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Session Information
[SYMP35] Family as a language policy regime: Agency, practices and negotiation
20230719T101520230719T1315Europe/Amsterdam[SYMP58] OPEN CALL - Social responsibility
[SYMP35] Family as a language policy regime: Agency, practices and negotiationHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
An Account of the Transnational Identities of Displaced Academics in UK Higher Education
[SYMP58] OPEN CALL - Social responsibility10:15 AM - 10:40 AM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 08:40:00 UTC
This study draws on interview data with exiled multidisciplinary scholars in sanctuary fellowships in host UK universities and focuses on the impact of exile and placement on their academic identities. Several theoretical tools including transnationalism and Bourdieu's concepts of capital, habitus and field are used to understand participants' experiences. This study uses a Narrative Inquiry approach to collect a rich dataset personifying the personal experiences and sense-making of displaced academics. This approach can illuminate the individual experience, allowing deeper insight into social phenomena, bringing to light participants' personal stories, and how the meaning-making of these stories can produce knowledge. Preliminary findings reveal issues of marginalisation in higher education and precarity in the academic labour market, a sense of geographical mobility, as well as immobility in participants' professional status and academic identity. Little empirical research has yet examined the experiences of displaced academics in host universities in the UK. By the nature of the study design, this research will give a voice to these academics placed in host institutions. This is particularly critical when universities are increasing their capacity to host displaced academics following a surge in applications to placement organisations following recent political crises in Afghanistan and Ukraine.
The Council for At-Risk Academics (CARA) is a charitable organisation placing refugee scholars on placements in UK universities. In 2021-22, CARA has witnessed a sharp increase in applicants, principally through the UK's Afghan Relocations and Assistance Policy (ARAP) scheme and the political crisis in Ukraine. This qualitative study draws on interview data with numerous multidisciplinary scholars who have been exiled and are in host UK universities and focuses on the impact of exile and placement on their transnational identities, their academic identities, as well as their use of English as a second language (L2). Some recent literature has been published on the experiences of displaced academics in the US (Blackburn Cohen, 2018), and amongst Turkish exiled scholars in Germany (Vatansever, 2020). However, no empirical research has yet examined the identities of displaced academics in host universities in the UK. By the nature of the study design, this research will give a voice to these academics placed in host HE institutions by CARA, providing them with the opportunity to reflect on their identities and experiences of transnational migration and settlement in their host institution, as well as their experiences of researching and teaching using L2 English. I have collected a rich qualitative dataset personifying the personal experiences and sense-making of displaced academics. This dataset illuminates the individual experience, allowing deeper insight into social phenomena, bringing to light participants' personal stories, and how the meaning-making of these stories can produce knowledge. Analysis of this data will aim to uncover the meanings behind the participants' stories and develop a deeper understanding of how their academic identity and use of L2 English has been shaped by forced migration and placement. Preliminary findings have so far revealed issues of marginalisation in HE and precarity in the academic labour market, as well as a sense of geographical mobility aided by L2 English, as well as immobility in participants' professional status and academic identity. Displaced academics arguably experience a sense of permanent liminality, an ongoing ambiguity in their status of indeterminate duration, oscillating between refugee and academic identities in a higher education context. Bourdieu's concepts of capital, habitus and field provide a theoretical framework to help explain the participants' experiences. The positioning of this study's participants in fields, in this case their host institutions and academic communities, is dependent on their resources and capital. Language and academic identity are in this view forms of capital production which can help people attain positions in a field and across fields (Lam & Warriner (2012). In a transnational context, the crossing of boundaries creates social fields in new domains so the concepts of field and capital are useful for examining transnationalism and language use in this context (Vertovec, 2004). The lens of 'neo-liberal governmentality' (Del Percio, 2019) will also serve as a valuable theoretical tool to consider how market reforms in UK higher education have impacted on participants' discourse in relation to language use in higher education and their positioning in the UK academic labour market.
Presenters Michael Beaney English For Academic Purposes Lecturer, London School Of Economics
The development of a transdisciplinary online asynchronous professional development course on engineering safety in an EMI university in the Arabian Gulf.
