Brokering occurs when an intermediary, the broker, assists in the transfer or exchange of goods, services, information, opportunities and/or knowledge, where the recipients of such assistance would have had difficulty deriving the benefits of this exchange otherwise. In the context of EAL (English as an additional language) international students at a university, brokering can be understood as receiving informal assistance with understanding unfamiliar texts, interactions, artefacts, and social and cultural practices encountered in the context of the host academic community.
I explore the concept of brokering as facilitating learning, drawing on the various ways brokering has been used in both educational and non-educational contexts, that is, understanding brokering as a social phenomenon in communities, as knowledge transfer, and as mediating the translation of linguistic and/or cultural aspects of a new culture. These different applications of brokering contribute to an understanding of brokering as a sensitizing concept. Approaching brokering as a sensitizing concept allows alternative ways of viewing academic learning interactions among students, instead of viewing the phenomenon as having fixed features.
Presentation at the 2015 Te Kura Toi Tangata Faculty of Education Doctoral Symposium (Hamilton, New Zealand) on 24 November 2015.
DOI: 10.13140/RG.2.1.1236.6324
A Chinese researching other Chinese: Problematizing the bilingual researcherSherrie Lee
Lee, S. (2017, November). A Chinese researching other Chinese: Problematizing the bilingual researcher. Paper presented at the New Zealand Asian Studies Society (NZASIA) International Conference, Dunedin, New Zealand.
Using focused ethnography to understand brokering practices among internation...Sherrie Lee
Brokering practices are help-seeking interactions that bridge gaps in the seekers' knowledge and understanding of new cultural practices thus enabling them to access resources they would find difficult to do so on their own. For EAL (English as an Additional Language) students, these help-seeking interactions may involve getting others to translate, interpret or explain particular aspects of the host academic environment. In this research, focused ethnography (Knoblauch 2005) is used to investigate the nature of brokering practices among ten international EAL tertiary students during their initial academic semester of fifteen weeks. Focused ethnography specifically addresses constraints in the research context (e.g. time and access to informants), as well as capitalizes on technological tools such as digital recording devices. In seeking to understand brokering interactions and relationships students have with their brokers, conventional ethnographic methods were adapted, for example, digital ethnographic methods (Pink et al. 2015) were used instead of participant observation. Digital ethnographic methods allows a large amount of data to be recorded and reviewed, a feature of focused ethnography known as data intensity. While this form of intensity has been argued to compensate for a short period of research activity, this research suggests that another form of intensity – relational intensity – is just as important in addressing research constraints. Relational intensity refers to the researcher's ongoing responsiveness to the needs of research participants. The paper concludes that future focused ethnographic research should consider both data-related and relational forms of intensity in addressing research constraints.
Using focused ethnography to understand brokering practices among international students. Available from: https://www.researchgate.net/publication/312024097_Using_focused_ethnography_to_understand_brokering_practices_among_international_students
Seeking academic help: A case study of peer brokering interactionsSherrie Lee
Lee, S. (2017, December). Seeking academic help: A case study of peer brokering interactions. Refereed paper presented at the combined 2017 ISANA/ANZSSA Conference, Gold Coast, Australia. Abstract available from http://www.isana-anzssa.com/2046
Brokering practices among EAL international studentsSherrie Lee
Academic challenges of international students, particularly those with English as an additional language (EAL), have been mostly researched in the classroom context, with little attention paid to students’ informal learning practices. My research looks specifically at the brokering practices of EAL tertiary students in their understanding of academic literacy. Brokering refers to how students seek help from their peers about understanding academic knowledge and skills. I conducted semi-structured interviews and observations to find out who students approached for help, aspects of academic literacy they needed help with, and their perceptions of the experience. The research findings suggest that educators need to pay attention to how students seek peer support in academic learning in order to develop more effective ways of supporting students’ academic literacy needs.
This paper was presented at CLESOL 2016 on Saturday 16 July 2016.
CLESOL 2016 (Website: http://www.clesol.org.nz)
Learners in Context: Bridging the Gaps
Ākonga Reo: Aronga Āputa
Thursday 14 – Sunday 17 July 2016
The University of Waikato, Hamilton, New Zealand
The 15th National Conference for Community Languages and ESOL, brought to you by TESOLANZ (Teachers of English to Speakers of Other Languages Aotearoa New Zealand) and CLANZ (Community Languages Association New Zealand).
The promise of diasporic academics: Potential partnerships between the local ...Sherrie Lee
Lee, S. (2017, November). The promise of diasporic academics: Potential partnerships between the local and global. Paper presented at the New Zealand Association for Research in Education Conference (NZARE) Annual Conference, Hamilton, New Zealand.
Abstract
This presentation considers the promise of diasporic academics from the viewpoint of one who identifies herself as a diasporic academic. Drawing from Wendy Larner’s (2015) paper, the presentation is a biographical reflection on the benefits and implications of diasporic academics, in particular, international doctoral students, in higher education.
Firstly, I will discuss the definition and examples of a diasporic academic, as well as highlight how diasporic academics are positioned as transnational knowledge brokers in advancing universities' internationalisation strategies and policies. I then focus on a particular group of diasporic academics, international doctoral students. I argue that while they are pivotal in advancing internationalisation plans, the ways in which universities engage (or disengage) with them serve to undermine those internationalisation goals.
