In the search of a language pedagogical paradigm

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IN THE SEARCH OF

A LANGUAGE PEDAGOGICAL PARADIGM edited by Michał Daszkiewicz & Anna Dąbrowska

Kraków 2020

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© Copyright by Oficyna Wydawnicza „Impuls”, Kraków 2020

Reviewer: prof. dr hab. Ewa Filipiak Typographic work: Alicja Kuźma Cover design: Anna M. Damasiewicz Graphic used on the cover: Amela Vorgic

Publication financed by the University of Gdańsk and the University of Warsaw

ISBN 978-83-7850-779-6

Oficyna Wydawnicza „Impuls” 30-619 Kraków, ul. Turniejowa 59/5 phone/fax: (12) 422 41 80, 422 59 47, 506 624 220 www.impulsoficyna.com.pl, e-mail: impuls@impulsoficyna.com.pl First edition, Kraków 2020

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Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

PART I. In the search of A LANGUAGE EDUCATIONAL PARADIGM Strand 1–1: Language & Schooling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Youth Literacy in the Era of New Orality – a Local or Global Problem? Anna Dąbrowska (Poland, University of Warsaw) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Contemporary English Teaching Techniques in Primary School and their Pedagogical Grounding Dragana Božić Lenard & Ivan Lenard (Croatia, University of Osijek) . . . . . . . . . . . . . . . . . . . . . . 35 Strand 1–2: Language & Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Translanguaging Narratives: Leveraging Students’ Linguistic and Multimodal Practices in an ENL Classroom Ivana Espinet (USA, CUNY Kingsborough Community College), Karen Zaino (USA, CUNY The Graduate Center), Michelle Demeroukas (USA, New York City Department of Education) . . . . . . . . . . . . . . . . . . . 49

‘It’s Just Not Another Language’ – Impact of Learning English as a Second Language on the Personality of Undergraduate Students in India Somali Gupta (India, Government V.Y.T.P.G. Autonomous College Durg) . . . . . . . . . . . . . . . . . 61 Strand 1–3: Language & Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Language as Resistance in the Panopticon of Milkman Tess Maginess (Northern Ireland, Queen’s University Belfast) . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Foreign Language Learning in the World of Artificial Intelligence and the Future FL Teacher Roles Ľudmila Hurajová (Slovakia, Slovak University of Technology) . . . . . . . . . . . . . . . . . . . . . . . . . 89

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Strand 1–4: Language & Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Literacy and the L2 Self as a Pedagogical Challenge in Teaching and Learning Norwegian – First, Second or Foreign Language? Jens Haugan (Norway, Inland Norway University of Applied Sciences) . . . . . . . . . . . . . . . . . 103 Transforming L2 Teachers’ Personal Pedagogies Ervin Kovačević (Bosnia and Herzegovina, International University of Sarajevo) . . . . . . . . . . 115

PART II. In the search of A LANGUAGE DIDACTIC PARADIGM Strand 2–1: Language & Beliefs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Language Composing as the Conceptual Axis of a Four-Domain Educational Paradigm Michał Daszkiewicz (Poland, University of Gdańsk) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Epistemological Beliefs in Relation to Classroom Conversation Naeun Choi & Byeonggon Min (South Korea, Seoul National University) . . . . . . . . . . . . . . . . 149 Strand 2–2: Language & Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 “Languagizing” the Preschool Classroom: Six Principles Dani Levine (USA, Temple University), Elias Blinkoff (USA, Temple University), Roberta Michnick Golinkoff (USA, University of Delaware), Kathryn Hirsh-Pasek (USA, Temple University and Brookings Institution) . . . . . . . . . . . . . . . 163

Foreign Language Teachers’ Beliefs: A Review of Literature on the Sources, Effects, and Malleability of Beliefs Tatjana Glušac (Serbia, Union University) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Strand 2–3: Language & Affect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 Sticks and Stones May Break my Bones: The Role of Unintentionally Harmful Words in Language Education Settings Anita Bright (USA, Portland State University) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 The Effect of Gender Inconsistencies in English on Construction of Student Identities Aneta Naumoska (North Macedonia, Ss. Cyril and Methodius University) . . . . . . . . . . . . . . . 199

