Browsing by Author "Dressler, Roswita"

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    A review of the literature from 2015-2024 on the readability of children's books
    (2024-08-26) Heger-Dorantes, Daniela; Dressler, Roswita
    Purpose: This literature review provides an overview of articles that discuss key factors that make a children’s book readable, emphasizing written and non-written elements in children’s books that contribute to early reading abilities. Methods: We conducted a search of scholarly literature articles from 2015-2024. The search was conducted in English. The literature review contains a wide variety of articles found based on key searches, including “just right”, “text complexity”, “second language”, “readability, and “textual features”. We addressed the question: What factors contribute to the readability of children’s books? Results: We found 28 relevant articles based on the themes (1) reader external factors, (2) reader internal factors, (3) text complexity, and (4) literary elements and visual supports. The articles were peer-reviewed and research-based. The findings revealed that the readability of children’s books is based primarily on reader external factors, reader internal factors, text complexity, and literary elements and visual supports. Implications: The literature review highlighted the importance of using a variety of children's books tailored to diverse needs, emphasizing the integration of early literacy practices during classroom instruction. It is crucial to select appropriate books based on the child’s needs, interests, and prior knowledge for the reader to scaffold knowledge and engage them in reading. In addition, implementing strategies like reading to children, including discussing non-written elements in children’s books is essential for improving future literacy abilities.
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    A Review of the Literature on Artificial Intelligent Speech-Recognition Chatbots for Second Language Learning
    (2024-10) Gauthier, Elizabeth; Dressler, Roswita
    Purpose: This literature review provides an overview of articles that discuss the key factors, concepts, and variables that describe how conversational artificial intelligent (AI) technologies support second language learning, as well as the challenges to such technologies' ability to support language learning. Methods: We conducted a search of scholarly literature from 2020-2024. The search was conducted in English. The literature review included articles found based on key searches, including “speech recognition chatbots,” “language learning,” “conversational AI,” “artificial intelligence,” “large language models,” “natural language processing,” and “language acquisition.” We addressed the question: To what extent can conversation AI technologies support second language learning? Results: We found 18 relevant research articles which revealed four themes (1) willingness to communicate, (2) authentic contextualized practice, (3) immediate individualized feedback, and (4) flexible system design. All literature included are research studies, sixteen peer-reviewed and two ahead-of-print. The findings revealed that conversational AI technologies are based primarily on support for willingness to communicate, authentic contextualized practice, immediate and individualized feedback, and flexible and interactive system design. Implications: The literature review revealed that to a great extent conversational technologies are emerging as supports for second language learning due to the innovation of human-ness, system design, and program implementation. Thus, it is important to select appropriate conversational AI technologies based on the learner’s age, level, language, country, and interests for the learner to cognitively, emotionally and socially engage in speaking. In addition, implementing strategies like teacher preparation and intervention, including teaching how to properly use the technology, consistent check-ins and lessons designed for technology use, is essential to improve future use of conversation AI for supporting second language learning.
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    Blogging for intercultural communicative competence in study abroad programs: All breadth, no depth?
    (John Benjamins, 2022-10-03) Dressler, Roswita; Crossman, Katherine (Katie); Kawalillak, Colleen
    Participants in study abroad (SA) programs (sojourners) are often encouraged to blog as a form of reflective writing, yet little is known about this practice. Generally, reflection facilitates sojourners’ engagement in their personal and professional growth. Drawing from two different but complementary frameworks, we analyzed blogs from 51 sojourners in short-term SA volunteer teaching placements to examine the reflection that occurred through their writing. The two frameworks revealed different aspects of blogging practices: types of reflection (Maarof, 2007) were primarily descriptive, but Intercultural Communicative Competence (ICC) Learning (Elola & Oskoz, 2008) examples were more numerous and varied, documenting sojourners’ navigation of culture in SA. Sojourners did not typically use their blogs for dialogic or critical reflection, instead chronicling experiences or representing reflection as completed actions. Although blogging can be useful for reflection in SA, the results from this study suggest that careful scaffolding may be necessary to encourage critical reflection.
