Barrett, The Honors College Thesis/Creative Project Collection
Barrett, The Honors College at Arizona State University proudly showcases the work of undergraduate honors students by sharing this collection exclusively with the ASU community.
Barrett accepts high performing, academically engaged undergraduate students and works with them in collaboration with all of the other academic units at Arizona State University. All Barrett students complete a thesis or creative project which is an opportunity to explore an intellectual interest and produce an original piece of scholarly research. The thesis or creative project is supervised and defended in front of a faculty committee. Students are able to engage with professors who are nationally recognized in their fields and committed to working with honors students. Completing a Barrett thesis or creative project is an opportunity for undergraduate honors students to contribute to the ASU academic community in a meaningful way.
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Dual Language Immersion programs have been growing exponentially as a result of an urgent need for globally competent, bilingual or multilingual citizens. The US is currently facing a language deficit, which negatively affects national security, international relations and even the economy. If America wants to stay in contention as one of the strongest world powers, the US needs to foster more interest in learning foreign languages earlier and invest in the development of foreign language education. The purpose of this paper is to provide an overview of the history and implementation of different Dual Language Immersion program models. The geographical scope of the paper will cover historical background in Canada and the current implementation of Dual Language Immersion models in three Southwestern states: California, Utah and Arizona. The paper also outlines challenges related to the implementation of these dual language immersion programs.
ContributorsKwong, Jocelyn (Author) / Bahtchevanova, Mariana (Thesis director) / Zhang, Xia (Committee member) / School of International Letters and Cultures (Contributor) / School of Sustainability (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
In the past few years the pedagogical model of the "Flipped Classroom" has gained popularity among educators, initially at the secondary level and now at the university level. In the 2015-2016 school year, Arizona State University listed its first intensive language courses, which implemented the flipped model. During this time the author of this project was given the opportunity to work as the facilitator for the flipped French courses FRE 110 and 210. While helping to implement the flipped model, he reflected on his experiences, discussed its advantages and limitations with other second language instructors teaching in a flipped environment, and researched a large array of academic and educational resources. This creative project was completed to practically apply the techniques developed in the intensive French course and those developed by other educators in order to give advice and strategies to future instructors. It represents a web Guide to the Flipped Classroom in Second Language Teaching, which includes research on educational practices such as course design, syllabus creation, and lesson planning; infographics and other visual representations of the flipped model, sample home-made and professional course materials, embedded informational videos, and advice on implementing the flipped model. While other websites exist, there are few that reflect specifically on the use of the flipped classroom in second language teaching, and even fewer that discuss in great detail the challenges and limitations associated with the model. Furthermore, the guide contains an extensive list of online tools for the creation of multimedia materials, such as screen capturing and YouTube-clipping programs as well as a variety of different resource sites where educators can find and share materials. Overall, this web guide acts as a useful tool for second language instructors in secondary education, higher education, or any other educational setting who wish to implement this up-and-coming teaching model.
ContributorsHale, Dakota Keith (Author) / Bahtchevanova, Mariana (Thesis director) / Zhang, Xia (Committee member) / School of International Letters and Cultures (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
When singing in tonal languages, there seems to exist a natural conflict between the pitch of a song’s prescribed melody and the tonal pitch demands of its lyrical content. How does a tonal language adapt to one of the defining characteristics of the adopted western musical tradition: a strong melody developed without regard for linguistic tonal features of its lyrical content? This paper reviews the existing literature on the topic and proposes a research design to further explore this question for Standard Mandarin Chinese. Overall, existing literature demonstrates that the tonal features of some languages such as Cantonese are not only negotiated by songwriters during the composition of a musical piece but also negotiated by singers while performing these songs. One notable and one-of-a-kind study by Murray Schellenberg and Brian Gick, specifically, finds evidence that Cantonese singers use microtonal pitch contour variation to reflect the rising contours of Cantonese linguistic tones. This paper discusses and evaluates the strengths of Schellenberg and Gick’s research model and proposes that future research into microtonal variation within songs of other tonal languages like Mandarin Chinese follow their example.
ContributorsByrd, Noah (Author) / Liao, Jianling (Thesis director) / Zhang, Xia (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor)
Created2022-05