English Language Teaching (ELT) can be considered an ideological enterprise especially at a time when the spread of English and the ELT profession are related to post-colonial and capitalist interests (Phillipson, 1992, 1997, 2000, 2006; Pennycook, 1994, 1997a; Canagarajah,1999b). In this context, nonnative English-speaking teachers (NNESTs) face particular challenges related to the prevailing ideologies of English, which has consequences in terms of roles, status, power, and access. This dissertation is a critical discourse analysis of the theses written by twenty in-service teachers of English as a Foreign Language in Colombia on completion of a one-year graduate program, during which they were acquainted with theories, approaches, and methodologies in the field of ELT. The objective is, through a close analysis of the language feature of the texts, 1) to identify ideologies of English, teaching and learning, and 2) to describe the identities the teachers construe for themselves in their writing. The analysis is text-driven and it uses categories from different functional approaches. The analysis of the texts shows that the writers engage in ideological discourses regarding the English language, the social and economic consequences of knowing English, and the cultural aims of foreign language teaching. Their discourses convey conceptions of teaching, learning and research that are influenced by acritical interpretations of the literature available to them. This does not seem to contribute to solving their practical problems and is likely to contribute to the maintenance of the students' established roles in their communities. The teacher-authors are faced with the challenge of dealing with the contradicting interests of their own ideals of education, the constraints of the conventions of the discourse community they are trying to enter, the institutional pressures to be updated with newer trends in applied linguistics and obtain visible results, and the needs of the country to find a place in the globalized economy. The study points to the need to encourage more critical interpretations and applications of the theories and approaches emanating from the traditional academic centers which in turn should also take interest in examining the pattern of the unilateral flow of knowledge and its consequences.

A presente tese se ocupa da percepção fônica de línguas não nativas e tem como objetivo repensar as premissas básicas do PERCEPTUAL ASSIMILATION MODEL-L2 [PAM-L2 (BEST; TYLER, 2007)] no que diz respeito aos seus eixos cognitivo, fônico e filosófico. De acordo com os proponentes do modelo, (i) a percepção da fala não nativa dispensa mecanismos cognitivos no que se refere a representações mentais ou processos inferenciais; (ii) a unidade de análise do evento perceptual, em termos de fala, é o gesto articulatório; e (iii) o acesso às informações disponíveis no mundo é direto, garantido pela atuação dos sentidos como nossos próprios sistemas perceptuais. Julgamos que tais premissas são limitadas e incoerentes com o objeto de investigação dos autores e argumentamos, portanto, que os eixos cognitivo, fônico e filosófico do modelo devam ser vislumbrados sobre um ponto de vista alternativo. Quanto ao primeiro eixo, defendemos que o evento perceptual seja concebido essencialmente como um fenômeno cognitivo, criado e gerenciado pelo encéfalo, que envolve abstrações, representações mentais e inferências acerca dos objetos do mundo. Em relação ao segundo eixo, julgamos que o tratamento acústico-articulatório (ALBANO, 2001) à unidade gestual seja mais apropriado à percepção de elementos fônicos não nativos, diferindo do tratamento articulatório (BROWMAN; GOLDSTEIN, 1989, 1992) que reside originalmente no modelo. No que diz respeito ao terceiro eixo, adotamos a posição realista indireta (JACKSON, 1977, 2010) como sendo aquela que abarca de modo mais adequado a percepção das unidades fônicas não nativas, em detrimento do realismo direto (J. GIBSON, 1966, 1986). Decorrentes de nosso refinamento teórico, questões adicionais à percepção fônica não nativa são endereçadas, as quais concernem à falsa dicotomia L2 VS. LE, à influência do sistema grafêmico sobre a percepção fônica e à formação de novas categorias fônicas a serviço do idioma-alvo. Discutimos, também, os aspectos metodológicos de alguns estudos perceptuais, assim como suas implicações para uma nova caracterização do modelo, e ponderamos sobre o delineamento, o tipo de conhecimento de base testado (língua materna ou não nativa) e o objetivo de cada tarefa perceptual a ser empregada em ambiente laboratorial. / This Doctoral Dissertation addresses the phonic perception of non-native languages and aims to rethink the central tenets of the PERCEPTUAL ASSIMILATION MODEL-L2 [PAM-L2 (BEST; TYLER, 2007)] with respect to its cognitive, phonic and philosophical spheres. According to the proponents of the model, (i) the perception of non-native speech disregards any cognitive mechanisms related to mental representations or inferential processes; (ii) the unit for analyzing perceptual events, in terms of speech, corresponds to the articulatory gesture; and (iii) we have direct access to the information available in the world, since our senses act as our own perceptual systems. We argue that these premises are limited and inconsistent with the research object of the authors and, thus, we assume that the cognitive, phonic and philosophical spheres of the model should be glimpsed from an alternative point of view. As for the first sphere, we argue that the perceptual event is essentially a cognitive phenomenon, created and managed by the brain, which involves abstractions, mental representations and inferences about the objects of the world. Regarding the second sphere, we state that an acoustic-articulatory treatment (ALBANO, 2001) to the gestural unit is more appropriate to the perception of non-native phonic elements, differing from the articulatory treatment (BROWMAN; GOLDSTEIN, 1989, 1992) that is originally conveyed by the model. With respect to the third sphere, opposing direct realism (J. GIBSON, 1966, 1986), we adopt the indirect realist position (JACKSON, 1977, 2010) as the one that encompasses the perception of non-native phonic units more adequately. Due to our theoretical refinement, we address additional issues to the phonic perception, which concern the false L2 vs. LE dichotomy, the impact of graphical systems on phonic perception, and the formation of new phonic categories at the service of the target language. We discuss methodological aspects of perceptual studies, as well as their implications for a new characterization of the model, and we also consider the design, the type of knowledge tested (native or nonnative language) and the purpose of each perceptual task to be used in a laboratory environment.