Then I provide a brief outline of my personal background to set the context of my reflections. I will speak from my experiences as a former leader in my university’s Postgraduate Students’ Association, share about international student engagement in my own faculty, and highlight the tensions arising from university-wide restructuring and significant staff movements. I then offer suggestions how relationships with international doctoral students as diasporic academics can be nurtured in mutually beneficial ways.
I conclude that leadership in higher education needs to be cognizant of the potential and challenges of engaging with emerging diasporic academics. After all, diasporic academics are potential partners in growing international networks in an age of academic mobility.
Reference
Larner, W. (2015). Globalising knowledge networks: Universities, diaspora strategies, and academic intermediaries. Geoforum, 59, 197–205. http://doi.org/10.1016/j.geoforum.2014.10.006
Keywords: Diasporic academic, internationalisation, partnership
Crossing Cultures in Research on International StudentsSherrie Lee
Presentation at Toi-Ohomai Institute of Technology (Rotorua, New Zealand) on 9 June 2017. I discuss the implications of cross-cultural research such as translating non-English data and using a reflexive approach to consider how a researcher’s cultural background influences the research.
Me and those English-speaking Elites: Uncovering the Identity of One ELL in S...Sherrie Lee
A presentation at the 2013 Joint SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference on 10 September 2013.
Me and those English-speaking elites: Uncovering the identity of one minority ELL in Singapore
The minority English language learner (ELL) in Singapore is one who does not have English as a home language nor considers English as one’s first language even though Singapore’s education system and virtually every aspect of civic life uses and promotes English as a first and official language. Using the narrative inquiry method, I explore one minority ELL’s (“Rachel”) past and present schooling experiences in learning English.
Through the lens of primary and secondary Discourses (Gee, 2012), I examine how social relationships and investment (Norton Peirce, 1995; Norton, 2000) have contributed to Rachel’s identity as an ELL. In her foundational school years, Rachel’s English language learning experiences were marked by judgment and humiliation. While her secondary school experience saw more positive experiences through safe houses such as the school band, the fear of using English among English-proficient users remained. At the post-secondary level, Rachel was motivated to improve her English through cumulative successes and a desire for school success. Coming from a working-class background, Rachel’s investment in learning English increased as she saw herself as a future financial provider for her family. Nonetheless, Rachel’s identity as an ELL and the process of gaining cultural capital continue to be at odds with her primary Discourse as a predominantly Mandarin-speaker.
The implications of this research include encouraging similar ELLs to tap on positive identities for language learning, as well as helping them come to terms with tensions between their primary Discourse and the secondary Discourse of school.
References
Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourse (4th ed.). Oxford: Routledge.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31.
Norton, B. (2000). Fact and fiction in language learning. Identity and language learning: Gender, ethnicity and educational change (pp. 1–19). London: Longman/Pearson Education.
A Chinese researching other Chinese: Problematizing the bilingual researcherSherrie Lee
Lee, S. (2017, November). A Chinese researching other Chinese: Problematizing the bilingual researcher. Paper presented at the New Zealand Asian Studies Society (NZASIA) International Conference, Dunedin, New Zealand.
Using focused ethnography to understand brokering practices among internation...Sherrie Lee
Brokering practices are help-seeking interactions that bridge gaps in the seekers' knowledge and understanding of new cultural practices thus enabling them to access resources they would find difficult to do so on their own. For EAL (English as an Additional Language) students, these help-seeking interactions may involve getting others to translate, interpret or explain particular aspects of the host academic environment. In this research, focused ethnography (Knoblauch 2005) is used to investigate the nature of brokering practices among ten international EAL tertiary students during their initial academic semester of fifteen weeks. Focused ethnography specifically addresses constraints in the research context (e.g. time and access to informants), as well as capitalizes on technological tools such as digital recording devices. In seeking to understand brokering interactions and relationships students have with their brokers, conventional ethnographic methods were adapted, for example, digital ethnographic methods (Pink et al. 2015) were used instead of participant observation. Digital ethnographic methods allows a large amount of data to be recorded and reviewed, a feature of focused ethnography known as data intensity. While this form of intensity has been argued to compensate for a short period of research activity, this research suggests that another form of intensity – relational intensity – is just as important in addressing research constraints. Relational intensity refers to the researcher's ongoing responsiveness to the needs of research participants. The paper concludes that future focused ethnographic research should consider both data-related and relational forms of intensity in addressing research constraints.
Using focused ethnography to understand brokering practices among international students. Available from: https://www.researchgate.net/publication/312024097_Using_focused_ethnography_to_understand_brokering_practices_among_international_students
Seeking academic help: A case study of peer brokering interactionsSherrie Lee
Lee, S. (2017, December). Seeking academic help: A case study of peer brokering interactions. Refereed paper presented at the combined 2017 ISANA/ANZSSA Conference, Gold Coast, Australia. Abstract available from http://www.isana-anzssa.com/2046
Brokering practices among EAL international studentsSherrie Lee
Academic challenges of international students, particularly those with English as an additional language (EAL), have been mostly researched in the classroom context, with little attention paid to students’ informal learning practices. My research looks specifically at the brokering practices of EAL tertiary students in their understanding of academic literacy. Brokering refers to how students seek help from their peers about understanding academic knowledge and skills. I conducted semi-structured interviews and observations to find out who students approached for help, aspects of academic literacy they needed help with, and their perceptions of the experience. The research findings suggest that educators need to pay attention to how students seek peer support in academic learning in order to develop more effective ways of supporting students’ academic literacy needs.
