Pub Date : 2019-10-17DOI: 10.22492/issn.2189-1036.2020.39
Yoonjung Lee
{"title":"A Critical Discourse Analysis of English Listening Sections of Korean College Scholastic Tests","authors":"Yoonjung Lee","doi":"10.22492/issn.2189-1036.2020.39","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.39","url":null,"abstract":"","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127566869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-11DOI: 10.22492/issn.2189-1036.2020.35
Leslie Ponciano, Akin Abioye, Zaid Gayle
Changing the Narrative is a youth-initiated effort examining implicit bias toward youth and alumni of foster care (YAFC) with the intention to redress it within the education and social services sectors. Results from a survey of 2,488 Los Angeles County residents found that the majority held inaccurately negative perceptions about YAFC regarding the likelihood of extremely negative life events such as abuse, neglect, prenatal drug exposure, gang involvement, sex trafficking, and poverty. This perception was held by those who did and did not have direct experiences with YAFC. The media portrayals selected most often by respondents included criminals, drug addicts, survivors, and victims. Statistical evidence found associations between these media portrayals and the negative biases that the respondents held about the youth themselves. Framing Theory proposes that media exposure frames narratives for the public, even for those who directly interact with YAFC, potentially leading to a distressing cycle in which YAFC are consistently exposed to those who see them as deficient and, as they cope with early trauma, these negative stereotypes are reinforced. Conclusions highlight the need for the development of a counter narrative curriculum.
{"title":"Understanding Perceptions in Foster Care: Changing the Narrative","authors":"Leslie Ponciano, Akin Abioye, Zaid Gayle","doi":"10.22492/issn.2189-1036.2020.35","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.35","url":null,"abstract":"Changing the Narrative is a youth-initiated effort examining implicit bias toward youth and alumni of foster care (YAFC) with the intention to redress it within the education and social services sectors. Results from a survey of 2,488 Los Angeles County residents found that the majority held inaccurately negative perceptions about YAFC regarding the likelihood of extremely negative life events such as abuse, neglect, prenatal drug exposure, gang involvement, sex trafficking, and poverty. This perception was held by those who did and did not have direct experiences with YAFC. The media portrayals selected most often by respondents included criminals, drug addicts, survivors, and victims. Statistical evidence found associations between these media portrayals and the negative biases that the respondents held about the youth themselves. Framing Theory proposes that media exposure frames narratives for the public, even for those who directly interact with YAFC, potentially leading to a distressing cycle in which YAFC are consistently exposed to those who see them as deficient and, as they cope with early trauma, these negative stereotypes are reinforced. Conclusions highlight the need for the development of a counter narrative curriculum.","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128248605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-26DOI: 10.22492/issn.2189-1036.2020.21
Chiara Alessandrini
{"title":"No-Level Brick Japanese Language Education: Expectations Toward Language Teaching","authors":"Chiara Alessandrini","doi":"10.22492/issn.2189-1036.2020.21","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.21","url":null,"abstract":"","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125284195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-24DOI: 10.22492/issn.2189-1036.2020.2
John Wheeler
This paper examines the effectiveness of a teacher education course delivered at a Macau middle school to a group of in-service English teachers and its implication for the field of teacher education. The course was centred on the teaching of reading skills and based on a theoretical framework, which could be described as broadly based on communicative language teaching (CLT). The teachers who took part in the course were given the opportunity to complete short questionnaires about their experience on the course and make themselves available for semi-structured interviews. Fifteen of the eighteen teachers who took part in the course completed questionnaires and five interviews were carried out. Interviewees were self-selecting but covered a range of teaching experience. The findings indicated that while participants found some value in the teacher education, the prevailing view was that many of the input items delivered either needed major adaptation or were unsuitable for the context in which classroom teaching took place. As a result of this, a more systematic acquisition of contextual knowledge is recommended, before in-house teacher development is offered in any individual school.
{"title":"A Critical Appraisal of a Teacher Development Course on the Teaching of Reading Skills at a Macau Middle School","authors":"John Wheeler","doi":"10.22492/issn.2189-1036.2020.2","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.2","url":null,"abstract":"This paper examines the effectiveness of a teacher education course delivered at a Macau middle school to a group of in-service English teachers and its implication for the field of teacher education. The course was centred on the teaching of reading skills and based on a theoretical framework, which could be described as broadly based on communicative language teaching (CLT). The teachers who took part in the course were given the opportunity to complete short questionnaires about their experience on the course and make themselves available for semi-structured interviews. Fifteen of the eighteen teachers who took part in the course completed questionnaires and five interviews were carried out. Interviewees were self-selecting but covered a range of teaching experience. The findings indicated that while participants found some value in the teacher education, the prevailing view was that many of the input items delivered either needed major adaptation or were unsuitable for the context in which classroom teaching took place. As a result of this, a more systematic acquisition of contextual knowledge is recommended, before in-house teacher development is offered in any individual school.","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131984573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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