Matching Items (6)

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Apache Junction Trail Connectivity State Land and Visioning Final Report

Description

In the spring of 2016, The City of Apache Junction partnered with the School of Geographical Sciences and Urban Planning at Arizona State University on three forward-thinking plans for development

In the spring of 2016, The City of Apache Junction partnered with the School of Geographical Sciences and Urban Planning at Arizona State University on three forward-thinking plans for development in Apache Junction. Graduate students in the Urban and Environmental Planning program worked alongside City staff, elected officials and the public to identify opportunities and visions for:

1. Multi-modal access and connectivity improvements for City streets and open space.
2. Downtown development.
3. A master-planned community on state land south of the U.S. 60.

The following sections of the report present Apache Junction’s unique characteristics, current resident demographics, development needs and implementation strategies for each project:

1. Community Profile
2. Trail Connectivity Master Plan
3. Downtown Visioning
4. State Land Visioning

The Trail Connectivity Master Plan optimizes existing trails and wide road shoulders to improve multi-modal connections across the city. The proposed connections emphasize access to important recreation, education and other community facilities for pedestrians, equestrians and bicycles. Trail and lane designs recommend vegetated buffers, wherever possible, to improve traveler safety and comfort. The proposals also increase residents’ interaction with open space along urban-rural trails and park linkages to preserve opportunities to engage with nature. The objectives of the report are accomplished through three goals: connectivity, safety improvements and open space preservation.

Downtown Visioning builds on a large body of conceptual design work for Apache Junction’s downtown area along Idaho Road and Apache Trail. This report identifies three goals: to establish a town center, reestablish the grid systems while maintaining a view of the Superstition Mountains, and create an identity and sense of place for the downtown.

State Land Visioning addresses a tract of land, approximately 25 square miles in area, south of the U.S. 60. The main objective is to facilitate growth and proper development in accordance with existing goals in Apache Junction’s General Plan. This is accomplished through three goals:

1. Develop a foundation for the creation of an economic corridor along US-60 through preliminary market research and land use planning.
2. Create multi-modal connections between existing development north of US-60 and future recreational space northeast of US-60.
3. Maintain a large ratio of open space to developed area that encompasses existing washes and floodplains using a master planned community framework to provide an example for future land use planning.

Contributors

Agent

Created

Date Created
  • 2016-05

Apache Junction Trail Connectivity, Downtown Visioning & State Land Visioning

Description

In the spring of 2016, the City of Apache Junction partnered with the School of Geographical Sciences and Urban Planning at Arizona State University on three forward-thinking plans for development

In the spring of 2016, the City of Apache Junction partnered with the School of Geographical Sciences and Urban Planning at Arizona State University on three forward-thinking plans for development in Apache Junction. Graduate students in the Urban and Environmental Planning program worked alongside City staff, elected officials and the public to identify opportunities and visions for:
       1. Multi-modal access and connectivity improvements for City streets and open space.
       2. Downtown development.
       3. A master-planned community on state land south of the U.S. 60.

The following sections of the report present Apache Junction’s unique characteristics, current resident demographics, development needs and implementation strategies for each project:
       1. Community Profile
       2. Trail Connectivity Master Plan
       3. Downtown Visioning
       4. State Land Visioning

The Trail Connectivity Master Plan optimizes existing trails and wide road shoulders to improve multi-modal connections across the city. The proposed connections emphasize access to important recreation, education and other community facilities for pedestrians, equestrians and bicycles. Trail and lane designs recommend vegetated buffers, wherever possible, to improve traveler safety and comfort. The proposals also increase residents’ interaction with open space along urban-rural trails and park linkages to preserve opportunities to engage with nature. The objectives of the report are accomplished through three goals: connectivity, safety improvements and open space preservation.

Downtown Visioning builds on a large body of conceptual design work for Apache Junction’s downtown area along Idaho Road and Apache Trail. This report identifies three goals: to establish a town center, to reestablish the grid systems while maintaining a view of the Superstition Mountains, and to create an identity and sense of place for the downtown.