A presente tese se ocupa da percepção fônica de línguas não nativas e tem como objetivo repensar as premissas básicas do PERCEPTUAL ASSIMILATION MODEL-L2 [PAM-L2 (BEST; TYLER, 2007)] no que diz respeito aos seus eixos cognitivo, fônico e filosófico. De acordo com os proponentes do modelo, (i) a percepção da fala não nativa dispensa mecanismos cognitivos no que se refere a representações mentais ou processos inferenciais; (ii) a unidade de análise do evento perceptual, em termos de fala, é o gesto articulatório; e (iii) o acesso às informações disponíveis no mundo é direto, garantido pela atuação dos sentidos como nossos próprios sistemas perceptuais. Julgamos que tais premissas são limitadas e incoerentes com o objeto de investigação dos autores e argumentamos, portanto, que os eixos cognitivo, fônico e filosófico do modelo devam ser vislumbrados sobre um ponto de vista alternativo. Quanto ao primeiro eixo, defendemos que o evento perceptual seja concebido essencialmente como um fenômeno cognitivo, criado e gerenciado pelo encéfalo, que envolve abstrações, representações mentais e inferências acerca dos objetos do mundo. Em relação ao segundo eixo, julgamos que o tratamento acústico-articulatório (ALBANO, 2001) à unidade gestual seja mais apropriado à percepção de elementos fônicos não nativos, diferindo do tratamento articulatório (BROWMAN; GOLDSTEIN, 1989, 1992) que reside originalmente no modelo. No que diz respeito ao terceiro eixo, adotamos a posição realista indireta (JACKSON, 1977, 2010) como sendo aquela que abarca de modo mais adequado a percepção das unidades fônicas não nativas, em detrimento do realismo direto (J. GIBSON, 1966, 1986). Decorrentes de nosso refinamento teórico, questões adicionais à percepção fônica não nativa são endereçadas, as quais concernem à falsa dicotomia L2 VS. LE, à influência do sistema grafêmico sobre a percepção fônica e à formação de novas categorias fônicas a serviço do idioma-alvo. Discutimos, também, os aspectos metodológicos de alguns estudos perceptuais, assim como suas implicações para uma nova caracterização do modelo, e ponderamos sobre o delineamento, o tipo de conhecimento de base testado (língua materna ou não nativa) e o objetivo de cada tarefa perceptual a ser empregada em ambiente laboratorial. / This Doctoral Dissertation addresses the phonic perception of non-native languages and aims to rethink the central tenets of the PERCEPTUAL ASSIMILATION MODEL-L2 [PAM-L2 (BEST; TYLER, 2007)] with respect to its cognitive, phonic and philosophical spheres. According to the proponents of the model, (i) the perception of non-native speech disregards any cognitive mechanisms related to mental representations or inferential processes; (ii) the unit for analyzing perceptual events, in terms of speech, corresponds to the articulatory gesture; and (iii) we have direct access to the information available in the world, since our senses act as our own perceptual systems. We argue that these premises are limited and inconsistent with the research object of the authors and, thus, we assume that the cognitive, phonic and philosophical spheres of the model should be glimpsed from an alternative point of view. As for the first sphere, we argue that the perceptual event is essentially a cognitive phenomenon, created and managed by the brain, which involves abstractions, mental representations and inferences about the objects of the world. Regarding the second sphere, we state that an acoustic-articulatory treatment (ALBANO, 2001) to the gestural unit is more appropriate to the perception of non-native phonic elements, differing from the articulatory treatment (BROWMAN; GOLDSTEIN, 1989, 1992) that is originally conveyed by the model. With respect to the third sphere, opposing direct realism (J. GIBSON, 1966, 1986), we adopt the indirect realist position (JACKSON, 1977, 2010) as the one that encompasses the perception of non-native phonic units more adequately. Due to our theoretical refinement, we address additional issues to the phonic perception, which concern the false L2 vs. LE dichotomy, the impact of graphical systems on phonic perception, and the formation of new phonic categories at the service of the target language. We discuss methodological aspects of perceptual studies, as well as their implications for a new characterization of the model, and we also consider the design, the type of knowledge tested (native or nonnative language) and the purpose of each perceptual task to be used in a laboratory environment.