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Strand 2–4: Language & Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209 Students’ Learning Language and Learning to Reason Mathematically Louise C. Wilkinson (USA, Syracuse University), Alison L. Bailey (USA, UCLA), Carolyn A. Maher (USA, Rutgers University) . . . . . . . . . . . . . . . . 211

Some Applications of Neuroscience to Teaching Foreign Languages Irene Krasner (USA, Defense Language Institute Foreign Language Center) . . . . . . . . . . . . . 227 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241 Index of Things . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273 Index of Names . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277 Bio Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281

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Introduction Underlying idea This book has been prompted by the fact that increasingly more researchers and teachers view education through the prism of linguistic categories. This occurs both on the “deeper” level of school curricula as well as “on the surface” with regard to the methodology of classroom instruction. This globally growing interest in the linguistic edge of education is – from the perspective of our current knowledge on its significance – far from being surprising. Language serves multiple functions, shapes the way in which its user perceives reality, and makes it possible for one to express oneself. Thanks for verbal communication man develops, but also constructs and realises his or her thoughts, and carries out reflection on what s/he says. Content that is not expressed in language remains only at the level of impressions. Expressing it, be it only for oneself, helps one realise, order and rationalise it. Through communication by language man becomes a symbolic being, capable of reflection on abstract matters. Hence, language is both a tool for communication as well as a sign of identity, a means of self-presentation, a key to participation in culture, and finally – an image of reality in its users’ minds. Such predominance of language in man’s learning and entire existence, on the one hand, makes us approach the eponymous issue humbly and respectfully of its complications, but, on the other hand, induces us to search for cohesion and coherence across multiple approaches to how language is and should be implemented into education.

Book’s Throughline Our journey through the intersection of linguistics and pedagogy is organised around eight strands to which language is related – initially introduced under the Educational Role of Language (ERL) framework, in which our coauthors and we, the two co-editors, have been involved and make some references to in the book. The first four strands (comprising Part I) we see as wider and relating to the relationship between schooling, culture, methodology and

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personality, and the later four (included in Part II) – as students-related and covering the links between language and learners’ beliefs, activity, affect and thinking. All the eight strands – unavoidably partially overlapping but covering the entirety of language reality and education – are strongly embedded in the social and cultural context. For this very reason, the book has an international character, which we see as one of its primary merits and which makes it possible to recognise multi-faceted conditioning of the functioning of language of different societies and language learning developments in different educational systems. Since any study of this conditioning is likely to be unbalanced in being inclined to emphasis on either overall upbringing or the process of language learning , Part I In the search of a language educational paradigm includes chapters in which the major focus in on the former, whilst Part II In the search of a language didactic paradigm covers texts jointly emphasising the latter. Although each of the chapters can be read quite independently from the others and all of them can be read in any preferred order, the complex of all eight strands tells a much more complete story and, as such, becomes richer and fuller in how it reflects the mosaic of the pedagogy-cum-linguistics intersection. What must be strongly emphasised here is that the resulting two-discipline blend reaches far beyond language education. Practically all the issues raised in the fi rst part (previously unknown patterns of communication, alignment of textbooks with learners’ development, development of bicultural identities through multimodal practices, impact of speech on students’ personalities, prescience derived from reading, the fostering of individual potential through Internet of things literacy as a dimension of civic functioning, informed multicomponent personal pedagogies) rest on language, but apply to the entirety of education. By the same token, the full range of themes discussed in the second part (the blend of conventional with authorial language, importance of beliefs on students’ participation, the impact of preschool talk on school readiness, susceptibility of teachers’ beliefs to change, the effect of trigger words and their relationship to power structures in educational settings, preconceived notions of gender and interconnectedness between teachers, the linguistic dimension of mathematical reasoning, applications of neurological aspects of attention to learning) have a much wider appeal than to the learning and/or teaching a – native/first or foreign/second – language only.

