{"count":38415,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=31100","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=30900","results":[{"pk":36371,"title":"Immigrant Adults and Their Teachers: Community and Professional Development Through Family Literacy","subtitle":null,"abstract":"In this piece, Weinstein describes her work with a program serving Cambodian families in Long Beach, CA. She begins by contrasting mastery versus constructivist orientations to curriculum and argues for a model for learner-centered teaching that integrates these two orientations. The model, which she calls Learners’ Lives as Curriculum, builds on the premise that teachers must listen for learner stories to discover the most pressing issues that will bring language learning to life. In this article, Weinstein illustrates how this model was applied to themes and issues identified by the Cambodian families with whom she worked. Finally, she proposes a model for connecting materials development with professional development, in family literacy or any other language or literacy program. Weinstein argues that teachers are also learners who benefit from communities of peers who solve problems together.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Adult ESL","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0194q26m","frozenauthors":[{"first_name":"Gail","middle_name":"","last_name":"Weinstein","name_suffix":"","institution":"San Francisco State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2004-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36371/galley/27223/download/"}]},{"pk":36369,"title":"Literacy as Sociocultural Practice: Comparing Chinese and Korean Readers","subtitle":null,"abstract":"This paper reports on a study investigating the literacy practices, attitudes, and uses of two groups of subjects: Chinese (n=35) and Korean (n=26); it examines the relationship between each group’s practices, attitudes, and uses and success in reading in a second language (English). Results of the research suggest: (a) literacy attitudes, practices, and uses can be seen to vary cross-culturally; (b) that cultural group appears to be a factor in determining attitudes about reading and reading behaviors; (c) differences in attitude, practice, and use in the first language have implications for literacy behavior in the second language; and (d) that second language reading success may be related to certain first language attitudes and behaviors that seem to be characteristic of the groups under study","language":"eng","license":null,"keywords":[],"section":"Theme Section - Reading","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5139k9j2","frozenauthors":[{"first_name":"Joanne","middle_name":"","last_name":"Devine","name_suffix":"","institution":"Skidmore College, Saratoga Springs, NY","department":""},{"first_name":"David","middle_name":"","last_name":"Eskey","name_suffix":"","institution":"University of Southern California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2004-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36369/galley/27221/download/"}]},{"pk":36364,"title":"Metacognitive Reading Strategy Awareness of ESL and EFL Learners","subtitle":null,"abstract":"This paper examines differences between first- and second-language reading strategies as well as differences between English as a Second Language (ESL) and English as a Foreign Language (EFL) reading strategies. Two versions of the Survey of Reading Strategies (SORS) (Sheorey and Mokhtari, 2001) were distributed to 396 learners of English. Two hundred sixty of the learners were studying EFL at the Centro Cultural Costarricense Norteamericano (CCCN) in San José, Costa Rica. The remaining 136 were studying in an ESL environment at the English Language Center (ELC) at Brigham Young University in Provo, Utah. The first version of the SORS asked the respondents to answer the questions based on their use of metacognitive reading strategies in their L1. The second version asked them to respond to the questions based on their use of metacognitive reading strategies in their L2. Participants also completed a background questionnaire. Similarities and differences between learners’ use of reading strategies in their first and second languages as well as similarities and differences between the instructional environments are addressed. The results of this study provide helpful insights for teachers of reading to improve classroom instruction.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Reading","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6cr4t0b0","frozenauthors":[{"first_name":"Neil","middle_name":"J.","last_name":"Anderson","name_suffix":"","institution":"Brigham Young University, Provo, Utah","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2004-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36364/galley/27216/download/"}]},{"pk":36370,"title":"Moving Toward Learner-Centered Teaching With Accountability","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Theme Section - Adult ESL","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2mf8g5n8","frozenauthors":[{"first_name":"Gail","middle_name":"","last_name":"Weinstein","name_suffix":"","institution":"San Francisco State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2004-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36370/galley/27222/download/"}]},{"pk":36363,"title":"Papers in Honor of David Eskey","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Theme