College English

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His work focuses on the relationships between critical pedagogy, social movements, and rhetorical education, particularly in nonformal or alternative settings. He is currently working on a book-length study of rhetorical education at the Highlander Folk School in Tennessee. n recent years, the problems of industrial agriculture have been the subject of more and more scholarly and journalistic work. Mad cow disease, dioxincontaminated chickens, the conflict between Immolakee workers and Taco Bell, the abuse of factory-farm chickens, New York City's ban on trans fats, The destiny of nations depends on how they nourish themselves Jean Anthelme Brillat-Savarin The Slow shall inherit the Earth Anonymous gastronome and most recently deaths associated with E. coli-tainted spinach have raised questions about where and how we get the food we eat. Investigative and scholarly works such as Eric Schlosser's Fast Food Nation, Michael Pollan's The Omnivore's Dilemma, Marion Nestle's Food Politics, Steve Ettlinger's Twinkie, Deconstructed, and Barry Glassner's The Gospel of Food have all addressed the question of what it means to make an industry out of food production and consumption. Meanwhile, there has also been a slow turn away from industrial food in the marketplace. The rise of organic labels in supermarkets, the growth of local farmers markets, and the emergence of chains such as Whole Foods, Wild Oats, and Trader Joe's all attest to consumers' desire to avoid the perceived pitfalls of industrial food. In this context, it is hardly surprising that the Slow Food movement, originally an Italian organization opposed to the degradation of culture and environment that

The rapid expansion and development of newly-upgraded undergraduate colleges and universities across China witnessed a corresponding demand for the teaching and learning of English as Foreign Language (EFL). Accordingly, the Ministry of Education of China implemented the College English Language Teaching Reform (CELTR) to improve the teaching and learning of English language at higher institutions in China. The aim of this paper was to investigate EFL lecturers' perspectives of the CELTR and to what extent the CELTR had enhanced the EFL lecturers' teaching practice, which on converse influenced the effect and implementation of the CELTR. The study involved a total of 92 EFL lecturers from a newly-upgraded university located in Nanyang City in China. Data for the study were collected by using a questionnaire and semi-structured interviews with eight EFL lecturers adopting purposive sampling. The findings indicated that on the whole the EFL lecturers had moderate level of understanding and knowledge of the CELTR, and the lecturers' teaching practice had been satisfactorily enhanced due to the implementation of the CELTR. The college EFL lecturers considered and constantly adjusted their teaching contents, modes, methods and strategies to meet the students' specific needs better, and they tried to motivate the students' interests and participation in the EFL classroom teaching.

English Language today, has a special position in Chinese education as it is taught as a foreign language at all education levels ranging from primary to postgraduate education. At the university level, College English is a compulsory course. The teaching and learning of English at the tertiary level witnessed a paradigm shift with the implementation of the 2016 College English Teaching Reform (CETR). This reform saw a move from a traditional teacher-centered approach to a more learner-centered communicative approach. Therefore, this paper presents students' perspectives on College English. The study involved 611 university students from two institutions of higher learning in Central China. Data were collected via a questionnaire and interviews. The quantitative findings revealed that students held moderately positive perceptions of College English in terms of its learning objectives, language skills, teaching methods and teaching resources. Nonetheless, a mixed response was indicated in the qualitative findings as a number of students felt that EFL classrooms continued to be teacher-centered with EFL class enrolments being still large and this inhibited student-teacher interactions. Hence, the three main challenges faced by students were their limited English language proficiency, minimal teacher feedback and a lack of motivation to learn English. All these findings indicated that though the CETR has some positives, it is not without its share of limitations and these shortcomings need to be addressed if the true aspirations of the CETR are to be realized.

In recent years, with the development of the research on the Output Hypothesis, many Chinese English teachers begin to apply this hypothesis to English teaching. There are many teaching ways that have been applied in English teaching classes, for example, retelling sentences, retelling a text, describing a picture and expressing ideas indirectly and so on. In these classes, the traditional teaching modes have been changed. Nowadays, college English teachers not only pay attention to the input of language but also the output of language. They try to foster students' skills on the application of knowledge, and excavate their potential in order to promote their language proficiency. And the effect is quite obvious, so we should encourage more teachers to use the Output Hypothesis in different ways and improve students' English abilities.