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Paradigmatic Edge If, on the whole, we regard “a paradigm” as a common view on the man-language relationship, the authors share interest in the cognitive, social and cultural role of language, in studies of the development of linguistic and communicative competences and its pedagogical implications. They jointly recognise the key role of language in educational processes, the consequence of which is their search for most effective methods of language education, construction of innovative and alternative ways of teaching & learning. This applies to both the native language, thanks to which a child is introduced into the social world, but also the foreign language, which in an obvious way extends the child’s language skills, and familiarises with disparate manner of perceiving reality contained in that language and characteristic of the community using it. Accordingly, the publication is meant for a wide range of recipients interested in the educational role of language. It offers a set of answers to questions which we feel have remained unanswered ever since the time when the “linguistic turn” was first introduced. Most generally speaking, the book is meant for all those whose interests lie on the intersection of language and education, and who share the view that it is high time the position of language in education across the globe were boosted and – in line with its salience – prioritised.

Intended Outcome We encourage our readers to reflect and partake in the continuation of the book’s authors’ work on two levels: (1) in our joint search for cohesion between the eight strands so as to build up, promote and introduce into educational systems across the globe the resulting linguistic pedagogical paradigm, and (2) in further studies on eight strands considered in separation so as to recognise and implement possible intricacies that each of them brings. With this in mind, we request you to share with us your considerations (by email or any other means) and thus contribute to the important change we humbly hope to initiate. Accordingly, the book has an open character and constitutes our joint voice in the global discussion on the educational role of language. Understanding the eponymous search as “being on the way” and also “being in company”, we present this book as maybe the first step towards the language pedagogical paradigm, to be followed by other publication falling within the same pedagogically-linguistic scope. We also share

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the ambition to arouse your interest and participation in the initiatives undertaken under the ERL framework1, and to possibly reach those of you who are involved in and working on projects of a similar character. *** We shall be very happy to join forces with people and institutions for the common benefit of us all following from the educational role of language being conceptualised anew and giving shape to an entirely different pedagogical paradigm we can jointly put forward with you. Michał Daszkiewicz Anna Dąbrowska

1

The ERL framework is organised around its four pillars – ERL Conferences, ERL Network, ERL Association, ERL Journal, referred and linked to in Chapter 9.

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Bio Notes Alison L. Bailey orcid.org/0000-0001-9303-8304: USA, University of California-Los Angeles, Graduate School of Education & Information Studies, Department of Education, Ed.D., Professor of Human Development and Psychology. As a developmental psycholinguist, her work explores how children learn language at home through relationships with parents and others and subsequently in the more formal setting of school. Her expertise includes assessment strategies, including developing language learning progressions with multilingual learners. She is currently Principal Investigator of the U.S. Department of Education funded ExcEL Peer Network project focused on teacher professional learning with English learners. She is a co-author of the National Academy of Sciences’ STEM and English Learners report, a member of the NAEP Reading Standing Committee, the NCME Classroom Assessment Task Force and several state assessment technical advisory committees. She holds a B.A. in Linguistics (Hons.), University of Hull, U.K.; and Ed.M. and Ed.D., Harvard University. Email address: abailey@gseis.ucla.edu Elias Blinkoff orcid.org/0000-0003-2378-7830: USA, Temple University, Graduate Student. Blinkoff is currently pursuing his Ph.D. in developmental psychology under the mentorship of Dr. Kathy Hirsh-Pasek, Ph.D. Before arriving at Temple, he earned his B.A. in Psychology and Educational Studies from Swarthmore College. His research concerns the intersection between the science of learning and educational practice with a particular interest in literacy interventions. Email address: elias.blinkoff@temple.edu Dragana Božić Lenard orcid.org/0000-0003-4479-1329: CROATIA, Josip Juraj Strossmayer University of Osijek, Faculty of Electrical Engineering, Computer Science and Information Technology Osijek, Department of Core Courses. She obtained her Ph.D. in Linguistics and MA in the English language and literature and the Croatian language and literature from the Faculty of Humanities and Social Sciences in Osijek. She works as a postdoctoral research fellow at the Faculty of Electrical Engineering, Computer Science and Information Technology Osijek, Josip Juraj Strossmayer University of Osijek, Croatia,