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    Blogging in a Participatory Culture: The Pedagogical Potential of Blogs in a High School English Classroom
    (2016) Simon, Stacy; Field, James; Burwell, Catherine; Dressler, Roswita
    This study is a qualitative, interpretive exploration of how students experience blogging in a high school English course. To understand how participants use technology to communicate, their out-of-school digital practices are first briefly considered. The study then follows participants’ experiences on the blogosphere and in the classroom, and explores any pedagogical potential of blogging. Technology’s ubiquitous presence increasingly affects communication, making it simpler for one’s voice to be heard, and to connect with others. As blogging enables this type of participation, it is explored in relation to the notion of participatory culture. Qualitative, interpretive methods were used to understand participants’ experiences. Findings suggest common themes that resonated throughout their experiences. Blogging created a heightened awareness of audience, enabled participants to find and use their voices, and fostered peer-based learning. It also developed new, personal understandings for participants as they recalled seeing both their peers and themselves differently.
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    Canadian Bilingual Program Teachers’ Understanding of Immersion Pedagogy: A Nexus Analysis of an Early Years Classroom
    (2018-01) Dressler, Roswita
    Bilingual language education in Canada comprises Bilingual Programs in minority languages and programs in official languages (e.g., French Immersion). However, pedagogy in Bilingual Programs has not been studied to the same depth as it has in French Immersion, therefore little is known about the teaching practices within them. Immersion pedagogy, the integration of content and language education, fosters teaching practices that encourage language development, but sometimes also monolingual instructional practices that discourage the use of flexible bilingualism strategies. This research in an early year’s German Bilingual Program classroom examines what teachers understand as ‘immersion pedagogy’. This nexus analysis draws on data from curriculum documents, classroom observation, interviews and stimulated recall sessions. The rationale for this study is to address the lack of studies examining teaching practices within Bilingual Programs as a unique form of bilingual education. The findings reveal teachers’ understanding of immersion pedagogy as content and language integrated instruction with strong discourses in place that include the separation of languages. The conclusions shed light on the need for teachers to further explore their understanding of immersion pedagogy and identifies potential strategies and innovations to explore in school-based professional learning communities (e.g., flexible bilingual strategies).
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    Canadian second language teachers’ technology use following the COVID-19 pandemic.
    (University of Toronto Press, 2023-08-02) Dressler, Roswita; Guida, Rochelle; Chu, Man-Wai
    If teachers have previously used technology (e.g., Learning Management Systems, document sharing, video conferencing, gamification, social media or video recording), they are likely to use it again. For second language (L2) teachers, sudden or planned for online instruction during the COVID-19 pandemic may have resulted in their using new or familiar technology to support their pedagogy, engage students, or provide authentic target language input. However, since online instruction was temporary, perhaps their use of certain technologies was temporary as well. To investigate L2 teachers’ use of technology before, during and (anticipatedly) post-pandemic, we statistically analyzed data on technology use (n=18 items) from a survey of Canadian L2 teachers (n=203). We inquired about their use of Learning Management Systems, document sharing, video conferencing, gamification, social media, and video recording. Our findings revealed that teachers’ use of technology during the pandemic predicted their anticipated use post-pandemic. Teachers who used any of the six technologies during the pandemic were significantly more likely to anticipate using those same ones post-pandemic than those who did not. Despite the challenges of implementing these tools under these circumstances, these six technologies may remain as part of L2 teaching moving forward.
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    Children's Music Education in a Second Language: A Qualitative Case Study
    (2022-04) Acioly de Siqueira, Julianne; Bell, Adam Patrick; Dressler, Roswita; Agopian, Edmond Emil; Bell, Allan Gordon
    This study examined how the teaching and learning processes of music and piano concepts occur in a bilingual environment when students have yet to master English as an additional language. The focus of this inquiry was on the students’ learning outcomes related to music as well as the methodologies and teaching practices used by the teacher to facilitate the students’ learning within the classroom. In order to understand this phenomenon, the study was conducted using the methodology of a single case study. The case was a group of immigrant children who lived in Canada for less than two years and spoke other languages than English at home. They had limited proficiency in the English language and their ages varied from 5 to 9 years old. The teacher, who was a volunteer in this study, was born in Canada and only spoke English. The study consisted of eight weekly 30-minute lessons led by the teacher. Data were collected through three different methods: Lesson observations, interviews with participants, and analysis of curriculum documents. The results indicate that three elements were essential for the learning process to happen: (1) The teacher’s methodology, pedagogy, and approach; (2) the students’ ways of learning—their creativity, curiosity, motivation, and behaviour; and (3) the role of a well-designed and structured curriculum that contained essential music content and introductory piano skills aimed to be taught to children ages 5 to 9 years old.
