Diane L Schallert
Datos Biográficos
| ID | 1605065 |
|---|---|
| NOMBRE | Diane L Schallert |
| NOMBRES | Diane L |
| APELLIDO | Schallert |
| FIRMA | SCHALLERT D L |
| AFILIACIONES | The University of Texas at Austin |
| ORCID | 0000-0002-2546-3429 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 32 |
| TOTAL DE CITAS | 168 |
| TOTAL COMO AUTOR | 32 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1977 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 7 |
“Always Trying to Dig Deeper”
Background or Context: Amid a backdrop of increasing deprofessionalization of teaching and teacher education, education researchers and reformers continue to highlight the complexity and expertise of these professions. Expertise-as-process (Bereiter & Scardamalia, 1993) is a conception of expertise that eschews the traditional focus on accumulated knowledge, emphasizing instead expertise as a process of identifying new challenges and using challe…
How constructive is that feedback? Associations with undergraduates’ future time perspectives moderated by student characteristics’
Bilingual/ESL preservice teachers’ heritage language and language identity
The collective classroom “we”
This study examined how graduate students’ sense of belonging reflected their cognitive and affective experiences and their discursive engagement in three classroom discussion environments: face-to-face, and synchronous and asynchronous computer-mediated discussions. Self-report surveys at mid-semester identified higher and lower belongingness students. Mid-semester and end-of-semester ratings allowed exploration of cognitive/affective factors. O…
Transpacific telecollaboration and L2 writing
Humor in multimodal language use
Reciprocity between doctoral students' emerging professional identity and their envisionment of a possible future self in real and imagined communities of practice
Talking, reading, and writing like an educational psychologist
Teachers’ emotional experiences in professional development
Exploring Possible Selves Through Sharing Stories Online
We examined how narrative was used in online classroom discussion as preservice bilingual teachers experimented with possible future selves. Considering associations between narrative and identity construction, we explored the complementary roles of stories from personal past experiences and backgrounds, experience as teacher interns, and imagined experiences of possible future selves as four preservice teachers endeavored to understand what it m…
The chemical engineering research laboratory as context for graduate students' training
Understanding translanguaging practices through a biliteracy continua framework
Ten adult readers, advanced in their control of two languages, Korean and English, were recruited for a study of academic literacy practices to examine the various linguistic repertoires on which they drew. Analysis of their language use revealed many instances of translanguaging, that is, a flexible reliance on two languages to serve one’s immediate needs. All participants engaged in various cognitive reading strategies associated with translang…
Becoming a teacher
Small stories in online classroom discussion as resources for preservice teachers’ making sense of becoming a bilingual educator
Exploring the Reading-Writing Connection
A yearlong classroom-based intervention was designed to explore the reading–writing connection in second-language literacy by examining whether the development of reading improves writing and vice versa. Middle school learners of English as a foreign language (N = 300) in South Korea were assigned to three treatments that involved extensive reading, extensive writing, or extended regular instruction (serving as a control) as part of their regular…
Effects of extensive reading and translation activities on grammar knowledge and attitudes for EFL adolescents
How Conception of Task Influences Approaches to Reading
This study examined how language learners' preconceptions about a task influence their approaches to second language reading and the sociocultural basis for such preconceptions. Participants were 30 students learning English at a Korean university. The researchers told half of the participants that they would do a recall task after reading an English text; the rest were not told what the postreading task would involve. Several reader variables we…
Kurdish adolescents acquiring Turkish
In this study, we address the particularly charged question of why young adolescent Kurds living and attending school in Turkey, where their education is conducted entirely in Turkish, acquire the accent of the regional Turkish spoken at school and in society to different degrees of native-likeness. We have chosen to study accent because previous sociolinguistic research and social views of L2 attainment have suggested accent to be the strongest …
Expressing Uncertainty in Computer-Mediated Discourse
Learning and dialogue may naturally engender feelings and expressions of uncertainty for a variety of reasons and purposes. Yet, little research has examined how patterns of linguistic uncertainty are enacted and changed over time as students reciprocally influence one another and the dialogical system they are creating. This study describes the occurrence of uncertainty expressions of graduate students collaborating in computer-mediated discussi…
