Crossing Boundaries in Researching, Understanding, and Improving Language Education: Essays in Honor of G. Richard Tucker (Educational Linguistics, 58)

This volume brings together original papers from language education scholars from around the world to explore, exemplify, and discuss the multiplicity of boundary crossing in language education. It emphasizes the potential of boundary crossing for expansive learning, and aims to generate new insights, through boundary crossing, into the complexity of language education and approaches to innovative practices. This volume also underscores the important role of expert boundary crossers. In particular, it aims to honor G. Richard Tucker, Paul Mellon University Professor Emeritus of Applied Linguistics at Carnegie Mellon University, celebrating his distinguished scholarship on language education and paying tribute to the inspiration and mentorship he has given to the contributors of this volume to cross boundaries academically and professionally. This volume is organized into four sections, namely, language learning and development ; teachers and instructional processes ; program innovation, implementation, and evaluation ; and language-in-education policy and planning . These sections or themes, which are necessarily cross-cutting, also represent the major areas of scholarship where Prof. Tucker has made distinguished contributions for over half a century. Foreword References Foreword Twelve Thoughts About Administration Research, Education, and Networking in the Profession Reference Contents Contributors Boundary Crossing in Researching, Understanding, and Improving Language Education: An Introduction and the Tuckerian Impact 1 Boundaries, Boundary Crossing, and Learning 2 Boundaries in Language Education, G. Richard Tucker, and Boundary Crossing 3 Goals of this Volume and Contributors/Boundary Crossers 4 Boundary Crossing Characterizing This Volume 5 Volume Organization and Introduction to Chapters 6 Conclusion Appendix G. Richard Tucker: A Selected Bibliography References Part I: Language Learning and Development Introduction and the Tuckerian Impact References “I Want the Next Experience”: Israeli Adult Native Bilinguals Tell the Story of Their Childhood Bilinguality 1 Introduction 2 Theoretical Background 2.1 Language and National Identity: The Case of Hebrew 2.2 Immigration to Israel, Language Maintenance, and the Revival of Hebrew 2.3 Bilingual Identity and Boundary Crossing 3 Methodology 4 That’s the Story: Language as a Boundary Crossing Tool 4.1 Crossing the Boundary Between the Family and the Society 4.2 Crossing the Boundary from a Diasporic Identity to an Israeli Identity 4.3 Crossing the Boundary from Shame to Pride 5 Discussion 5.1 Mudes 5.2 Home, Shame, and Identity 5.3 Boundary Crossing in Language Education 6 Conclusion References Boundary Crossing from the Start: 55 Years of Second Language Grammatical Gender Research in Review 1 Introduction 2 Grammatical Gender across Linguistic Boundaries 2.1 On the Nature of Grammatical Gender 2.2 An Ill-Fitting Name 3 Grammatical Gender Research across Theoretical and Methodological Boundaries 4 Grammatical Gender in SLA 5 L2 Grammatical Gender Instruction 5.1 Grammatical Gender as Part of a Complex Grammatical-Functional System 6 Boundaries Crossed and Those Still to Cross References Non-Expert Raters’ Scoring Behavior and Cognition in Assessing Pragmatic Production in L2 Chinese 1 Introduction 2 Literature Review 2.1 Rating Criteria in L2 Pragmatics Assessment 2.2 Raters’ Scoring Behavior in Assessing L2 Pragmatics: Quantitative Studies 2.3 Variability in Rater Cognition: Qualitative Studies 2.4 A Boundary Crossing Critique of the Literature, and This Study 3 Method 3.1 Examinees 3.2 Instrument 3.3 Non-expert Raters 3.4 Rating Procedures 3.5 Data Analyses 4 Results 4.1 RQ1. Non-expert Raters’ Scoring Behavior 4.2 RQ2. Non-expert Raters’ Rating Criteria 5 Discussion 6 Conclusions and Boundary Crossing Implications