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where she teaches English for Specific Purposes courses. Her research interests include ESP, sociolinguistics and computational linguistics. She is a member of the editorial board of The Journal of Teaching English for Specific and Academic Purposes published by the Faculty of Electronic Engineering, University of Niš, Serbia, a member of the advisory board for the Cambridge Scholars Publishing, a member of the Scientific Committee of International English for Specific Purposes Teachers’ Association (IESPTA) and a strand coordinator for ERL Journal, to name a few. Email address: dragana.bozic@ferit.hr Anita Bright orcid.org/0000-0002-6163-853X: USA, Portland State University, Oregon. Ph.D. With a focus in teacher preparation, Anita is an Associate Professor in Curriculum and Instruction at Portland State University in Portland, Oregon. Serving as the English for Speakers of Other Languages (ESOL) Program Coordinator, she teaches courses in ESOL and Social Justice, as well as multiple courses in the Doctoral Program. Drawing upon 20+ years as a public school classroom teacher, her research explores the ways educators conceptualize ideas of social justice, and explores the ways educators address inequities, including but not limited to racism, sexism, classism, linguicism, and the intersections of these and other systemic inequities. Email address: abright@pdx.edu Naeun Choi orcid.org/0000-0002-0048-336X: SOUTH KOREA, Seoul National University, College of Education. She is a doctoral student of Korean Language Education at Seoul National University. She received a master’s degree in Korean language education from Seoul National University. She is interested in classroom communication. Email address: prismace2@snu.ac.kr Michał Daszkiewicz orcid.org/0000-0003-2463-393X: POLAND, University of Gdańsk, Faculty of Social Sciences, Institute of Education. Ph.D. He specialises in the educational role of language: how students’ development rests on language beliefs, language activity, language (personal) experience and language matrices. Founder of the ERL framework comprising ERL Conferences, ERL Network, ERL Association, and ERL Journal. His key interests lie on the intersection of pedagogy, educational diagnostics and applied linguistics, and include predominantly the following concepts: learner and teacher language identity, language pedagogical paradigm, Composing Your Own Language, enhancement of everyday experience through language. His recent publications relate to the educational role of language skills, particularly speaking. Recently involved in international projects focused on oracy and its mutual relationship to interdisciplinary facets. Email address: michal.daszkiewicz@ug.edu.pl

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Anna Dąbrowska orcid.org/0000-0002-5192-2684: POLAND, University of Warsaw, Faculty of Education. Ph.D. Her primary research interests are focused around literacy, as well as cultural and educational conditions for the acquisition and improvement of writing skills by children and young people. Her scientific interests also include issues of youth slang, communicative competence and linguistic worldview. Author of publications on language and education, e.g. Youth and Changes in the Culture of Literacy – Text-creating Competence of Teenagers in the Light of Research, Educational Role of Language and Polish Youth Slang, Youth Literacy in the Light of Polish Educational Diagnoses, Cultural Factors in Youth Literacy, Communicative Competence and Educational Paradoxes. Member of The International Association for the Educational Role of Language. Email address: adabrowska@pedagog.uw.edu.pl Michelle Demeroukas orcid.org/0000-0001-9356-3758: USA, Morris Academy for Collaborative Studies (NYCDOE), English as a New Language Teacher. English as a New Language Teacher. Michelle received her Master of Arts in Teaching English to Speakers of Other Languages from Teachers College, Columbia University. She currently teaches ENL at a high school in the Bronx and is a CUNY-NYSIEB Teacher Leader. Each year, Michelle also partners with the Student Press Initiative (SPI) through the Center for Professional Education of Teachers at Columbia University. Email address: michelle.demeroukas@gmail.com Ivana Espinet orcid.rog/0000-0003-4775-9383: USA. Kingsborough Community College, City University of New York. Ivana Espinet is an Assistant Professor in the Education Program in the Department of Behavioral Sciences. She holds a Ph.D. in Urban Education from the CUNY Graduate Center and an M.A. in Instructional Technology and Education from Teachers College, Columbia University. She is a former project director for CUNY New York State Initiative on Emergent Bilinguals. She is interested in the use of multimodal and collaborative methodologies to learn about emergent bilinguals in school and in out of school programs. Email address: Ivana.Espinet@kbcc.cuny.edu Tatjana Glušac orcid.org/0000-0003-1290-769X: SERBIA, Union University, Belgrade, Faculty of Law and Business Studies Dr Lazar Vrkatić, Novi Sad. Tatjana is Associate Professor and teaches at the undergraduate and graduate level at the Department of English. Her main research interests include English language teacher education and professional development, teacher beliefs, improvement of students’ critical thinking skills and foreign language assessment. Tatjana has participated in a number of projects exploring the stated topics and authored a book on English language teachers’ professional

