Mark Darhower
Biographic Data
| ID | 1121696 |
|---|---|
| NAME | Mark Darhower |
| GIVEN NAMES | Mark |
| FAMILY NAME | Darhower |
| SIGNATURE | DARHOWER M |
| AFFILIATIONS | North Carolina State University |
| ORCID | 0000-0002-1429-9686 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 26 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Co‐constructive feedback affordances in integrated performance assessment learner dyads
Integrated Performance Assessments (IPAs) are increasingly prevalent in world language instruction. While researchers have investigated various dimensions of IPAs, only one previous study has analyzed the discursive content of associated teacher‐learner co‐constructive feedback sessions (Adair‐Hauck & Troyan, 2013). The present study examines the feedback affordances generated during co‐constructive feedback sessions with two learner dyads, as we…
Bridging the Language-Literature Divide via Integrated Performance Assessments in an Introductory Hispanic Literature Course
Research on the language-literature divide in undergraduate second language programs documents the challenge of engaging literature learners in classroom discourse which is conducive to their developing interpersonal speaking skills as measured on the ACTFL Oral Proficiency Scale. In this study, Integrated Performance Assessments (IPAs) were implemented to assess interpersonal speaking along with development of literary analysis skills in an unde…
Literary Discussions and Advanced-Superior Speaking Functions in the Undergraduate Language Program
During the last decade, researchers of foreign language pedagogy have become increasingly interested in the “language-literature divide” (Donato and Brooks 2004). The purpose of the current study is to contribute to this growing body of research by investigating the extent to which whole class discussions in three third-year undergraduate Spanish literature/culture courses provided opportunities for learners to engage in the communicative functio…
It Takes a Department! A Study of the Culture of Proficiency in Three Successful Foreign Language Teacher Education Programs
The aim of this study was to investigate the contexts and practices of three undergraduate foreign language teacher education programs identified by ACTFL/Language Testing International and reported by Glisan, Swender, and Surface (2013) as having a high success rate in propelling their graduates into the Advanced proficiency level on the ACTFL scale. Data were collected during interviews with faculty and students at each of the three campuses. T…
Where's the Community: Bilingual Internet Chat and the "Fifth C" of the National Standards
Situated in the Five Cs of the National Standards framework (Communication, Cultures, Comparisons, Connections, and Communities), this study analyzes chat-room communication during a ten-week collaboration between university-level Spanish L1 learners of English and English L1 learners of Spanish. The study aims to relate this Internet-based community of learners to the Fifth C, the Communities standard, illustrating how learners can become integr…
Dialogue Journals as Mediators of L2 Learning: A Sociocultural Account
This study explores weekly dialogue journal communication as a form of mediation in L2 learning. Situating dialogue journals within the Vygotskian sociocultural theoretical framework (SCT), data is examined from the journals of eight learners (four high-frequency classroom participators and four low-frequency participators) in an intact intermediate college Spanish class. Data analysis sheds light on the unique ways that dialogue journals functio…
Arriba! Third Editions, CD-ROM
Tesoros. A Multimedia-Based CD-ROM
Expresate
[Inverted Exclamation Mark]Continuemos
Continuemos!, Sixth Edition, Video and Web Site (http: (Www.hmco.com/college/languages/spanish/continuemos/index.html)
Dicho y hecho: Beginning Spanish. Fifth Edition
Word Patterns
Advanced Spanish Grammar: A Self-Teaching Guide
Spanish Vocabulary Builder
Que te parece
It Takes a Department! A Study of the Culture of Proficiency in Three Successful Foreign Language Teacher Education Programs
The aim of this study was to investigate the contexts and practices of three undergraduate foreign language teacher education programs identified by ACTFL/Language Testing International and reported by Glisan, Swender, and Surface (2013) as having a high success rate in propelling their graduates into the Advanced proficiency level on the ACTFL scale. Data were collected during interviews with faculty and students at each of the three campuses. T…
Where's the Community: Bilingual Internet Chat and the "Fifth C" of the National Standards
Situated in the Five Cs of the National Standards framework (Communication, Cultures, Comparisons, Connections, and Communities), this study analyzes chat-room communication during a ten-week collaboration between university-level Spanish L1 learners of English and English L1 learners of Spanish. The study aims to relate this Internet-based community of learners to the Fifth C, the Communities standard, illustrating how learners can become integr…
Co‐constructive feedback affordances in integrated performance assessment learner dyads
Integrated Performance Assessments (IPAs) are increasingly prevalent in world language instruction. While researchers have investigated various dimensions of IPAs, only one previous study has analyzed the discursive content of associated teacher‐learner co‐constructive feedback sessions (Adair‐Hauck & Troyan, 2013). The present study examines the feedback affordances generated during co‐constructive feedback sessions with two learner dyads, as we…