Section - Reading","is_remote":true,"remote_url":"https://escholarship.org/uc/item/94j0z4ds","frozenauthors":[{"first_name":"Joanne","middle_name":"","last_name":"Devine","name_suffix":"","institution":"Skidmore College, Saratoga Springs, NY","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2004-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36363/galley/27215/download/"}]},{"pk":36377,"title":"Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers (4th ed.) - Suzanne F. Peregoy and Owen F. Boyle","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2ws323dp","frozenauthors":[{"first_name":"Yuri","middle_name":"","last_name":"Kusuyama","name_suffix":"","institution":"California State University, Dominguez Hills","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2004-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36377/galley/27229/download/"}]},{"pk":36365,"title":"Strategic Reading for English Learners: Principles and Practices","subtitle":null,"abstract":"Research data consistently indicate that the coordinated use of reading strategies is a critical component of effective reading. This article synthesizes what is known about helping native and nonnative speakers of English become strategic readers. It also provides specific suggestions for delivering strategic instruction in multilingual and multicultural settings. Finally, the article gives concrete examples of authentic, meaning-centered ways to implement instructional strategies.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Reading","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0qg0v1cn","frozenauthors":[{"first_name":"Robert","middle_name":"","last_name":"Pritchard","name_suffix":"","institution":"California State University, Sacramento","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2004-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36365/galley/27217/download/"}]},{"pk":36366,"title":"Teaching Spanish Readers to Read in English","subtitle":null,"abstract":"This article presents linguistic and applied psycholinguistics information that can help teachers teach Spanish literate ESL/EFL learners to read English more effectively. It describes the starting point, or the learner’s existing knowledge state, if the learner is a successful reader in Spanish. The knowledge and strategies for reading Spanish are outlined, a few of which transfer to English reading. It then describes the ending point, or the learner’s knowledge state that is necessary to be an expert English reader. The knowledge and low-level strategies for reading in English are not the same as those needed for Spanish reading; therefore the transition between literacy in Spanish and literacy in English may not proceed automatically. The article then briefly describes the learning stages that the Spanish-to-English learner traverses, and the implications for ESL/EFL methodology, curriculum, and materials.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Reading","is_remote":true,"remote_url":"https://escholarship.org/uc/item/88z4j40s","frozenauthors":[{"first_name":"Barbara","middle_name":"","last_name":"Birch","name_suffix":"","institution":"California State University, Fresno","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2004-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36366/galley/27218/download/"}]},{"pk":36372,"title":"Teaching Workers: Learner-Centered Instruction for English Acquisition and Social Change","subtitle":null,"abstract":"This paper explores a learner-centered approach to ESL instruction with immigrant workers. Staked in three different ESL contexts—community-college noncredit, union-based, and workplace settings—the authors discuss three components of the learner-centered approach: instructors taking an inquiring stance with their students, students’ lives and experiences as material for the class, and community-building in the classroom. They explore how this approach simultaneously works to enhance language learning as well as to provide the skills required to navigate and change for the better the power and cultural structures in which our students live and work. Specific classroom examples are given to illustrate the three components. Finally, common obstacles to this approach are discussed along with strategies for overcoming them.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Adult ESL","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0gc2z6cp","frozenauthors":[{"first_name":"Ellen","middle_name":"","last_name":"Licht","name_suffix":"","institution":"Santa Rosa Junior College","department":""},{"first_name":"Beth","middle_name":"","last_name":"Maher","name_suffix":"","institution":"Community College and Workplace Projects","department":""},{"first_name":"Alison","middle_name":"Ascher","last_name":"Webber","name_suffix":"","institution":"Workplace Projects","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2004-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36372/galley/27224/download/"}]},{"pk":36368,"title":"The Internet and Second Language Reading and Writing as Sociolinguistic and Psycholinguistic Processes","subtitle":null,"abstract":"According to Eskey (1993, 2002), second language (L2) reading and writing teachers have a dual role: teaching reading and writing as sociocultural practice and as a psycholinguistic process. The former involves motivating students to read and write and the latter involves helping students to develop strategic competence. This article argues that Eskey’s views are relevant to the teaching of reading and writing using the Internet. The article describes the theoretical rationales for integrating instruction on the Internet into the English for Academic Purposes (EAP) classroom and presents the pedagogical principles relied upon to integrate the Internet into the EAP classroom. The article concludes with a discussion of implications for the classroom.