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A Systematic Review on the Efficacy of Video Modeling on Social Interactions Among Individuals with Autism Spectrum Disorder
Get PDFThis systematic review aimed to evaluate the effectiveness of video modeling in increasing social interactions with individuals with ASD (IwASD) in transitional or postsecondary educational settings. The study inclusion criteria included (a) quantitative data must be present, (b) an objective or research question must be stated, (c) video modeling must be an intervention in their study, (d) a minimum of one target behavior must focus on social interactions, and (e) all studies must be published within the last six years. This systematic review analyzed the purpose, sample, methodology, settings, discussion, and results to find the effectiveness of the intervention, resulting in 12 out of 14 studies showing an effective and positive outcome. Furthermore, this review found that video modeling, along with an unspecified intervention, was associated with the desired intervention effect. However, the review could not reach a definitive conclusion about effectiveness in the absence of video modeling as an isolated intervention
Sunshine Cottage School for Deaf Children Collection, 1947-2021
Get PDFThe Sunshine Cottage School for Deaf Children is in San Antonio, Texas, and has provided educational and auditory testing services to hearing-impaired children for over 75 years. The collection consists of newsletters, images, audio-visual material, scrapbooks, correspondence, and digital records documenting the history of Sunshine Cottage and its various programs for deaf children.https://digitalcommons.tamusa.edu/findingaids/1177/thumbnail.jp
Dark Side of GenAI: A Blackbox Analysis of X
Get PDFRecent advancements in generative artificial intelligence (GenAI) have raised many fears, risks, and concerns (Kim 2023; Okey et al. 2023). To shed light on the dark side of GenAI, we collected 55,916 posts from X (formerly Twitter). Based on the content of these posts, we manually labeled a sample set with the corresponding dark side, then identified a short, comprehensive list of GenAI dark sides. Using this list, we trained the ReadMe classifier, a supervised learning algorithm on Brandwatch (“Crimson Hexagon and Brandwatch” 2020), to classify the remaining posts. Further analysis, including emotion analysis and analysis of professions and interests yielded several insights. We found that most posts have a negative sentiment with a total count of 20,777 (89.9%) posts. The emotion analysis showed that majority of the users expressed anger with 15,688 posts (43.4%), followed by fear (7,307 posts, 20.2%), sadness (5,790 posts, 16%), joy (4,255 posts, 11.8%), disgust (2,896 posts, 8%), and surprise (252 posts, 0.7%). Regarding professions, the top four groups expressing concerns about the dark side of GenAI, were the executives group (2,703, 30%), followed by the artists group (1,305, 14%) and software developers and the IT group (1,151 ,13%), then the teachers and lecturers group (1,019, 11%). Similarly, based on interest, the top four groups expressing concerns about the dark side of GenAI, were the technology group (4,446 posts, 18%), followed by those interested in business (3,605 posts, 15%), those who are interested in books (2,831 posts, 11%), and those who are mainly interested in family and parenting (1,892 posts, 8%). Regarding the identified dark sides of GenAI, overall, we identified seven dark sides. Most posts discussed concerns about misinformation and digital deception (18,745 posts, 53%), followed by degradation in quality (8,981 posts, 25%), plagiarism (2,004 posts, 6%), job losses due to automation (1,618 posts, 5%), security and privacy concerns (1,516 posts, 4%), bias (1,454 posts, 4%), ethical concerns (7,92 posts, 4%), and legal and defamation issues (455 posts, 1%). This research not only reported the different types of dark sides discussed on X but also ranked the most discussed topics according to the volume of posts, interests, and professions
The Social Stratification of Spanish uptalk in the South Texas Border Town of Laredo, Texas
Get PDFThe Social Stratification of Spanish uptalk in the South Texas Border Town of Laredo, Texas
This study explores the sociolinguistic role of uptalk (also known as high rising terminals) in the local Spanish of Laredo, Texas. It particularly focuses on the interrelationship between uptalk, area of residence, and the self-identification as a fresa. High rising terminals (HRTs) are known to be characteristic to fresas, a Mexican cultural group that refers to individuals who belong to privileged social classes, live expensive lifestyles, and speak Spanish distinctively (Chaparro, 2016; Cordova Abundis & Corona Zenil, 2002; Martínez Gómez, 2018; Urteaga & Ortega, 2004). This cultural group is well known in Laredo and carries the same social definition as it does in Mexico. Through an ethnographic study, it was determined that area of residence and the fresa identity are significant markers of social class in this border town. Three socially and economically defined areas were identified in Laredo: north, south, and west. The south and the west areas were commonly associated with lower-class individuals, while the north was associated with social prestige. Through the analysis of 45 sociolinguistic interviews, the study finds that north area Laredoans produce significantly more HRTs than their west and south counterparts. The participants’ area of residence was the most significant predictor, followed by self-identification as a fresa, and reported financial difficulties. My results show that there is social variation in uptalk production in the local Spanish of Laredo. As a border town, Laredo is home to many heritage speakers and little has been done to explore heritage bilingual’s intonation and Mexican American Spanish uptalk. Kim (2023) finds that heritage speakers in Southern California produce uptalk with similar frequency between English and Spanish, revealing that uptalk is not necessarily English-specific. My study shows that uptalk also exists in the Texas borderlands, along with the Mexican cultural group (fresas) which may be influencing the local Spanish.