Self-kindness when facing stress
The impact of directionality on Chinese/English simultaneous interpreting
This paper addresses the issue of directionality in simultaneous interpreting by exploring professional Chinese/English interpreters’ experience of simultaneous interpreting, focusing specifically on the impact of language direction on their choice of strategies. Ten professional interpreters interpreted two speeches from English into Mandarin Chinese, and two speeches from Mandarin Chinese into English, each followed by a stimulated retrospectiv…
The literacies of the 20th century
The authors review and comment on issues raised in Literacy in American Lives (Brandt, 2001) and Literate Lives in the Information Age (Selfe and Hawisher, 2004)
Working memory and expertise in simultaneous interpreting
This study describes an experiment that aimed to determine if performance differences exist in simultaneous interpreting by individuals with similar general cognitive abilities, but different skills specific to the task of simultaneous interpreting. Professional interpreters' performance in simultaneous interpreting from English into Mandarin was compared to that of two groups of student interpreters, beginners and advanced. The results showed th…
Rethinking Scaffolding
The purpose of this study was to investigate what differentiated higher quality from lower quality negotiation-of-meaning interactions as well as the consequences of these interactions in a storytelling task. Participants included 21 students enrolled in ESL classes who told a personal narrative to a small audience consisting of the teacher and two classmates. A question-and-answer session immediately followed the first telling, after which the s…
Language Anxiety
This study investigated the links between second language classroom anxiety and second language writing anxiety as well as their associations with second language speaking and writing achievement. The results indicate that second language classroom anxiety, operationalized by Horwitz, Horwitz, and Cope's Foreign Language Classroom Anxiety Scale, and second language writing anxiety, measured by a modified second language version of Daly and Miller…
Frameworks for Comprehending Discourse
Thirty physical education students and 30 music education students read a passage that could be given either a prison break or a wrestling interpretation, and another passage that could be understood in terms of an evening of card playing or a rehearsal session of a woodwind ensemble. Scores on disambiguating multiple choice tests and theme-revealing disambiguations and intrusions in free recall showed striking relationships to the subject’s back…
Working memory and expertise in simultaneous interpreting
This study describes an experiment that aimed to determine if performance differences exist in simultaneous interpreting by individuals with similar general cognitive abilities, but different skills specific to the task of simultaneous interpreting. Professional interpreters' performance in simultaneous interpreting from English into Mandarin was compared to that of two groups of student interpreters, beginners and advanced. The results showed th…
Language Anxiety
This study investigated the links between second language classroom anxiety and second language writing anxiety as well as their associations with second language speaking and writing achievement. The results indicate that second language classroom anxiety, operationalized by Horwitz, Horwitz, and Cope's Foreign Language Classroom Anxiety Scale, and second language writing anxiety, measured by a modified second language version of Daly and Miller…
The Relative Contribution of L2 Language Proficiency and L1 Reading Ability to L2 Reading Performance
This study examines the contribution of L2 proficiency and L1 reading ability to L2 reading ability in terms of the threshold hypothesis of language proficiency. Two hypotheses were tested: (a) The contribution of L2 proficiency is greater than the contribution of L1 reading ability in predicting L2 reading ability, and (b) a threshold level of language proficiency exists such that learners with low levels of L2 proficiency will show little relat…
Becoming a teacher
The impact of directionality on Chinese/English simultaneous interpreting
This paper addresses the issue of directionality in simultaneous interpreting by exploring professional Chinese/English interpreters’ experience of simultaneous interpreting, focusing specifically on the impact of language direction on their choice of strategies. Ten professional interpreters interpreted two speeches from English into Mandarin Chinese, and two speeches from Mandarin Chinese into English, each followed by a stimulated retrospectiv…
Kurdish adolescents acquiring Turkish
In this study, we address the particularly charged question of why young adolescent Kurds living and attending school in Turkey, where their education is conducted entirely in Turkish, acquire the accent of the regional Turkish spoken at school and in society to different degrees of native-likeness. We have chosen to study accent because previous sociolinguistic research and social views of L2 attainment have suggested accent to be the strongest …