Oral Presentation[SYMP58] OPEN CALL - Social responsibility10:40 AM - 11:05 AM (Europe/Amsterdam) 2023/07/19 08:40:00 UTC - 2024/07/19 09:05:00 UTC
This presentation reports on the development of a transdisciplinary online asynchronous professional development course on engineering safety in an English Medium Instruction (EMI) university in the Arabian Gulf. The course was developed to help students enhance their professional skills while joining and completing their engineering internship journey and involved faculty from both the English and Engineering faculty. Safety is needed for all categories of engineering students to work in engineering plants and laboratories. This is also valid for science students. Also, the interns interested in modeling, simulation and computation should acquire the skills required to manage risks associated with their interface with computer hardware and software. The course, delivered online to a multicultural student base focused on self-development with regards to language and cross-cultural communication skills, safety awareness, professional skills aimed at ensuring a safe work culture, safe project management, ethical decision-making and design and delivery of safe solutions in the workplace.
The project adopted an asynchronous online module format which: (1) expanded the efficiency of the course by providing content to more participants, (2) provided more flexibility to learners to fit in with schedules in multiple departments and (3) allowed students to study at their own speed and reinforce their learning. The project also contributed to high impact practices, equity and retention at the EMI university as it distributed knowledge to large groups of learners, increased student engagement and improved student retention. The increased engagement among students about engineering safety also reinforced learning communities because the students who used this asynchronous approach tended to earn higher grades by retaining, integrating, and transferring information at higher rates.
Presenters DR GLENDA El Gamal SENIOR LECTURER/AILA ReN Coordinator, KHALIFA UNIVERSITY OF SCIENCE AND TECHNOLOGY, ABU DHABI, UNITED ARAB EMIRATES
Self, social responsibility and potential directions for life and work: a narrative study of WIL in an Australian humanities degree.
Oral Presentation[SYMP58] OPEN CALL - Social responsibility11:05 AM - 11:30 AM (Europe/Amsterdam) 2023/07/19 09:05:00 UTC - 2024/07/19 09:30:00 UTC
Australian higher education is increasingly understood in terms of preparing students to be 'work-ready' graduates, and 'authentic' assessment (Gulikers, Bastiaens & Kirschner, 2004) seen as a means to that end, particularly in the case of vocational degrees. For students studying generalist Humanities/Arts (BA) degrees, broader social narratives tend to downplay the value of the Humanities in the contemporary workplace. Recent census (ABS, 2021) reflects the diversity of languages, cultures, and knowledge, and the disciplinary interests and aspirations students bring, yet their social, linguistic and cultural potential can be undervalued. This paper reports on an applied linguistic study which investigated Australian BA students' experience of a work-integrated learning (WIL) program. The program supports students to develop their career narratives with community and industry partners representing various sectors of social need. Drawing on an intercultural orientation (O'Neill et al., 2019), the study explored students' experience, including the co-design of meaningful assessments. Data collected through journaling and interviews were thematically analysed (Riessman, 2008), with findings demonstrating how the intercultural orientation expanded students' understandings of self and their futures. Better understandings of ways to develop, evaluate and enable students are crucial in our contemporary social and professional worlds.