Communication for Social Change (CSC) is a defined field of academic enquiry that is explicitly transdisciplinary and that has been shaped by a variety of theoretical inputs from a variety of traditions, from sociology and development to social movement studies. The leveraging of communication, information and the media in social change is the basis for a global industry that is supported by governments, development aid agencies, foundations, and international and local NGOs. It is also the basis for multiple interventions at grassroots levels, with participatory communication processes and community media making a difference through raising awareness, mobilising communities, strengthening empowerment and contributing to local change. This series on Communication for Social Change intentionally provides the space for critical writings in CSC theory, practice, policy, strategy and methods. It fills a gap in the field by exploring new thinking, institutional critiques and innovative

This study aimed to explore the use of Language 1 (L1) in the Teaching Grammar class of 24 prospective English as a Second Language (ESL)/(L2) teachers in a Philippine Higher Education Institution. The majority of the research that has been done on L1 usage in language classes is oriented on teachers' opinions, with little attention paid to students' viewpoints directly or in-depth. This study aimed to highlight this disparity and stimulate more investigation into students' views on L1 usage in an English course. This study used a sequential explanatory mixed-method research design, utilizing observation and semi-structured interviews to gather necessary data during the second semester of school year 2023-2024. The study revealed that most participants used their L1 during their Teaching Grammar class. Using their L1 to communicate complex data helps them engage more deeply with the topic. However, it hinders the growth of English as the academic language. Anxiety and limited vocabulary were the factors unveiled. Anxiety may have been induced by past experiences, societal expectations, or academic constraints. Moreover, the participants frequently code-switch since they lack vocabulary. This suggests the need for vocabulary-building strategies. Hence, the findings highlight the need for targeted strategies to support students in their language learning journey. School administrators may provide facilities or learning resources for curriculum implementers to include in languageacquisition activities. Future researchers may delve into action research by using strategy and intervention materials.

Speaking is fundamental to human communication. Being able to communicate effectively is an integral life skill. The rapid advancement of digital technology has offered huge benefits in second or foreign language learning. Employing the quantitative experimental research design, this study sought to find out if the use of technology could enhance the speaking skills of the students. The study utilized an adapted speaking modules focusing on the speaking skills of the Grade 11 students. A speaking activity was used in a form of board game before the pre-test; the intervention and the post-test were given. The implementation of the modules was a scenario of readlistenwatchthink and speak. Each student was given a time to speak in different speaking activities in an effective and interactive way. The result revealed that the use of technology contributed to the improvement of the speaking skills of the students. There was a distinction if students experienced the use of technology by themselves. It was not only the speaking skills that were developed in them but their technology literacy as well. The study concluded that the use of technology could improve the speaking skills of the students.

The European Higher Education Area (EHEA) is an EU initiative aimed at harmonizing university degrees and attracting international students and staff. Proficiency in the English language is now regarded as a pre-requisite for all business students. By adopting a quasi-experimental design, this article focuses on the effects that teaching Accounting in English as a foreign language (three groups totalling 52 students) may exert on Spanish students’ academic performance (measured through final exam grades), and compares it to the performance of peers having been taught in their native Spanish language (five groups totalling 70 students), where all groups have the same instructor. The impact of language on the students’ test scores is also considered. The findings show that the group using English as a medium of instruction (EMI) obtained better results, which suggests that, in this research context, the language of instruction does not seem to compromise students’ learning of academic content. Furthermore, the achievement of content regarding questions of a more conceptual nature is not dependent on language skills, which seems to contradict previous research. These findings may help foster the implementation of EMI courses, thereby encouraging both universities and students to partake therein. Suggestions are provided to enhance lecturer involvement, drawing on the lecturer’s pedagogical approach.

The teaching goal of College English Curriculum Requirements issued by the Ministry of Education is to cultivate college students' comprehensive English application ability, especially listening and speaking ability, so that they can communicate effectively in English in their future study, work and social interaction. Listening and speaking is an important means of communication. With the acceleration of the process of global economic integration, the demand for applied talents of foreign languages is increasing.Non-English major students also need to have a certain degree of English listening and speaking ability, in order to communicate with foreigners, so as to better work and study. However, the current situation of non-English majors' English listening and speaking ability is not optimistic, so the non-English majors' English listening and speaking ability has been the focus of social attention.And the existing research is also insufficient, so this study from the ...