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Reading","is_remote":true,"remote_url":"https://escholarship.org/uc/item/75q7r796","frozenauthors":[{"first_name":"Lía","middle_name":"D.","last_name":"Kamhi-Stein","name_suffix":"","institution":"California State University, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2004-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36368/galley/27220/download/"}]},{"pk":36373,"title":"Thinking Beyond “Increased Participation”: Integrating Civics and Adult ESOL","subtitle":null,"abstract":"This article proposes a process for building ESOL students’ capacity for engaged and active citizenship through which EL/civics classes serve as a venue for not just comprehending, but also critically examining, the systems we have. It draws on years of work with ESOL providers, the Equipped for the Future citizen/community member role map, and a theoretical framework that describes three kinds of citizens: personally responsible, participatory, and justice-oriented citizens. The process guides educators to approach every teaching context as having the potential to foster all three kinds of citizenship, and it encourages the exploration of possibilities at every level of English proficiency. It honors the lifetime of experience as community members that immigrants bring to each new civic task in this culture. The author lays out the process in a series of steps with specific suggestions for classroom activities and examples from teachers with whom she has worked.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Adult ESL","is_remote":true,"remote_url":"https://escholarship.org/uc/item/96c1h89m","frozenauthors":[{"first_name":"Andy","middle_name":"","last_name":"Nash","name_suffix":"","institution":"New England Literacy Resource Center/ World Education","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2004-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36373/galley/27225/download/"}]},{"pk":15920,"title":"Advantages of a Four-Year Residency","subtitle":null,"abstract":"","language":"en","license":{"name":"none","short_name":"none","text":"","url":"http://google.com"},"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8mw8t0w1","frozenauthors":[{"first_name":"Lori","middle_name":"","last_name":"Weichenthal","name_suffix":"","institution":"UCSF-Fresno Department of Emergency Medicine","department":"None"}],"date_submitted":"2007-10-27T07:00:00Z","date_accepted":"2007-10-27T07:00:00Z","date_published":"2004-01-01T08:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/15920/galley/7979/download/"}]},{"pk":15919,"title":"Advantages of a Three-Year Residency","subtitle":null,"abstract":"","language":"en","license":{"name":"none","short_name":"none","text":"","url":"http://google.com"},"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6jn799tg","frozenauthors":[{"first_name":"Mark","middle_name":"","last_name":"Langdorf","name_suffix":"","institution":"Department of Emergency Medicine, University of California, Irvine Medical Center","department":"None"},{"first_name":"Shahram","middle_name":"","last_name":"Lotfipour","name_suffix":"","institution":"Department of Emergency Medicine, University of California, Irvine Medical Center","department":"None"}],"date_submitted":"2007-10-27T07:00:00Z","date_accepted":"2007-10-27T07:00:00Z","date_published":"2004-01-01T08:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/15919/galley/7978/download/"}]},{"pk":6896,"title":"Constructing Otherness: A Linguistic Analysis of the Politics of Representation and Exclusion in Freshmen Writing","subtitle":null,"abstract":"This study examines the extent to which college freshmen compositions seek to reflect and construct differences between the self and the other. The data sample consists of over 100 freshmen compositions on a variety of topics spanning a period of three years. The framework of analysis is derived from critical discourse analysis (Fairclough, 1994; Riggins, 1997; van Dijk, 1993). This study demonstrates that lexicalizations of outsiders, of others, in freshmen writing can often reflect univocal attitudes of ambivalence, derision, or impersonalization. Usually, differences in social groups are resolved via linguistic categorizations that absolve feelings of guilt or shame particularly if the student writes as a member of the powered group. Sometimes, however, lexicalizations reflect a unique critical stance on the part of the student writer who creatively utilizes such linguistic representations of ‘others’ to challenge status quo othering practices. Access to and the use of othering strategies, it is argued, is a powerful rhetorical tool. As the excerpts examined in this study will demonstrate, overt as opposed to covert lexicalizations of othering—encoded in language evocative of hierarchy, subordination, and dominance—often reflect differential rhetorical ability on the part of the student writer. The implications of this study are pedagogical, and call for a re-imagining of the teaching of writing via an examination of the actual discursive tools accessible to