This project site contains a pre-print for a commentary / forum piece. The abstract is as follow: In the field of Applied Linguistics, calls for increasing Open Science practices, with the aim of promoting more transparent, reproducible, and replicable science, are regularly heard from established researchers (e.g. Godfroid & Hui 2020; Loewen & Godfroid 2020; Marsden 2020; Marsden & Plonsky 2018). At the same time, perspectives from the next generation of researchers, graduate students, appear to be lacking. This forum piece takes the first steps towards including graduate students in the conversation by discussing what Open Science means to this community. We illustrate how students can take advantage of the movement and how programs can better prepare students to embrace Open Science practices early in their career. Specifically, we reflect on three Open Science practices, pre-registration, open data, and open materials, and call for a more systematic training and incentive structure for these practices in graduate programs and in hiring and promotion policies.
The Challenge Are L2 learners able to notice and learn novel verbal morphology when reading in a new writing system? What other aspects of language do they notice? The current study investigated if intermediate learners of Arabic can attend to and learn geminate verbs, and how they perceive written input in Arabic.
Despite substantial efforts to develop foreign language learning pipelines, little is known about students’ experiences moving between levels of education. This is particularly true for less commonly taught languages, where pre-tertiary learning is considered crucial for graduating students at higher levels of proficiency. This qualitative case study examines how four L2 learners of Arabic transition from their high school classrooms to university programs. Adopting a grounded theory approach to analyze survey and focus group data, three key themes emerge: initial (dis)orientation in the tertiary setting, classroom (dis)harmony as students navigate new norms, and retrospective appreciation for their high school learning environments. The results illustrate that university programs seem to lack appropriate measures to accommodate pipeline learners. Likewise, high school programs are not doing enough to familiarize students with the learning opportunities ahead. The findings have implications for programs, teachers, and students on both sides of these periods of transition.
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