Australian higher education is increasingly understood in terms of preparing students to be 'work-ready' graduates, and 'authentic' assessment (Gulikers, Bastiaens & Kirschner, 2004) seen as a means to that end, particularly in the case of vocational degrees. This poses a challenge for students studying generalist Humanities/Arts (BA) degrees, with broader social narratives tending to downplay the value of the Humanities in the contemporary Australian workplace. In addition, BA students exemplify Australia's diverse profile (ABS Census, 2021), bringing different languages, cultures, knowledge repertoires, disciplinary interests and aspirations, yet often their social, linguistic and cultural potential is undervalued. This paper reports on an applied linguistic study which investigated BA students' experience of a work-integrated learning program (WIL) in an Australian university, over two semesters. The purpose of the WIL program is to expand students' understandings of themselves and their future career directions. The program brings an intercultural orientation to teaching and learning (O'Neill, Scarino & Crichton, 2019) to support students in their diversity as they develop their career narratives through guided research and reflection, in collaboration with community and industry partners. These partners represent various sectors and organisations, many of which focus on areas of social responsibility, such as social housing, migrant and refugee support, youth work and care providers. Drawing on intercultural learning pedagogies (O'Neill et al., 2019), the study involved a narrative intervention (Crichton & O'Neill, 2016), exploring students' experience of co-creating a supportive learning framework within the program, and co-designing assessments that they found meaningful and relevant, with input from community and industry partners. Narrative data were collected from students, community and industry partners and the researcher/teacher of the program, through reflective journaling and interviews. A thematic narrative analysis (Riessman, 2008) of preliminary data demonstrated that students were initially uncertain of how to go about articulating their disciplinary knowledge, expertise and interests to people both within and beyond the university context. However, through their involvement in the narrative intervention and co-design of assessments, student voices were foregrounded and their understandings of what was considered 'authentic' - that is, what they considered meaningful and relevant for their future options for life and work - were captured in their terms. Their lived experience may have been characterised by socio-economic challenges and a sense of exclusion, and their possible selves (Mattingly, 1994) and potential career directions may be underestimated by themselves and others, yet findings show that an intercultural orientation to learning, expanded their understandings of self and their opportunities. Given the pressing need that the study of the human condition and social responsibilities – in other words, the Humanities - seeks to address, better understandings of ways to develop, evaluate and enable students through inclusive higher education with an intercultural lens is crucial in the contemporary social and professional worlds in which they will live and work.
The intersection of language, race, and culture: developing proactive student advocacy and emancipation.
[SYMP58] OPEN CALL - Social responsibility11:30 AM - 11:55 AM (Europe/Amsterdam) 2023/07/19 09:30:00 UTC - 2024/07/19 09:55:00 UTC
Being a newcomer student in a minority position plays a significant global role in exacerbating the feelings of marginalization and isolation, especially among racialized students (Gollom, 2020). Consequently, both pre and in-service teachers are feeling an increased pressure to understand and work with an immigrant population whose abilities and offerings have largely been ignored or undervalued. This paper showcases a study focusing on how race, culture, language, religion, and identity intersect to move beyond the traditional perception of social justice. The scholarship was directed by one primary question: How can newcomer students' lived experiences inform best practices in the field of education? Through collaborative action research, the scholars employed organized focus group discussions, a social media campaign, and a survey administered to the entire newcomer student body. The project included first and 1.5 generation ELL high school participants from primarily African countries and the Middle East. The participants undertook the task of creating a visionary and proactive platform for newcomer students to discuss attitudes and biases (linguistic and cultural) and use these in an advocacy role that would play out in the larger educational community. The study generated opportunities to address issues of racism, language-related barriers marginalization, and proposed communal ideas and team building activities that assisted the newcomer population to overcome these challenges. Through social media advocacy (Instagram and Tic Toc), participants created videos to sensitize the mainstream population to the linguistic and cultural barriers they face within the school and community. Results indicated many students perceived pressure to succeed academically, feelings of racism and discrimination, a fear of backlash from participating in cultural events, and a general sense of disconnect toward the larger school community. The results challenged educational stakeholders to combat the issues at the grass roots level and generated widespread acknowledgement both locally and nationally. The research team developed a framework that engaged all educational stakeholders and helped to bridge language, culture, and community affiliations. It addressed teacher biases and discriminatory practices and from this students were invited to public speaking engagements to discuss how such work could garner the support of teaching/administrative staff. Strategies comprised pre-/inservice professional development, including empathy and culturally responsive pedagogy, language learning methodologies and resources, trauma sensitive initiatives, and leadership approaches. Students felt empowered through the various media, and they spoke of being changemakers as they spread their message, voiced their opinions, and sought to change policy. The student participants also formed an advisory council that grew out of the social media campaign, resulting in a provincial and national television presence as well as the establishment of a youth leadership conference. The school body worked together to move student and teacher attitudes, biases, and discriminatory practices (whether deliberate or subsconscious) from a negative and stressful environment to one where diversity played a positive role in student advocacy, emancipation and social justice.
The potential of writing software for developing (digital) writing skills in secondary schools.
