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Primary English language teaching in Bangladesh: classroom practices and teacher identities
No full textThis chapter draws on the data from a large-scale donor-funded (£50 million) mobile-technology-based ELT project called English in Action (EIA) in Bangladesh which lasted for nearly 10 years (2008 – 2018) and aimed to promote communicative language teaching (CLT). The chapter gives a brief account of English language education and teacher education in Bangladesh, especially focusing on primary ELT practices. This is followed by a brief introduction to the EIA project to contextualise the paper. The data used consists of surveys with primary English language teachers (N= 103), and large-scale classroom observations (N= 440). The results show both traditional and CLT-oriented primary classroom ELT practices. Drawing on language teacher identity research such as Varghese et al. (2005), I identify fluid and multiple teacher identities (e.g., Authority, Resister) in the survey and classroom observation data, unlike widely used life history and narrative interviews, with regard to these classroom practices in the sociocultural context in which teachers operated. The chapter critiques large donor-funded ELT projects and ends with implications for primary English language teacher education, teacher educators and ELT researchers
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
The ability of young learners to construct word meaning in context
No full textThis study examines young English readers’ ability to infer word meanings in context and to use metacognitive knowledge for constructing word meanings in relation to their reading performance. The participants were 61 fourth-grade students in the United States, comprising 24 monolingual English-speaking (ME) students and 37 English-as-a-second-language (L2) students; each group was also divided into strong and emergent readers in English. Participants were asked to read aloud paragraphs containing words unfamiliar to them in two different contextual conditions (i.e., explicit and implicit conditions), to guess the unfamiliar word meanings, and to tell a teacher how they arrived at the inferred meanings. Quantitative analyses found significant differences between strong and emergent readers in their oral fluency as well as in their ability to infer word meanings and articulate their use of metacognitive knowledge. Although significant differences were found in the ability to infer word meanings and the use of metacognitive reasoning between ME and L2 students, such differences disappeared after controlling for the size of students’ receptive vocabulary. Qualitative analyses also revealed differences in the kinds of knowledge and strategies that strong and emergent readers relied on when constructing the meaning of unknown words in both explicit and implicit contexts
Second Language Learners\u27 Theories on the Use of English Articles: An Analysis of the Metalinguistic Knowledge Used by Japanese Students in Acquiring the English Article System.
No full textAlthough it is well known that many second language (L2) learners have trouble using articles “properly,” the primary causes of their difficulties remain unclear. This study addresses this problem by examining the metalinguistic knowledge of the English article system that learners employ when selecting articles in a given situation. By doing this, the present study attempts to better understand the process of “making sense” of the English article system by learners who are at different stages in their interlanguage development. Eighty Japanese college students with varying levels of English proficiency participated in this study. Immediately after completing a fill-in-thearticle test, a structured interview was conducted to investigate the reasons for their article choices. The quantitative and qualitative analyses reveal a number of conceptual differences with regard to their considerations of the hearer’s knowledge, specific reference, and countability, which may account for learners’ errors in article use across different proficiency groups
Variations on the Author
No full text“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
No full textWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
No full textWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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