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ARCHIVE Spring 2018 Brown Bags

January 11
Posters from SLS 730: Second Language Materials Evaluation, Selection, Adaptation, & Development

Presenters: Carrie Bach, Hye Young Jung, and Mitsuiko Suzuki, PhD in SLS Students; and
Rachel Hughes, Raquel Reinagel, and Kumi Sweely, MA in SLS Students, UH-Mānoa

This Brown Bag will showcase graduate students’ work from the course SLS 730: Second Language Materials Evaluation, Selection, Adaptation, & Development, taught by Professor Richard Day this past Fall, 2017. The format of this meeting will begin with a brief description of the seminar course, followed by quick introductions of the projects by the students. For the main segment of the Brown Bag, attendees will be invited to view the project posters and to discuss questions and comments with the presenters.

January 18
English Education in South Korea

Presenters: Choi Jeong-eun, Dong Su-hang, Hwang Su-bin, Jin Hyae-joo, Kim Yu-jeong, Lee Ye-jin, Lim Ye-young, Shin Yoo-jeong, Yoo Eun-ji, and Yoon Won-kyung

Visiting Students from the BA Program in TESL, Sookmyung Women’s University

How is English taught in South Korea? How has English education evolved there? And what new changes are in the works? The ten students listed above, undergraduate students majoring in TESL at Sookmyung Women’s University who are visiting SLS for one week, will discuss these questions and more.

This talk may be of particular interest to SLS majors and graduate students who want to teach English in Korea after finishing their degrees, or who have taught in Korea.

January 25
Introducing the (Small) UHM Multilingual/Multicultural Strategic Initiative: Topic for Discussion and Dialogue

Presenter: Graham Crookes, Professor of Second Language Studies, UH-Mānoa

A small interdepartmental project initiated by SLS, EALL, and CoE faculty was recently approved by the UHM administration. Its intent is, among other things, to increase the multilingual and multicultural dimension of UHM. The presenter will introduce the project (a) in the context of our roles in a public university (so as to make the matter of perhaps broad relevance), and (b) with the intention of fostering some interest in how the matter might be promoted and extended in the near future. The goal of this session is to raise departmental awareness of a project in its beginning stages, and invite some discussion. After a brief and informal presentation, key faculty members will engage the audience in exploring possible directions for the initiative.

February 1
Modeling the perceived value of compulsory English language education: A replication

Presenter: Amy Marquardt, MA in SLS Student, UH-Mānoa

The current paper reports on an approximate replication study of Rivers’ 2012 article on modeling the perceived value of compulsory undergraduate English classes in Japan. Both studies analyze similar linguistic tensions seen in countries where compulsory English classes are mandated and the replication study highlights these tensions in the regional context of Catalonia, Spain. This study uses Rivers’ mixed methods approach to identify the abstract concepts of value and investment by coding long-answer textual responses into themes, creating and administering a survey from these themes, and modeling the survey responses into a suitable structural equation model.

February 8
Two Talks

Presenter 1: Wenyi Ling, PhD Candidate, Department of Second Language Studies, UH-Mānoa

The Perception, Processing and Learning of Mandarin Tone by Second Language Speakers

The goal of this project is to investigate how adult second language learners of Mandarin perceive tone variations, process tones in spoken word recognition and learn tones in different training conditions, using the categorical perception tasks and visual-world eye-tracking paradigm. Since experiment 3 is still under design, I am going to present my first two experiments.

Presenter 2: Priscila Leal, PhD Candidate, Department of Second Language Studies, UH-Mānoa

How do English language teachers develop critical consciousness?

Under what circumstances and to what extent, and caused by what factors and experiences, do English language teachers come to have an understanding of their potential role in fostering social justice (i.e., critical consciousness)? How can language teacher education programs support future language teachers to be committed to strengthening their students’ critical consciousness? As I continue to investigate this phenomenon with several groups of teachers, both less experienced and more, I share some of the highlights from surveys and interviews of this work in progress.

February 15
Two Talks

Presenter 1: Gaiyang Wang, Fulbright Visiting Research Scholar, Xi’an International Studies University, China

Cultivate Contextual Lexical Inferencing Competence in L2

This research is a practice of lexical pragmatics in L2 vocabulary pedagogy. The primary is to determine whether pedagogic intervention targeted at raising Chinese EFL learners’ awareness of the pragmatic nature of contextual lexical meaning can enhance their contextual lexical inferencing competence (i.e. CLIC) which is crucial for their vocabulary development, reading ability improvement and greater learning autonomy in reading. Attempts were made to tackle the following two research questions.
1. Does pedagogical intervention targeted at raising L2 learners’ awareness of the pragmatic nature of lexical meanings help to develop their CLIC?
2. Can improved L2 learners’ CLIC also result in more efficient vocabulary acquisition, better reading ability, and higher degree of learner autonomy in reading?
To answer the two research questions, we first established a CLIC conceptual model and a CLIC instruction model. And then, an empirical test of the CLIC instructional model was conducted to check the feasibility of the conceptual model.
From the results of the investigation, it is concluded that while the CLIC-based linguistic abilities will grow with learners’ general L2 proficiency, the power of CLIC instruction mainly lies in its effectiveness in enhancing learners’ self-confidence in making lexical inferences, which is crucial for the development of learner autonomy in reading since it will help to speed up their progress from intermediate level to advanced level of L2 learning.

Presenter 2: Jayson Parba, PhD Candidate, Department of Second Language Studies, UH-Mānoa

“It feels good to have a voice”: Negotiating Power in the Filipino Language Classrooms

In this talk, I will share how I implemented critical language pedagogy (CLP) in two upper intermediate Filipino language courses at a university in Hawaiʻi in order to examine how it looks in practice. Though CLP has been explored in ESL and EFL contexts, the extant literature is bereft of discussions of how critically-oriented teachers engage in critical pedagogy in the heritage language (HL) and languages other than English (LOTE) contexts, except perhaps in Spanish. Using teacher research, this dissertation work (in progress) aims to address this gap in the literature and directly responds to appeals for concrete examples of how to negotiate syllabus contents, assessment, and classroom language policy in linguistically diverse HL/LOTE classrooms.