Literary Discussions and Advanced-Superior Speaking Functions in the Undergraduate Language Program
During the last decade, researchers of foreign language pedagogy have become increasingly interested in the “language-literature divide” (Donato and Brooks 2004). The purpose of the current study is to contribute to this growing body of research by investigating the extent to which whole class discussions in three third-year undergraduate Spanish literature/culture courses provided opportunities for learners to engage in the communicative functio…
Bridging the Language-Literature Divide via Integrated Performance Assessments in an Introductory Hispanic Literature Course
Research on the language-literature divide in undergraduate second language programs documents the challenge of engaging literature learners in classroom discourse which is conducive to their developing interpersonal speaking skills as measured on the ACTFL Oral Proficiency Scale. In this study, Integrated Performance Assessments (IPAs) were implemented to assess interpersonal speaking along with development of literary analysis skills in an unde…
Dialogue Journals as Mediators of L2 Learning: A Sociocultural Account
This study explores weekly dialogue journal communication as a form of mediation in L2 learning. Situating dialogue journals within the Vygotskian sociocultural theoretical framework (SCT), data is examined from the journals of eight learners (four high-frequency classroom participators and four low-frequency participators) in an intact intermediate college Spanish class. Data analysis sheds light on the unique ways that dialogue journals functio…
Spanish Vocabulary Builder
Que te parece
Dicho y hecho: Beginning Spanish. Fifth Edition
Word Patterns
Advanced Spanish Grammar: A Self-Teaching Guide
Continuemos!, Sixth Edition, Video and Web Site (http: (Www.hmco.com/college/languages/spanish/continuemos/index.html)
Expresate
[Inverted Exclamation Mark]Continuemos
Arriba! Third Editions, CD-ROM
Tesoros. A Multimedia-Based CD-ROM
Dialogue Journals as Mediators of L2 Learning: A Sociocultural Account
This study explores weekly dialogue journal communication as a form of mediation in L2 learning. Situating dialogue journals within the Vygotskian sociocultural theoretical framework (SCT), data is examined from the journals of eight learners (four high-frequency classroom participators and four low-frequency participators) in an intact intermediate college Spanish class. Data analysis sheds light on the unique ways that dialogue journals functio…
Where's the Community: Bilingual Internet Chat and the "Fifth C" of the National Standards
Situated in the Five Cs of the National Standards framework (Communication, Cultures, Comparisons, Connections, and Communities), this study analyzes chat-room communication during a ten-week collaboration between university-level Spanish L1 learners of English and English L1 learners of Spanish. The study aims to relate this Internet-based community of learners to the Fifth C, the Communities standard, illustrating how learners can become integr…
Literary Discussions and Advanced-Superior Speaking Functions in the Undergraduate Language Program
During the last decade, researchers of foreign language pedagogy have become increasingly interested in the “language-literature divide” (Donato and Brooks 2004). The purpose of the current study is to contribute to this growing body of research by investigating the extent to which whole class discussions in three third-year undergraduate Spanish literature/culture courses provided opportunities for learners to engage in the communicative functio…
It Takes a Department! A Study of the Culture of Proficiency in Three Successful Foreign Language Teacher Education Programs
The aim of this study was to investigate the contexts and practices of three undergraduate foreign language teacher education programs identified by ACTFL/Language Testing International and reported by Glisan, Swender, and Surface (2013) as having a high success rate in propelling their graduates into the Advanced proficiency level on the ACTFL scale. Data were collected during interviews with faculty and students at each of the three campuses. T…
Bridging the Language-Literature Divide via Integrated Performance Assessments in an Introductory Hispanic Literature Course
Research on the language-literature divide in undergraduate second language programs documents the challenge of engaging literature learners in classroom discourse which is conducive to their developing interpersonal speaking skills as measured on the ACTFL Oral Proficiency Scale. In this study, Integrated Performance Assessments (IPAs) were implemented to assess interpersonal speaking along with development of literary analysis skills in an unde…
Co‐constructive feedback affordances in integrated performance assessment learner dyads
Integrated Performance Assessments (IPAs) are increasingly prevalent in world language instruction. While researchers have investigated various dimensions of IPAs, only one previous study has analyzed the discursive content of associated teacher‐learner co‐constructive feedback sessions (Adair‐Hauck & Troyan, 2013). The present study examines the feedback affordances generated during co‐constructive feedback sessions with two learner dyads, as we…
Computer Science (9 works) · Linguistics (9 works) · Psychology (8 works) · Philosophy (7 works) · EFL/ESL Teaching and Learning (5 works) · Mathematics education (5 works) · Pedagogy (4 works) · Second Language Learning and Teaching (4 works) · Art (3 works) · Literacy and Educational Practices (3 works)