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development. She is also a national teacher trainer and an examiner for the national teacher licensure exams. Tatjana is a Fulbright / Humphrey recipient. Email address: tatjana.glusac@gmail.com Somali Gupta orcid.org/0000-0002-8099-5030: INDIA, Govt. V.Y.TP.G. Autonomous College; Professor; Dr Gupta has 36 years of teaching experience in Higher Education and 24 years experience in training and consultancy. She is recipient of the Research Award by the University Grants Commission (UGC). She has several publications both in literary and management journals and has chaired international conferences in India and abroad. She has combined language teaching with behavioural science in her research and has worked on Stress and Anxiety in Youth within the System of Higher Education in the Students from the Backward Classes of Chhattisgarh, Impact of Teacher Efficacy on Students. She also extends her services to non-government sectors and has worked outside India. She is an accredited human process facilitator and professional member of the Indian Society for Applied Behavioural Sciences (ISABS). Email address: somaligupta@gmail.com Jens Haugan orcid.org/0000-0001-9708-2038: NORWAY, Inland Norway University of Applied Sciences, Faculty of Education. Doctor artium (Ph.D.) with a thesis on Old Norse word order and information structure. Docent at the Department of Humanities at Inland Norway University of Applied Sciences teaching Norwegian grammar, language history and language didactics. Recent research activities are mainly focussing on the role of the alternative written language Nynorsk (“New Norwegian�) in Norwegian education and society. Email address: jens.haugan@inn.no Kathryn Hirsh-Pasek orcid.org/0000-0003-2947-4544: USA, Temple University and Brookings Institution; Lefkowitz Faculty Fellow in the Department of Psychology at Temple University and a Senior Fellow at the Brookings Institution. Her research examines the development of early language and literacy, the role of play in learning and learning and technology. She is the author of 14 books and hundreds of publications, has won numerous awards in her field. Vested in translating the science of learning for lay and professional audiences, her recent book, Becoming Brilliant: What the science tells us about raising successful children, released in 2016 was on the New York Times Best Seller List in Education and Parenting. Email address: khirshpa@ temple.edu

