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The purpose of this study is to examine first, whether there are differences in risk perception between the USA and Korea, second, whether there are differences in risk perception between apparel purchasers and non‐apparel purchasers across countries, third whether there are differences in the effect of risk factors on purchasing intention between the USA and Korea, and, fourth, whether there are differences in the effect of risk factors on purchasing intention between apparel purchasers and non‐apparel purchasers across countries. The findings suggest that there were differences in consumers’ risk perception between apparel and non‐apparel purchasers across countries. In addition, there are similarities and differences in the relationships between risk perception and purchase intention across countries.

Despite the proven benefits of multimodal teaching and learning (i.e., through visual, sound, movement, print‐based text, and technology) for students, little is known about how teachers of English language learners (ELLs) integrate multimodality into their existing curriculums. In this study, the authors examined how two teachers who had limited experience with ELLs employed multimodality to teach ELLs in their content area classes. The study was situated within online teaching English to speakers of other languages (TESOL) teacher education graduate courses, and thus all the data were electronically collected, including online discussion posts and multimodal final projects in which teachers demonstrated their multimodal teaching practices with ELLs through videos. Qualitative analysis of the data revealed that employing multiple modes for instructional supports to enhance linguistic text gave teachers opportunities to help ELLs gain nuanced understanding of subject‐matter content knowledge, powerfully express what they learned, and discover a psychological refuge. Importantly, multimodal teaching was found to enhance ELLs' sense of accomplishment and self‐esteem. The teachers also identified various issues around technology and lack of support from administration as constraints for integrating multimodality into the classroom setting. The findings have significant implications for research and teacher education in TESOL.

Scholars have based their understanding of college-student suicide in the United States largely on the study of European Americans, and therefore, its relevance to making culturally informed decisions with suicidal Asian American college students is unclear. This article explores aspects of suicide assessment potentially unique to Asian American college students and discusses possible ways to handle the process of breaking confidentiality that are more sensitive to Asian American needs. First, the authors briefly review issues of confidentiality, informed consent, and standards of care. Second, they examine several aspects of Asian American college students' experiences in the United States and of Asian cultural values. Specifically, the authors review acculturation and the experience of immigration, intergenerational relationships, collectivistic cultural values, the myth of the “model minority,” and perfectionism. Third, they offer culturally informed considerations for assessing suicidal risk and ways to manage breaking confidentiality. Finally, they suggest the Collaborative Assess-ment and Management of Suicidality model and the Suicide Intervention Response Inventory−2 as potentially useful tools for culturally sensitive work with Asian American college students.

In this article we demonstrate how we created a context in which digital storytelling was designed and implemented to teach multilingual middle school students in the summer program sponsored by a local nonprofit organization, the Latin American Association, in a city in the southeastern United States. While implementing the notion of multiliteracies (New London Group, 1996) In this article we demonstrate how we applied the theoretical concept of multiliteracies to a pedagogical practice. We describe how we, three volunteer teachers from a university, engaged 12 adolescent multilingual students in the multiliteracies practice of digital storytelling (i.e., multimedia composing that consists of texts, images, and sounds to tell stories) during a summer program sponsored by the Latin American Association (LAA) in a city in the southeastern United States. Each summer, teacher candidates in our English to Speakers of Other Languages (ESOL) teacher education program offer individual tutoring to students at the LAA. In summer 2012, university faculty and the LAA staff members met to discuss goals to accomplish in our partnership in general and in tutoring in particular. During the meeting, the LAA staff asked us to make sure that our teacher candidates emphasized several critical issues during tutoring such as the importance of first language (L1) or heritage language development, positive identity construction, and 21st-century literacies development. We, two faculty members and a doctoral student, volunteered to design and teach a class in which these critical issues could be discussed with multilingual adolescent students, and the LAA staff members allowed us to design a class that could be part of their summer program. We set out to design the Digital Storytelling Class in order: (a) to examine how a theoretical framework (i.e., multiliteracies) could be translated into teaching multilingual adolescents; and (b) to create a context in which students could explore their multiple literacies and identities using multiple semiotic modes and resources (e.g., visuals, sound, gesture, gaze, and spatial concepts). In the following sections, we explain the theoretical framework that we drew on for designing and conducting our multiliteracies curriculum (i.e., digital storytelling lessons), followed by a detailed description of each session in which students engaged in digital storytelling practice. In the conclusion, we discuss how our pedagogical approach can be adapted to other ESL/EFL settings.