Owing to the rapid expansion and development of newly upgraded undergraduate colleges and universities in China, the Ministry of Education implemented the College English Language Teaching Reform (CELTR) to improve College English language teaching and learning at higher institutions. This reform aims to improve the quality of teaching and learning of English as a Foreign Language (EFL). The present study aims to identify potential factors influencing the EFL teachers’ professional development in the context of the College English language curriculum reform in mainland China. In total, 92 EFL college teachers from a newly upgraded university located in Nanyang City, Central China participated in this study, and data were collected using a survey questionnaire. Overall, the findings indicate that the EFL teachers’ professional development improved during the implementation process of CELTR and the potential factors that contributed to their professional development were teachers’ und...

Blended learning has taken center stage in higher education because it involves overseeing of “Online learning” and the ongoing growth of teaching reform in colleges and universities. Internet promotes the reconfiguration and integration of educational resources. The Internet has greatly magnified the role and value of high-quality educational resources. Blended teaching combines the advantages of traditional teaching and network teaching to complement each other; it not only gives full play to the flexibility and autonomy of network teaching, but also retains the connection of teacher-student emotional communication in traditional teaching. Translation teaching is an important part of college English teaching. This article mainly introduces the research of college English translation (CET) blended teaching strategies under the Internet background. This paper proposes a research plan for CET blended teaching strategies under the Internet background, including literature research met...

lenges. But disciplinary history wouldn't be history if it were entirely static. Be sides continuity, it involves change, both in the discipline's individual members and in the field as a whole. Indeed, per sonal shifts often reflect and contribute to larger professional ones. For NCTE's centennial, then, I asked several veterans of English studies to write briefly about how they have changed their minds. As you will see, their responses vary in topic and approach.

The global spread of EMI is a response to the internationalisation and marketisation of higher education. However, students may not fully benefit from EMI programmes if they are not adequately prepared. The extent to which students have been prepared to succeed in such programmes and acquire English as linguistic capital is an underexplored area. The present study addressed the research gap by investigating the preparation and support that students received in EMI programmes in Chinese higher education. The study adopted a mixed-methods design by collecting responses to an online survey from 248 students in different Chinese universities and conducting semi-structured interviews with 12 students regarding their preparation and support for, their learning motivation and views of EMI programmes as well as their expectations of EMI teachers. The findings showed that the students did not seem to be sufficiently prepared to achieve the dual goal of EMI (i.e., subject and language learning) and that the EMI programmes tended to widen the gap between students with different English proficiency and might lead to educational inequality. Finally, the students were critical of the quality of EMI teachers and favoured teachers with high English proficiency and pedagogical skills in delivering sophisticated content knowledge. These findings suggested that future studies need to explore strategies to better prepare and support students to benefit from EMI programmes and promote educational equality. Furthermore, the criteria for recruiting EMI teachers should be reconsidered to meet students’ learning needs and development.

The study aimed to determine the perception on the integration of Geographic Information System (GIS)-based learning among the college students and tried to analyze the student's academic competency, mastery goals and in determining their academic performance towards GIS integration. The study employed descriptive correlational design to collect quantifiable information of the respondents towards the integration of GIS-based learning in which one hundred eighteen (118) randomly selected Civil Engineering students of MSU-IIT who undergone GIS in the 1st semester A.Y. 2022-2023. The results revealed that in the perception on the integration of Geographic Information System (GIS)-based learning in the classroom as to the academic competency the respondents strongly agree with the total average weighted mean of ̅ =3.25 and the SD + 0.42, thus, as to their mastery goal results showed that respondents agree with the total average weighted mean of ̅ =2.59 and the SD + 0.55, hence, there was a significant relationship between the academic performance and the demographic profile in terms of age. However, the data demonstrated that age and mastery objective play a key role in the integration of GIS-based learning, indicating that age was solely influenced by this element, which was associated with the content's mastering. As a result, we may conclude that using GIS-based teaching improves respondents' academic achievement.

