Gulbahar H. Beckett

A Functional Approach to Research on Content-Based Language Learning: Recasts in Causal Explanations

There is wide agreement among researchers that content-based language learning (CBLL) instruction is most effective when it provides both meaningful communication about content and intentional language development (e.g., Pica, 2000). However, it is less widely recognized that a systemic functional linguistic (SFL) approach offers a distinctive theoretical perspective and characterization of CBLL and addresses issues of advanced language development which are crucial when the second language is a medium of learning. To demonstrate this, we analyze the grammatical scaffolding by teacher and second language learner(s) of causal explanations which form part of work by a group of second language students in a project on the human brain. We show how a SFL analysis reveals quite different aspects of the recast sequences of these data than does a “focus on form” approach. These aspects include: the lexicogrammar of causal meanings, the place of “grammatical metaphor” in the processes of language development, the nature of causal explanations as knowledge structures of “ideational meaning” in discourse, and the role of knowledge structures as bridges between language learning and content learning. The potential of the functional perspective to increase the range and power of research on CBLL considerably is thus seen.

Controversies of Standardized Assessment in School Accountability Reform: A Critical Synthesis of Multidisciplinary Research Evidence.

Standardized assessment in school systems has been the center of debate for decades. Although the voices of opponents of standardized tests have dominated the public forum, only a handful of scholars and practitioners have argued in defense of standardized tests. This article provides a critical synthesis of the controversial issues on state-mandated assessment of student achievement in the era of school accountability reform. By presenting an in-depth and balanced synthesis of published documents to date, this article critically reviews the 4 interlocking cornerstones of the reforms conceptual framework: assessment-driven reform, standards-based assessment, assessment-centered accountability, and high-stakes consequences. For each controversy, this article first presents the pro arguments that advocate the reform movement, followed by the con arguments that challenge the very core of the reform. The article then summarizes the debates by developing a critical synthesis of the available multidisciplinary evidence, including educational, psychometric, sociocultural, and neurocognitive research. The article concludes by proposing an action research agenda for stakeholders of different arenas and outlining future directions for standardized assessment in schools.

Students’ use of asynchronous discussions for academic discourse socialization

Our universities are becoming increasingly diverse at the same time as online asynchronous discussions (OADs) are emerging as the most important forum for computer mediated communication (CMC) in distance education. But there is shortage of studies that explore how graduate students from different ethnic, linguistic and cultural backgrounds use OADs for academic discourse socialization. This article discusses a qualitative study conducted to address these issues. Language socialization and community of practice theories informed the study. Analyses of surveys, interviews, and Blackboard postings from seven hybrid courses reveal that participants perceived OADs highly positively and used them as a virtual community for academic and professional discourse socialization and appropriation. Findings also suggest that students experienced some frustrations and disappointments regarding professorial presence and grading. We discuss these findings, show how academic and professional discourse socialization occurs in asynchronous virtual reality, and draw implications for further research and practice.

Changes in Chinese education under globalisation and market economy: emerging issues and debates

Fuelled by forces of globalisation, China has gradually shifted from a centrally planned economy to the ‘socialist market economy’. This study examines changes in Chinese education under globalisation and market economy, focusing on the teaching and living conditions of teachers. The study reveals that the profound transformation of social and economic life has resulted in significant changes to education in China, as manifested in curriculum reform, increased disparity between rural and urban education, marginalisation of minority education and lack of accessible and affordable education for the children of migrant workers. The recent changes have also had tremendous impact on teachers in terms of their workload, payment, wellbeing, social status and teaching and living conditions. The study contextualises the concept of globalisation by examining its impact on China through marketisation and privatisation. Its analysis demonstrates a withdrawal of the state from provision and financing of public education. It also reveals a number of social injustices and inequities whose reduction and elimination require the Chinese government to take immediate and active measures.

Building a Community of Research Practice: Intragroup Team Social Dynamics in Interdisciplinary Mixed Methods

This article explicates the intragroup social dynamics and work of a nursing and education research team as a community of research practice interested in organizational cultures and occupational subcultures. Dynamics were characterized by processes of socialization through reeducation and group social identity formation that enabled members to cross discipline-bordered traditions and produce interdisciplinary mixed methods combinations. Combinations were achieved at the paradigm level through the generation of a shared viewing position and theoretical model. At methods and technique levels, such achievements were accomplished through methodological capitalization and prioritization and the development of a quantitative culture assessment tool that can be used in combination with complementary qualitative observation and interview protocols. Recommendations for other teams are provided.

Development and Psychometric Testing of the Nursing Culture Assessment Tool

A valid and reliable nursing culture assessment tool aimed at capturing general aspects of nursing culture is needed for use in health care settings to assess and then reshape indicated troubled areas of the nursing culture. This article summarizes the Nursing Culture Assessment Tool’s (NCAT) development and reports on a cross-sectional, exploratory investigation of its psychometric properties. The research aims were to test the tool’s psychometric properties; discover its dimensionality; and refine the item structure to best represent the construct of nursing culture, an occupational subset of organizational culture. Empirical construct validity was tested using a sample of licensed nurses and nursing assistants (n = 340). Exploratory and confirmatory factor analysis (CFA) and logistical regression yielded a 6-factor, 19-item solution. Evidence supports the tool’s validity for assessing nursing culture as a basis for shaping the culture into one that supports change, thereby accelerating, improving, and advancing nursing best practices and care outcomes.

Dilemmas in Designing Multimedia Software for Learners of English as a Second or Foreign Language

AbstractThis article reports several dilemmas that a team of university- and industry-based designers encountered as they collaborated on the design and development of a software program for teaching academic writing to intermediate English as a second or foreign language learners. The findings show that software design includes more than following a list of guidelines. Each step of the process introduces decision points as designers define a program’s purpose, content, and execution. Because many of those choices are equally valid within their own framework of values, some of these decision points create dilemmas for designers. The purpose of this article is to contribute to the effectiveness of educational software design by informing interested professionals about possible design dilemmas.

A Critical Analysis of English Language Teaching in Today's Market Economy in China

Since its open-door policy in 1978, China began a transformation from planned economy to market economy, for which English became an essential requirement. The Chinese government sees promoting English language learning as paramount in the nation’s attempt to become competitive in the global market (Cai, 2006). Such an emphasis on English resulted in various English language curricular reforms, which were strongly influenced by the forces of economic globalization, as the nation attempted to shape its educational systems to provide the necessary skills for a growing global economy. However, we argue that the increasing dominance of English language is contributing to neocolonialism through linguicism by empowering the already powerful and leaving the disadvantaged further behind, an issue that needs much attention (Beckett & McPherson, 2005). We urge policy-makers, researchers and educators to question the gatekeeper role of English in education, employment, promotion, social status, and financial security in China. In pedagogy, we call for a paradigm shift from doing TESOL to doing TEGCOM (Teaching English to Glocalized Communication) which allows for interaction between global and local forces in specific socio-cultural contexts. Consequently, local actors can claim their ownership of English and exercise their agency in their different creative practices.