Thursday “Brown Bag” Lecture Series

The Thursday “Brown Bag” Lecture Series takes place on Thursdays from 12:00pm to 1:15pm.

Presentation slots for Spring 2023 are still open. Please contact Dr. Dustin Crowther (dcrowth@hawaii.edu), Assistant Professor in SLS, for presentation slot availability.

Unless otherwise noted, all talks will be held in person in Agricultural Science 204; a Zoom option is available for all in-person talks, with links sent to mailing lists the Monday of the week of the talk. Starred (*) talks are internal to SLS faculty, staff, and students.

The following dates and talks are tentative as of December 22, 2022.

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Thursday, January 12

A Case for CASE: Developing a Center for Academic Spoken English at UH Mānoa

Dr. Dustin Crowther, Assistant Professor, Second Language Studies, UH: Mānoa
Homare Kanehira, MA Student, Second Language Studies,
UH: Mānoa

The Department of Second Language Studies is in the early stages of developing a Center for Academic Spoken English (CASE). The goal of CASE is to provide oral communication support for English as an additional language (EAL) users in the UH Mānoa community. Specifically, the center will promote the development of oral skills of relevance to academic literacy, or “the ability to communicate competently in an academic discourse community” (Wingate, 2015, p. 6). In our presentation, we highlight the initial steps that have been taken to develop CASE during the 2022 spring and fall semesters, our planned pronunciation tutoring service beginning in spring 2023, and our long-term plans for the offering of additional services aimed to benefit the UH Mānoa community in reference to oral communication skills.

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Thursday, January 19

Promoting researcher-practitioner engagement with Global Englishes through collaborative research: A multi-phase project

Dr. Jeffrey Maloney, Assistant Professor, Brigham Young University-Hawaii, Faculty of Education & Social Work

There has been ongoing discussion of researcher – practitioner dialogue and how this might improve pedagogy (e.g., Sato & Loewen, 2019) in instructed language acquisition. Similarly, there has been recognition of need to promote Global English perspectives into classroom practice and teacher training within TESOL (e.g., Rose & Galloway, 2019). In this presentation, I report on a multi-phase research project that investigates (1) attitudes of students towards different English varieties at an international university in the USA and (2) the effect of collaborative research on Global Englishes (GE) perspectives of pre-service TESOL professionals. I first discuss the results of the first phase of investigating student perspectives of GEs, where students report similar perspectives towards multiple varieties of English from English-dominant countries except for one. These results will then be followed by exploration of the themes that arose through interviews with the TESOL student collaborators who participated in research design and data collection. Results from analysis show the pre-service TESOL professionals reported changes in perspectives regarding incorporation of additional varieties and assessment practices. I close with a discussion of implications of such collaborative research projects for promoting language pedagogy that incorporates GE perspectives.

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Thursday, January 26

A Task-based Needs Analysis of University Students Participating in the Hiroshima-Hawai‘i Project

Namiko Sakoda, Doctoral Student, Educational Design for Teacher Educators Program, Graduate School of Humanities and Social Science, Hiroshima University

This study investigates the communicative needs of university students participating in the Hiroshima Hawaiʻi Project. Needs analysis (NA) is an essential starting point for syllabus design in Task-based Language Teaching (TBLT) (Long, 2005, 2015); however, this important stage is often omitted by educational specialists and curriculum designers due to lack of time and resources. This study conducted a NA using triangulated data sources (students, coordinators, administrators, and domain experts) and multiple methods (semi-structured interviews and questionnaires; Long, 2015). 22 interview transcriptions were thematically analyzed, and 10 target tasks were selected based on their relevance to students’ communicative goals. For example, target tasks focused on topics of interest, such as Hawaian culture and history, as well as practical real-world skills, like accessing public transportation or arranging on-campus housing. These target tasks were then used to inform a questionnaire in which stakeholders were asked to rate the difficulty and priority of these 10 tasks. In this talk, I will present the research methods, preliminary results, and pedagogical implications for the design of the TBLT syllabus.