This paper was presented at CLESOL 2016 on Saturday 16 July 2016.
CLESOL 2016 (Website: http://www.clesol.org.nz)
Learners in Context: Bridging the Gaps
Ākonga Reo: Aronga Āputa
Thursday 14 – Sunday 17 July 2016
The University of Waikato, Hamilton, New Zealand
The 15th National Conference for Community Languages and ESOL, brought to you by TESOLANZ (Teachers of English to Speakers of Other Languages Aotearoa New Zealand) and CLANZ (Community Languages Association New Zealand).
The promise of diasporic academics: Potential partnerships between the local ...Sherrie Lee
Lee, S. (2017, November). The promise of diasporic academics: Potential partnerships between the local and global. Paper presented at the New Zealand Association for Research in Education Conference (NZARE) Annual Conference, Hamilton, New Zealand.
Abstract
This presentation considers the promise of diasporic academics from the viewpoint of one who identifies herself as a diasporic academic. Drawing from Wendy Larner’s (2015) paper, the presentation is a biographical reflection on the benefits and implications of diasporic academics, in particular, international doctoral students, in higher education.
Firstly, I will discuss the definition and examples of a diasporic academic, as well as highlight how diasporic academics are positioned as transnational knowledge brokers in advancing universities' internationalisation strategies and policies. I then focus on a particular group of diasporic academics, international doctoral students. I argue that while they are pivotal in advancing internationalisation plans, the ways in which universities engage (or disengage) with them serve to undermine those internationalisation goals.
Then I provide a brief outline of my personal background to set the context of my reflections. I will speak from my experiences as a former leader in my university’s Postgraduate Students’ Association, share about international student engagement in my own faculty, and highlight the tensions arising from university-wide restructuring and significant staff movements. I then offer suggestions how relationships with international doctoral students as diasporic academics can be nurtured in mutually beneficial ways.
I conclude that leadership in higher education needs to be cognizant of the potential and challenges of engaging with emerging diasporic academics. After all, diasporic academics are potential partners in growing international networks in an age of academic mobility.
Reference
Larner, W. (2015). Globalising knowledge networks: Universities, diaspora strategies, and academic intermediaries. Geoforum, 59, 197–205. http://doi.org/10.1016/j.geoforum.2014.10.006
Keywords: Diasporic academic, internationalisation, partnership
Crossing Cultures in Research on International StudentsSherrie Lee
Presentation at Toi-Ohomai Institute of Technology (Rotorua, New Zealand) on 9 June 2017. I discuss the implications of cross-cultural research such as translating non-English data and using a reflexive approach to consider how a researcher’s cultural background influences the research.
Me and those English-speaking Elites: Uncovering the Identity of One ELL in S...Sherrie Lee
A presentation at the 2013 Joint SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference on 10 September 2013.
Me and those English-speaking elites: Uncovering the identity of one minority ELL in Singapore
The minority English language learner (ELL) in Singapore is one who does not have English as a home language nor considers English as one’s first language even though Singapore’s education system and virtually every aspect of civic life uses and promotes English as a first and official language. Using the narrative inquiry method, I explore one minority ELL’s (“Rachel”) past and present schooling experiences in learning English.
Through the lens of primary and secondary Discourses (Gee, 2012), I examine how social relationships and investment (Norton Peirce, 1995; Norton, 2000) have contributed to Rachel’s identity as an ELL. In her foundational school years, Rachel’s English language learning experiences were marked by judgment and humiliation. While her secondary school experience saw more positive experiences through safe houses such as the school band, the fear of using English among English-proficient users remained. At the post-secondary level, Rachel was motivated to improve her English through cumulative successes and a desire for school success. Coming from a working-class background, Rachel’s investment in learning English increased as she saw herself as a future financial provider for her family. Nonetheless, Rachel’s identity as an ELL and the process of gaining cultural capital continue to be at odds with her primary Discourse as a predominantly Mandarin-speaker.
The implications of this research include encouraging similar ELLs to tap on positive identities for language learning, as well as helping them come to terms with tensions between their primary Discourse and the secondary Discourse of school.
References
Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourse (4th ed.). Oxford: Routledge.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31.
Norton, B. (2000). Fact and fiction in language learning. Identity and language learning: Gender, ethnicity and educational change (pp. 1–19). London: Longman/Pearson Education.
International education - Global currency or global citizenshipSherrie Lee
New Zealand hosts more than 100,000 international students each year. The value of international education, however, is often about global currency rather than global citizenship. Can we move beyond the economic discourse, and encourage meaningful intercultural relationships between international students and their host community? We can, and we must.