References:
Chaparro, S. (2016). Fresas, Nacos y Lo que le Sigue: Towards a Sketch of Two Mexican Emblematic Models of Personhood. Working Papers in Educational Linguistics, 31(1), 43. Retrieved from Linguistics and Language Behavior Abstracts (LLBA). (1797903464)
Cordova Abundis, P., & Corona Zenil, M. A. (2002). Feminine Colloquial Speech in the Dialogue of Guadalupe Loaeza’s Las ninas bien. Signos Literarios y Linguisticos, 4(2),51–61.
Kim, J.Y. (2023). Spanish-English Cross-Linguistic Influence on Heritage Bilinguals’ Production of Uptalk. Languages, 8(1).
Martínez Gómez, R. (2018). Fresa style in Mexico: Sociolinguistic stereotypes and the variability of social meanings. The University of New Mexico.
Urteaga, M., & Ortega, E. (2004). Identidades en disputa: Fresas, wannabes, pandros, alternos y nacos. Revista Jóvenes Del Instituto Mexicano de La Juventud, 14, 114–132
Translation in the linguistic landscape along the US border with Mexico
Get PDFCities are the hubs of the modern world, and in border towns between states with different languages, these hubs are bilingual. Such bilingual towns offer opportunities to examine the extent to which translation, including the decision to not translate, plays a role in shaping the public spaces of cities (see González Núñez & Meylaerts). This presentation seeks to do that by relying on the methods developed for the study of the linguistic landscape (e.g., Landry & Bourhis). It will report on such a study as carried out in Brownsville, a city that sits on the Texas border with Mexico. The study surveyed two streets in Brownsville with a special concern for both untranslated and translated signs as a way of thinking about what the presence of each type of sign indicates. Special attention was paid to the presence of English and Spanish in public signs. The presentation of the study’s findings will serve to discuss the role of both non-translation and translation in creating a public space that may (or may not) be inclusive of the local population in terms of language. This will help draw conclusions about what the use of translation in the linguistic landscape can tell us regarding public policy, particularly among bilingual Spanish/English populations in the United States. These conclusions include the observation that the linguistic landscape is not the result of organic developments taking place in a laissez-faire language system but rather a reflection of public policy choices in favor of the hegemonic language
What would it take to prepare critical Spanish heritage language (SHL) instructors?