different writers, and how these serve in judgments of rhetorical skills in particular, and creative and critical thinking in general.","language":"en","license":null,"keywords":[{"word":"Applied Linguistics"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0qq1g5r2","frozenauthors":[{"first_name":"Anjali","middle_name":"","last_name":"Pandey","name_suffix":"","institution":"Salisbury University","department":"None"}],"date_submitted":"2010-06-20T07:00:00Z","date_accepted":"2010-06-20T07:00:00Z","date_published":"2004-01-01T08:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ial/article/6896/galley/3995/download/"}]},{"pk":15914,"title":"Documentation and Coding Education in Emergency Medicine Residency Programs: A National Survey of Residents and Program Directors","subtitle":null,"abstract":"Purposes: To assess attitudes and practices of documentation and coding education for emergency medicine residents (EMRs). Methods: Questions regarding documentation teaching methods were formulated into online surveys for program directors (PDs) and EMRs. Results: Fifty-three of 104 PDs and 446 of 576 EMRs who received the survey completed it. Although 93% of EMRs and 63% of PDs believe proper chart documentation is an important skill, only 18% of EMRs and 25% of PDs believe their program’s teaching was adequate. Eleven percent of EMRs reported that they were comfortable with their knowledge of documentation. EMRs who received formal lectures and feedback reported higher comfort levels with their knowledge of documentation (3.3 + 1.1 vs. 4.5 + 1.4, p < 0.05) than those who did not receive formal lectures and feedback. Conclusions: Although most physicians who were surveyed agreed that documentation and coding is a vital skill, many EMRs and PDs report inadequate instruction. Resident education may benefit from broader implementation of formal lectures and formal feedback on documentation and coding skills.","language":"en","license":{"name":"none","short_name":"none","text":"","url":"http://google.com"},"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/36s1z2xt","frozenauthors":[{"first_name":"Jesse","middle_name":"M","last_name":"Pines","name_suffix":"","institution":"Department of Emergency Medicine, University of Virginia Health Sciences Center","department":"None"},{"first_name":"Sabina","middle_name":"","last_name":"Braithwaite","name_suffix":"","institution":"Department of Emergency Medicine, University of Virginia Health Sciences Center","department":"None"}],"date_submitted":"2007-10-27T07:00:00Z","date_accepted":"2007-10-27T07:00:00Z","date_published":"2004-01-01T08:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/15914/galley/7976/download/"}]},{"pk":6895,"title":"Editorial","subtitle":null,"abstract":"","language":"en","license":null,"keywords":[{"word":"Applied Linguistics"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/18s619rw","frozenauthors":[{"first_name":"Rosamina","middle_name":"","last_name":"Lowi","name_suffix":"","institution":"University of California, Los Angeles","department":"None"},{"first_name":"Lisa","middle_name":"","last_name":"Mikesell","name_suffix":"","institution":"University of California, Los Angeles","department":"None"}],"date_submitted":"2010-06-20T07:00:00Z","date_accepted":"2010-06-20T07:00:00Z","date_published":"2004-01-01T08:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ial/article/6895/galley/3994/download/"}]},{"pk":6891,"title":"Gesture: Visible Action as Utterance\n by Adam Kendon. New York: Cambridge University Press, 2004, ix+400 pp.","subtitle":null,"abstract":"","language":"en","license":null,"keywords":[{"word":"Applied Linguistics"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6fw4v296","frozenauthors":[{"first_name":"Olga","middle_name":"","last_name":"Griswold","name_suffix":"","institution":"University of California, Los Angeles","department":"None"}],"date_submitted":"2010-06-20T07:00:00Z","date_accepted":"2010-06-20T07:00:00Z","date_published":"2004-01-01T08:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ial/article/6891/galley/3990/download/"}]},{"pk":6890,"title":"Language and Gender\n by Penelope Eckert & Sally McConnell-Ginet. Cambridge: Cambridge University Press, 2003, xii+366 pp.","subtitle":null,"abstract":"","language":"en","license":null,"keywords":[{"word":"Applied Linguistics"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0pv944rk","frozenauthors":[{"first_name":"Lisa","middle_name":"","last_name":"Mikesell","name_suffix":"","institution":"University of California, Los Angeles","department":"None"}],"date_submitted":"2010-06-20T07:00:00Z","date_accepted":"2010-06-20T07:00:00Z","date_published":"2004-01-01T08:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ial/article/6890/galley/3989/download/"}]},{"pk":15928,"title":"Legislative Update: “We are going to need everyone’s help to save our health system”","subtitle":null,"abstract":"","language":"en","license":{"name":"none","short_name":"none","text":"","url":"http://google.com"},"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4s5753rb","frozenauthors":[{"first_name":"Shahram","middle_name":"","last_name":"Lotfipour","name_suffix":"","institution":"University of California, Irvine School of Medicine","department":"None"}],"date_submitted":"2007-10-27T07:00:00Z","date_accepted":"2007-10-27T07:00:00Z","date_published":"2004-01-01T08:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/15928/galley/7983/download/"}]},{"pk":6894,"title":"Living in a Second