Sherrie Lee
TheDiasporicAcademic.com
29 An Intercultural Study of Refusal Strategies in English between Jordanian ...Yasser Al-Shboul
This intercultural communication study investigates the similarities and differences of the speech act of refusals in English between Jordanian English as a Foreign Language (EFL) and Malay English as a Second Language (ESL) postgraduate students. Data were collected using a modified version of the Discourse Completion Test (DCT) initially developed by Beebe, Takahashi and Uliss-Weltz (1990). To obtain responses as natural as real-life communication, an interviewer audiotaped and read the situations aloud to both groups in English to enable the participants to respond verbally to situations. Next, the audiotaped responses obtained from both groups of participants were transcribed with broad transcription convention. Data were analysed in terms of semantic formulaic sequences and were categorized by four trained coders based on the classification of refusal strategies established by Beebe et al. (1990). Results revealed that both groups used almost similar strategies with similar frequency in performing refusals. For example, the most frequently used refusal strategies by the Jordanian and Malay participants were excuse, reason, explanation, and expressing statement of regret. However, they differed in the use and frequency count of indirect strategies with the Malays using less indirect strategies than the Jordanians. In addition, the results indicate that the Jordanian participants expressed ‘gratitude’ less frequently than the Malay participants when refusing invitations by equal and lower status person. Similar results were found when performing refusal in all request situations. The results are expected to be useful in studies in intercultural comparisons.
Researching Multilingually: Possibilities and Complexities RMBorders
AHRC Workshop, London, 12 February 2016
Mariam Attia (Durham University)
Jane Andrews (University of the West of England)
Prue Holmes (Durham University)
Richard Fay (The University of Manchester)
Lakia Scott and Chance W. Lewis, University of North Carolina at Charlotte. P...William Kritsonis
Lakia Scott and Chance W. Lewis, University of North Carolina at Charlotte. Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com
A Study of the Influence of Gender on Second Language Acquisition A Field Bas...ijtsrd
Language acquisition has turned out to be a popular field of research. In this field the process of first language acquisition and second language acquisition are studied. Various factors have influenced the process of second language acquisition. The main purpose of the study is to evaluate the influence of gender difference in the process of second language acquisition. Data for this study has been collected through questionnaires and interviews. The sources of data is both primary and secondary. It is a Quantitative Study. The primary source of data has been acquired through questionnaires. The secondary source of data has been acquired from the journals, articles and the other works. The outcome of this study would help in the process of teaching of second languages. It would also help to nullify the effect of gender difference if there has been any in language teaching and learning process. Arnab Sarmah "A Study of the Influence of Gender on Second Language Acquisition (A Field Based Study on the Nepali Language)" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30351.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/other/30351/a-study-of-the-influence-of-gender-on-second-language-acquisition-a-field-based-study-on-the-nepali-language/arnab-sarmah
The relationship between the extraversion trait and use of the english langua...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Extraversion trait and use of the English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), a Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran were the volunteer to participate in this research work. The intact classes were chosen. The results show that there is a significant relationship between the Extraversion trait and use of the each of three of the six categories of ELLSs (Memory Strategies, Meta-cognitive Strategies, and Social Strategies).
The exploring nature of vocabulary acquisition and common main gaps in the cu...Dr. Seyed Hossein Fazeli
Vocabulary can be as a key factor for success, central to a language, and paramount to a
language learner. In such situation, the lexicon may be the most important component for
learners (Grass & Selinker, 1994), and mastering of vocabulary is an essential component of
second/foreign language teaching and learning that has been repeatedly acknowledge in
theoretical and empirical second/foreign language acquisition research. The intent of the current
study is to set out the nature of vocabulary acquisition alongside the expressing importance of
vocabulary acquisition. The importance of the present study is to explore the current studies of
vocabulary in order to find out common main gaps among such studies.
Language Needs Analysis for English Curriculum Validationinventionjournals
This study aims to identify the language needs analysis for English curriculum validation in the tertiary level. The descriptive method is utilized in the study and employed purposive sampling. This is also called judgmental sampling. A deliberate selection of individuals made by the researcher based on the predefined criteria. Three hundred forty nine (349) students were utilized as respondents to test their listening, speaking, reading, writing, vocabulary, identifying errors and correct usage. Result showed that identifying errors skills, writing skills, correct usage, reading skills and listening skills were significantly affected by the respondents profile since the computed P-value is greater than the significance level of 0.05. However, speaking skills and vocabulary skills show that they are not significant to the profile of the respondents.
International education - Global currency or global citizenshipSherrie Lee
New Zealand hosts more than 100,000 international students each year. The value of international education, however, is often about global currency rather than global citizenship. Can we move beyond the economic discourse, and encourage meaningful intercultural relationships between international students and their host community? We can, and we must.
Sherrie Lee
TheDiasporicAcademic.com
29 An Intercultural Study of Refusal Strategies in English between Jordanian ...Yasser Al-Shboul
This intercultural communication study investigates the similarities and differences of the speech act of refusals in English between Jordanian English as a Foreign Language (EFL) and Malay English as a Second Language (ESL) postgraduate students. Data were collected using a modified version of the Discourse Completion Test (DCT) initially developed by Beebe, Takahashi and Uliss-Weltz (1990). To obtain responses as natural as real-life communication, an interviewer audiotaped and read the situations aloud to both groups in English to enable the participants to respond verbally to situations. Next, the audiotaped responses obtained from both groups of participants were transcribed with broad transcription convention. Data were analysed in terms of semantic formulaic sequences and were categorized by four trained coders based on the classification of refusal strategies established by Beebe et al. (1990). Results revealed that both groups used almost similar strategies with similar frequency in performing refusals. For example, the most frequently used refusal strategies by the Jordanian and Malay participants were excuse, reason, explanation, and expressing statement of regret. However, they differed in the use and frequency count of indirect strategies with the Malays using less indirect strategies than the Jordanians. In addition, the results indicate that the Jordanian participants expressed ‘gratitude’ less frequently than the Malay participants when refusing invitations by equal and lower status person. Similar results were found when performing refusal in all request situations. The results are expected to be useful in studies in intercultural comparisons.