Get PDFIn the last decade, prominent scholars (Beaudrie & Loza, 2021; Leeman & Serafini, 2016; Martinez, 2016; Parra, 2016) have called for the adoption of critical language awareness (CLA) as a primary framework for carrying out Spanish heritage language (SHL) instructional goals. Thus, research on preparing SHL instructors for critical teaching continues to necessitate the opinions and advice of current practitioners engaging in CLA efforts. This presentation hopes to contribute to this research by honing into the recommendations of five educators working in a well-established SHL program at a U.S. Southwest university. Drawing from my dissertation, I employed qualitative semi-structured interviews with purposely sampled participants. Using a culturally sustaining pedagogy (CSP) (Paris, 2012; 2021; Paris & Alim, 2017; Paris, Alim & Wong, 2020) theoretical framework, I explored the participants’ views on the profiles of potential SHL instructors, the roles of SHL program teams in instructor development, and the aspects that facilitate and constrain instructor preparation. Findings highlighted the dire need for 1) ideological alignment among SHL program stakeholders prior to engaging with CLA-based efforts and 2) tenure-track faculty and SHL/CLA specialists in language departments/programs. This presentation will inspire attendees to question further and discuss if and how ideological alignment can be achieved. Moreover, attendees will appraise why such alignment is a necessary precursor to new SHL instructor training
Voces e historias compartidas: An OER for heritage speakers in the Midwest
Get PDFThis presentation explores the transformative impact of online educational resources on heritage Spanish learners. Highlighting flexibility and cultural integration, it introduces a tailored platform for Midwest heritage students. Student contributions\u27 enduring impact on learning and development will be discussed, inspiring audience engagement in fostering innovative approaches to heritage Spanish education.Top of FormBottom of For
La representación de la presencia Maya en las clases de español como lengua heredada
No full textLa representación de la presencia Maya en las clases de español como lengua heredada
Las conversaciones sobre el reconocimiento de la diversidad en la sala de español como lengua heredada suelen omitir el tema de la indigeneidad, tanto la historia de las comunidades indígenas en la región que hoy en día se considera Latinoamérica como la presencia de comunidades indígenas procedentes de esa región en Estados Unidos (Fountain, 2023; Parra, 2020). Por otra parte, en el campo de español como lengua heredada, se consideran muy valiosas las actividades que conectan los estudiantes con las comunidades hispanohablantes locales (ej., Martínez & Schwartz, 2012; Pascual y Cabo, et al., 2017). La presencia de comunidades mayas, mixtecas, y otros pueblos originarios se está expandiendo en EE.UU., particularmente en regiones como el medio oeste que están experimentando un gran crecimiento de comunidades procedentes de Guatemala y otros países de Latinoamérica (Hamann & Harkalau, 2021). Basándonos sobre la ponencia de Mendoza-Mori (2023) en la décima simposio de español como lengua heredada, argumentamos que urge representar las comunidades indígenas en el currículo de las clases de herencia, y nos enfocamos en el caso de las comunidades mayas en el medio oeste de EE.UU. Como parte de las actividades de una organización comunitaria de equidad en salud para hablantes de español y de lenguas indígenas, proponemos una serie de actividades que incorporan entrevistas grabadas con miembros de las comunidades indígenas locales que quieren compartir su experiencias, sus idiomas, y sus culturas con los estudiantes de español. Las entrevistas son parte de un proyecto subvencionado por fondos federales y los entrevistadores son hablantes de herencia del español y de lenguas mayas. Nos enfocamos en las comunidades procedentes de Huehuetenango en el altiplano occidental de Guatemala y proponemos actividades relacionadas a la identidad, el mantenimiento de lenguas, y las barreras lingüísticas. Concluimos con recomendaciones para instructores que quieran hacer proyectos similares en su región.
Referencias
Hamann, E. & Harklau, L. (2021). Changing faces and persistent patterns for education in the new Latino/a/x diaspora. In: Handbook of Latinos and Education (pp. 81-92). Routledge.
Martínez, G., & Schwartz, A. (2012). Elevating “low” language for high stakes: A case for critical, community-based learning in a medical Spanish for heritage learners program. Heritage Language Journal, 9(2), 37-49.
Mendoza-Mori, A. (2023). Facilitating Spaces for Indigenous Languages and Cultures: Diverse Curricular Approaches for the Spanish Heritage Language Classroom. 10th National Symposium on Spanish as a Heritage Language. Harvard University, April 13-15, 2023.
Parra, M. L. (2020). Working with diversity in the Spanish heritage language classroom. Porta Linguarum 34.
Pascual y Cabo, D., Prada, J., & Pereira, K. L. (2017). Effects of community service-learning on heritage language learners’ attitudes toward their language and culture. Foreign Language Annals, 50(1), 71-83. doi:10.1111/flan.12245
Fountain, A. (2023). Indigenous America in the Spanish language classroom. Georgetown University Press
Exploring Future-Time Expression and Generational Status in Spanish-English Heritage Bilingual Speakers: An Online Study
Get PDFThe study investigates if Spanish-English heritage bilinguals overextend the English progressive aspect\u27s futurity in Spanish interpretation, examining generational influence. Preliminary findings suggest generational status affects acceptability of progressive and present indicative forms. The study sheds light on convergent simplification and generational impact on Spanish-English bilingual heritage language performance.
Keywords: future-time expressions, heritage bilingual speakers, periphrastic future, English progressive aspect, generational influence
The Heart of the Matter: Increasing Intercultural Empathy through Narratives
Get PDFStudies on intra-Latino dynamics have shed light on power differentials and relational dynamics among different Latino nationalities and social positions. To enhance equity and inclusion, our pedagogical approach employs narratives to foster empathy and intercultural understanding among heritage speakers. We will share strategies for creating productive dialogues and inclusive spaces