gewonnen haben, so dass sich andere Einrichtungen, wie z. B. Fremdsprachenabteilungen oder andere interessierte Institutionen, die hier gesammelten Erfahrungen zunutze machen können. Die Autoren schließen ihren Beitrag mit einer Ausführung über die Schwierigkeit des Projektes ab, beleuchten den derzeitigen Status und geben einen Ausblick auf zukünftige Pläne der Initiative. Schlagwörter: Reform des Curriculum, Fremdsprachen, Interkulturelle Kommunikationskompetenz Integrating Intercultural Communicative Competence...
Der vorliegende Artikel beschreibt die Initiative, interkulturelle Kommunikationskompetenz als fe... more Der vorliegende Artikel beschreibt die Initiative, interkulturelle Kommunikationskompetenz als festen Bestandteil in das Curriculum eines Institutes fur Fremdsprachen zu integrieren. Zudem werden die neun relevanten Schritte, die wahrend dieses Prozesses unternommen wurden, erlautert. Den auftretenden Herausforderungen, Niederlagen und Erfolgen wurde besondere Aufmerksamkeit gewidmet. Daruber hinaus prazisieren die Autoren die Erkenntnisse, die sie aus dem Projekt gewonnen haben, so dass sich andere Einrichtungen, wie z. B. Fremdsprachenabteilungen oder andere interessierte Institutionen, die hier gesammelten Erfahrungen zunutze machen konnen. Die Autoren schliesen ihren Beitrag mit einer Ausfuhrung uber die Schwierigkeit des Projektes ab, beleuchten den derzeitigen Status und geben einen Ausblick auf zukunftige Plane der Initiative.
Teachers and schools in K-12 education are constantly adapting to meet the increasingly diverse n... more Teachers and schools in K-12 education are constantly adapting to meet the increasingly diverse needs of students, including English language learners (ELLs). As the author of this book notes, ELLs...
This article presents a protocol for utilizing conferring strategies for reading conferences with... more This article presents a protocol for utilizing conferring strategies for reading conferences with English Language Learners (ELLs) as a means to support their reading comprehension skills and develop content area vocabulary in middle level education. The Conferring with English Language Learners (CELL) Protocol emphasizes ELLs' conversational skills to enhance reading comprehension and shifts from a teacher-centered lesson delivery to a reciprocal student-to-student approach that reflects the following This We Believe characteristics: Active Learning, Challenging Curriculum, and Multiple Learning Approaches. The discussion begins by framing the vital role that reading plays in promoting language development for ELLs. Then, we define conferring and outline the steps needed to implement our CELL Protocol with an emphasis on culturally responsive teaching practices.
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