Matching Items (17)
Description
This study investigates how university instructors from various disciplines at a large, comprehensive university in the United States evaluate different varieties of English from countries considered "outer circle" (OC) countries, formerly colonized countries where English has been transplanted and is now used unofficially and officially to varying degrees. The study was designed to address two gaps in the research: (1) how instructors in increasingly internationalized U.S. universities evaluate different written varieties of English, since many international students may be writing in an L1 other than American English, and (2) how instructors' first language and/or disciplinary backgrounds appear to affect their evaluations. Through a comparison of rankings and qualitative analysis of interview data, the study examines whether the participating instructors value the same features and characteristics in writing, such as text and organization features, found in American English and varieties of OC written English. In addition, it examines whether one's first or native language or one's disciplinary training affects the perception and evaluation of these particular varieties of English. This study showed that what is currently valued and expected by instructors from various disciplines in U.S. universities is what may be identified as an "American" style of writing; participants expected an organization providing a clear purpose up front, including paragraphs of a certain length, and containing sentences perceived as more direct and succinct. In addition, given the overall agreement on the element of good writing demonstrated in how composition and content area professors ranked the writing samples, my study suggests that what is being taught in composition is preparing student for the writing expected in content area classes. Last, my findings add to World Englishes (WE) research by adding a writing component to WE attitudinal research studies, which have previously focused on oral production. Almost equal numbers of Native and Non-Native English Speakers (NESs and NNESs) participated, and the NNESs appeared more tolerant of different varieties, unlike the preference for inner circle norms noted in previous studies. This study, therefore, has implications for writing research and instruction at U.S. colleges and universities, as well as informing the field of World Englishes.
ContributorsCollier, Lizabeth C (Author) / Matsuda, Aya (Thesis advisor) / Wiley, Terrence (Committee member) / Mccarty, Teresa (Committee member) / Friedrich, Patricia (Committee member) / Arizona State University (Publisher)
Created2014
Description
This dissertation delves into some EFL stakeholders' understanding of spiritual identities and power relations associated with these identities as performed in an undergraduate EFL teacher education program at a Christian university in Indonesia. This study is motivated by an ongoing debate over the place of spirituality, especially Christianity, in ELT. In this project, religions are considered to be windows through which one's spirituality is viewed and expressed. Spiritually associated relations of power indicate discrepancies due to positioning of one person committed to a spiritual view in relation to those having similar or different spiritual views. The purpose of exploring spiritually associated identities and power relations is to provide empirical evidence which supports the following arguments. The integration of spirituality in ELT, or lack thereof, can be problematic. More importantly, however, spirituality can be enriching for some EFL teachers and students alike, and be presented together with critical ELT. To explore the complexity of power relations associated with some EFL stakeholders' spiritual identities, I analyzed data from classroom observations, four focus group discussions from February to April 2014, and individual interviews with 23 teachers and students from February to September 2014. Findings showed that Christian and non-Christian English teachers had nuanced views regarding the place of prayer in ELT-related activities, professionalism in ELT, and ways of negotiating spiritually associated power relations in ELT contexts. Students participating in this study performed their spiritual identities in ways that can be perceived as problematic (e.g., by being very dogmatic or evangelical) or self-reflexive. Classroom observations helped me to see more clearly how Christian English teachers interacted with their students from different religious backgrounds. In one class, a stimulating dialogue seemed to emerge when a teacher accommodated both critical and religious views to be discussed. This project culminates in my theorization of the praxis of critical spiritual pedagogy in ELT. Central to this praxis are (a) raising the awareness of productive power and power relations associated with spiritual identities; (b) learning how to use defiant discourses in negotiating spiritually associated power relations; and (c) nurturing self-reflexivity critically and spiritually.
ContributorsMambu, Joseph Ernest (Author) / Matsuda, Paul Kei (Thesis advisor) / Friedrich, Patricia (Committee member) / Prior, Matthew T. (Committee member) / Arizona State University (Publisher)
Created2014
Description
The crime of human trafficking has received increased national attention over the past decade. However, the subject of human trafficking is rarely mentioned in criminal justice and criminology curricula in colleges and universities. This study discusses findings from a review of listed courses in 100 criminology and criminal justice bachelor degree programs in colleges and universities in the United States. Implications for further research, including examining criminal justice education programs outside of academe, are discussed. The author advocates adding courses on human trafficking in criminology and criminal justice curricula and makes recommendations for undergraduate criminology and criminal justice education.