Researching Multilingually: Possibilities and Complexities RMBorders
AHRC Workshop, London, 12 February 2016
Mariam Attia (Durham University)
Jane Andrews (University of the West of England)
Prue Holmes (Durham University)
Richard Fay (The University of Manchester)
Lakia Scott and Chance W. Lewis, University of North Carolina at Charlotte. P...William Kritsonis
Lakia Scott and Chance W. Lewis, University of North Carolina at Charlotte. Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com
A Study of the Influence of Gender on Second Language Acquisition A Field Bas...ijtsrd
Language acquisition has turned out to be a popular field of research. In this field the process of first language acquisition and second language acquisition are studied. Various factors have influenced the process of second language acquisition. The main purpose of the study is to evaluate the influence of gender difference in the process of second language acquisition. Data for this study has been collected through questionnaires and interviews. The sources of data is both primary and secondary. It is a Quantitative Study. The primary source of data has been acquired through questionnaires. The secondary source of data has been acquired from the journals, articles and the other works. The outcome of this study would help in the process of teaching of second languages. It would also help to nullify the effect of gender difference if there has been any in language teaching and learning process. Arnab Sarmah "A Study of the Influence of Gender on Second Language Acquisition (A Field Based Study on the Nepali Language)" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30351.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/other/30351/a-study-of-the-influence-of-gender-on-second-language-acquisition-a-field-based-study-on-the-nepali-language/arnab-sarmah
The relationship between the extraversion trait and use of the english langua...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Extraversion trait and use of the English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), a Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran were the volunteer to participate in this research work. The intact classes were chosen. The results show that there is a significant relationship between the Extraversion trait and use of the each of three of the six categories of ELLSs (Memory Strategies, Meta-cognitive Strategies, and Social Strategies).
The exploring nature of vocabulary acquisition and common main gaps in the cu...Dr. Seyed Hossein Fazeli
Vocabulary can be as a key factor for success, central to a language, and paramount to a
language learner. In such situation, the lexicon may be the most important component for
learners (Grass & Selinker, 1994), and mastering of vocabulary is an essential component of
second/foreign language teaching and learning that has been repeatedly acknowledge in
theoretical and empirical second/foreign language acquisition research. The intent of the current
study is to set out the nature of vocabulary acquisition alongside the expressing importance of
vocabulary acquisition. The importance of the present study is to explore the current studies of
vocabulary in order to find out common main gaps among such studies.
Language Needs Analysis for English Curriculum Validationinventionjournals
This study aims to identify the language needs analysis for English curriculum validation in the tertiary level. The descriptive method is utilized in the study and employed purposive sampling. This is also called judgmental sampling. A deliberate selection of individuals made by the researcher based on the predefined criteria. Three hundred forty nine (349) students were utilized as respondents to test their listening, speaking, reading, writing, vocabulary, identifying errors and correct usage. Result showed that identifying errors skills, writing skills, correct usage, reading skills and listening skills were significantly affected by the respondents profile since the computed P-value is greater than the significance level of 0.05. However, speaking skills and vocabulary skills show that they are not significant to the profile of the respondents.
Using Images from the Web by Sherrie LeeSherrie Lee
A short presentation on how to find images legitimately for free. Learn about the differences between public domain images, stock photography and creative commons images. Originally available as a Google Presentation: https://docs.google.com/presentation/d/1CbZ79D0bKmCRpnWgGmNelvMYUxFp7rQfA2pbjkQ12AI/edit?usp=sharing
A lesson plan for an 80 minute lesson on report writing, particularly on writing the introduction of a report. This lesson plan includes the worksheet and suggested answers, as well as a summary of the presentation slides.
Assessment, Teaching, and Learning Conference 2014 Concurrent Session: College Culture Brokers - A Model for Supporting First-Generation College Student Success
This revision presentation provides an overview of the core strategic topic of business mission, aims and objectives. The main focus of the presentation is to outline the theory of the use of mission, aims and objectives rather than provide examples of these in context.
Compare and contrast the following exchange rate systems A. f.docxdonnajames55
Compare and contrast the following exchange rate systems:
A. fixed exchange rate system
B. floating exchange rate system
C. pegged exchange rate system
Second Language Acquisition in Adults: From Research to Practice
Donna Moss, National Center for ESL Literacy Education
Lauren Ross-Feldman, Georgetown University
December, 2003
Second language acquisition (SLA) is the study of how second languages are learned and the factors that influence the process. SLA researchers examine how communicative competence-the ability to interpret the underlying meaning of a message, understand cultural references, use strategies to keep communication from breaking down, and apply the rules of grammar-develops in a second language (Savignon, 1997). They also study nonlinguistic influences on SLA such as age, anxiety, and motivation. (See Ellis, 1997; Gass & Selinker, 2001; & Pica, 2002 for extensive discussions of SLA theory and research.)