To investigate the antecedent conditions before the reform of the old CET-4 so as to determine whether the change is desirable or the education system is ready and able to take on the burden of implementation, this study was designed to look into whether the old CET-4 was affecting students' English learning, specifically, to look into whether CET-4 was affecting students' college English textbook study and which side of students' English learning is affected the most: listening, speaking, writing, or reading. Based on data collected through interviews with 12 participants and observations in four classes in a university in central China, this study showed that: l) different factors contributed to students' perceptions and actions in terms of their CET-4 information receiving, test preparation motivation, and test preparation strategies; 2) the influence of CET-4 increased as the test was approaching; 3) CET-4 had great influence on the content and intensity while a ...

The first volume in AAHE and Campus Compact" s series on service-learning in the disciplines, the book discusses the microrevolution in college-level Composition through service-learning. The essays in this volume show why service-learning and ...

B r u ce H o r n e r is Endowed Chair in Rhetoric and Composition at the University of Louisville. Min-Zh a n Lu is professor of English and University Scholar at the same institution. Ja cq u e l i n e Jon es Royste r is Ivan Allen Chair and Dean of the Ivan Allen College of Liberal Arts at Georgia Institute of Technology in Atlanta. J o h n Trim bu r is professor of writing, literature, and publishing at Emerson College in Boston. rowing numbers of U.S. teachers and scholars of writing recognize that traditional ways of understanding and responding to language differences are inadequate to the facts on the ground. Language use in our classrooms, our communities, the nation, and the world has always been multilingual rather than monolingual. Around the globe, most people speak more than one language. Indeed, they speak more than one variation of these languages. In addition, these languages and variations are constantly changing as they intermingle. The growing majority of English speakers worldwide-including substantial numbers within the United States-know other languages, and, through interaction, the Englishes they use vary and multiply. Traditional approaches to writing in the United States are at odds with these facts. They take as the norm a linguistically homogeneous situation: one where writers, speakers, and readers are expected to use Standard English or Edited American English-imagined ideally as uniform-to the exclusion of other languages and language variations. These approaches assume that heterogeneity in language impedes communication and meaning. Hence, the long-standing aim of traditional writing instruction has been to reduce "interference," excising what appears to show difference. We call for a new paradigm: a translingual approach. This approach sees difference in language not as a barrier to overcome or as a problem to manage, but as a resource for producing meaning in writing, speaking, reading, and listening. When faced with difference in language, this approach asks: What might this difference do? How might it function expressively, rhetorically, communicatively? For whom,

ABSTRACT
Internationalisation is initiated to drive organisations' success, including higher education institutions (HEIs). This systematic literature review aims to i), determine the prevalence of existing research and publications on internationalisation practice in the HEIs, and ii), identify new practices that are reported in the scholarly literature and offer these new thoughts on the advancement of effective internationalisation practice in the HEIs. A wide-range strategy was employed to search and identify research papers from Web of Science and Scopus. The chosen papers were between the years 1994 and 2023. Out of 425 results generated, 80 publications representing 65 selected papers were chosen and themed for discussion. Investigating internationalisation in higher education is an in-depth multidisciplinary research approach that assists in determining the effect of HEIs. The findings identified challenges such as a lack of effective policy framework, decolonisation of the curriculum, and digital transformation, which requires further studies on strategies for effective internationalisation practice in HEIs. Considering HEI's new focus on internationalisation, it is prudent to carry out more investigation to appreciate internationalisation’s many nuances.

Learners' learning motivation is one of the essential concerns in second language acquisition. Researchers have found that motivation is an important factor affecting second language achievement. The existing research on second language learners' motivation is mainly based on integrative and instrumental motivation, intrinsic and extrinsic motivation. However, because these two classifications are proposed from different perspectives, there is still a lack of systematic understanding in the specific analysis of second language learners' learning motivation. This paper is based on the former research about the classification of motivation, combined integrative and instrumental, intrinsic and extrinsic motivation, and from two perspectives of learners' psychology and social culture to analyze Chinese college English learners' motivation in detail. This paper systematically classifies Chinese College English learners' diverse and complex motivation into four types: integrative intrinsic, instrumental intrinsic, integrative extrinsic, and instrumental extrinsic motivation. The study found that the above four types of motivation exist among Chinese College English learners, but their proportions differ. It also found that the achievement of interest-oriented is higher than that of external factors. In second language teaching, teachers should understand students' learning motivation. This paper also puts forward some suggestions for English teaching.

