Writing instruction for social justice: an investigation into the components of a teacher preparation course

Future teachers must notice, navigate, and address ideologies in order to counter inequities in the literacy classroom. This article presents the findings of two teacher educators who have taken up the call to critically reflect on their own underlying beliefs and discourses regarding writing instruction. Through an education design framework, they analysed important components of the course, arguing for a higher degree of visibility of the ideologies and social forces that impact writing instruction. They found that despite encouraging a fairly complex and all-encompassing view of learning to write to the future teachers in their course, the creativity discourse was present passively and the socio-political was downright absent, despite clear social justice aims in the course. They discuss how well-established discourses can serve as gateways to embed the socio-political into the course and address more granularly the question of exclusion through selected mentor texts.     

Chopsticks and clothes: Chinese heritage parents' perspectives on young children's technology use as a tool for language and cultural learning

This paper presents Chinese heritage parents' perspectives on young children's use of technology as a tool for language and cultural learning. Growing up with Confucian heritage culture, some Chinese parents have particular cultural beliefs about learning that value effortful learning practices and the social context of learning. However, some Chinese parents believe technology is just a tool for entertainment and keeps children away from social interaction, which leads to their preference of print-based literacy practices at home. Four parents from different families whose children were between the ages of four to five participated in this study. These parents were interviewed about their experience and history of using technology and their thoughts about technology as a tool for language and cultural learning. Four narratives were constructed to describe parents' experiences, histories, opinions, cultural values and beliefs. Parents' perspectives were influenced by a variety of intertwined factors, including their own childhood language learning experiences, their histories of using technology, their cultural values and beliefs about learning, the purpose of technological experiences, and the quality of available technological resources. Pedagogical implications for using technology with children and communicating with parents are discussed.     

Cultivating critical global citizens through secondary EFL education: a case study of mainland China

This paper examines the enactment of critical literacy pedagogy in secondary English language teaching in the face of globalisation. This qualitative case study signals that global citizenship education (GCE) and English as a foreign language (EFL) teaching can converge through offering equitable and globally contextualised learning opportunities. The overarching themes presented here challenge the dominance of instrumentalist orientations of EFL education in mainland China today while mobilising pedagogical choices that affirm students' local and lived experiences in relation to international socio-political issues. Findings provide EFL educators nuanced insights into how critical global literacies are extended through critical understandings of literacies, interconnections from a personal to a global level, and opportunities for social actions on multicultural issues, thus fostering globally competent and bilingual learners who critically engage with the contested terrain of an increasingly globalised world.     

The influence of three approaches to feedback on L2 writing task improvement and subsequent learning

This research examined the effects of using rubrics, exemplars, and self-assessment as forms of feedback in an L2 writing development course in English with Chinese speakers. The sample consisted of 114 L2 students at a university in Macau. Participants were randomly assigned to treatment groups and provided feedback on an English writing task using either rubrics, exemplars, self-assessment, or a control condition. The efficacy of these treatments was examined for both performance (on the writing task at hand) and learning (as demonstrated by performance on a new, similar writing task). Results indicate that rubrics and exemplars were effective as compared to the control condition, but the self-assessment approach was not.     

论图书馆大数据在读者决策采购中的应用

阐述读者决策采购是图书馆未来电子资源采购的重要模式,提出大数据将给图书馆个性化读者决策采购带来新的发展机遇,同时就如何将大数据应用到图书馆读者决策采购中提出建议并解决方案.     

基于PXle总线和LabVIEW数据采集

本文介绍了以PXle总线体系结构作为数据采集开发平台,可以轻松实现对多种不同类型信号的测量,增强了可扩展性,使设计方案更简便、更灵活.PXle与LabVIEW虚拟仪器软件建立应用系统,提高了数据存储带宽,为大数据、多参量、同时高速采集,图型化显示提供了一种方法,实现测量数据的快速存储和显示.     

范戴伊克的语境论思想

荷兰著名语言学家范戴伊克近40年来在诗学和符号学、语言和文学、句法和话语、行为和语言、话语和认知之间一直致力于话语与语境相关研究,涉及语言学、社会学、人类学、心理学等诸多领域,融合了多学科、形成多视角交叉态势。文章梳理并总结了戴伊克语境思想的提出和特点,对读者全面理解戴伊克的语境思想具有重要学术意义。     

俄语学习策略、动机和效果的相关性探究—基于济宁学院的实证研究

语言学习策略和学习动机是促进第二外语学习的必要手段.俄语是一门复杂多变的屈折语,想要取得理想的学习效果,各种学习策略的作用不可小觑.济宁学院《二外俄语学习者学习策略调查表》中的数据显示:俄语学习者的学习策略、动机和效果之间有一定相关性.探究这种相关性,对提高学生的的学习效果大有裨益.     

认知心理视角下的壮母语学生英语学习双迁移研究

壮母语学生英语学习有其自身特点,英语的学习过程是其母语、汉语和英语交互影响相互作用的过程,这三语间相互影响、作用或干扰导致其语言迁移的动态性、复杂和多样性。从心理认知的角度来研究壮母语学生英语学习中的语言迁移现象,可帮助我们进一步认清壮族学生语言习得中的障碍,把握好教学内容的难重点,帮助壮族学生克服语言学习中的困难。     

法语第二外语学习之学习动机

学生学习动机在法语学习中起着不可替代的作用,作为第二外语,摆在所有的教练员面前的问题是,如何保持这种动机学习法语,从开始到结束？