Arizona Working Papers in Second Language Acquisition and Teaching (SLAT)
Working Papers of the Interdisciplinary PhD Program in Second Language Acquisition and Teaching and Collaborating Programs
The University of Arizona®
2015- Volume 22
- Senior Editor: Steve Daniel Przymus
- Associate Editor: Robert Poole
- Faculty Advisor: Dr. Mahmoud Azaz
- Analysis Editor: Michael Sayle
- Pedagogy Editor: Diego Fernando Macias
- Processes Editor: Heather Smyser
- Use Editor: Elizabeth Hubbs
It is my absolute pleasure to present the twenty-second issue of Arizona Working Papers in Second Language Acquisition and Teaching (SLAT). The contributions in this issue were solicited, selected and edited by graduate students in the SLAT Program at the University of Arizona. The SLAT doctoral program is an interdisciplinary program designed to reflect the multi-disciplinary nature of second language acquisition and teaching, including theoretical and applied linguistics, psychology, cognitive science, anthropology, sociology, and education. The interconnections between these disciplines are reflected in the interdisciplinary work conducted by SLAT students who examine theoretical premises as well as practical applications emerging from these connections. The papers in this issue reflect a subset of the wide and rigorous research conducted in the SLAT Program
It was a great pleasure to work with the Managing Editors of this volume, Steve Daniel Przymus and Robert Edward Poole, whose dedication, hard work, and careful attention shaped the editing and revision process that resulted in high quality manuscripts. Also, it was a pleasure to work with the specific area editors who represent the four areas in the SLAT Program: L2 Pedagogical Theory and Program Administration, Diego Fernando Macias; L2 Processes and Learning, Heather Smyser; Linguistic Analysis, Michael Sayle; and L2 Use, Elizabeth Hubbs. Their insights, professionalism, and expertise have been very helpful in providing constructive feedback to the authors. The rigorous review processes ended up accepting less than 50 percent of the total number of the submissions for inclusion.
Despite the fact that the articles included in this issue have been carefully selected and edited, they are to be regarded as works in progress. The authors who contribute to Arizona Working Papers generally plan to revise their papers and submit them for publication elsewhere. This volume is intended to serve as a medium for scholarly exchange, and thus questions, comments and suggestions would be welcome during the process of revision. Please address these to the individual authors directly.
A description of the UA SLAT program, including faculty biographies, is included at the end of this volume. Additional information is available from the Program office and at the Program website (http://slat.arizona.edu/).
Arabic Language, Linguistics and Second Language Acquisition & Teaching
University of Arizona
Table of Contents
Katherine J. Riestenberg, Georgetown University
Hana S. Jan, Georgetown University
Luciane Maimone, Georgetown University
Cristina Sanz, Georgetown University
Katherine J. Riestenberg is a Ph.D. candidate at Georgetown University specializing in second language acquisition and bilingualism. She recently co-authored a paper on measuring awareness in research on implicit language learning that appeared in Studies in Second Language Acquisition. Her dissertation investigates the acquisition of lexical tone among child second language learners of Sierra Juárez Zapotec in a revitalization context (NSF BCS-1451687).
Hana S. Jan is a Ph.D. candidate at Georgetown University. She is interested in bilingualism, second language processing, L2 pedagogy, and cognitive linguistics. Her dissertation investigates the relationship between cognition and particle polysemy in Arabic.
Luciane Maimone is a linguistics Ph.D. candidate at Georgetown University. In her dissertation she investigates crosslinguistic effects from Spanish on nonnative Portuguese input processing. Her main research areas are L3 acquisition, crosslinguistic influence, and language assessment. She is also interested in heritage languages and language variation and change.
Dr. Cristina Sanz (Lic. U. Barcelona; PhD, UIUC) is Professor of Spanish & Linguistics at Georgetown University. An expert on bilingualism and second language acquisition, Dr. Sanz has over 70 publications. Her volume Mind and Context in Adult Second Language Acquisition received the 2006 MLA’s Mildenberger Prize.
- IS ANTI-DISCRIMINATION STILL DISCRIMINATION? CRITICAL DISCOURSE ANALYSIS OF THE HONG KONG RACE DISCRIMINATION ORDINANCE
Elizabeth Hubbs, University of Arizona
Elizabeth Hubbs is a doctoral candidate in the Second Language Acquisition and Teaching program at the University of Arizona. Her current work involves minority language policies in Hong Kong. She also does work on the wider-angle approach to critical discourse analysis and language ideologies.
- READING COMPREHENSION AMONG PONTIAN GREEK STUDENTS FROM THE FORMER SOVIET UNION DURING UPPER ELEMENTARY YEARS
Lito E. Michalopoulou, M.Ed., The Pennsylvania State University
Barbara A. Schaefer, PhD, The Pennsylvania State University
Lito E. Michalopoulou is a school psychology doctoral candidate and a research assistant for the Clearinghouse for Military Family Readiness at the Pennsylvania State University. She holds a Master of Education degree in School Psychology from the Pennsylvania State University (2014). She received her undergraduate degree in psychology from the Aristotle University of Thessaloniki, Greece in 2011. Her current research interests include evidence practices, implementation science, language minority and bilingual students.
Dr. Barb Schaefer is an associate professor of education at Penn State whose research interests encompass gender and cultural differences in learning and behavior. Her publications explore the application of measures applied in various international contexts, and she is collaborating on psychometric analyses for an 8-site international health and nutrition study funded by the Bill and Melinda Gates Foundation.
Zachary Brooks, University of Arizona
Zachary Brooks is a PhD Candidate in Second Language Acquisition at the University of Arizona with PhD minors in Cognitive Science and Linguistics. His dissertation brings together the fields of applied linguistics, cognitive science, and management. He also served for three years as the Graduate and Professional Student Body President significantly increasing the budget for his organization. Zachary regularly competes in international triathlon competitions. For more information, click here
Sevda Budak, University of Nebraska-Lincoln
Jenelle Reeves, University of Nebraska-Lincoln
Sevda Budak received her Ph.D. from the University of Nebraska-Lincoln in Educational Studies, specializing in Teaching, Curriculum, and Learning. Her research interests involve the teaching of English grammar, the connection between ESL teacher cognition, instruction, and student thinking.
Jenelle Reeves is an associate professor at the Department of Teaching, Learning and Teacher Education at the University of Nebraska-Lincoln. Her research interests involve ESL teacher reasoning and general teacher experiences with the inclusion of ELLs in the secondary content area classrooms.
- PREDICTION ON ENGLISH-SPEAKING CHILDREN’S CHINESE SPOKEN WORD LEARNING: CONTRIBUTIONS OF PHONOLOGICAL SHORT-TERM MEMORY
Junli Wei, University of Illinois at Urbana-Champaign
Junli Wei is a Ph. D candidate in the Department of Educational Psychology at the University of Illinois at Urbana-Champaign. Her research interests lie in the area of second language acquisition and teaching. In recent years, she has focused on psycholinguistics and cognitive factors involved in assessment and learning.