Friday, February 13, 2015

[Faculty Talk] Speaking Correctly: Error Correction as a Language Socialization Practice

Debra Friedman, Ph.D.
Assistant Professor
Second Language Studies department

Drawing on 10 months ethnographic observation and videotaping in two fifth-grade Ukrainian language and literature classrooms and group interviews conducted with the children five years later, this paper analyzes classroom error correction practices targeting use of Russian forms as a practice for socializing children into ideologies of “pure language.” It further examines the extent to which the children appropriated, resisted, or transformed these ideologies as manifested in metadiscourses of linguistic boundary maintenance and responses to breaches of these boundaries that occurred in their classroom talk and during interviews.

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A Sociocultural Analysis of Korean NNESTs’ Perceptions of Oral Proficiency and Related Contextual Challenges

Yoo Young Ahn, Ph.D. student
Literacy, Culture, and Language Education department

Nine middle school English teachers and three teacher educators were interviewed to gain insights into Korean NNESTs’ perceptions of proficiency issues and their perceived contextual challenges. A preliminary analysis of data from a sociocultural perspective, represents language education in part of social practices. To understand the influences of contextual factors upon teaching in a macro-structure, data is analyzed with Activity Theory. Lastly, implications for professional development will be reported.

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Shuttling Between Classroom and Familial Discourses:  An Examination of Two Saudi Female Doctoral Students’ Multiple Identities

Hajar AL Sultan, Ph.D. student
Literacy, Culture, and Language Education department

Using a background questionnaire and semi-structured interviews, this study examined, through a social constructivist framework and Gee’s Discourse (with a big ‘D’), the complex renegotiation of multiple identities of two Saudi female doctoral students at U.S. Midwestern universities, shuttling between two main discourses, familial and classroom. Findings showed that the two participants were facing several challenges in both discourses, which in turn put them in an ongoing negotiation of their multiple identities, their socialization, their participation, and their self-agency. In relation to the current findings, several implications and recommendations for higher education are discussed. 

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28th SLED Symposium Team

• Dr. Martha Nyikos (SLED Faculty Advisor)
• Jennifer Lund (Organizing Committee Chair)
• Mathew Bumbalough
• Ai-Chu Ding
• Jui-Hsin Renee Hung
• Mika Mokko
• G Yeon Park
• Hyo Na Park
• Anita Seralathan
• Sandra Slaughter