Location: Ag Science Bldg, Room 204
Time: Noon–1:15 p.m.
Multi-ʻōlelo: A multilingual platform for language-related research dissemination
Presenters: The Multi-ʻōleloTeam: Huy Phung, Mery Diez-Ortega, Masaki Eguchi, Anna Mendoza, Thu Ha Nguyen, Ann Choi & Raquel Reinagel; Past and current students, Second Language Studies, UH-Mānoa
Academic research is important, but the findings are usually limited to small circles of scholars and experts. Traditional forms of scholarship, such as journal articles, are generally not easy for non-specialist readers. Hence, alternative forms of scholarship are needed if that knowledge is meant to be shared outside academia. Moreover, due to the widespread and hegemonic nature of English, impactful research works are often mainly published in English, which not only limits the access opportunities for many non-English-using people, but also devalues the significance of local languages and other ways of sharing research findings. Thus, accessible research findings published in multiple languages are also necessary. Multi-ʻōlelo is an online platform that facilitates the interaction among various stakeholders, including graduate students, researchers, practitioners and teachers, policy-makers, administrators, and other people invested in language-related matters. These people can contribute to Multi-ʻōlelo by submitting their own content, which will be peer-reviewed and posted on Multi-ʻōlelo. Later, the content can be disseminated to the community and all practitioners more easily than traditional journals or other academic texts. Content can include original research findings, reviews or reactions to research, infographics, videos, podcasts, slides, and other media that centers around language learning, language teaching, and use. Although started in the Department of Second Language Studies, the project hopes to recruit content creators from other departments and eventually other institutions.
The Advancement of Open Science in SLA: Current Trends
Presenter: Dustin Crowther, Assistant Professor, Second Language Studies, UH-Mānoa
Recent years have seen an increased emphasis on open science within SLA (and applied linguistics more generally), a movement which is aimed “at enhancing transparency in research methods, observation, data collection, data access, and communication of findings” which in turn “provides important mechanisms for enhancing the validity, credibility, and reliability of scientific endeavors” (Marsden, Morgan-Short, Trofimovich, & Ellis, 2018, p. 310).
For those looking to publish in major field journals such as Language Learning, Modern Language Journal, Studies in Second Language Acquisition, and TESOL Quarterly, it is unlikely that you will avoid reference to open science initiatives, including
• making datasets and materials publicly available, such as through the IRIS Digital Repository or the Open Science Framework;
• providing accessible summaries, such as those published through OASIS;
• pursuing preregistered reports, which ensures transparency throughout the research process; and
• implementation of open science badges as a means to promote continued open science practices.
I will provide a brief review of the benefits of pursuing open science, where we are today with regards to the aforementioned open science practices, and how we can begin/continue to contribute with our own scholarly work.
Presenter: Susan Bobb, Associate Professor of Psychology, Gordon College, Wenham, MA
Multimodal Practices of Resistance: Refusing to drink in a Residential Home
Presenter: Yu-Han Lin, PhD Student, Second Language Studies, UH-Mānoa
When encountering institutional resistance from care recipients, caregivers may struggle between preserving the rights of the care recipients while accomplishing health and safety-related tasks under the institutional agenda (Finlay et al., 2008). This work-in-progress examines the interactional organization of drinking: How do caregivers manage resistance from care recipients in drinking or finishing water or nutritional drinks, which multimodal practices are involved as a consequence, and what is the role of language in multilingual interaction? The data consisted of 48-hour video recordings in a multifunctional room at a private Taiwanese residential home. Participants included elderly care recipients, Taiwanese and Vietnamese caregivers, nurses, interns, volunteers, and visitors. The languages included L1 and L2 Mandarin Chinese (Mandarin) and Taiwanese Southern Min (Taiwanese). Guided by multimodal conversation analysis (CA) (Mondada, 2014, 2018, 2019), preliminary findings suggest that caregivers persist in their requests by recycling requests through talk or embodiment (e.g., moving a mug towards the care recipient), embedding the drinking practice in a game, negotiating with the care recipients (e.g., “one more time” in Mandarin), or complying with them in a dispreferred way (e.g., silence and leaving). Specifically, despite their language fluency, caregivers deploy the preferred language of their care recipients to defuse resistance and construct affiliation. This study shows the significance of multimodal CA in scrutinizing elderly care interaction and has practical implications for training caregivers in managing resistance. Care recipients with cognitive or physical deficiencies manifest their interactional competence through various semiotic resources. Moreover, observing language use in a “larger theory of human interaction” (Wagner, 2018) among participants, this study delineates the fluidity of language use despite limited knowledge of co-participant’s language (Jansson et al., 2017; Lindholm, 2017). The larger goal lies in informing staff training in order to allow for better caregiving service quality, and ultimately the well-being of care recipients.
No classes – Happy Thanksgiving!
Teach in Thailand: Informational Meeting About the Summer 2020 Practicum
Presenter: Betsy Gilliland, Associate Professor, Second Language Studies, UH-Mānoa
Have you wanted to get more experience teaching English for academic purposes for university students? Are you curious about what it’s like to teach students with whom you don’t share an L1? Do you want to try doing action research in your own classroom? If you join us for the summer 2020 Thailand practicum, you can do all this and more! This brown bag session will explain what the practicum is and what opportunities you can have if you join us. Dr. Gilliland will provide an overview of the graduate class that she will teach and how the program will be structured. Then several current and former SLS graduate students will tell stories and share pictures from their experiences.
Note: If you are interested in participating in the practicum but can’t make it to this session, please email Dr. Gilliland to let her know.
The SLS Thursday “Brown Bag” Lecture Series is organized by the Department of Second Language Studies for enhancing students’ academic experience and professional future. Archived presentation descriptions can be found at the following links: Fall 2019; Spring 2019; Fall 2018; Spring 2018; Fall 2017; Spring 2017; Fall 2016; Spring 2016; Fall 2015; Spring 2015; Fall 2014 .
We are now accepting proposals for presentations for the 2019–2020 academic year. Please contact Dr. Dongping Zheng (firstname.lastname@example.org), Associate Professor in SLS.