The purpose of this study was to examine the implicit language attitudes of college-level instructors toward accented English and the effect of gender, teaching experience, and home language background on those attitudes. The auditory multifactor Implicit Association Test (IAT) was used to measure the implicit attitudes toward Standard, Chinese, Hispanic, and Korean accented English. For the current study, audio stimuli were embedded into the multifactor IAT, which became available for the first time in 2014. The auditory multifactor IAT generated implicit preference scores of six pairs of accented English: Standard vs. Chinese, Standard vs. Hispanic, Standard vs. Korean, Chinese vs. Hispanic, Chinese vs. Korean, and Hispanic vs. Korean accented English. Participants (N = 93) included college instructors at an urban university in Florida. Statistical analysis results suggested that college instructors in this study exhibited some bias towards speakers of Hispanic-accented English, but no bias toward the other five. However, analysis of the frequency distributions of the responses showed bi-polar accent biases did exist. It was possible that the similar numbers for the polar opposites balanced each other in the statistical results of no bias. Gender and home language background had no effect on implicit preference scores. The years of teaching experience had significant effect in Hispanic- vs. Korean-accented English, but not in the other five accented language pairs. However, close examination of the beta coefficient per year indicated that the relationship was weak even though the effect was significant. Faculty, administrators, and students could use test results as a topic of discussion in faculty development, teaching assistant training, student services, and diversity training in higher education institutions. The discussions might help awareness of hidden-yet-present accent bias and prevent potential prejudice toward other accented English speakers. The administrators need to be aware that preferences do exist toward accented English speakers. These preferences--or biases--toward an accent may be important in selecting instructors.

Vertebrate populations are subjected to novel anthropogenic stressors that are expected to multiply exponentially in the future. Introductions of nonnative species and human-altered hydrology are among these stressors to native species communities. The Rocky Glades, located in Everglades National Park, may serve as a population sink for native species that typically do not survive the altered hydrology of the dry season, and as a source of nonnative species that may be better adapted to chronically stressful conditions. In the seasonally-flooded Everglades, the nonnative African Jewelfish invaded in the 1960s and has since shown rapid range expansion. African Jewelfish are aggressive and territorial, thus they are predicted to be more successful at acquiring space and resources, and may displace native Sunfishes. I monitored assemblages of fish across time in experimental mesocosms and solution holes and quantified survivorship and body condition of both natives and nonnatives. Overall, native Sunfish did poorly while nonnatives had higher survivorship over the course of the dry season. Unexpectedly, no evidence indicated that Jewelfish reduced survival of native Sunfish. I compared aggressive interactions between native Dollar Sunfish and nonnative African Jewelfish in Sunfish populations either sympatric or allopatric with Jewelfish. Sympatric Dollar Sunfish were twice as likely to approach African Jewelfish as allopatric ones. My study suggests native species can survive invasion through behavioral adaptation to nonnative competitors. Characterizing interactions between native and nonnative species and identifying their niche use can assist in understanding the challenges of native species conservation in the face of species invasions.

No description available.

I investigated percent coverage, plant height, species richness, and woody stem density in plant communities in ten study plots during spring and fall (2010-2012) within 3 different treatments (continual mowings, one fall mowing, and one fall mowing with native wildflower seeds) on highway 25 right-of-way in Oktibbeha and Winston counties, Mississippi. I recorded 277 plant species including native and non-native forbs, legumes, grasses, rushes/sedges, and woody plants. Non-native agronomic grasses exhibited greatest coverage greater than 90 percent occurring in all treatments. Percent coverage of plants less than 0.46m height category exceeded 100 while, greater than 0.46m plant height categories averaged 55 percent. Woody stem density ranged from 7,772 year 1 to 10,025 stems/hectare year 2. I detected no significant differences in plant height or woody stems among treatments. One mowing per year retained agronomic plant cover for erosion control and annual cost savings up to 75 percent for roadside maintenance.

