Exploring the Intersection Between Culturally Responsive Pedagogy and Academic Integrity Among EAL Students in Canadian Higher Education

February 12, 2019

JET 50(1)My colleague, Amy Burns, and I recently published this article in the Journal of Educational Thought.

Abstract

ABSTRACT: In this article, we examine selected literature on the implementation of culturally responsive pedagogy in higher education with regard to academic integrity among international students who speak English as an Additional Language (EAL). The question that guided this work was: How can Canadian post-secondary educators demonstrate culturally sensitive responses to plagiarism for international EAL students? Within this examination we used Sleeter’s (2011) critique of culturally responsive pedagogy as a framework to deepen our reflection of how to address plagiarism issues among the EAL population. We related each of Sleeter’s four observances of oversimplification to the notion of plagiarism and its prevention, to contextualize and connect the notion of culturally responsive pedagogy to academic integrity. Using the research literature to ground our recommendations, we conclude with strategies for instructors to support culturally responsive ways of addressing plagiarism with international EAL higher education students.

Keywords: culturally responsive pedagogy, higher education, English as an Additional Language, academic integrity, Canada, plagiarism

Please cite this article as: Eaton, S. E., & Burns, A. (2018). Exploring the intersection between culturally responsive pedagogy and academic integrity among EAL students in Canadian higher education. Journal of Educational Thought, 51(3), 339-359.

If you are interested in receiving a full copy of this article send me an email at:

seaton (at) ucalgary (dot) ca

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This blog has had over 2 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Opinions are my own and do not represent those of the Werklund School of Education or the University of Calgary.

 


The Administration of English as a Second Language (ESL) Programs: Striking the Balance Between Generating Revenue and Serving Students

December 30, 2012

Critical Perspectives on International Education Sarah EatonI am squealing with joy to share this news with you. Four years ago, Dr. Yvonne Hébert, a professor of Education at the University of Calgary invited me to submit a chapter for a book she was co-editing with her colleague, Dr. Ali Abdi.

I submitted a chapter that focused on the difficulties managers of ESL / EFL programs face when it comes to the pressures they face to generate revenue for their institutions and focussing on students’ learning.

You would think that an administrator’s first priority should be to serve students. Morally and ethically that may be true. In terms of practicalities, the reality can be quite different. Many program administrators face great pressure to “put bums in seats”. This chapter addresses some of those difficulties.

“The Administration of English as a Second Language (ESL) Programs in Higher Education: Striking the Balance Between Generating Revenue and Serving Students” (pages 149-162) is my contribution to the new book called Critical Perspectives on International Education that has just been published by Sense publishers in Rotterdam.

The book is now available in paperback and hardcover:

ISBN Paperback: 9789460919046 ($ 49.00)
ISBN Hardcover: 9789460919053 ($ 99.00)

It may also become available as an e-book in 2013.

There has been so little published about the difficulties that English language program leaders face in terms of the moral, ethical and business decisions they must make every day in their administrative roles. More conversations and dialogue need to happen to help managers and directors make wise decisions.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


Rubrics for Grading Student Presentations

December 20, 2010

This semester I developed some rubrics for grading student presentations in class. They include criteria such as preparation and presentation skills. The rubrics are designed so that they can be used either for native speakers or language learners.

There are 4 different rubrics. I used them with my university-age students. They could also be easily used with adult learners or high school students. For younger grades, you may want to adapt them to their level.

Feel free to use them, share them or let them inspire you to create your own.

Have a quick look here:

Rubric #1

View this document on Scribd

Rubric #2

View this document on Scribd

Rubric #3

View this document on Scribd

Rubric #4

View this document on Scribd

Sometimes the links disappear from Scribd and if that has happened, you can also download them directly from my blog:

Click the link to download –> Presentation Grading Rubric 1 

Click the link to download –> Presentation Grading Rubric 2 (Updated in 2013) 

Click the link to download –> Presentation Grading Rubric 3

Click the link to download –> Presentation Grading Rubric 4 (Updated in 2013)

Update : March 19, 2013 – If you are looking for these and the links do not work, please e-mail me at saraheaton2001 (at) yahoo (dot) ca. I’ll be happy to send them to you.

Update: March 27, 2017 – This is one of the more popular posts on my blog. As of this update, it has been viewed over 120,000 times. If you found this post useful, please like it and share it with others.

Related post: Teaching Public Speaking to Literacy or ESL Students http://wp.me/pNAh3-mZ

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


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