[SYMP58] OPEN CALL - Social responsibility11:55 AM - 12:20 PM (Europe/Amsterdam) 2023/07/19 09:55:00 UTC - 2024/07/19 10:20:00 UTC
Traditional methods of teaching are currently being transformed to meet the needs of 21st century students. In this context, technology in the classroom is becoming more and more crucial and digital and ICT literacy is increasingly becoming an essential life competence. In this context, digital language competencies, such as digital reading and writing, play a crucial role, too. However, research shows that the usage of word processors only has an impact on writing quality when learners are provided with additional support, e.g., prompts (Graham & Harris, 2018). Furthermore, the speech synthesis provides the potential for revising texts (Dahlström & Boström, 2017). This paper presents an ongoing non-randomized controlled interventional study, which aims to find out how students' digital texts in secondary schools are affected by word processor tools being part of a comprehensive learning environment. For this purpose, a control group (N=50) and two experimental groups (N=100) receive a reading and writing strategy training, which includes prompts as an additional writing support. Both experimental groups receive another training in the use of the word processor and its internal media tools (spell check, synonym dictionary). One experimental group receives an additional training in the use of the speech synthesis function, while the other experimental group does not. After completing the trainings, both experimental groups practiced writing texts in a digital setting and the control group in a paper-pencil setting for two weeks. In order to measure the impact of the different writing conditions regarding i) paper-pencil, ii) keyboard and word processor with internal tools as well as iii) keyboard and word processor with internal tools and speech synthesis on the text quality (text length, spelling, structure, and content), a pre, post and follow-up test design was conducted. Students were requested to write informational texts on the basis of a given writing task in a digital and a paper-pencil based setting. The paper will discuss preliminary findings in the three writing conditions. The evaluation of the writing processes shows, that in all groups, students generally revise their texts more often when writing digitally. Students in both experimental groups use specifically more often the spell check, and/or the speech synthesis for their text revisions. However, they make use of the synonym dictionary very rarely. The study contributes to a better understanding of how digital media can be integrated in a learning environment to gain the potential of writing software for the development of (digital) writing competencies in the classroom. Dahlström, H., & Boström, B. (2017). Pros and Cons: Handwriting Versus Digital Writing. Nordic Journal of Digital Literacy, 12(04), 143–161. Graham, S., & Harris, K. R. (2018). Evidence-Based Writing Practices: A Meta-Analysis of Existing Meta-Analyses. In R. Fidalgo Redondo, K. Harris, & M. Braaksma (Eds.), Design Principles for Teaching Effective Writing: Theoretical and Empirical Grounded Principles (pp. 13–37). Brill Academic Publishers.
Presenters Till Woerfel Postdoc, University Of Cologne Co-authors
Demonstrating competence in study circle discussions of practical nursing
Oral Presentation[SYMP58] OPEN CALL - Social responsibility12:20 PM - 12:45 PM (Europe/Amsterdam) 2023/07/19 10:20:00 UTC - 2024/07/19 10:45:00 UTC
This presentation deals with narratives told by students of practical nursing in a weekly held study circle. Our aim is to discover the interactional devices that students use to construct themselves as morally and ethical integer actors. For that purpose, we use conversation analysis (Sidnell and Stivers 2013) as the method to analyze videotaped materials gathered during a three-year period. All students in our data are already working as nurses during their training time. In the practical professional life, the trainee nurses regularly confront interactions where they balance between two different and conflicting moral obligations: on the one hand, they have to maintain the goals of caregiving. On the other hand, they have to stick to the rules of ethically and morally correct caregiving taking into account the patients' right to self-determination, which may contradict the general goal of care.
We are interested in sequences of talk, namely narratives, as interactional devices to share and contextualize daily experiences through them (Ochs and Capps 2001), in which the students topicalize care situations that tackle the borders of ethically and morally adequate caregiving. We focus on the way the students describe their agency and how they justify actions (Enfield 2011). We found that in reporting challenging situations, the students 'narratives can make the voice of a resisting person audible, yet they have their own caretaking voice available for demonstrating their capacity for good caretaking.
The students were observed to use different ways of making knowledge claims (Ryle 1945; Arminen and Simonen 2021) in the context of storytelling. The claims in the evaluation sequence of storytelling were found to summarize the motives and reasons for their actions in two ways. On one side, the students refer to institutional rules derived from their nursing education: the knowing-that. In these cases, the students mention a generally accepted necessity of caregiving in order to justify their way of acting. On the other side, students refer to their own understanding of procedural rules of nursing as they present themselves as integer and competent actors: the knowing-how.