Small stories in online classroom discussion as resources for preservice teachers’ making sense of becoming a bilingual educator
Effects of extensive reading and translation activities on grammar knowledge and attitudes for EFL adolescents
Teachers’ emotional experiences in professional development
Exploring the Reading-Writing Connection
A yearlong classroom-based intervention was designed to explore the reading–writing connection in second-language literacy by examining whether the development of reading improves writing and vice versa. Middle school learners of English as a foreign language (N = 300) in South Korea were assigned to three treatments that involved extensive reading, extensive writing, or extended regular instruction (serving as a control) as part of their regular…
Bilingual/ESL preservice teachers’ heritage language and language identity
Exploring Possible Selves Through Sharing Stories Online
We examined how narrative was used in online classroom discussion as preservice bilingual teachers experimented with possible future selves. Considering associations between narrative and identity construction, we explored the complementary roles of stories from personal past experiences and backgrounds, experience as teacher interns, and imagined experiences of possible future selves as four preservice teachers endeavored to understand what it m…
Rethinking Scaffolding
The purpose of this study was to investigate what differentiated higher quality from lower quality negotiation-of-meaning interactions as well as the consequences of these interactions in a storytelling task. Participants included 21 students enrolled in ESL classes who told a personal narrative to a small audience consisting of the teacher and two classmates. A question-and-answer session immediately followed the first telling, after which the s…
Mnemonic Transformations and Verbal Coding Processes in Children
In order to test a transformational model of verbal coding processes, 120 male and female second, fourth, and sixth graders learned a 16-item categorizable noun list under instructions either to Image, Categorize, or chain into a Narrative. A Control group learned the list without mnemonic instructions. Image-instructed Ss remembered significantly more words than either the Cluster or Narrative instructed groups whose recall was essentially the s…
Frameworks for Comprehending Discourse
Thirty physical education students and 30 music education students read a passage that could be given either a prison break or a wrestling interpretation, and another passage that could be understood in terms of an evening of card playing or a rehearsal session of a woodwind ensemble. Scores on disambiguating multiple choice tests and theme-revealing disambiguations and intrusions in free recall showed striking relationships to the subject’s back…
Interpreting metaphors and idioms
American Educational Research Association
Coming to Terms
Terms used to designate knowledge constructs have proliferated in the literature and often seem to duplicate, subsume, or contradict one another. In this article, we present a conceptual framework for organizing and relating terms that pertain to select knowledge constructs. We begin with an examination of the literature. Based on that review, we build a framework that is intended to clarify terms, and the associations among them, and to articula…
The Relative Contribution of L2 Language Proficiency and L1 Reading Ability to L2 Reading Performance
This study examines the contribution of L2 proficiency and L1 reading ability to L2 reading ability in terms of the threshold hypothesis of language proficiency. Two hypotheses were tested: (a) The contribution of L2 proficiency is greater than the contribution of L1 reading ability in predicting L2 reading ability, and (b) a threshold level of language proficiency exists such that learners with low levels of L2 proficiency will show little relat…
"Comments on Jeong-Won Lee and Diane Lemonnier Schallert's "The Relative Contribution of L2 Language Proficiency and L1 Reading Ability to L2 Reading Performance
Diane Lemonnier Schallert, Jeong-Won Lee, Comments on Jeong-Won Lee and Diane Lemonnier Schallert's "The Relative Contribution of L2 Language Proficiency and L1 Reading Ability to L2 Reading Performance: A Test of the Threshold Hypothesis in an EFL Context". The Authors Respond, TESOL Quarterly, Vol. 32, No. 4 (Winter, 1998), pp. 749-751
Language Anxiety
This study investigated the links between second language classroom anxiety and second language writing anxiety as well as their associations with second language speaking and writing achievement. The results indicate that second language classroom anxiety, operationalized by Horwitz, Horwitz, and Cope's Foreign Language Classroom Anxiety Scale, and second language writing anxiety, measured by a modified second language version of Daly and Miller…
Rethinking Scaffolding
The purpose of this study was to investigate what differentiated higher quality from lower quality negotiation-of-meaning interactions as well as the consequences of these interactions in a storytelling task. Participants included 21 students enrolled in ESL classes who told a personal narrative to a small audience consisting of the teacher and two classmates. A question-and-answer session immediately followed the first telling, after which the s…