Language: Self-Representation in Reported Dialogues of Latinas’ Narratives of Personal Language Experiences","subtitle":null,"abstract":"This study analyzes self-representation in narratives of personal language experiences among five Latina immigrants from Mexico, Guatemala, and El Salvador living in Los Angeles. Unexpected events in the narratives take the discursive form of reported dialogues between Latinas and the people they interact with in daily communicative exchanges in different social settings, both private and public (home, school, hospitals, shopping malls, and nightclubs). Far from being victimized and despite their level of English proficiency (beginner to intermediate), this group of Latinas portrays themselves as intervening in discriminatory situations that jeopardize their language and ethnicity, and as restoring the moral order violated in the narratives. Self-representation in their narratives of language experiences is analyzed through the quotation formula chosen to introduce the reported dialogues together with the most significant prosodic features of the narrative components: unexpected event, response, and attempt (Ochs & Capps, 2001). The degree of discursive agency (De Fina, 2003) exemplified in these narratives shows different strategies of resistance and empowerment among this group of Latinas.","language":"en","license":null,"keywords":[{"word":"Applied Linguistics"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8285f793","frozenauthors":[{"first_name":"Ana","middle_name":"María","last_name":"Relaño Pastor","name_suffix":"","institution":"University of California, San Diego","department":"None"}],"date_submitted":"2010-06-20T07:00:00Z","date_accepted":"2010-06-20T07:00:00Z","date_published":"2004-01-01T08:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ial/article/6894/galley/3993/download/"}]},{"pk":6892,"title":"Mood, Tense, and Copula Verb Selection in Near-Native Speakers of Spanish","subtitle":null,"abstract":"The present study focuses on the use of Spanish by near-native speakers in the United States. I will consider near-native speakers to be those individuals who speak Spanish as a second language, who are capable of having a complex conversation in that language, who are able to understand any speaker, and who are able to function as professionals using Spanish in their field of work. The near-native speakers for this study consist of clergy and religious sisters from Allentown, Pennsylvania, who incorporate the use of Spanish in their ministry to the Hispanic communities in the United States within the Catholic church. The study examines the use of the indicative vs. subjunctive, the preterit vs. the imperfect, and copula verbs \nser\n vs. \nestar\n, in relation to stylistic variables such as type of situation, topic of conversation, and type of discourse.","language":"en","license":null,"keywords":[{"word":"Applied Linguistics"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/04c648c7","frozenauthors":[{"first_name":"Antonio","middle_name":"","last_name":"Medina-Rivera","name_suffix":"","institution":"Cleveland State University","department":"None"}],"date_submitted":"2010-06-20T07:00:00Z","date_accepted":"2010-06-20T07:00:00Z","date_published":"2004-01-01T08:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ial/article/6892/galley/3991/download/"}]},{"pk":15915,"title":"Novel Approaches to Sepsis in the Emergency Department","subtitle":null,"abstract":"","language":"en","license":{"name":"none","short_name":"none","text":"","url":"http://google.com"},"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3xg0v8fj","frozenauthors":[{"first_name":"Molly","middle_name":"A","last_name":"Phelps","name_suffix":"","institution":"Department of Emergency Medicine, Alameda County Medical Center","department":"None"},{"first_name":"Robert","middle_name":"M","last_name":"Rodriguez","name_suffix":"","institution":"University of California, San Francisco","department":"None"}],"date_submitted":"2007-10-27T07:00:00Z","date_accepted":"2007-10-27T07:00:00Z","date_published":"2004-01-01T08:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/15915/galley/7977/download/"}]},{"pk":15934,"title":"President's Message","subtitle":null,"abstract":"","language":"en","license":{"name":"none","short_name":"none","text":"","url":"http://google.com"},"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3k13t963","frozenauthors":[{"first_name":"Paul","middle_name":"","last_name":"Windham","name_suffix":"","institution":"California Chapter, American Academy of Emergency Medicine","department":"None"}],"date_submitted":"2007-10-27T07:00:00Z","date_accepted":"2007-10-27T07:00:00Z","date_published":"2004-01-01T08:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/15934/galley/7984/download/"}]},{"pk":15922,"title":"Rebuttal: Advantages of a Four-Year Residency","subtitle":null,"abstract":"","language":"en","license":{"name":"none","short_name":"none","text":"","url":"http://google.com"},"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3123v8ds","frozenauthors":[{"first_name":"Mark","middle_name":"","last_name":"Langdorf","name_suffix":"","institution":"Department of Emergency Medicine, University of California, Irvine Medical Center","department":"None"},{"first_name":"Shahram","middle_name":"","last_name":"Lotfipour","name_suffix":"","institution":"Department of Emergency Medicine, University of California, Irvine Medical