State Land Visioning addresses a tract of land, approximately 25 square miles in area, south of the U.S. 60. The main objective is to facilitate growth and proper development in accordance with existing goals in Apache Junction’s General Plan. This is accomplished through three goals:
       1. Develop a foundation for the creation of an economic corridor along US-60 through
           preliminary market research and land use planning.
       2. Create multi-modal connections between existing development north of US-60 and
           future recreational space northeast of US-60.
       3. Maintain a large ratio of open space to developed area that encompasses existing
           washes and floodplains using a master planned community framework to provide an
           example for future land use planning.

Contributors

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A Virtual Approach to Communication: Augmented Reality and Language Related Episodes in Second Language Learning

Description

In the last decade, the educational field, in general, has experienced increasing interest in applying augmented reality (AR) for educational purposes. Studies have shown that when AR is effectively applied

In the last decade, the educational field, in general, has experienced increasing interest in applying augmented reality (AR) for educational purposes. Studies have shown that when AR is effectively applied in education, it can increase students’ learning interest and concentration (Zhang et al., 2014), reduce cognitive overload (Bower et al., 2014, p.1), and provide a more authentic learning experience (Klopfer, 2008). This study uses both cognitive and sociocultural theoretical perspectives to better understand the role of AR in peer interaction by investigating language-related episodes (LREs) during collaborative dialogue. The current study investigates whether mobile-based AR influence the number, nature, outcome, and correction orientation of LREs during two oral and writing-focused activities of ten advanced L2 Spanish dyads using AR and non-AR mobile applications. The results show significant differences in the incidence of LREs in both settings (AR vs non-AR) and modality focus (oral vs writing-focused). Although significant differences were found between mechanical LREs vs. lexical and grammatical LREs, no significant differences were found between lexical and grammatical LREs in both modalities and settings. Likewise, the correction orientation was similar in both modalities, whereas the LRE outcomes were significantly different in both settings. Immediate posttests were administered to determine whether participants retained the results of the LREs based on the LRE outcome types. The posttests showed a strong correlation between the recognition and production scores of the grammatical structures. However, no significant differences were found in the recognition or production of grammatical structures nor the production of lexical items between the two settings.

Contributors

Agent

Created

Date Created
  • 2020

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Exploring teachers' writing assessment literacy in multilingual first-year composition: a qualitative study on e-portfolios

Description

This project investigated second language writing teachers’ writing assessment literacy by looking at teachers’ practices of electronic writing portfolios (e-WPs), as well as the sources that shape L2 writing teachers’

This project investigated second language writing teachers’ writing assessment literacy by looking at teachers’ practices of electronic writing portfolios (e-WPs), as well as the sources that shape L2 writing teachers’ knowledge of e-WPs in the context of multilingual First-Year Composition (FYC) classrooms. By drawing on Borg’s (2003) theory of teacher cognition and Crusan, Plakans, and Gebril’s (2016) definition of assessment literacy, I define L2 teachers’ writing assessment literacy as teachers’ knowledge, beliefs and practices of a particular assessment tool, affected by institutional factors. While teachers are the main practitioners who help students create e-WPs (Hilzensauer & Buchberger, 2009), studies on how teachers actually incorporate e-WPs in classes and what sources may influence teachers’ knowledge of e-WPs, are scant. To fill in this gap, I analyzed data from sixteen teachers’ semi-structured interviews. Course syllabi were also collected to triangulate the interview data. The interview results indicated that 37.5 % of the teachers use departmental e-WPs with the goal of guiding students throughout their writing process. 43.7 % of the teachers do not actively use e-WPs and have students upload their writing projects only to meet the writing program’s requirement at the end of the semester. The remaining 18.7 % use an alternative platform other than the departmental e-WP platform, throughout the semester. Sources influencing teachers’ e-WP knowledge included teachers’ educational and work experience, technical difficulties in the e-WP platform, writing program policies and student reactions. The analysis of the course syllabi confirmed the interview results. Based on the findings, I argue that situated in the context of classroom assessment, institutional factors plus teachers’ insufficient knowledge of e-WPs limit the way teachers communicate with students, whose reactions cause teachers to resist e-WPs. Conversely, teachers’ sufficient knowledge of e-WPs enables them to balance the pressure from the institutional factors, generating positive reactions from the students. Students’ positive reactions encourage teachers to accept the departmental e-WPs or use similar alternative e-WP platforms. Pedagogical implications, limitations of the study and suggestions for future research are reported to conclude the dissertation.