Little research has been conducted on SLA with English language learners in adult education contexts. The complexities of adult English as a second language (ESL) instruction make research in this field challenging. Investigating issues of culture, language, and education and tracking learner progress over time are not easy when complicated by diverse and mobile learner populations and varied learning contexts (e.g., workplace classes, general ESL classes, family literacy classes). However, knowing about the SLA research that has been conducted can be helpful to adult ESL teachers because the findings may be applicable to their populations and contexts.
The purpose of this Q&A is to show how SLA research can inform adult ESL instruction. Research in three areas of second language acquisition are discussed: (1) the effect of learner motivation, (2) the role of interaction, and (3) the role of vocabulary. The research presented here includes experimental, correlational, and descriptive studies, as well as theoretical CAEarticles that analyze the results of other research.
What does research say about learner motivation in SLA?
Motivation has been a focus of SLA research for many years. Dornyei, (2002a, p. 8) identifies motivation as "why people decide to do something, how long they are willing to sustain the activity [and] how hard they are going to pursue it." Linguist Robert Gardner (1985; Masgoret & Gardner, 2003) examined factors that affected French- and English-speaking Canadians learning the language of the other community. His studies support the theory that integrative motivation (wanting to learn a language in order to identify with the community that speaks the language) promotes SLA. This motivation seems to promote SLA regardless of the age of the learner or whether the language is being learned as a second or foreign language. Even if individuals do not have this positive attitude toward learning the language, they may have instrumental motivation-that is, they may want to learn the language to meet thei.
The Intercultural Being: Fostering Cross-Cultural Interactions in a Globalize...Amanda M. Bent
Today we live in a globalized world where we engage in cross-cultural dialogue on a daily basis. As a result of our participation in this growing multicultural environment, our cultural identities are being redefined, as we transcend borders, and broaden our connections to various communities, at home and abroad. While we have achieved new levels of peace and unity, it is evident that discrimination, prejudice, and bias still plague our society and impact our interactions with others.
In this presentation I will critically examine cross-cultural interactions that take place in the ESL classroom, discussing how we as teachers can shape our students into multilingually aware and interculturally competent world citizens.
The role of multiple literacies in developing interdisciplinary research 1Dr.Nasir Ahmad
The classification of knowledge into different disciplines is not to distinct knowledge of one domain from the
other as these are the parts of a whole but to make it easy, and to provide space for development and
promotion of knowledge. Interdisciplinary research provides the opportunity to study different domains of
knowledge from single perspective so that to reach to an eclectic picture of the phenomenon. Results showed
that interdisciplinary research contributes a lot in promoting interdisciplinary faculty’s relationships and joint
ventures in exploring the unseen facts. Multiple literacies are powerful indicators in promoting
interdisciplinary research culture and disciplinary literacy of faculty. Multiple literacy theory emphasize on
the componential development of language development which is corner stone for multiple literacies.
Faculty’s literacy in Information Communication Technology (ICT), Statistics and critical thinking/ problem
solving skills are foundational for multiple literacy of faculty.
KEY WORDS: Multiple Literacies, Interdisciplinary Research, Statistical Literacy, ICT
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Compensation still matters: language learning strategies in the third millenn...James Cook University
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Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Brokering: A sensitising concept for understanding learning
1. Brokering: A sensitizing concept for
understanding learning
Sherrie Lee
Te Whiringa School of Educational Leadership and Policy
Te Kura Toi Tangata Faculty of Education
2. Overview
1 Research context
2 What is brokering?
3 Brokering in a social network
4 Knowledge brokering
5 Brokering in communities
6 Language brokering
7 What is brokering?
1
3. 2
International students in higher education
Rapidly increasing enrolments in universities
Mostly Asian students (e.g. China, India, South Korea)
20% of student population at University of Waikato
Benefits
Financial contributions
Enhanced reputation
Intercultural exchange
Issues
Cultural
Social
Educational
Research on international students
Adjustment studies mostly quantitative
Academic challenges in classroom contexts
Stereotyped view of EAL students as poor learners
1 Research context
4. To explore brokering practices among EAL
international students at a New Zealand university.
3
Aim of research
Informal and social but academically-oriented
experiences that EAL international students have
with others.
5. Trader InterpreterMediator
4
Brokering takes place when an intermediary (the broker)
assists others in the transfer or exchange of goods,
services, information, opportunities and/or knowledge;
those who receive such assistance (the brokees) would
have had great difficulty accessing these things
otherwise (Stovel et al., 2011).
2 What is brokering?
6. Brokering in different forms
5
Sociological
concept
Literacy
brokering
Knowledge
brokering
Learning in
communities
Cultural
brokering
Language
brokering
7. 6
Grannovetter (1973) Strength of weak ties
Acquaintances, compared with friends, provide wider and
better range of information to job changers.
Gould & Fernandez (1989) Five kinds of brokers
Coordinator: Broker among similar/local organisations.
Cosmopolitan: Broker is an outsider.
Gatekeeper: Decides whether or not to grant access to an
outsider.
Representative: Attempts to establish contact with an outsider.
Liaison: Outsider/agent who links distinct groups without prior
allegiance to either.