East, where she teaches writing and pedagogy courses. Her essays, which explore writing pedagogy, reading, and feminist rhetoric, have appeared in Journal of Teaching Writing, CEA Critic, and Peitho. She served as editorial assistant to Composition Studies while pursuing her doctorate at the University of Cincinnati. Christina M. LaVecchia, NCTE member since 2009, is a postdoctoral research fellow in Mayo Clinic's Knowledge and Evaluation Research (KER) Unit, where she collaborates on research related to patient-clinician communication and shared decisionmaking. Her other research interests include contemporary composing theories, writing pedagogies, invention, and digital literacies. LaVecchia's work appears in Composition Forum, Harlot, Showcasing the Best of CIWIC/DMAC, and the textbook How Writing Works: With Readings (Oxford University Press). She spent four years as editorial assistant to Composition Studies. Laura R. Micciche is finishing up her six-year tenure as editor of Composition Studies. She has been an NCTE member since 2000. Most recently, she is the author of Acknowledging Writing Partners (WAC Clearinghouse). Her articles on emotion, writing and grammar pedagogy, feminist theory and practice, and alternative forms of agency have appeared in a wide range of journals and edited collections. Micciche is professor of English at the University of Cincinnati, where she teaches writing, rhetoric, and pedagogy courses. Janine Morris is an assistant professor in the Department of Writing and Communication at Nova Southeastern University, where she is also a faculty coordinator at the Writing and Communication Center. Her current research focuses on the affective dimensions of writing center work. Her research on reading, digital composing, and multimodal literacies appears in CEA Critic, Pedagogy, Computers and Composition, and Composition Studies. She spent three years as editorial assistant to Composition Studies and has been a member of NCTE since 2009.

Her dissertation, a qualitative study of eight students across two first-year composition classrooms, examines how students' perceptions of their teachers and classroom dynamics impact their interpretations of and affective responses to written and face-to-face feedback.

The study aimed to determine college students' perceived learning experiences, challenges, and coping strategies in the blended learning modality. A descriptive research design was used in this study. The investigation was conducted in Notre Dame of Midsayap College to one hundred (100) college students enrolled in blended learning modality for the academic year 2022-2023. A researcher-made questionnaire was used to gather data. Frequency and percentage distribution, mean and standard deviation, t-test and ANOVA, and Pearson-r correlation were used in treating data. With unprecedented events and rapid development, higher education institutions focus on providing and improving blended learning services practically. The study found that the experiences encountered by college students in blended learning had low active participation in online and onsite activities. The respondents needed help to handle various tasks and activities. However, respondents have different coping strategies to manage with difficulties, such as having time for relaxation and breaks during blended learning. The study also revealed a significant difference in the overall learning experiences of the respondents in terms of sex, age, and course. Hence, respondents shared the same experiences and struggles during the blended modality.

John Trimbur is professor of writing and rhetoric and co-director of the professional writing program at Worcester Polytechnic Institute. He has published extensively in writing theory, including with Bruce Horner the Richard Braddock Award-winning "English Only and U.S. College Composition." His current research is on the politics of English in the United States and in South Africa.

English Medium Instruction (EMI) has developed as an important topic of research, however some essential challenges relating to EMI have yet to be addressed. According to the opinions of EMI researchers in Turkey, detailed analytical investigations determining the orientation of EMI concerns are clearly lacking. As a result, the purpose of this study is to propose a future EMI research agenda by conducting a qualitative case study to get an in-depth understanding of the research interests of EMI scholars in Turkish higher education. Criterion sampling which is one of the types of purposive sampling was used to identify 5 volunteer EMI academics working at private and public EMI institutions for interviews. Participants from various regions of Turkey expressed their perspectives on EMI's future research plan. Content analysis was used to examine the data. This study outlines the essential topics of the EMI research agenda such as "assessment and measurement practices in EMI, artificial intelligence and EMI material development", which should be focused on in the Turkish EMI setting based on interviews with these researcher academics. These EMI issues will shed insight on future EMI research investigations in Turkey.