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Thursday, February 2

The Effects of Intercultural Experience on Beliefs Regarding English Education in Korea

Sookmyung Women’s University Students

This study uses a survey to investigate the beliefs younger Koreans profess regarding different aspects of English and English Education in South Korea. 141 Koreans were surveyed and divided into 4 groups based on their intercultural experience as evidenced by duration and location of overseas living. A 34-question survey was adapted from the one used by Sakui & Gaies (1999), but with questions divided into five main categories. Responses were analyzed using descriptive statistics to ascertain if there were differences in beliefs expressed by different groups and in what specific areas. Results show that Koreans with more extensive intercultural experience did show different patterns of beliefs in contrast to those with limited or no intercultural experience, regardless of whether those experiences took place in an English-speaking country or not.

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Thursday, February 9

Internal presentation for SLS Graduate Students

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Thursday, February 16

Language Ideologies, Practices, and Politics amongst New Zealand’s Ukrainian Diaspora

Dr. Corrine Seals, Senior Lecturer, Victoria University of Wellington

While many people around the world became familiar with Russia’s invasion of Ukraine in 2022, fewer people realize that Ukrainians and Russians had already been at war since late 2013/early 2014. For the past decade, Ukrainians have been protecting their sovereignty, and this has led to what many Ukrainians refer to as the “(re)awakening of a national consciousness”; that is – what it is to be Ukrainian. Language has historically been a major political tool in Ukrainian, Soviet, and pre-Soviet history to dictate who belongs and who doesn’t. Now too, language has played a major role in discourses of what it means to be Ukrainian or not (e.g. the “changing your mother tongue” movement (Seals, 2019)). In this talk, I will first briefly speak to the research I’ve conducted with Ukrainians in the home country and in three host-countries since 2014. Then I will focus in particular on the longitudinal research I’ve conducted with Ukrainians in New Zealand 2014-present, looking at the role of language in identity and belonging in the homeland and hostland. I will also discuss the shifting ideologies and practices in the participants’ family language policies and how these reflect developments and expectations in both Ukraine and New Zealand.

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Thursday, February 23

Developer Involvement and Conflict of Interest Disclosure in High-Stakes English Proficiency Test Validation Research: A Systematic Review

Dr. Daniel Isbell, Assistant Professor, Second Language Studies, UH: Mānoa;
Jieun Kim, Ph.D. Student, Second Language Studies, UH: Mānoa

Conflict of interest (COI) is a core research ethics concern, as the conduct of scientific research and production of knowledge should not be distorted or unduly influenced by financial interests or personal biases (Steneck, 2007). While COIs cannot always be avoided, they should be disclosed so that readers can adequately evaluate studies. Similarly, acknowledging funding sources that enable research is an ethical matter: Funders can influence what studies are conducted and may pressure researchers to produce favorable results. In applied linguistics, COI and funding concerns might be most salient in language testing, a subfield with substantial commercial activity and industry involvement in research. Test developer involvement is unavoidable in test validation research, especially at earlier stages of test development, but at some point more critical research by a neutral party is necessary (Kane, 2013, p. 17). Without such research, it is more difficult for the larger public to understand and appropriately use test scores in ways that maximize benefits and minimize harm (Kunnan, 2018).

In this study, we systematically review studies relevant to the validity of high-stakes English proficiency tests published in five leading peer-reviewed language testing journals (Language Testing, Language Assessment Quarterly, Assessing Writing, Language Testing in Asia, and Studies in Language Assessment) from 2016 to 2021. Studies were coded for researcher affiliation, funding sources, conflict of interest disclosure, and broad trends in research methodology such as general approach (quantitative, qualitative, mixed), access to official material (e.g., tests, scores), and sampling. Initial findings based on studies published in 2021 indicate considerable developer involvement (half of 24 studies) and no COI disclosure, though funding sources appear more consistently reported. Developer-involved studies also reported access to official materials and larger sample sizes for quantitative research. Recommendations are made for test developers, journal editors, and language testing researchers.

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Thursday, March 2

AAAL Practice Talks #1*

Homare Kanehira, MA Student, Second Language Studies, UH: Mānoa;
Milang Shin, Ph.D. Student, Second Language Studies, UH: Mānoa

AAAL is the leading North American conference for applied linguistics, and the Department of Second Language Studies is well know for our faculty and student representation. To help our students prepare for AAAL, we like to provide opportunities for a practice talk that adheres to the structure of a AAAL talk. Today’s two talks will follow AAAL’s 20-minute presentation + 5-minute Q&A procedure.