Center","department":"None"}],"date_submitted":"2007-10-27T07:00:00Z","date_accepted":"2007-10-27T07:00:00Z","date_published":"2004-01-01T08:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/15922/galley/7981/download/"}]},{"pk":15926,"title":"Rebuttal: Advantages of a Three-Year Residency","subtitle":null,"abstract":"","language":"en","license":{"name":"none","short_name":"none","text":"","url":"http://google.com"},"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6wd9r9xc","frozenauthors":[{"first_name":"Lori","middle_name":"","last_name":"Weichenthal","name_suffix":"","institution":"UCSF-Fresno Department of Emergency Medicine","department":"None"}],"date_submitted":"2007-10-27T07:00:00Z","date_accepted":"2007-10-27T07:00:00Z","date_published":"2004-01-01T08:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/15926/galley/7982/download/"}]},{"pk":6893,"title":"The Dynamics of Classroom Small Talk","subtitle":null,"abstract":"This paper illustrates how classroom small talk between a teacher and students constitutes a distinct interaction pattern which varies significantly from pedagogical discourse of an institutional nature such as the initiation/response/feedback (IRF) pattern described in previous literature (Mehan, 1979; Sinclair & Coulthard, 1975). By presenting a piece of extended small talk in an ESL secondary classroom in Hong Kong and contrasting it with a piece of typical teacher-orchestrated institutional classroom talk, I show how the teacher and students demonstrate more dynamic and less asymmetrical roles during small talk with clear evidence of active contributions to the exchange by the students in terms of topic setting, turn initiation, turn development, and negotiation of meaning. Features of the small talk resemble everyday social discourse. Implications of this kind of classroom talk on the learners’ L2 language development are explored.","language":"en","license":null,"keywords":[{"word":"Applied Linguistics"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1z69d6wm","frozenauthors":[{"first_name":"Jasmine","middle_name":"","last_name":"Luk","name_suffix":"","institution":"The Hong Kong Institution of Education","department":"None"}],"date_submitted":"2010-06-20T07:00:00Z","date_accepted":"2010-06-20T07:00:00Z","date_published":"2004-01-01T08:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ial/article/6893/galley/3992/download/"}]},{"pk":60103,"title":"Amicus Brief of Michael Crichton et al. in \nMcFarlane v. Twist","subtitle":null,"abstract":"[No abstract]","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6m3513g3","frozenauthors":[{"first_name":"Eugene","middle_name":"","last_name":"Volokh","name_suffix":"","institution":"","department":""}],"date_submitted":"2015-04-25T00:20:30Z","date_accepted":"2015-04-25T00:20:30Z","date_published":"2004-01-01T00:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_elr/article/60103/galley/46062/download/"}]},{"pk":34877,"title":"An Analysis of Syntax and Prosody Interactions in a Dolakhā Newar Rendition of The Mahābhārata","subtitle":null,"abstract":"This study explores the relationship of prosodic and syntactic structure in a Dolakhā Newār \n \nrendering of a portion of The MahΩbhΩrata. Six intonation types are identified and described. The strongest syntax/prosody correlation is between final intonation and finite verb morphology. Finite clauses may be found with continuing intonation; in these cases the speaker manipulates the syntactic and prosodic levels for functional reasons. Prosodic units combine to form larger structures which we call prosodic sentences. These are defined as prosodic marcro-units optionally containing any number of continuing intonation units and ending with final intonation. Prosodic sentences may be internally complex and exhibit embedding. Boundaries between narrative sentences are produced by the convergence of finality at the syntactic and prosodic levels.","language":"en","license":null,"keywords":[{"word":"Tibeto-Burman"},{"word":"Newar"},{"word":"Syntax"},{"word":"intonation"},{"word":"Prosody"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/56z7q8gq","frozenauthors":[{"first_name":"Carol","middle_name":"","last_name":"Genetti","name_suffix":"","institution":"","department":"None"},{"first_name":"Keith","middle_name":"","last_name":"Slater","name_suffix":"","institution":"Summer Institute of Linguistics","department":"None"}],"date_submitted":"2014-05-05T14:23:28Z","date_accepted":"2014-05-05T14:23:28Z","date_published":"2004-01-01T00:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/himalayanlinguistics/article/34877/galley/25993/download/"},{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/himalayanlinguistics/article/34877/galley/25994/download/"}]},{"pk":37534,"title":"An Exploration of Mexican American Spanglish as a Source of Identity","subtitle":null,"abstract":"[No abstract]","language":"en","license":{"name":"Copyright","short_name":"Copyright","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Articles, Interviews, Conference","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4zm7q2fb","frozenauthors":[{"first_name":"Amy","middle_name":"","last_name":"Rell","name_suffix":"","institution":"Univeristy of California, Los Angeles","department":"None"}],"date_submitted":"2012-11-02T18:57:58Z","date_accepted":"2012-11-02T18:57:58Z","date_published":"2004-01-01T00:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/mester/article/37534/galley/28314/download/"}]},{"pk":60119,"title":"Are Musical Compositions Subject to Compulsory