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This research investigates college students' attitudes toward the variation of English in the process of English learning. The aim of this study is to explain types of English variations uttered by some college students who are considered as respondents in this study and their attitudes toward the variations of language that appear to their speech during the teaching-learning process. This research is applying mixed-methods, the combination of qualitative and quantitative methods. The data to be presented in this research are some college students at Dharma Andalas University and Andalas University by distributing some questionnaires and also interviews. The method of data analysis is divided into two types, first, methods which related to the correlation of external language objects with a non-linguistic element called correlation method or method of matching, and secondly, methods which related to surgical, processing or internal verbal tampering called the method of operation or distribution method. From the questionnaire and interviews that have been done, 69% of the respondents stated that their English variety is American English, 6% British English and 22% Englonesian variety. Besides, 90% of respondents accept their variety and 10% of respondents rejected their variety. Thus, it is concluded that the respondents aware that English has changed nowadays and some of them rejected the variety and some of them accept it as a new symbol of global English.

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This study focused on teachers’ materials adaptation as a part of teaching strategies to ensure learning success. Given that such activity is not something light to engage in and requires expertise, the researchers looked at how the process of materials adaptation was carried out. These included what was added, removed, and modified as well as the challenges confronted during the adaptation process and classroom implementation. This study sought perspective from a qualitative case study approach. Documents, classroom observations, and interview were employed to gather data from one senior high school teacher in Aceh, Indonesia. The results were analyzed based on frameworks of language teaching materials analysis, principles of teaching materials, and materials adaptation. Research findings suggested that materials adaptations mostly concentrated on adding and modifying, with less emphasis on eliminating, simplifying, and rearranging. Furthermore, the altered materials aided language...

his essay explores the convergence we see between projects in ethnographic research and composition pedagogy that emphasize the critical power of experience. Though their aims are usually described differently, both ethnographers and composition teachers confront similar ethical issues of representing the populations they work with and the changes that may arise from that work. Both thus face the challenge of negotiating differences and power. The course of these negotiations, we argue, depends on what experience is taken to mean and how it can be used. Signs of this convergence between ethnography and composition pedagogy appear in both the shared ideals and the shared dilemmas reported in recent accounts and critiques of such projects. We have in mind those projects which attend to the politics of their research and teaching methods in pursuit of their commitment to socially emancipatory ends. Many ethnographers and teachers might see themselves as working for socially emancipatory ends (if defining these in different ways), and presumably all would be concerned with methodology. For us, however, critical ethnography and pedagogy approach methodology not strictly in terms of its efficiency in producing or transmitting knowledge to inform subsequent (social) practice but in terms of its effects as social practice. Critical ethnography and pedagogy thus reject the possibility of a politically neutral stance or practice before, during, and after contact between researchers and informants, or teachers and students.

Bruce Horner, NCTE member for nearly three decades, is Endowed Chair in Rhetoric and Composition at the University of Louisville, where he teaches courses in composition, composition theory and pedagogy, and literacy studies. His recent books include Reworking English in Rhetoric and Composition:

he term translingual has entered the commons of discourse inhabiting College English as one possible entry point for work contesting the monolingualism that continues to dominate the teaching and study of college writing and reading in the United States and elsewhere. But like other terms proposed as alternatives to monolingualism-for example, multilingual, plurilingual, translanguaging, code-meshing-translingual as a point of entry with no predefined, predetermined outcome is subject to competing inflections. And in fact, the 2011 essay that is arguably responsible for introducing the term to the pages of College English itself presents "a translingual approach" only as something "toward" which we might work, and its authors caution that "we are still at the beginning stages of our learning efforts in this project, which by definition will require the ideas and energy of many" (Horner et al., "Language Difference" 310). Since then, many have taken up just such efforts, in the pages of College English and elsewhere, in predictably diverse ways and with diverse results (see for example