Appendix: List of 12 Scenarios References Early Home and Community Support in Later Chinese Heritage Language Literacy Development 1 Introduction 1.1 The Tukerian Impact in Research on Bilingual and Biliteracy Development 1.2 Home and Community Support in HL Maintenance 2 The Present Study 3 Method 3.1 Participants 3.2 Instruments 3.2.1 Home and Community Language and Literacy Experiences 3.2.2 Reading Vocabulary Knowledge 3.2.3 Morphological Awareness 3.2.4 Lexical Inferencing Ability 3.2.5 Reading Comprehension 4 Results 4.1 Descriptive Statistics 4.2 Bivariate Correlations 4.3 Multiple Regressions 5 Discussion 5.1 Input Modality in CHL Literacy Development 5.2 Community Language and Literacy Support in CHL Literacy 6 Conclusion References Part II: Teachers and Instructional Processes Introduction and the Tuckerian Impact References Crossing the Disciplines: State of TESOL Teacher Education Programs in US Universities 1 Introduction 2 ELs in K-12 Schools in the US 3 EL Teacher Education 4 EL Programs and Integration of Language and Content 4.1 EL Teacher Knowledge Bases 4.2 Challenges in Teaching both Language and Content 5 EL Teacher Education for all Teachers 6 Boundary Crossing in EL Teacher Education and the Present Study 7 Method 7.1 Data Collection 7.2 Data Coding 8 Results and Discussion 8.1 Knowledge Base 8.2 Home Department and Knowledge Base 8.3 Knowledge Base and TESOL Standards 9 Conclusions and Recommendations References Computerized Mediation in the Instruction and Development of L2 Pragmatic Competence: A Dynamic Assessment Perspective 1 Introduction 2 Background to the Study 2.1 Dynamic Assessment and Vygotsky’s Zone of Proximal Development 2.2 Computerized Dynamic Assessment in L2 Research 2.3 Implicature Comprehension and L2 Instructed Pragmatics 3 The Study 3.1 Context of the Research 3.2 Focal Participant 3.3 The Genetic Method 4 Emerging Implicature Comprehension Ability Mediated by C-DA 4.1 Quantitative Test Scores 4.2 Microgenetic Development Mediated by C-DA 4.3 Metacognitive Reflections on Implicature Comprehension 5 Pragmatic Instruction in Classrooms and a Boundary-Crossing Pedagogical Tool 6 Conclusion and Future Directions Appendix A: Background Questionnaire Appendix B: Interview Questions References Writing Development of the Case Analysis Genre: The Importance of Feedback and Negotiated Construction in the Teaching Learning Cycle 1 The Teaching-Learning Cycle for Scaffolding Literacy Development: The Importance of Feedback and Negotiated Construction 2 The Present Study 3 The Onion Model for Scaffolding and Analyzing the Case Analysis Genre 4 Documenting the Writing Development of the Case Analysis Genre of Two High Performing Students 5 Implications for the Inclusion of Feedback and Negotiated Construction in the Teaching and Learning Cycle References Boundary Crossing: Integrating Visual Arts into Teaching Chinese as a Foreign Language 1 Introduction 2 Literature Review 3 An Art-Integrated Chinese Course 4 Methodology 4.1 Participants 4.2 Data Collection and Analysis 5 Results 5.1 Research Question 1: General Student Perceptions of the Art Integration Approach 5.2 Research Question 2: Student Perceptions of the Benefits of the Art-Integration Approach 5.3 Research Question 3: Challenges of Integrating Art into CFL Instruction and Future Improvements 6 Discussion 7 Conclusion Appendix: Questionnaire Part I. Art-Integrated Approach Part II. First Art Class Part III. Second Art Class References Part III: Program Innovation, Implementation, and Evaluation Introduction and the Tuckerian Impact References Student-Level Variables and Academic Achievement in a Mandarin Dual Language Immersion Program 1 Introduction 2 Academic Achievement of Linguistically Diverse Students within Immersion Education 3 Methodology 3.1 The Research Setting 3.2 Data Source and Analyses 4 Results 5 Discussion 6 Limitations and Conclusion References Evaluating the Modular Curriculum of Chinese Language