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Ľudmila Hurajová orcod.org/0000-0002-6963-2052: SLOVAKIA, Slovak University of Technology in Bratislava, Faculty of Materials Science and Technology in Trnava. Ľudmila Hurajová works as a Senior Lecturer in Centre of Humanities, Languages and Academic Sports. She leads courses English I, English II and Entrepreneurial Studies. She has had experience with lecturing both in commercial fields and academic sector. She has been submitted and participated in several national and international projects (KEGA, VEGA, ERASMUS+, VISEGRAD). Currently is leading a VISEGRAD+ project focusing on enhancing internationalization process in Higher education. Her expertise: English Didactics, CLIL approach, language and pedagogical competences, interdisciplinary/multidisciplinary cooperation, presentation skills and education technology. Email address: ludmila.hurajova@stuba.sk Ervin Kovačević orcid.org/0000-0003-1262-071X: BOSNIA AND HERZEGOVINA, International University of Sarajevo, Faculty of Arts and Social Sciences. Professor of Applied Linguistics in the English Language and Literature Program at the International University of Sarajevo. His recent publications explore the relationships between language learning beliefs, strategies, and measures of linguistic complexity. His research currently focuses on the principles which underlie personal foreign language teaching models. Email address: ekovacevic@ius.edu.ba Irene Krasner orcid.org/0000-0003-3953-2322: USA, Defense Language Institute Foreign Language Center, Tenured Professor. Academic Specialist, Master’s in Teaching Foreign Languages, Middlebury Institute of International Studies in Monterey, CA, USA. Master’s in Teaching Foreign Languages and Mathematics, St. Petersburg Pedagogical University, St. Petersburg, Russia. Prof. Krasner has more than thirty years of experience in education, with twenty-five years at the Defense Language Institute Foreign Language Center (DLIFLC). During her career at DLIFLC, she served as a Department Chair, Academic Specialist, Project Manager, President of Chairs’ Council, Chair of Academic Specialists’ Council, President of a Faculty Advisory Council, Test Developer, Faculty Developer, Team Leader, and Instructor. She also served on multiple Boards and Committees, including DLIFLC Accreditation Committee. Prof. Krasner served as Project Manager for multiple projects, such as Russian testing project, a massive Russian Basic Course curriculum project and others that have been successfully implemented by DLIFLC. Prof. Krasner has been a frequent presenter at national and international levels, and has authored multiple articles on foreign language education. She was recognized repeatedly for professional excellence by high-level DLIFLC leadership,

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including Commandant Coins of Excellence and Provost Commendations. Prof. Krasner is a certified Oral Proficiency Interview (OPI) tester and a certified Diagnostic Assessment Specialist. Email address: midskras@yahoo.com Ivan Lenard orcid.org/0000-0002-9077-678X: CROATIA, Primary School Ladimirevci, Ladimirevci. He works as a school counselor. Ivan obtained a Master of Arts degree in Pedagogy and History at Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences in Osijek. He is currently finishing his doctoral study program in Pedagogy at Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences in Osijek. His primary research interests include educational history in Croatia, history of pedagogy and school pedagogy. He is a member of ERL Journal, specifically a Language & Personality strand coordinator. Email address: ivan.lenard.86@gmail.com Dani Levine orcid.org/0000-0003-3916-6537: USA, Temple University, Postdoctoral Fellow. Levine received her B.A. from Williams College and her Ph.D. from Temple University. She is currently working on a project developing a tablet-based language screener for 2-year-olds, a downward extension of the QUILS: Quick Interactive Language Screener for children ages 3 to 6. Her research interests also include children’s event perception and word learning processes, as well as the translation of research evidence on language development into practice for parents and educators. She has published over 10 journal articles and book chapters. Email address: dani.levine@temple.edu Tess Maginess orcid.org/0000-0002-5078-8997: NORTHERN IRELAND, Queen’s University Belfast, Faculty of Arts, Humanities and Social Sciences. Tess is Director of the Open Learning (Lifelong Learning) Programme within the School of Social Sciences, Education and Social Work. She holds an Honours Degree in English from Trinity College, Dublin, an MA in AngloIrish Literature from Queen’s University Belfast and a Ph.D. in English from York University, Toronto. She has recently gained her Professorship and is a Principal Fellow of the Higher Education Academy. Her research interests include adult education/lifelong learning, especially older people’s learning, literature and language, arts based methodologies and participative research. She has published several books and articles, including Enhancing the wellbeing and wisdom of older learners: A co-research paradigm (Routledge, 2018). Email address: t.maginess@qub.ac.uk Carolyn A. Maher orcid.org/0000-0002-2955-3640: USA, Rutgers, the State University of New Jersey, Graduate School of Education, Department of