ContributorsZhilina, Tatyana (Author) / Stancliff, Michael (Thesis advisor) / Bernat, Francesc (Committee member) / Vaughan, Suzanne (Committee member) / Arizona State University (Publisher)
Created2011
Description
At first glance, trends in increased hunger and obesity in the United States (US) would seem to represent the result of different causal mechanisms. The United States Department of Agriculture (USDA) reported that nearly 50 million Americans had experienced hunger in 2009. A year later, the Centers for Disease Control and Prevention published a report showing that 68% of the US population was either overweight or obese. Researchers have found that these contrasting trends are actually interrelated. Being so, it is imperative that communities and individuals experiencing problems with food security are provided better access to healthy food options. In response to the need to increase healthy food access, many farmers markets in the US have received funding from the USDA to accept vouchers from federal food security programs, such as the Supplemental Nutrition Assistance Program (SNAP). In Downtown Phoenix, Arizona, one organization accepting vouchers from several programs is the Phoenix Public Market. However, the mere existence of these programs is not enough to establish food security within a community: characteristics of the population and food environments must also be considered. To examine issues of food security and public health, this thesis utilizes geographical information systems (GIS) technology as a tool to analyze specific environments in order to inform program effectiveness and future funding opportunities. Utilizing methods from community-based participatory research (CBPR) and GIS, a mapping project was conducted in partnership with the Market to answer three questions: (1) what is the demographic makeup of the surrounding community? (2) What retailers around the Market also accept food security vouchers? And (3) where are food security offices (SNAP and WIC) located within the area? Both in terms of demographic characteristics and the surrounding food environment, the project results illustrate that the Market is embedded within a population of need, and an area where it could greatly influence community food security.
ContributorsRawson, Brooke (Author) / Vargas, Perla A (Thesis advisor) / Booze, Randy (Committee member) / Vaughan, Suzanne (Committee member) / Arizona State University (Publisher)
Created2011
Description
This action research project explores masters level graduate student writing and academic identity during one semester in an interdisciplinary masters program. Informing this study is a two part theoretical framework including the Academic Literacy Model (Lea and Street) and Wenger's concept of identity. The purpose of this exploration was to understand how first semester graduate students experienced academic writing and what characteristics of their academic identity emerged. A mixed-methods approach was used to collect both quantitative and qualitative data. Quantitative data included results from the Inventory of Processes in Graduate Writing (Lavelle and Bushrow, 2007) and the Graduate Student Identity Survey. Qualitative data was collected through researcher observations, student blog entries, writing group transcripts, and individual interviews. The following themes emerge from the data: a) graduate students attribute their successes in writing to previous experiences, b) graduate students experience struggles related primarily to academic quality and faculty expectations, c) graduate students negotiate ways of being in the academy through figuring out expectations of faculty and program, d) work done in the writing group meetings shows evidence of meaning-making for the graduate students, e) the focus of the MA program was critically important to graduate students in the graduate writing project, e) participants' role as graduate students felt most strongly in contexts that include academic activity, and f) students acknowledge change and increasingly identify themselves as writers. Ideas for future cycles of research are discussed.
ContributorsRuggles, Tosha M (Author) / Wetzel, Keith (Thesis advisor) / Ewbank, Ann (Committee member) / Friedrich, Patricia (Committee member) / Arizona State University (Publisher)
Created2012
Description
This dissertation is an exploration of various identity labels available for first-year composition (FYC) students that tend to classify them into categories which may or may not relate to the students' perception of themselves. If there remains a gap between self-identification and institutional labeling then students may find themselves negotiating unfamiliar spaces detrimental to their personal goals, expectations, and understanding of their writing abilities. This may trigger a rippling effect that may jeopardize the outcomes expected from a successful FYC program stipulated in the WPA Outcomes Statement. For this study I approached 5 sections of mainstream FYC and 7 sections of ESL/ international FYC with in-class questionnaire based surveys. The 19 questions on the survey were cued to address students' concern for identity and how course labels may or may not attend to them. With feedback from 200 participants this study endeavors to realize their preference for identity markers and definitions for mainstream and ESL sections of FYC. The survey also checks if their choices correlate and in some ways challenge ongoing research in the field. The survey reports a marked preference for NES and English as a second language speaker as prominent choices among mainstream and ESL/ international students, respectively, but this is at best the big picture. The "truth" lies in the finer details - when mainstream students select NNESs and / or resident NNESs the students demonstrate a heightened awareness of individual identity. When this same category of resident NNESs identify themselves in ESL/ international sections of FYC, the range of student identities can be realized as not only varied but also overlapping between sections. Furthermore, the opinions of these students concur as well as challenge research in the field, making clear that language learning is a constant process of meaning making, innovation, and even stepping beyond the dominant mores and cultures.