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    Classroom Interrupted: Understanding Investment Through Action Research in the Time of COVID-19
    (2022-01) Daniel, Maya; Dressler, Roswita; Groen, Janet; Boz, Umit; Falkenberg, Loren; Jordan, Steven
    Through a social constructivist lens, and the use of an action research methodology, in this study I sought to answer the research questions: (1) What aspects promote and increase student investment in my business communication classroom? and (2) How can I positively impact student investment? These questions arose as a result of noticeable changes in student behaviour within my business communication classrooms, including: increased absenteeism, reduced completion of homework tasks and submission of assignments, waning participation in classroom discussions and activities, and an overall decline in course and program completion. This study provided an opportunity for all participants (students and myself) to grow in understanding what factors encourage students to invest in the practices of the classroom. There were three phases of action research in this study where I utilized the methods of student journaling, my personal reflection journaling, and my lesson plans as data sources. The classroom and the study were interrupted by the COVID-19 pandemic, which affected the findings of the study. Active learning, teaching style, and the impact of the COVID-19 pandemic were identified as the aspects that most impacted student investment in my business communications classroom, and the aspects of active learning and teaching style were predominantly within my control as the instructor to influence and thereby impact student investment in a positive manner. The significance of this study rested in the co-construction of an understanding of investment in this specific adult learning context. Investment has the potential to bring understanding and meaning to the actions of individuals beyond the reach of the language learning context from which it originated, thereby adding value to a multiplicity of disciplines.
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    The cross-cultural reflective model for post-sojourn debriefing
    (Taylor & Francis : Reflective Practice: International and Multidisciplinary Perspectives, 2018-01) Dressler, Roswita; Becker, Sandra; Kawalilak, Colleen; Arthur, Nancy
    Reflective writing is a practice often encouraged in study abroad programs. Reflection can be facilitated through experiential learning, but little research is available on how to guide or structure related learning activities. In this article, we discuss the Cross-cultural Reflection model (CCR), which emerged through our own process of researching three commonly-used models for reflective writing (Gibbs, 1988; Johns, 2010; Rolfe, Freshwater & Jasper, 2001). We document our procedure for researching, creating, testing, and modifying the CCR model, before and after using it with students in a post-sojourn debriefing workshop. In the discussion, we examine which aspects of the models examined informed the CCR model and which elements we introduced as a result of working with the models in two research retreats. The sharing of the process is intended to inform practices of reflective writing in post-sojourn debriefing to enhance international experiences, programmes and practices.
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    Cultural Preparedness of Adult Educators: A Changing Dynamic in Higher Education
    (2024-01-24) McDonald, Moira A.; Dressler, Roswita; Kawalilak, Colleen; Sabbaghan, Soroush
    Numbers of international undergraduate students enrolled in Canadian universities and colleges have grown from 22,000 in the year 2000 to 2.2 million in 2022. While international students embark on their post-secondary journey of discovery, we as educators also embark on a journey of discovery to explore how prepared we are to meet the international learning community's needs. This research focused on generating understanding around cultural preparedness in learning communities and the tools needed to support the educating community. For this inquiry, I drew from the transformative learning theoretical framework, guided by a qualitative research methodological approach and methods to utilize a three-phased research design of topic-based focus groups and interviews. In this study, I drew from seminal work and insights on culture. I defined a nuanced definition of cultural preparedness in adult learning settings, specifically at a public university in Western Canada. The findings suggest that cultural preparedness is a community-wide endeavour in collaboration with students, administration, educators and begins with understanding one’s positionality. Outcomes from this study may further help educators promote best practices related to internationalization at home in the 21st century. Key words: internationalization at home, educators, students, transformative learning, qualitative, cultural preparedness, global pandemic, COVID-19
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    Dialogue Journals in Short-Term Study Abroad: “Today I Wrote My Mind”
    (2016-01) Dressler, Roswita; Tweedie, M. Gregory
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    Effective Teaching Practices for English as an Additional Language Learning in Alberta, Canada
    (2023-07) Salmon, Katherine Lee; Friesen, Sharon; Chu, Man-Wai; Dressler, Roswita