Homare KanehiraChallenges in Transition from Classroom to Workplace: A Study of Japanese Millennial BELF Users
This study examines the challenges Japanese millennials face in using English as a second language in workplaces. As use of English in international business has increased, so has research considering English as a Lingua Franca for Business (BELF) (e.g., Holmes & Marra, 2011; Holmes & Riddiford, 2011; Kankaanranta & Planken, 2010; Louhiala-Salminen et al., 2005). Though the social need to use English at work is increasing as companies seek overseas markets due to shrinking populations (Yonezawa, 2014), Japan remains an underrepresented region in BELF research. As opposed to their older peers, Japanese millennials are “inward-looking” and prefer to stay in their home country with low interest in studying or working abroad (Iino & Murata, 2016). This tendency has caused cases in which unprepared workers were assigned to international tasks that required English communication skills they did not possess. With this unbalancing circumstance in mind, this study addresses the following question: What are some challenges that millennial Japanese BELF users are facing or have faced in their professional lives?
To explore BELF users’ struggles in-depth, narrative data is being collected through semi-structured interviews, with data analyzed using positioning theory (Bamberg, 1997). Participants will include late-20s BELF users living in Japan, working in such professional fields as manufacturing and maritime industry. The preliminary results of two interviews with BELF users in their late 20s indicated both had inner struggles produced by the discrepancy between the English that was seen as ideal when they were in school and the English they currently used in their profession. Through including additional interviews with other millennial BELF users in Japan (N = ~5), this study aims to provide the trajectory and breakthrough moments of becoming BELF users as well as broaden the horizons of BELF research to an overlooked region of BELF use.

Milang ShinMaking community in a convenience store: Multilingual practices in Honolulu
Recent scholarship on superdiversity and sociolinguistics has drawn attention to the role that conviviality plays in intercultural interactions (Blommaert, 2013; Pennycook and Otsuji, 2015; Leung, 2009). The previous studies have shown that people in shared social space as convivial diversity use one another’s languages for producing relationships of mutual dependency and harmony. In this study, I explore local multilingual practices in a convenience store, owned by a multilingual Korean immigrant in Honolulu. Under the theoretical framework metrolingualism (Pennycook & Otsuji, 2015), I examine the metrolingual multitasking and spatial repertoires to investigate how the store owner and the customers utilize their diverse linguistic, bodily, and semiotic resources, including the signs in the store and the store’s spatial layout, and how these repertoires function to mark their identities and familiarity with one another to create a shared space of multicultural and multilingual interaction as well as an urban space of community-making and belonging. Using linguistic ethnography and linguistic landscape as a methodological approach, video recordings of interactions between the store owner and her regular customers at a cash register counter, field notes, interviews with the owner and customers, and pictures of signages in- and out of the store are deployed to collect data. The finding reveals that the owner and her regulars mark solidarity for each other through language accommodation, language reappropriation, jokes, and playful embodied actions. These interactions point to the capacity for fleeting, but recurring interactions and social relationships to become more meaningful over time, thus arguably producing friendships, even in a location that is normally reserved for brief service encounters. As for further contribution, this study offers examples of how the repeated and “mundane mobility” (Britain, 2013) of multilingual people interacting in urban areas might be understood as a new form of community-making.

*This talk is internal to SLS students, faculty, and staff.

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Thursday, March 9

AAAL Practice Talks #2*

Ann Choe, Ph.D. Student, Second Language Studies, UH: Mānoa;
Hitoshi Nishizawa, Ph.D. Student, Second Language Studies, UH: Mānoa

AAAL is the leading North American conference for applied linguistics, and the Department of Second Language Studies is well know for our faculty and student representation. To help our students prepare for AAAL, we like to provide opportunities for a practice talk that adheres to the structure of a AAAL talk. Today’s two talks will follow AAAL’s 20-minute presentation + 5-minute Q&A procedure.

