Block III

Block III includes eight presentations. Please watch the recorded presentation before the day the SLAT Roundtable takes place and join the live chat on Feb. 6 with questions and comments for the presentation you watched.

Presentation 1

Analyzing Media Discourse via the CADS Framework

Presenter: Ali Yaylali

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Abstract: This presentation demonstrates how the Corpus-assisted Discourse Studies (CADS) framework was utilized to investigate the media portrayal of educational standards in public schools between 2010-2017. News articles from the New York Times and Wall Street Journal were analyzed to understand construction of particular discourses in newspapers with different reader profiles.

Presentation 2

Using a Corpus-Based Lexicogrammatical Approach to Teach Properties of Near-synonymous Words in an EFL Setting: A study of Learner Attitudes

Presenter: Sibel Söğüt

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Abstract: This study outlines a corpus-based vocabulary teaching course which puts data-driven learning (Johns, 1986) at the center of the curriculum with an aim to provide authentic language input, to actively engage the learners to have an in-depth analysis of the properties of words, and investigates the student attitudes toward this approach.

Presentation 3

In Pursuit of Social Justice Language Teaching: A Pre-service EFL Teacher’s Endeavor in Turkey

Presenter: Adnan Yilmaz

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Abstract: This study will present a social responsibility project integrating social justice issues into the language classroom in Turkey. In the project, a pre-service EFL teacher collected immigrant/refugee women’s stories in a story book to be used as materials to promote students’ language skills and raise their awareness on such issues.

Presentation 4

Toward genuine teacher collaboration in CLIL classrooms

Presenter: D. Philip Montgomery

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Abstract: This case study investigates the collaborative practices of two teachers at a rural technical university in Kazakhstan, highlights the reciprocal nature of mutual benefit between collaborators as a key to effective collaboration, and presents several implications for language program administrators seeking to foster such collaborative relationships.

Presentation 5

Variation in lexico-grammatical features associated with high-collaboration across proficiency level and communicative purpose

Presenter: Garrett Larson

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Abstract: During a paired-speaking task, the findings of Crawford et al. (2018) show an association between high-collaboration pairs and certain linguistic features. Using the same corpus, the current study expands on these findings to examine these associations across proficiency level and the communicative purpose of the task.

Presentation 6

Multimodal Composing in the L2 Classroom: Students’ Perspectives

Presenter: Rachel Marie Floyd; Wen Wen

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Abstract: Using a Design-based Implementation Research (DBIR) approach, this study examined the experiences and perspectives of students in an L2 French high school class when developing multimodal compositions. Results show several tensions between student and teacher/researcher expectations and offer insights on how to position multimodal composing in teaching practice by addressing students’ voices. This work was supported by a grant (P220A180015) from the U.S. Department of Education (CFDA 84.229A) and from the Center for Educational Resources in Culture, Language, and Literacy at the University of Arizona.

Presentation 7

Literature and Global Englishes: An EFL Teacher’s Critical Reflection

Presenter: Anastasia Zhuravleva

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Abstract: Literature has traditionally occupied an important place in English as a foreign language teaching in Russia. However, the texts commonly included do not reflect the diversity of the language’s users. Here, I critically reflect on my teaching experience and consider the potentials of choosing literature from the Global Englishes (Rose & Galloway, 2019) perspective.

Presentation 8

The Master Shot: Using filmmaking strategies in the Spanish classroom

Presenter: Veronica Oguilve

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Abstract: This qualitative study implemented filmmaking for L2 language acquisition in a 5th-grade Spanish class. Across a semester of participant observations and collaboration with the Spanish teacher, the interdisciplinary topic of water was used as a language-learning catalyst. Examining students’ filmmaking process suggested that there are multiple opportunities for meaningful language learning. This work was supported by a grant (P220A180015) from the U.S. Department of Education (CFDA 84.229A) and from the Center for Educational Resources in Culture, Language, and Literacy at the University of Arizona.