Licensing for Ringtones?","subtitle":null,"abstract":"[No abstract]","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5s4798q2","frozenauthors":[{"first_name":"Mario","middle_name":"F.","last_name":"Gonzalez, Esq.","name_suffix":"","institution":"","department":""}],"date_submitted":"2015-04-25T01:11:53Z","date_accepted":"2015-04-25T01:11:53Z","date_published":"2004-01-01T00:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_elr/article/60119/galley/46078/download/"}]},{"pk":53614,"title":"Avatares de un concepto. Notas sobre Lezama, Carpentier y el barroco americano","subtitle":null,"abstract":"n/a","language":"es","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Critique","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3jn0j1sr","frozenauthors":[{"first_name":"María","middle_name":"Guadalupe","last_name":"Silva","name_suffix":"","institution":"Universidad de Buenos Aires","department":""}],"date_submitted":"2018-07-31T22:37:41Z","date_accepted":"2018-07-31T22:37:41Z","date_published":"2004-01-01T00:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/lucero/article/53614/galley/40523/download/"}]},{"pk":55402,"title":"Back Matter","subtitle":null,"abstract":"n/a","language":"en","license":null,"keywords":[],"section":"Back Matter","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9kx033md","frozenauthors":[{"first_name":"n/a","middle_name":"","last_name":"n/a","name_suffix":"","institution":"","department":""}],"date_submitted":"2013-03-18T04:31:32Z","date_accepted":"2013-03-18T04:31:32Z","date_published":"2004-01-01T00:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ufahamu/article/55402/galley/41761/download/"}]},{"pk":60120,"title":"Bending Over Backwards for Copyright Protection: Bikram Yoga and the Quest for Federal Copyright Protection of an Asana Sequence","subtitle":null,"abstract":"[No abstract]","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1813g4p2","frozenauthors":[{"first_name":"Katherine","middle_name":"","last_name":"Machan","name_suffix":"","institution":"","department":""}],"date_submitted":"2015-04-25T01:13:04Z","date_accepted":"2015-04-25T01:13:04Z","date_published":"2004-01-01T00:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_elr/article/60120/galley/46079/download/"}]},{"pk":60587,"title":"California Coastal Commission v. Norton\n: A Coastal State Victory in the Seaweed Rebellion","subtitle":null,"abstract":"[No abstract]","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2sh754px","frozenauthors":[{"first_name":"Edward","middle_name":"A.","last_name":"Fitzgerald","name_suffix":"","institution":"","department":""}],"date_submitted":"2013-08-27T03:51:01Z","date_accepted":"2013-08-27T03:51:01Z","date_published":"2004-01-01T00:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_jelp/article/60587/galley/46552/download/"}]},{"pk":37536,"title":"Conference Abstracts, Trans\nformations\n: Re-imagining Identity, Spanish & Portuguese Gradúate Student Conference.","subtitle":null,"abstract":"[No abstract]","language":"en","license":{"name":"Copyright","short_name":"Copyright","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Articles, Interviews, Conference","is_remote":true,"remote_url":"https://escholarship.org/uc/item/720971gr","frozenauthors":[{"first_name":"[No author]","middle_name":"","last_name":"Mester","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2012-11-02T19:00:06Z","date_accepted":"2012-11-02T19:00:06Z","date_published":"2004-01-01T00:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/mester/article/37536/galley/28316/download/"}]},{"pk":60110,"title":"Conflicts of Interest and the Shifting Paradigm of Athlete Representation","subtitle":null,"abstract":"[No 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Drummond","subtitle":null,"abstract":"n/a","language":"pt","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Critique","is_remote":true,"remote_url":"https://escholarship.org/uc/item/55s640nf","frozenauthors":[{"first_name":"Paula","middle_name":"Rodrigues","last_name":"Pontes","name_suffix":"","institution":"Georgia Perimeter College","department":""}],"date_submitted":"2018-07-31T22:38:37Z","date_accepted":"2018-07-31T22:38:37Z","date_published":"2004-01-01T00:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/lucero/article/53615/galley/40524/download/"}]},{"pk":61154,"title":"Contents","subtitle":null,"abstract":"","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Front Matter","is_remote":true,"remote_url":"https://escholarship.org/uc/item/41v1289k","frozenauthors":[{"first_name":"[No author]","middle_name":"","last_name":"PBLJ","name_suffix":"","institution":"","department":""}],"date_submitted":"2014-03-30T19:58:48Z","date_accepted":"2014-03-30T19:58:48Z","date_published":"2004-01-01T00:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_pblj/article/61154/galley/47141/download/"}]},{"pk":53599,"title":"Contents","subtitle":null,"abstract":"","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Front Matter","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1xq9q3bt","frozenauthors":[{"first_name":"n/a","middle_name":"","last_name":"n/a","name_suffix":"","institution":"","department":""}],"date_submitted":"2018-07-31T22:04:17Z","date_accepted":"2018-07-31T22:04:17Z","date_published":"2004-01-01T00:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/lucero/article/53599/galley/40508/download/"}]},{"pk":37538,"title":"[Contributors]","subtitle":null,"abstract":"[No