ContributorsChaudhuri, Anita (Author) / Friedrich, Patricia (Thesis advisor) / Roen, Duane (Committee member) / James, Mark A (Committee member) / Arizona State University (Publisher)
Created2012
Description
The present study investigates some of the different ways in which English has been conceptualized in Brazil since the beginning of intensified globalization in the 1990s, and proposes how such conceptualizations relate to sociocultural, political and historical phenomena in the country. To this end, central texts (governmental documents, musical lyrics, cultural messages, educational policies, and language school commercials) of three domains of language regulation and use (political discourse, pop culture, and English language teaching) were examined through discourse analytical tools, text mapping, and content analyses. The investigation of each domain was supplemented by analyses of additional data (media texts, artistic work, and teacher interviews) that either confirmed or problematized results. Findings showed that the symbolic meanings of English in Brazil are caught in a heteroglossic web of discourses, which reflect diverse understandings of global processes, of the spread of English, and of Brazil itself. Tensions between authoritative and internally persuasive discourses, and between centripetal and centrifugal forces are revealed not only across different texts and realms - as reported in studies of English in other contexts - but also within domains, and within the discourses of the same people and institutions. It is argued that legislative authority, the role of the state, and the contradictions between discourses of mobility and empowerment and unsuccessful educational practices play a central role in the way English is understood and experienced in Brazil, confirming previous claims of an identity crisis, and revealing other crises of power, democracy, politics, and education. The study adds to the literature on English conceptualizations by bringing an understanding of the case of Brazil, which has not been as extensively investigated as other contexts. Moreover, the individual analyses presented bring new perspectives on the political discourses that have attempted to regulate loanword use in Brazil, and on the nature of language teaching in the country, besides emphasizing the role of pop culture in the understanding of English in that context. Further implications include the discussion of how the study of the spread of English may connect with different understandings of globalization, and the presentation of how the results contribute to language education.
ContributorsFigueiredo, Eduardo Henrique Diniz de (Author) / Friedrich, Patricia (Committee member) / Matsuda, Aya (Committee member) / Gee, James (Committee member) / Arizona State University (Publisher)
Created2012
Description
Indian water rights and Indian water settlements have emerged as a means for resolving long-standing despites and water rights claims. Working with and understanding water rights demands a genuine knowledge of water issues that are specific to each indigenous community as there are cultural aspects and perspectives towards water that are involved. The Gila River Indian Community is an indigenous community in south central Arizona, whose cultural and historic origins span over two millennia. Their foundation as a people was tied to the presence of the Gila and Salt Rivers, from which they freely diverted its waters through hundreds of miles of hand-dug canals, to transform the Sonoran desert into a desert oasis. There is a historical progression of this Community's water rights from when water was abundant to the time it was scarce, leading to an outright denial of a livelihood where water and farming was central to their way of life. A water rights settlement was an option that was pursued because it offered a chance for the Community to see the return of their water. The 2004 Gila River Indian Community Water Rights Settlement has been recognized as the largest Indian water rights settlement in United States history and serves as a model for future water settlements. The success of Indian water settlements in the United States has the potential, under the right political and legal conditions, to be replicated in other areas of the world where water resources are under dispute and water rights have come into conflict between indigenous and non-indigenous users.
ContributorsNavajo, Isaac A (Author) / Simmons, William (Thesis advisor) / Vaughan, Suzanne (Committee member) / Casper, Monica (Committee member) / Arizona State University (Publisher)
Created2012
Description
In countries of conflict, non-governmental organizations (NGOs) often resort to humanitarian relief. A small number of peace and conflict resolution organizations (P/CROs) engage more directly, through grassroots mediation, elite negotiation and advocacy. This thesis observes the potential for implementing such direct conflict interventions in traditional relief and development organizations. To understand current NGO activities, I examine ten case study organizations in two countries of conflict, Cote d'Ivoire and Somalia. I analyze organizations' rhetorical presentation, their society-level engagement, strategies for intervention, and responses to persistent challenges, such as security, impartiality, collaboration and evaluation. Based on conflict study literature, I make tentative recommendations for NGOs in Cote d'Ivoire and Somalia specifically. I also propose a more general system for classifying NGO peace work: five generations of conflict intervention, each more integrated, direct, and political. Rhetorical, structural and operational changes will help organizations move toward higher generation work.
ContributorsDiddams, Margaret (Author) / Ron, Amit (Thesis advisor) / Friedrich, Patricia (Thesis advisor) / Wang, Lili (Committee member) / Arizona State University (Publisher)
Created2011
Description
Gender bias has been identified as one of the drivers of gender disparity in academic medicine. Bias may be reinforced by gender subordinating language or differential use of formality in forms of address. Professional titles may influence the perceived expertise and authority of the referenced individual. The objective of this study is to examine how professional titles were used in the same and mixed-gender speaker introductions at Internal Medicine Grand Rounds (IMGR).
ContributorsMelikian, Ryan Elizabeth (Author) / Friedrich, Patricia (Thesis director) / Mayer, Anita (Committee member) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12