in Singapore Primary Schools: Insights from Students and Teachers 1 Introduction 2 Changing Landscape of CL Education in Singapore 3 Language Curriculum/Program Evaluation and Boundary Crossing 4 The Modular Curriculum Evaluation Project 5 Participants and Data Collection 5.1 Student Surveys 5.2 Teacher Questionnaire 5.3 Teacher Focus Groups 6 Findings 6.1 Students’ Self-Perceived Ability, Attitude, and WTC 6.2 Teacher Questionnaire 6.3 Teacher Focus Groups 6.3.1 General Perceptions of the MC and Its Underlying Considerations 6.3.2 Perceived Difficulties and Challenges 7 Discussion 7.1 Student Interest Versus CL Proficiency as the Goal of Planning 7.2 Oral Language Versus (Character) Writing and Curriculum Articulation 7.3 Curriculum Innovation and Examinations 7.4 Curriculum Innovation and Evaluation, Language-in-Education Planning, and Boundary Crossing 8 Conclusion References Impact of the COVID-19 Pandemic on American Students’ Willingness to Study Abroad 1 Introduction 2 Defining the Concept of Study Abroad 3 History of U.S. Students Studying Abroad 4 Benefits of Study Abroad 5 Impact of the COVID-19 Pandemic on Study Abroad 6 Methodology 6.1 Participants 6.2 Instrument 7 Results 7.1 Demographic Background of the Study Abroad Students 7.2 Factors Affecting the Decision to Study Abroad 7.3 Policies to Accelerate Recovery of Study Abroad Programs 8 Conclusion References Writing as a Design Art: Crossing Boundaries Between Disciplinarity and Rhetoricity in a University Business Program 1 Introduction 2 Literature Review 2.1 Situating Business Writing in Disciplinary Writing Research 2.2 Conceptualizations of Writing 2.3 Writing as Design 3 The Present Study 3.1 Context 3.2 Data 3.3 Text Analysis 4 Results and Discussion 4.1 Business 100 4.2 Business 110: A Case of Writing as Design 5 Conclusions and Implications References Part IV: Language-in-Education Planning and Policy Introduction and the Tuckerian Impact References EFL Literacy Development in Ethnic and Language Minority Learners: Implications from Tertiary-Level EFL Teaching and Learning in Ethnic Minorities in China 1 Introduction 2 Literature Review 2.1 Theoretical Framework: The Conceptual Model of Biliteracy Development (Dixon & Wu, 2014) 2.2 Context: Tertiary-level English Education for Ethnic Minority Students in China 2.3 Long-lasting Impact of EM Language Writing System Usage on EFL Literacy Acquisition 3 The Current Research: An Overview 4 Study One: Research Synthesis 4.1 Literature Search, Coding, and Characteristics of the Primary Studies 4.2 Results 4.3 Discussion 5 Study Two: Exploring EM Students’ English Literacy Profiles 5.1 Method 5.1.1 Setting 5.1.2 Participants 5.1.3 Instrument 5.1.4 Data Analysis Procedures 5.2 Results 5.2.1 Descriptive Statistics 5.2.2 The Literacy Profiles of EM Students 5.3 Discussion 6 Conclusions, Limitations, Implications, and Reflections on Boundary-Crossing Appendix A: Nine Primary Studies Selected in the Synthesis References “In a Foreign Bubble” in China: Language Use Among International Students During China’s Belt and Road 1 Introduction 2 Language Ideologies in Study Abroad 3 Language Ideologies and Study Abroad in China 4 Methodology 4.1 Site 4.2 Participants 4.2.1 Student Participants 4.2.2 Staff and Faculty Participants 4.3 Data Collection 4.4 Analysis 5 Findings 5.1 Center of Internationalization: China or West? 5.2 Taught in English: Academically Superior or Compromised? 5.3 An English Monolingual “Foreign Bubble”? 6 Discussion References When Transfer Transfers: Applying Cross-Linguistic Reading Transfer Theory to Language of Instruction Policies in Low- and Middle-Income Countries 1 Introduction: The First Boundary 2 Problem Statement: Reading Poverty 3 Stakeholders: Why Does Biliteracy Acquisition Matter to Them? And Why Do They Matter? 4 The “Initial” Language of Instruction 5 The “Next” Language: Cross-Linguistic Transfer and Language Transitioning 6 Transfer Thresholds 7 Conclusion References