Communication apprehension in a first language and self‐perceived competence as predictors of communication apprehension in a second language: A study of speakers of English as a second language

This study addresses the communication apprehension of the non‐native English speaker in the U.S. Previous studies which have examined the implications of communication apprehension (CA) for bilingual, non‐native communicators have generated results which indicate that trait‐like CA is consistent across first and second language‐speaking situations. However, none of these studies have probed the cause of the cross‐linguistic consistency of CA. This research is designed to provide a scientific explanation for the etiology of CA by applying the communibiological paradigm to CA theory and research. By selecting the situational constraints of international students, this study tests a theory based on proposition 4 of the communibiological paradigm (Beatty & McCroskey w/Valencic, 2001, p. 128): “Environment or ‘situation’ has only a negligible effect on interpersonal behavior.” The results of this study replicate the strong relationship previously observed between CA in a first language and CA in a second language. It also found that the genetic markers employed (Eysenck's Big 3 temperament variables) predicted first and second language CA approximately equally. The results indicate that, although both first and second languages are learned, the CA associated with them most likely is not.     

Using Palm Technology in Participatory Simulations of Complex Systems: A New Take on Ubiquitous and Accessible Mobile Computing

This paper reports on teachers’ perceptions of the educational affordances of a handheld application called Participatory Simulations. It presents evidence from five cases representing each of the populations who work with these computational tools. Evidence across multiple data sources yield similar results to previous research evaluations of handheld activities with respect to enhancing motivation, engagement and self-directed learning. Three additional themes are discussed that provide insight into understanding curricular applicability of Participatory Simulations that suggest a new take on ubiquitous and accessible mobile computing. These themes generally point to the multiple layers of social and cognitive flexibility intrinsic to their design: ease of adaptation to subject-matter content knowledge and curricular integration; facility in attending to teacher-individualized goals; and encouraging the adoption of learner-centered strategies.     

Using an adaptive expertise lens to understand the quality of teachers’ classroom implementation of computer-supported complex systems curricula in high school science

Background: This exploratory study is part of a larger-scale research project aimed at building theoretical and practical knowledge of complex systems in students and teachers with the goal of improving high school biology learning through professional development and a classroom intervention.

Purpose: We propose a model of adaptive expertise to better understand teachers’ classroom practices as they attempt to navigate myriad variables in the implementation of biology units that include working with computer simulations, and learning about and teaching through complex systems ideas.

Sample: Research participants were three high school biology teachers, two females and one male, ranging in teaching experience from six to 16 years. Their teaching contexts also ranged in student achievement from 14–47% advanced science proficiency.

Design and methods: We used a holistic multiple case study methodology and collected data during the 2011–2012 school year. Data sources include classroom observations, teacher and student surveys, and interviews. Data analyses and trustworthiness measures were conducted through qualitative mining of data sources and triangulation of findings.

Results: We illustrate the characteristics of adaptive expertise of more or less successful teaching and learning when implementing complex systems curricula. We also demonstrate differences between case study teachers in terms of particular variables associated with adaptive expertise.

Conclusions: This research contributes to scholarship on practices and professional development needed to better support teachers to teach through a complex systems pedagogical and curricular approach.     

“Gangnam Style” in Dhaka and inter-Asian refraction

This essay explores the political implications of the flash mob dance in Dhaka, Bangladesh performed in response to the 2012 global viral sensation of South Korean rapper PSY’s “Gangnam Style” music video. The global fame of “Gangnam Style” has much to do with its success online and in the U.S. popular music industry. It, however, also solicited suspicion from popular culture critics that the images of comical PSY worked successfully thanks to unchecked consumption of the racial stereotypes of Asian men. While recognizing these problems as more than valid, this essay simultaneously calls for a more transnational and inter-Asian understanding of the material to argue for a productive quality of PSY’s performance. Using “refraction” as a mode of thinking about inter-Asian circulation of pop culture, this essay considers the flash mob performed in Dhaka, Bangladesh as an important yet underexplored case study that shows different performative practices associated with “Gangnam Style” deeply rooted in historicity of colonialism and nationalism. The case study shows that the circulation of “Gangnam Style” materialized through a performance in Dhaka enlarged contemporary discourse among young urban Bangladeshi spectators around Bangladeshiness and its cultural identity. This complicated an easy assumption about “Gangnam Style” and its success in the U.S. mainstream pop culture, while simultaneously displacing the Bangladeshi cultural subjects from the immobile position of “the Other.”