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Publication Supporting the Inclusion and Identities of African Refugee Students in U.S. Higher Education(Applied English Center, University of Kansas, 2025-02-06) Habtemariam, SamuelThis paper seeks to understand how African refugee students in U.S. higher education construct their social and schooling identities while they negotiate the challenges they face. Although existing literature address- es identity formation among refugee students in the post resettlement period, little is known about how African adult college refugee students maintain their identities once settled in the United States. Framed as a qualitative case study, findings assert that African refugee college students face both linguistic and academic challenges as students enrolled in higher education in the U.S.; however, the magnitude of the linguistic challenges varies based on the status of English language as a medium of instruction in the country of the refugees’ first asylum. The two challenges—linguistic and academic challenge—become intertwined once refugees pursue post-secondary opportunities in the U.S. Findings highlight the juxtaposition of maintenance of previous schooling and cultural values while learning and negotiating a new culture of post-secondary schooling in the U.S.Publication Voicethread: A Technology Tool Worth Your Time(Applied English Center, University of Kansas, 2014) Haverkate-Ens, DawnI have worked at the Applied English Center since 1991 and over that time the kinds of technology I have had access to have changed dramatically. The technology we now have access to makes teaching spoken English much easier. In the following article, I address three key questions about Voicethread and why I think it is worth learning about and using with your students. Caveats are also discussed but the drawbacks do not outweigh the benefits. In the following discussion Voicethread with a capital V refers to the program and voicethread with a small v refers to an individual voicethread that the user has created.Publication Learning English Online: Endless Discovery(Applied English Center, University of Kansas, 2014) Peixoto, SummerKeeping up with current trends and new developments in the realm of Computer-assisted Language Learning often invokes two opposite reactions. For those who juggle multiple projects, it may often seem like an arduous task with no clear, direct and visible benefit. “Why do I need to do this” might become a repeated mantra. For others, pursuing technology advancements may seem to be like it is simply part of the process; professional development is a teaching necessity. For teachers working in our Learning English Online lab (LEO), the pursuit of new technologies, knowledge, and professional development is a never ending, often curious and surprising, process of discoveryPublication On Computer-Assisted Language Learning and the AEC(Applied English Center, University of Kansas, 2014) Berardo, MarcellinoIn this essay I add to the discussion on CALL, LEO, and technology use at the AEC. I begin with a brief discussion of CALL and LEO and then survey issues and challenges relevant to the broader field of computer-assisted language learning. Before I conclude with some additional uses of CALL-related technology at the AEC, I offer the beginnings of a pedagogical agenda for the AEC that incorporates CALL.Publication On Computer-Assisted Language Learning and the AEC(Applied English Center, University of Kansas, 2014) Berardo, MarcellinoIn this essay I add to the discussion on CALL, LEO, and technology use at the AEC. I begin with a brief discussion of CALL and LEO and then survey issues and challenges relevant to the broader field of computer-assisted language learning. Before I conclude with some additional uses of CALL-related technology at the AEC, I offer the beginnings of a pedagogical agenda for the AEC that incorporates CALL.Publication Editor’s Note: Proficiency and Achievement: What Is the Difference and Why Should We Care?(Applied English Center, University of Kansas, 2013) Gould, ElizabethPublication How Proficient is Proficient Enough?: A Look at Proficiency in ESL for Academic Success(Applied English Center, University of Kansas, 2013) Berardo, MarcellinoThe goal of placement tests in language programs is to divide students into homogenous groups for the purpose of class assignment. In most intensive English language programs such as the AEC, the most typical criterion for dividing students into classes is proficiency in the target language (English). Accurate and reliable placement tests are crucial to the successful functioning of any English language program. This literature review discusses the concept of language proficiency and ways to measure it.Publication Language Proficiency and Assessing Classroom Achievement: A Literature Review(Applied English Center, University of Kansas, 2013) Sood, ParulThe goal of placement tests in language programs is to divide students into homogenous groups for the purpose of class assignment. In most intensive English language programs such as the AEC, the most typical criterion for dividing students into classes is proficiency in the target language (English). Accurate and reliable placement tests are crucial to the successful functioning of any English language program. This literature review discusses the concept of language proficiency and ways to measure it.Publication Rethinking our Practice and Choosing a Topic for TESOL International Association 2014 and MIDTESOL 2013(Applied English Center, University of Kansas, 2013) Berardo, MarcellinoA key reason for launching ILI at AEC is to help us rethink our practice and improve professionally through the exchange of ideas, techniques, materials, assessments, reflections, and so on. This supplement offers ways to think about practicing and interpreting TESL within the framework of TESOL International Association 1 and MIDTESOL. TESOL’s framework consists of three parts: (a) Interest Sections, (b) Content Areas, and (c) types of sessions. TESOL also has conference themes that we can use to help us reimagine our practice. Similarly, MIDTESOL has conference themes and session types but unlike the international organization, MIDTESOL does not require interest section affiliation and does not categorize presentations according to content area.Publication Editor’s Note: The Survey(Applied English Center, University of Kansas, 2013) Berardo, MarcellinoPublication On Editing and APA Style for ILI at AEC(Applied English Center, University of Kansas, 2013) Gould, ElizabethPublication Organizational Culture at the AEC: What Quantitative and Qualitative Data Reveal(Applied English Center, University of Kansas, 2013) Gould, ElizabethPublication There Is No Magic: Developing Grammar Skills Using Blackboard Quizzes(Applied English Center, University of Kansas, 2013) Buchheit, CarlaPublication Confessions of a Luddite(Applied English Center, University of Kansas, 2013) Achleitner, SuzannePublication A Reflection on Emotional Responses to Plagiarism(Applied English Center, University of Kansas, 2013) Karr, DebraPublication My Role as a Clinical Supervisor(Applied English Center, University of Kansas, 2013) Forth, JenniferPublication EAP and the Status of the ESL Professional at the University of Kansas(Applied English Center, University of Kansas, 2013) Berardo, MarcellinoPublication Issues, Principles and Practice in the Improvement of Productive Skills(Applied English Center, University of Kansas, 2013) Fernandez, Miguel; Forth, Jennifer; Franchitti, Abby; Allen Heidish, Peggy; Robertson, HeatherPublication Editor's Note: Research Questions into Organizational Culture and IEPs(Applied English Center, University of Kansas, 2012) Gould, ElizabethPublication The Vocabulary Notebook as Vehicle for Vocabulary Acquisition(Applied English Center, University of Kansas, 2012) Taveggia, Diane ElizabethThis past semester I conducted my dissertation research at Penn Valley Community College (PVCC) in Kansas City, Missouri. PVCC is located in the urban core of Kansas City, Missouri, and its academic English program serves primarily refugees and immigrants, as opposed to the international students that we work with at the Applied English Center. I chose to work with the students at PVCC because my roots as an ESL teacher are within the refugee and immigrant communities, and I enjoy maintaining my connection with these very interesting students.