abstract]","language":"en","license":{"name":"Copyright","short_name":"Copyright","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Contributors","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4jn5w3ms","frozenauthors":[{"first_name":"[No author]","middle_name":"","last_name":"Mester","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2012-11-02T19:01:49Z","date_accepted":"2012-11-02T19:01:49Z","date_published":"2004-01-01T00:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/mester/article/37538/galley/28318/download/"}]},{"pk":60111,"title":"Copyright Class War","subtitle":null,"abstract":"[No abstract]","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0bd068vp","frozenauthors":[{"first_name":"Niels","middle_name":"","last_name":"Schaumann","name_suffix":"","institution":"","department":""}],"date_submitted":"2015-04-25T00:34:30Z","date_accepted":"2015-04-25T00:34:30Z","date_published":"2004-01-01T00:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_elr/article/60111/galley/46070/download/"}]},{"pk":61155,"title":"Corporate Governance from a Comparative Perspective: Specific Applications of the Duty of Loyalty in Korea","subtitle":null,"abstract":"","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6f985376","frozenauthors":[{"first_name":"Jae","middle_name":"Yeol","last_name":"Kwon","name_suffix":"","institution":"","department":""}],"date_submitted":"2014-03-30T20:00:27Z","date_accepted":"2014-03-30T20:00:27Z","date_published":"2004-01-01T00:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_pblj/article/61155/galley/47142/download/"}]},{"pk":53598,"title":"Cover","subtitle":null,"abstract":"","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Front 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Conference","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8cc939td","frozenauthors":[{"first_name":"Roberta","middle_name":"","last_name":"Johnson","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2012-11-02T18:49:08Z","date_accepted":"2012-11-02T18:49:08Z","date_published":"2004-01-01T00:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/mester/article/37526/galley/28306/download/"}]},{"pk":60122,"title":"Dastar\n Through European Eyes: Effects of the Public Domain on Transatlantic Trade","subtitle":null,"abstract":"[No 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Salamanca","department":""}],"date_submitted":"2018-07-31T22:18:53Z","date_accepted":"2018-07-31T22:18:53Z","date_published":"2004-01-01T00:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/lucero/article/53611/galley/40520/download/"}]},{"pk":37531,"title":"De identidades, olvidos y mixtificacione: Protagonismo femenino y Generación del 98","subtitle":null,"abstract":"[No abstract]","language":"en","license":{"name":"Copyright","short_name":"Copyright","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Articles, Interviews, Conference","is_remote":true,"remote_url":"https://escholarship.org/uc/item/206678p8","frozenauthors":[{"first_name":"Maite","middle_name":"","last_name":"Zubiaurre","name_suffix":"","institution":"University of Southern 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After placing the development of the doctrine in its proper historical and political context, the article argues that the Court's construction of the doctrine threatens to undermine religious liberty and equality in Japan. The article then considers the various socio-political forces underlying the Court's construction of the doctrine, including the role that the Court sees itself playing in the contest over separation of religion and state in Japan. The article concludes by arguing that, through the lens of the Japanese experience, one can draw normative lessons about the dangers of religious identity exclusion and the inappropriateness of relying upon one constitutional standard-be it the Japanese Court's purpose and effect test, the \nLemon\n test, or the O'Connor endorsement test-in interpreting the constitutional principle of separation of religion and the state.","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7zb9f29b","frozenauthors":[{"first_name":"Brent","middle_name":"T.","last_name":"White","name_suffix":"","institution":"","department":""}],"date_submitted":"2014-03-30T20:01:42Z","date_accepted":"2014-03-30T20:01:42Z","date_published":"2004-01-01T00:00:00Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_pblj/article/61156/galley/47143/download/"},{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_pblj/article/61156/galley/47144/download/"}]},{"pk":34878,"title":"Reflexive and Middle Marking in Dulong-Rawang","subtitle":null,"abstract":"Middle voice marking is very rarely recognized as such in the grammars written on Tibeto-Burman languages. It is often simply treated as a normal direct reflexive or as an intransitivizer. In order to draw the attention of Tibeto-Burman scholars to the existence and function of middle voice marking, the present paper discusses reflexive and middle marking in the Dulong-Rawang languages.","language":"en","license":null,"keywords":[{"word":"Tibeto-Burman, Dulong-Rawang, Reflexive Voice, Middle Voice"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/23k799xb","frozenauthors":[{"first_name":"Randy","middle_name":"","last_name":"LaPolla","name_suffix":"","institution":"LaTrobe University","department":"None"},{"first_name":"Yang","middle_name":"","last_name":"Jiangling","name_suffix":"","institution":"Chinese Academy of Social 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