Ann Tai ChoeA Comparative Analysis of Service-Learners’ Intercorporeal Co-operative Practices in the Classroom and Beyond
While past research has explored service-learning (SL)—an experiential pedagogy that engages students in community-based service activities and reflection on their experiences—in the second language (L2) context (e.g., Poteau, 2020; Wurr & Hellebrandt, 2007), only a few studies have examined participants’ social practices for accomplishing SL in real-time interaction (e.g., Perren, 2007). Furthermore, the nexus between classroom learning and real-world service activities remains underexplored (Overfield, 2007). To inform decisions about L2 education across diverse linguistic and situational contexts, it is important to consider how classroom learning may be linked to out-of-school experiences (e.g., Eskildsen & Majlesi, 2018; Hellermann et al., 2019). This study aims to address this issue by investigating how L2 users achieve SL as a social activity and comparing participants’ practices across different educational settings.

Data come from a larger project that investigates how adult L2 users of English in Hawaiʻi achieve SL as a social activity (approx. 26h of video-recordings). Using multimodal conversation analysis, this study scrutinizes participants’ intercorporeal co-operative practices (Goodwin, 2018; Meyer et al., 2017) in the classroom and beyond. Participants included the L2 users, service agency supervisors, community volunteers, and teachers. Findings revealed that participants frequently employed intercorporeal co-operative actions by producing synchronized or sequentially mirrored actions (Hellermann & Thorne, 2022) during both classroom and service interaction. However, at the service sites (e.g., outdoor fundraising, lantern preparation, letter folding), participants developed and coordinated co-operative actions (e.g., moving and stopping together, bodily transformations) as an activity-specific technique for collaborative task accomplishment, done with or without talk; in contrast, participants in the classroom oriented to achieving intersubjectivity, building affiliation, and invoking humor or shared past experiences via wordplays and reenactment. These findings suggest that SL fosters opportunities for achieving cooperation and intersubjectivity through language and moving bodies across various experiential contexts (Atkinson, 2019).

Hitoshi NishizawaAuthenticity of listening input: How strong is the shared-L1 effect in more authentic texts?
There is an increasing interest in the authenticity of listening input in language tests. To increase authenticity, scholars advocate the inclusion of L2 accents that represent the sociolinguistic reality of the target language use (TLU) domains (Harding, 2012; Kang et al., 2019). Others have also suggested the use of texts that better reflect the nature of spoken language, including phenomena such as hesitations, false starts, and repetitions (Wagner, 2014). Both approaches have been shown to impact test scores, yet to date, no study has directly compared the effects of each approach nor examined the combination of the two. By investigating the interaction of the two aspects, the present study offers more insight into the relationship between the authenticity of listening input and test scores.

To examine how L2 accent inputs interact with spoken texts, academic lecture texts from IELTS (section 4) were used to create two versions of texts: scripted and authenticated. For the scripted version, original texts were used (Wagner, 2016). For the authenticated texts, texts were rewritten to include spoken language features (Wagner et al., 2021). Audio samples were recorded by an American speaker and a L1 Japanese speaker, who were teaching assistants in the US university. For listeners, Japanese learners of English were recruited to examine the shared-L1 effect.

Data collection is ongoing and a preliminary analysis of 41 listeners (with the planned sample size being 200) found an interaction between accent and scriptedness. The shared-L1 effect was only observed in the scripted texts, but not in the authenticated text. The test score for the authenticated-Japanese text was similar to authenticated-American and scripted-American texts. Building on previous studies, the finding suggests another mediating factor for the shared-L1 effect: scriptedness of the text. Implications for test developers and suggestions for future research will be discussed.

*This talk is internal to SLS students, faculty, and staff.

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Thursday, March 16

NO TALK SCHEDULED: Spring Break

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Thursday, March 23

QP Showcase #3

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Thursday, March 30

Wélica Cristina Duarte de Oliveira
Youngju Lee

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Thursday, April 6

 

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Thursday, April 13

Sara Lynch

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Thursday, April 20

 

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Thursday, April 27

Drafting Your IRB Protocol: Getting it Right the First Time

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Thursday, May 4

No talk scheduled (Last Day of Instruction)

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