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Learning and Teaching, Ed.D., Distinguished Professor of Mathematics Education, Director of the Robert B. Davis Institute for Learning, and Editor of The Journal of Mathematical Behavior. Professor Maher is best known for her extensive research on children’s mathematical learning and educators’ professional development in mathematics education. She has conducted significant NSF-funded longitudinal studies on students’ developing mathematical ideas and reasoning, generating an extensive video collection with resources publicly available through Rutgers; and she conducted design studies using video for teacher education. She teaches courses on the mathematics learning, mathematics education, cognition and development. She holds a B.A. in Mathematics from Douglass College-Rutgers University, and both the Ed.M. and Ed.D. from Rutgers University. Email address: cmaher.edu@ gmail.com Roberta Michnick Golinkoff orcid.org/0000-0003-3299-9720: USA, University of Delaware, Unidel H. Rodney Sharp Professor of Education. Golinkoff’s Ph.D is from Cornell University. She has received many awards including the Urie Bronfenbrenner Award, and the Society for Research in Child Development’s Distinguished Contributions to Research Award. Funded by Federal agencies, and the LEGO Foundation, she is known for her researchon language development, the benefits of play, and the effects of media on children. Her latest project, Playful Learning Landscapes, brings physical installations to communities to engender conversation that promotes child well-being. She is also a of the QUILS: Quick Interactive Language Screener (in English and for Spanish bilinguals), designed to identify potential language problems between 3 and 6 years of age. Email address: Roberta@udel.edu Byeonggon Min orcid.org/0000-0003-4945-7047: SOUTH KOREA, Seoul National University, College of Education. He is a professor of Korean Language Education at Seoul National University. He received a doctoral degree in Korean language education from the SNU. Currently he is a president of the Korean Association of Speech Communication, chief editor of Journal of Korean Language Education Research, and editorial board member of L1-Educational Studies in Language and Literature. He is interested in adolescents’ lit/oracy education and classroom discourse analysis. Email address: minbg@snu.ac.kr. Aneta Naumoska orcid.org/0000-0001-8734-2246: NORTH MACEDONIA, Ss. Cyril and Methodius University, “Blaze Koneski” Faculty of Philology, Department of English Language and Literature. Teaching Assistant in Linguistics. Key interests: diachronic development of English, marking of gram-

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Bio Notes

matical categories, the intersection between language and pedagogy, curriculum development. Major achievement: creating the first bilingual dictionary (English-Macedonian and vice versa) as a mobile app, launched in 2016. Projects: part of the team for the new teaching programs (curricula) for English Language in primary and secondary schools in N. Macedonia. Email address: naumoska.an@gmail.com (www.macengdictionary.com) Louise C. Wilkinson orcid.org/0000-0003-3315-9918: USA, Syracuse University, School of Education. Department of Reading and Language Arts, Ed.D., Distinguished Professor of Education, Psychology, and Communication Sciences. As an educational psycholinguist, she conducted studies of students’ learning within and outside of schools and is best known for her extensive research on children’s school language and literacy learning, and collaborations with mathematics education researchers. She is a member the editorial boards of major research journals in learning, language, and mathematics education, including The Journal of Mathematical Behavior, serving as Associate Editor. She teaches courses on the language of learning mathematics, and on literacy learning for English language learners. She holds a B.A. in Psychology, Magna Cum Laude with Honors, Oberlin College; and Ed.M. and Ed.D., Harvard University. Email address: lwilkin@syr.edu Karen Zaino orcid.org 0000-0002-7615-0860: USA, Graduate Center, City University of New York. Karen Zaino is a doctoral student in Urban Education at the Graduate Center and a Teaching Fellow in the Queens College English Education Department. Prior to graduate study, she was a high school English teacher for 12 years. She has also worked for the CUNY-New York State Initiative on Emergent Bilinguals and the College Access: Research and Action Center. Email address: kzaino@gmail.com

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