    English as an additional language (EAL) learners lag behind their English-speaking peers academically and it takes longer for them to achieve high school completion requirements (Alberta Education, 2017; 2018, 2019a). Teachers play a critical role in providing intentional language instruction alongside content instruction to support these vulnerable learners. This study addressed three research questions: i) What instructional practices do teachers use to support EAL learners? ii) How does background knowledge inform teachers in their decision making and in determining the effectiveness of the instructional practices they use to support EAL learners? iii) In what ways do pre-service and in-service teacher education impact teachers’ effective instruction for EAL learning? Participants (n=17) were teachers who were recognized as holding specialized EAL knowledge and administrators who lead EAL learning in their jurisdiction. They participated in semi-structured interviews about the instructional practices that they perceived as the most effective for EAL learning. Six key findings were identified: i) positive relationships are foundational for EAL learners, ii) explicit language instruction needs to be embedded in the content areas, iii) teachers ideology influences their background knowledge and impacts their decision making, iv) knowledge of learning theories that impact EAL learning informs teacher’s decision making, v) effective instructional practices for EAL learning should be embedded in post-secondary courses for pre-service teachers, and vi) professional learning in EAL learning is needed for in-service teachers’ and administrators’ decision making for instruction and programming. A conclusion drawn from this study is that the language intentions have to be explicitly identified and stated along with learning intentions for each lesson/unit of study. Another conclusion is that there are some Alberta educators who have a strong theoretical knowledge and a repertoire of effective instructional strategies for EAL learning, however, many teachers and administrators do not have solid theoretical and practical knowledge. As such a recommendation from this study is that professional learning about EAL Learning is required for pre-service and in-service teachers and for practicing administrators.
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    English for 21st-Century Global Citizenship: An Investigation of an Introductory Online Professional Development Course
    (2020-11-03) Hazard, Russell; Eaton, Sarah Elaine; Dressler, Roswita; Tweedie, M. Gregory; Guo-Brennan, Linyuan; Oddone-Paolucci, Elizabeth
    The purpose of this research is to build understanding of professional development for twenty-first century Global Citizenship Education (GCED) for international English as an Additional Language (EAL) teachers. The research is significant because a variety of international education organizations, policy experts, and researchers in the field of EAL have noted that Global Citizenship Education should be embedded into all subject areas, and because such implementation is enabled by teacher training relating to the content and pedagogies involved. A group of (N=12) international English language professionals were recruited for a two-week online professional development course. The participants were surveyed for pre-existing knowledge and attitudes toward GCED. The research used qualitative analysis of discussion boards, post-course questionnaires, and post-course interviews. Participants noted high congruence between GCED themes and the needs of their content-based programs. Explicit teaching of GCED frameworks and sub-initiatives was noted as a valuable linguistic and cognitive strategy. Active, learner-centered, and some transformative workflows were developed and supported by visible thinking and thinking routines for efficient language production and formative assessment. Project Based Learning linking the classroom to the real world was noted as a valuable teaching approach. EAL research and experience in teaching for intercultural communicative competence, analogue and digital rhetoric and media awareness, and Critical Language Awareness were noted as areas of Pedagogical Content Knowledge to be aware of.
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    Families with Emergent Bilinguals of English and Chinese: A Case Study of Family Language Policy in China
    (2023-04-28) Ma, Yue; Dressler, Roswita; Lenters, Kimberly; Chua, Catherine
    Parents and grandparents in China are implementing family language policies (FLPs) to promote their children’s bilingualism, which needs a detailed study focusing on them. This study investigated the FLPs of families of young children who are non-native speakers of English living in China. Using a case study methodology (Merriam, 1998), I examined the FLPs of five Chinese families who are raising their children bilingually. This study described, compared, and contrasted the language ideologies, language management, and language practices among the families by using semi-structured interviews with parents and grandparents, parent-child audio recordings, weekly literacy activities, and children’s artefacts. The study draws from Spolsky’s (2004) language policy model as its conceptual framework. The findings revealed that almost all mothers believe that English and Chinese were equally important, while all fathers believed Mandarin was more important, and different beliefs about English were found among grandparents. Although most of the fathers had good English abilities, it was the mothers who conducted most of the English language management and practice at home, revealing a gendered division of labour in FLP. The study also found that grandparents played vital roles in children’s Mandarin language development. These families faced similar challenges and obstacles in raising a bilingual child in China: lack of English environment and time; occasional demotivation; financial burdens; and, misunderstanding from others. The findings from this study reveal the importance of participation by all family members in supporting each other in raising bilingual children, including the grandparents. Finally, contrary to some parents’ beliefs, the mothers’ English abilities and educational background should not be a constraint to English FLP and the children’s English development.