No description available.

The introduction of nonnative salmonids into Southern Appalachia may pose a threat to resident salamander populations. In recent years, the stocking and encroachment of rainbow trout (Oncorhynchus mykiss) into headwaters where the black-bellied salamander (Desmognathus quadramaculatus) and brook trout (Salvelinus fontinalis) naturally coexist has raised concerns. In aquatic prey, predator-avoidance responses are primarily influenced through the detection of chemical cues released from predators. The objective of this study was to determine how co-occurrence with a predator influences black-bellied salamander predator recognition behavior. To evaluate this, salamander activity metrics (general activity, number of movements, and latency to move) were recorded before and after exposure to either native trout predator cue (brook), introduced trout predator cue (rainbow), or conditioned tap water (control). Larvae were collected from different streams based on their trout predator assemblage with larvae coming from brook, rainbow, rainbow/brook, and no trout stream reaches. Our results show that larvae that co-occur with trout reduced their activity when exposed to brook trout predator cue, but their response to rainbow trout predator cue depended on their previous co-occurrence. Larvae from areas with only brook trout exhibited a weak predator-avoidance when exposed to rainbow trout predator cue. A follow-up test to determine the influence of alarm cue on predator response in these larvae indicated that the alarm cue enhanced the response to the rainbow trout predator.

This critical multi-case study involves a group of migrant eikaiwa (English conversation) school teachers in Japan. The purpose of the study was to investigate the teachers’ positions and treatment in the commercial English language teaching (ELT) sector and their adaptation to their work environment and the host country, through applying the concepts of capital, habitus, and field. The issues of who should be employed as teachers, to whom learners should be exposed to as model language users, and whose English should be taught that are problematized in this study have implications beyond the commercial ELT industry. This study also sheds light on the eikaiwa industry’s practices, in particular regarding teacher recruitment and marketing. The study is timely because the impact of this industry has grown significantly as the formal educational sector has increased the outsourcing of ELT courses to the commercial sector in recent years. Teachers from private language academies have been dispatched to high schools and universities, which has blurred the line between the commercial sector and formal educational institutions. The core cases investigated in the study were six multilingual native and nonnative English-speaking migrant teachers from diverse national, ethnic, and socio-cultural backgrounds. For triangulation purposes, data were collected not only in individual interviews and emails exchanged with the six core participants, but also from interviews and emails with 10 managers and private language academy owners, 13 teachers who were noncore participants, and from eikaiwa job postings. Managers and school owners, mainly male native English speakers, were included for their perspectives and insights into the sector, in particular, staffing decisions and marketing, to which most teachers were not privy. Data analysis draws on Bourdieusian “thinking tools” (Bourdieu & Wacquant, 1992, p. 160), with the focus on gains, losses, and conversions of different types of capital and manifestations and transformations of teachers’ habitus in new fields. Capital here refers to convertible resources that people have access to, such as educational degrees and social connections. Habitus is one’s “feel for the game” (Bourdieu, 1998, p. 25) that influences an individual’s perceptions and behavior (Bourdieu, 2000, pp. 86-87). The participants’ habitus was a driving force that strongly affected their adaptation to the eikaiwa industry and Japan. However, habitus did not operate independently on its own. It functioned in interplay with capital and the field that rejected some but embraced other teachers. Participants’ English as a first language, Western cultural background, and White race, which were positively evaluated in their ELT contexts in Japan, influenced the way the participants were treated in the industry and resulted in different outcomes for them. The native English-speaking teachers of Asian descent were racially discriminated, but they relatively easily found ELT work because of their nationalities and native English-speaking status. The nonnative English-speaking participants who were also people of color were discriminated against not only based on their race and nationality. They were also discriminated against because of their nonnative English-speaking status. In contrast, White nonnative English-speaking participants were frequently rejected because of their first language and nationality. Due to the insecure nature of contract work and few opportunities for career development in the commercial sector, most participants were unable to build stable careers in ELT. Whereas some had limited success in finding an administrative position within the commercial sector, most participants felt trapped in it, unable to gain substantial convertible capital during their teaching years. The participants’ choices regarding their employment and further migration were partly determined by the stakeholders in the field, and outcomes widely varied for the participants. By the end of the study, two nonnative English-speaking participants left ELT and Japan. Two native English speakers found non-teaching work in Japan. One native and one nonnative English-speaking participant, both female, continued teaching even though their ELT jobs were not their ultimate professional goals. / Teaching & Learning