Working memory and expertise in simultaneous interpreting
This study describes an experiment that aimed to determine if performance differences exist in simultaneous interpreting by individuals with similar general cognitive abilities, but different skills specific to the task of simultaneous interpreting. Professional interpreters' performance in simultaneous interpreting from English into Mandarin was compared to that of two groups of student interpreters, beginners and advanced. The results showed th…
The literacies of the 20th century
The authors review and comment on issues raised in Literacy in American Lives (Brandt, 2001) and Literate Lives in the Information Age (Selfe and Hawisher, 2004)
The impact of directionality on Chinese/English simultaneous interpreting
This paper addresses the issue of directionality in simultaneous interpreting by exploring professional Chinese/English interpreters’ experience of simultaneous interpreting, focusing specifically on the impact of language direction on their choice of strategies. Ten professional interpreters interpreted two speeches from English into Mandarin Chinese, and two speeches from Mandarin Chinese into English, each followed by a stimulated retrospectiv…
Self-kindness when facing stress
Expressing Uncertainty in Computer-Mediated Discourse
Learning and dialogue may naturally engender feelings and expressions of uncertainty for a variety of reasons and purposes. Yet, little research has examined how patterns of linguistic uncertainty are enacted and changed over time as students reciprocally influence one another and the dialogical system they are creating. This study describes the occurrence of uncertainty expressions of graduate students collaborating in computer-mediated discussi…
Kurdish adolescents acquiring Turkish
In this study, we address the particularly charged question of why young adolescent Kurds living and attending school in Turkey, where their education is conducted entirely in Turkish, acquire the accent of the regional Turkish spoken at school and in society to different degrees of native-likeness. We have chosen to study accent because previous sociolinguistic research and social views of L2 attainment have suggested accent to be the strongest …
How Conception of Task Influences Approaches to Reading
This study examined how language learners' preconceptions about a task influence their approaches to second language reading and the sociocultural basis for such preconceptions. Participants were 30 students learning English at a Korean university. The researchers told half of the participants that they would do a recall task after reading an English text; the rest were not told what the postreading task would involve. Several reader variables we…
Effects of extensive reading and translation activities on grammar knowledge and attitudes for EFL adolescents
Understanding translanguaging practices through a biliteracy continua framework
Ten adult readers, advanced in their control of two languages, Korean and English, were recruited for a study of academic literacy practices to examine the various linguistic repertoires on which they drew. Analysis of their language use revealed many instances of translanguaging, that is, a flexible reliance on two languages to serve one’s immediate needs. All participants engaged in various cognitive reading strategies associated with translang…
Becoming a teacher
Small stories in online classroom discussion as resources for preservice teachers’ making sense of becoming a bilingual educator
Exploring the Reading-Writing Connection
A yearlong classroom-based intervention was designed to explore the reading–writing connection in second-language literacy by examining whether the development of reading improves writing and vice versa. Middle school learners of English as a foreign language (N = 300) in South Korea were assigned to three treatments that involved extensive reading, extensive writing, or extended regular instruction (serving as a control) as part of their regular…
The chemical engineering research laboratory as context for graduate students' training
Teachers’ emotional experiences in professional development
Exploring Possible Selves Through Sharing Stories Online
We examined how narrative was used in online classroom discussion as preservice bilingual teachers experimented with possible future selves. Considering associations between narrative and identity construction, we explored the complementary roles of stories from personal past experiences and backgrounds, experience as teacher interns, and imagined experiences of possible future selves as four preservice teachers endeavored to understand what it m…
Talking, reading, and writing like an educational psychologist
Psychology (31 obras) · Linguistics (20 obras) · Pedagogy (17 obras) · Sociology (16 obras) · Computer Science (14 obras) · Mathematics education (14 obras) · EFL/ESL Teaching and Learning (13 obras) · Qualitative research (6 obras) · Second Language Acquisition and Learning (6 obras) · Social Psychology (6 obras)