Burt (2004) Structural holes and good ideas
Connections with dissimilar others leads to good ideas.
3 Brokering in a social network
8. 7
Knowledge transfer from researchers to practitioners
“Brokered knowledge is knowledge made more robust, more
accountable, more usable; knowledge that ‘serves locally’ at a
given time; knowledge that has been de- and reassembled.”
(Meyer, 2010, p. 123)
Cultivate trusting relationships between players
Involving decision makers in the research process is the best
predictor for seeing it used. (Lomas, 2000; Ward et al., 2009)
Credibility issues may arise when ….
User does not know if broker is transferring the full range of
research knowledge available.
Broker does not know what problems need to be solved.
Broker does not know the research. (Jackson-Bowers et al.,
2006)
4 Knowledge brokering
9. 5 Brokering in communities
8
Wenger (1998): Brokering across communities of practice
“… connections provided by people who can introduce elements of
one practice into another.” (Wenger, 1998, p. 105)
Translation, coordination, and alignment between perspectives.
Legitimacy to influence others.
Cause learning by introducing into a practice elements of another.
Lillis & Curry (2006): Literacy brokering for multilingual scholars in
an academic discourse community
Brokers were academic, language, and non- professionals.
Interventions varied from sentence-level corrections to minor and
major shifts in content and knowledge claims.
Large amount of brokering carried out by academic professionals;
although scholars tend to frame these interventions in terms of
language or discourse, in fact, they tend to be related to content.
10. 9
Definition
Interpreting and translating between linguistically and
culturally different parties; performed by bilinguals in daily
situations without special training. (Tse, 1995)
Context: Immigrant families
Child brokers are the middlemen between their family
members, and people and artefacts in their adopted culture.
They translate and interpret a range of documents such as
notes and letters from school, bank statements, immigration
forms and job applications. (Eksner & Orellana, 2012; Morales
et al., 2012; Tse, 1995)
Related terms – literacy brokering (Perry, 2009), cultural
brokering (Hall & Sham, 2007; Martinez et al., 2008)
6 Language brokering
11. 10
Context: Bilingual classrooms
Dual language (English and Spanish) programmes in the US
English-dominant students broker for Spanish-dominant
students and vice versa.
Brokering (teaching) strategies: scaffolding, clarifying, and
providing non-verbal cues. (Angelova et al., 2006; Gort, 2008)
Brokering directionality (unidirectional or reciprocal) and points
of initiation (brokee-initiated or broker-initiated)
“[B]rokering … is a complex, interactional social phenomenon
that gets negotiated moment to moment.” (Coyoca & Lee, 2009,
p. 266)
Coyoca & Lee (2009): Use of positioning theory (Harré &
Langenhove (1999)
Language brokering
12. 11
Providing informal assistance to students to
help them understand unfamiliar texts,
interactions, artefacts, and social and
cultural practices encountered in the context
of the host academic community, beyond the
instructional gaze of the teacher.
7 What is brokering?
13. References
Angelova, M., Gunawardena, D., & Volk, D. (2006). Peer teaching and learning: Co-
constructing language in a dual language first grade. Language and Education,
20(3), 173–190. http://doi.org/10.1080/09500780608668722
Burt, R. S. (2004). Structural holes and good ideas. American Journal of Sociology,
110(2), 349–399.
Coyoca, A. M. A. M., & Lee, J. S. (2009). A typology of language-brokering events in
dual-language immersion classrooms. Bilingual Research Journal, 32(3), 260–279.
http://doi.org/10.1080/15235880903372837
Eksner, H. J., & Orellana, M. F. (2012). Shifting in the zone: Latina/o child language
brokers and the co-construction of knowledge. Ethos, 40(2), 196–220.
http://doi.org/10.1111/j.1548-1352.2012.01246.x
Gort, M. (2008). “You give me idea!”: Collaborative strides toward bilingualism,
biliteracy, and cross-cultural understanding in a two-way partial immersion
program. Multicultural Perspectives, 10(4), 192–200.
http://doi.org/10.1080/15210960802526086
Gould, R. V, & Fernandez, R. M. (1989). Structures of mediation: A formal approach to
brokerage in transaction networks. Sociological Methodology, 19(1989), 89–126.
http://doi.org/10.2307/270949
12
14. References
Grannovetter, M. S. (1973). The strength of weak ties. The American Journal of
Sociology, 78(6), 1360–1380.
Hall, N., & Sham, S. (2007). Language brokering as young people’s work: Evidence from
Chinese adolescents in England. Language and Education, 21(1), 16–30.
http://doi.org/10.2167/le645.0
Harré, R., & van Langenhove, L. (1999). The dynamics of social episodes. In R. Harré &
L. van Langenhove (Eds.), Positioning theory: Moral contexts of intentional action
(pp. 1–14). Oxford, United Kingdom: Blackwell.
Jackson-Bowers, E., Kalucy, L., & McIntyre, E. (2006). Focus on knowledge brokering.
Primary Health Care Research & Information Service, 2006(4), 1–16.
http://doi.org/10.1517/14712598.2011.582463
Lillis, T., & Curry, M. J. (2006). Professional academic writing by multilingual scholars:
Interactions with literacy brokers in the production of English-medium texts.