Contributors

Agent

Created

Date Created
  • 2018

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The Role of WhatsApp in Developing L2 Spanish Learners' Intercultural Sensitivity: An Exploratory Task-Based Language Study in a Language Immersion Setting

Description

Technology (i.e. the WhatsApp mobile application) can play a positive role in a student’s language and culture learning when it is used in collaboration with a language curriculum that uses

Technology (i.e. the WhatsApp mobile application) can play a positive role in a student’s language and culture learning when it is used in collaboration with a language curriculum that uses a modular framework. When technology tools are used in an intensive language learning environment, those mobile devices will allow students certain affordances (like modifying, authoring, and reviewing content) as well as opportunities to work independently (e.g., create their own content to demonstrate cultural understanding) and/or to reflect upon cross-cultural issues that impact their intercultural sensitivity (Lee, 2011). Barker (2016) adds that cultural discussions performed during a student’s language learning process can lead to intercultural sensitivity development and learning if done communicatively and in engaging environments. In this study, participants intensely interacted in a three week immersion experience where they used WhatsApp to communicate with each other, with their instructors, and with their host families by completing tasks in three modules that were a part of an Advanced Spanish Conversation and Culture Course.

The argument in this study is that if WhatsApp is well integrated into the course activities and curriculum of an upper level Spanish university course while abroad, the students will use more innovative ways to communicate, thus, allowing for more intercultural sensitivity growth. In this study, the author analyzed the intercultural sensitivity development and Spanish language use of twelve university level students as they learned Spanish in a 13 week study abroad program abroad in Segovia, Spain. The goal of the study was to gauge how effectively the students communicated with one another while simultaneously measuring their intercultural sensitivity growth to see if the integration of the mobile app, WhatsApp, had any effect on their intercultural learning capabilities. The author analyzed data from twelve learners’ interactions while they studied abroad in a country that they were mostly unfamiliar with. As a result of WhatsApp’s various modalities and capabilities, the findings showed that all of the 12 students showed modest intercultural sensitivity growth along the Developmental Model of Intercultural Sensitivity Scale (Bennett, 1993) to assist them in more effectively communicating in the target language about the host culture.

Contributors

Agent

Created

Date Created
  • 2020

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Language Learners’ Translanguaging Practices and Development of Performative Competence in Digital Affinity Spaces

Description

In a growlingly digital world, scholars must understand the changes in textuality and communication associated with Web 2.0 technologies to incorporate potential pedagogical benefits to language curricula. For example, with

In a growlingly digital world, scholars must understand the changes in textuality and communication associated with Web 2.0 technologies to incorporate potential pedagogical benefits to language curricula. For example, with the affordance of these technologies, language learners (LL) are increasingly exposed to language contact zones found both on and offline. A practice that could potentially support the communicative practices of LL within these multilingual spaces is translanguaging, or the use of strategies employed by LL when engaging with diverse codes by utilizing the resources of their semiotic repertoire as well as their language(s). Previous research has focused principally on contexts of bilingual education and identity formation vis-à-vis translanguaging. Therefore, the present study is the first to examine the actual translanguaging practices of second language (n=5) and heritage language learners (n=5) of Spanish in a digital language contact zone: Facebook affinity spaces, or common interest spaces. The dynamic data gathered from screen capture recordings of the participants’ interactions and think-aloud protocols in the affinity spaces, stimulated recall interviews, and written reflections were analyzed using content analysis and critical discourse analysis.

This analysis revealed key findings in the data that focused on translanguaging practices, negotiation strategies, and performative competence - or the procedural knowledge which focuses on how learners communicate rather than what they communicate. First, the participants displayed a preference toward the separation of languages in written output, adhering to the ideals of linguistic purism, while simultaneously engaging in translanguaging practices via non-linguistic semiotic resources, such as the use of emojis, in their communication. Second, the participants’ self-reported proficiency levels for their writing abilities in Spanish correlated with their use of outside digital resources as a mediation tool. The findings show that, theoretically, the conceptualization of communicative competence must be expanded in order to incorporate the languaging practices of interlocutors in digital contexts. Pedagogically, educators need to support the development of LLs’ digital literacies, or communicative practices that are facilitated by technology, and address the bias toward linguistic purism to help students reap the cognitive benefits offered by translanguaging practices.

Contributors

Agent

Created

Date Created
  • 2018