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    Formative Assessment Strategies in Online Courses
    (2021-05-08) Dressler, Roswita
    In this video I discuss formative feedback in graduate online classes based on a study of my own teaching practice. I asked the graduate students to write a research proposal and, after completing a short project, a research report. They worked in groups of 3-4 (aka studio groups) and provided each other with feedback on drafts of both documents. As the instructor, I provided feedback on each student's draft, after their studio group had reviewed it. Two research assistants coded the drafts and final documents to determine the nature of the feedback students gave and how much (quantity) and to what extent (quality) did they take up that feedback. I was curious if they would prefer the feedback from the instructor or that of their peers. To learn what we found out, please watch the video.
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    “Growing our own teachers”: rural individuals becoming certified teachers
    (2018-05-27) Gereluk, Dianne; Dressler, Roswita; Eaton, Sarah Elaine; Becker, Sandra‏
    This presentation was presented by Dianne Gereluk on behalf of the research team at a panel on rural education at the 46th CSSE conference in Regina, Saskatchewan, Canada on May 27, 2018.
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    Identity Perception of Chinese Immigrant Youth at a Mandarin Bilingual School
    (2018-07-19) Lai, Xingru; Roy, Sylvie; Chapman, Olive; Dressler, Roswita
    This study explored identity perception of youth from Chinese backgrounds in the context of a Mandarin/English bilingual education program in Calgary, Alberta, Canada. The study was based on the theory proposed by Grosjean (2015) on bilingualism and biculturalism, together with bilingual identity negotiation framework by Fielding (2015). Six students from Grades 7 to 9 were individually interviewed about how they used languages and how they perceived their identities as a person from Chinese backgrounds in the Mandarin/English bilingual program. Results indicated that bilingualism is a dynamic process. Some participants in this study started with one language as the dominant language, but after a transition period, the first language became the weaker language and the second language the stronger language. Meanwhile, results revealed their creative uses of languages. Most participants engaged in code-switching in their language use both in the interviews and in their home usage of languages. Through this program, they learned how to value their own languages and cultures as well as feeling proud of being Chinese. Implications of the study suggested the need to emphasize the importance of affirming identities in language learning for immigrant students. In order for students’ bilingual competence to develop, the immigrant students’ heritage background should be seen as a valuable resource and be fully respected.
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    In the space between languages, translanguaging practices and perceptions in the university Spanish classroom
    (2020-06-26) Williams, Abigail; George, Angela; Grantham O'Brien, Mary; Dressler, Roswita
    Translanguaging is a reconceptualized notion of pedagogy and practice that can provide strategies that enable users to incorporate and appropriate different language practices into their own linguistic repertoires. It is also an approach to the practices of bilinguals and multilinguals. It re-examines their process of learning new languages and supports their multiple and hybrid identities. This study examined the ways in which university students and teachers engaged with other languages in the Spanish classroom. The objective was to determine if and how university students and teachers ‘translanguaged’, and to explore how they perceived practices of translanguaging. Data collection involved a questionnaire for students and semi-structured interviews for both groups. Thematic content analysis was utilized to analyze the qualitative data generated. The data revealed a considerable degree of fluidity in participants’ language practice, as well as shifts in perceptions and practices that varied according to context. This study provides a clear argument for the authorization, or at least the value of introducing translanguaging to students and teachers in higher education so they can choose whether or not they want to leverage practices of translanguaging.
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    The influence of the IELTS Speaking test preparation on second language socialization of post-secondary international students in Canada
    (2021-04) Lei, Tian; Tweedie, Gregory; Tweedie, Gregory; Delanoy, Nadia; Dressler, Roswita
    The study explores international students’ experience of their IELTS Speaking test preparation and the second language socialization process in Canada and the relationship between them. This research employs a mixed method as the methodology, with quantitative data collection informing the collection and analysis of the qualitative portion. Quantitative data for this study was collected from 60 international students in Canada, and qualitative data collected from 5 Chinese international students at a large Canadian university in Western Canada. While acknowledging the many criticisms of the IELTS test, the findings of this research shed light on a surprising and, to the best of this researcher’s knowledge, previously undiscovered effect: the positive role preparation for the IELTS Speaking test may play in second language socialization.