To conclude, we observed that the experience of crossing boundaries differently depends on the moral load of the reporting context (Buttney 1998). The narratives serve the students to demonstrate competence and to position themselves as good workers and caregivers.
References
Arminen, Ilkka & Mika Simonen 2021. Expertise as a domain in interaction. Discourse Studies, 23(5), 577-596.
Buttny, Richard 1998. Putting prior talk into context: Reported speech and the reporting context. Research on Language and Social Interaction, 31(1), 45-58.
Enfield, Nick 2011. Sources of asymmetry in human interaction: Enchrony, status, knowledge and agency. In Stivers et al (eds.), The Morality of Knowledge in Conversation. Cambridge: Cambridge University Press, pp. 85-312.
Ochs, Elinor & Lisa Capps 2001. Living narrative. Massachusetts / London: Harvard University Press.
Ryle, Gilbert 1945. Knowing how and knowing that: The presidential address. Proceedings of the Aristotelian Society 46: 1‒16.
Sidnell, Jack & Tanya Stivers 2013 (eds.). The handbook of conversation analysis. Wiley-Blackwell.
Self-regulated writing strategy training in secondary schools
Oral Presentation[SYMP58] OPEN CALL - Social responsibility12:45 PM - 01:10 PM (Europe/Amsterdam) 2023/07/19 10:45:00 UTC - 2024/07/19 11:10:00 UTC
Good writing skills are essential for the school education and participating in the society. However, results of government reports show that students have lower writing competencies in secondary schools in Germany (Stanat et al. 2017). This reveals the necessity to promote students writing competencies. Meta-analyses demonstrate that self-regulated writing strategy instruction is one of the most effective approaches to develop students' writing competence and to support their text production (Graham et al., 2012). This paper presents the concept of a writing strategy training, which was developed in the framework of the government funded project "Die Textprofis", and aims to give valuable insights into the implementation process in secondary track schools in Germany. The over-arching research question is which challenges or aspects play a role in the transfer and implementation of writing strategies.
The writing strategy training comprises the summarization of podcast episodes by 5th graders, as summarization has been proven to be a highly effective task for this age group (Philipp, 2015). The training concept is based on the Self-Regulated Strategy Development (SRSD) (Harris & Graham, 2017). The students receive scaffolds and direct instruction in order to write a summary by explicit modeling.
This quasi-experimental intervention study was implemented by 106 teachers from 48 schools (experimental group), who completed the professional development training in a blended-learning course format. The control group consists of 35 teachers from 20 schools. A pretest and posttest design was used to determine the students' knowledge of writing strategies. After the writing strategy training, students, teachers and expert advisors completed a questionnaire to evaluate the training. To gain insights into the implementation process, interview data were collected from teachers and expert advisors.
Preliminary results show that the professional development training is essential for the transferability and usefulness of writing strategies. Qualitative interview data support these two scales, as well. Qualitative analyses reveal that acceptance, feasibility, cost-benefit ratio play an important role in the transfer and implementation of self-regulated writing strategies, too. Students' preliminary results will be discussed with respect to change in their writing competence and knowledge of writing strategies. Overall, this study contributes to the promotion of writing strategies and to improving our understanding of which factors are essential in the transfer and implementation of writings strategies.
Graham, S.; Harris, K. & Mceown D. (2012). A Meta-Analysis of Writing Instruction for Students in the Elementary Grades. Journal of Educational Psychology, 104 (4), 879.
Harris, K. R., & Graham, S. (2017). " Self-Regulated Strategy Development: Theoretical Bases, Critical Instructional Elements, and Future Research". In Design Principles for Teaching Effective Writing. Leiden, Niederlande: Brill.
Stanat, P., Schipolowski, S., Rjosk, C., Weirich, S., & Haag, N. (Hrsg.) (2017). IQB-Bildungs- trend 2016. Kompetenzen in den Fächern Deutsch und Mathematik am Ende der vierten Jahrgangsstufe im zweiten Ländervergleich. Waxmann Verlag.
Presenters Seda Yilmaz Wörfel Post Doc, University Of Cologne Co-authors
Michael Beaney
DR GLENDA El Gamal
Rahat Zaidi
Till Woerfel
Seda Yilmaz Wörfel