Written Communication, 23(1), 3–35. http://doi.org/10.1177/0741088305283754
Lomas, J. (2007). The in-between world of knowledge brokering. British Medical
Journal, 334(7585), 129–132. http://doi.org/10.1136/bmj.39038.593380.AE
Martinez-Cosio, M., & Iannacone, R. M. (2007). The Tenuous Role of Institutional
Agents: Parent Liaisons as Cultural Brokers. Education and Urban Society, 39(3),
349–369. http://doi.org/10.1177/0013124506298165
13
15. References
Meyer, M. (2010). The Rise of the Knowledge Broker. Science Communication, 32(1),
118–127. http://doi.org/10.1177/1075547009359797
Morales, A., Yakushko, O. F., & Castro, A. J. (2012). Language brokering among Mexican-
immigrant families in the Midwest: A multiple case study. The Counseling
Psychologist, 40(4), 520–553. http://doi.org/10.1177/0011000011417312
Perry, K. H. (2009). Genres, contexts, and literacy practices: Literacy brokering among
Sudanese refugee families. Reading Research Quarterly, 44(3), 256–276.
Stovel, K., Golub, B., & Milgrom, E. M. M. (2011). Stabilizing brokerage. Proceedings of
the National Academy of Sciences, 108(Supplement_4), 21326–21332.
http://doi.org/10.1073/pnas.1100920108
Tse, L. (1995). Language brokering among Latino adolescents: prevalence, attitudes,
and school performance. Hispanic Journal of Behavioral Sciences, 17(2), 180–193.
http://doi.org/10.1177/07399863950172003
Ward, V., House, A., & Hamer, S. (2009). Knowledge brokering: The missing link in the
evidence to action chain? Evidence & Policy: A Journal of Research, Debate and
Practice, 5(3), 267–279. http://doi.org/10.1332/174426409X463811
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity.
Cambridge, United Kingdom: Cambridge University Press.
14
Editor's Notes
Opener:
Imagine you had to spend a considerable length of time in a foreign country, for work or study, how would you go about knowing what to do and how to do things in a different culture? Like preparing documents? Or how to interact with locals? Or joining a sports club? You could read guide books and trawl the internet, but the most likely thing you’d do is to ask someone else. Someone who’s been there, done that, or is there, doing that. These are the people I refer to as brokers; people who help you understand some aspect of a foreign language or culture. In my research on brokering practices among international students, I want to find out who the students’ brokers are, what kind of help students need from them, and how students maintain these brokering relationships.
Treating brokering as a sensitizing concept in my research provides “a general sense of reference and guidance in approaching empirical instances” (Blumer, 1954, p. 7).
Today, I’’ll be sharing the various manifestations of brokering and hope to start a conversation on how these various understandings of brokering help us understand learning among students.
Overview
Research context
What is brokering?
Brokering as social phenomenon
Knowledge brokering
Language and literacy brokering
Literature review on brokering
What is brokering?
Research context
Increasing enrolments of international students in universities
Mostly Asian students
International students account for 20% of the student population at the University of Waikato
Benefits of international students
Often cited benefit is financial contribution
Presence of international students also contribute to university reputations and rankings
There is also the potential for intercultural exchange between international and domestic students and staff
Research has also highlighted cultural, social and educational issues, or broadly categorised as adjustment challenges among international students
These challenges are related to students having English as a non-native language or English as an additional language – and I will subsequently refer to these students as EAL students
Many studies on adjustment challenges are quantitative
Qualitative studies that explore academic challenges are often done in classroom contexts
The result of such research is a stereotyped view of EAL students as poor learners
EAL international students at University of Waikato
My response to current research is to reframe how we approach research on international students.
I would like to look at their broader learning experiences which I believe include informal and social interactions they have with others.
These informal and social interactions are part of what I refer to as brokering practices.
So the aim of my research is to explore brokering practices among EAL international students at a New Zealand university.
Brokering – a sociological definition
Brokering takes place when an intermediary, the broker, assists others in the transfer or exchange of goods, services, information, opportunities and/or knowledge; those who receive such assistance, the brokees, would have had great difficulty accessing the goods, services, information, etc. otherwise (Stovel, Golub, & Milgrom, 2011).
Oxford English Dictionary
Financial / commercial meaning
broker = dealer, agent one who buys on behalf of someone; E.g. stock trader
Making connections
broker= middleman, intermediary; E.g. interpreter, messenger, negotiator
To illustrate how we can understand brokering among EAL students, I refer to Kristen Perry’s (2009) research on literacy brokering among Sudanese refugee families in the US.
She documented how family members sought or provided informal assistance about certain aspects of unfamiliar texts and practices.
For example, family members helped one another understand and interpret a range of written genres such as unsolicited mail, texts from school, as well as webpages and online forms.
Similarly, EAL students may seek help with understanding different types of academic writing and the expectations of assignments.
Brokering is a rich concept which helps us understand informal learning interactions among students.
Notions of information, knowledge, language, literacy and cultural brokering can help us understand how EAL international students learn about academic literacy in a new social/cultural environment.
My definition of brokering in the research is:
providing informal assistance with understanding unfamiliar texts, interactions, artefacts (e.g. computer terminals, directories), and social and cultural practices encountered in the context of the host academic community, beyond the instructional gaze of the teacher.