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This study examines the value undergraduate students (n = 4458) place on proficiency in languages other than English (LOTEs) in terms of their personal interests, major(s), and career plans. Combining quantitative and qualitative analyses of large-scale survey data, the study further explores the reasons students outline for (not) enrolling in LOTE courses and what would motivate them to enroll in language courses in the future. Results indicate that students attached most value in relation to personal interests, followed by career plans and major. In addition, students' demographics and prior experience with language can also impact their future enrollment decisions. The results suggest that not only should institutions lead the way by emphasizing the importance of learning languages, but also that language programs need to listen to students' voices and help them establish clear links between their academic majors, their future career and study plans as well as their personal interests.

For many children in Flanders, Belgium, the language of instruction is not their first language. Allowing children to use their heritage languages in the classroom has been argued to have functional and socioemotional benefits. In two exploratory studies, we introduced a multilingual task in four classrooms across three linguistically and socially diverse primary schools, where Dutch was the language of instruction, to determine how students experience the opportunity to use their linguistic repertoire in class. The multilingual task was preceded by an assessment of students' emotional reactions to the languages they speak through the Self-Assessment Manikin gauging students' emotional responses (pleasure, arousal, and dominance), and followed by a semistructured interview on students' language choices. Both studies yielded similar results. Students generally indicated that they felt happy, calm, and in control when speaking their heritage language. Despite these positive assessments, many students refrained from using their heritage language in the multilingual tasks. A qualitative analysis revealed a variety of language-related reasons leading to linguistic insecurity, language anxiety, and not using the heritage language: perceived language proficiency, language norms, language status, and appropriate contexts for language use. Conversely, we also identified several students who felt proud to showcase their heritage language. While multilingual tasks have the potential to induce positive emotions in students, teachers need to be aware of potential backlash and prepared to navigate the negative emotions surrounding contested language choices.

"Mister, what time is it?" is an account of the evolution of a traditional teacher education program into an alternative certification program in the Arizona borderlands, outlining the theoretical frameworks that shaped the program redesign, program design elements, and challenges encountered along the way. We found many of the perennial problems of teacher education: the disconnect between schools and the university; the challenges of finding critically conscious teachers in rural schools to serve as mentors; and the difficulty of embedding teacher dispositions in observation tools (Zeichner, 2017). The redesign of the program led to two awards from the NSF Noyce program. Early-entry or teacher residency programs have been on the rise in the past two decades addressing the urgent needs of urban schools. Our work adds the rural context to this ongoing, teacher preparation reform movement (Zeichner, 2017).

ObjectiveThe presence of macroscopic residual disease after primary cytoreductive surgery (PCS) is an important factor influencing survival for patients with high-grade serous ovarian cancer (HGSC). More research is needed to identify factors associated with having macroscopic residual disease. We analyzed 12 lifestyle and personal exposures known to be related to ovarian cancer risk or inflammation to identify those associated with having residual disease after surgery.MethodsThis analysis used data on 2054 patients with advanced stage HGSC from the Ovarian Cancer Association Consortium. The exposures were body mass index, breastfeeding, oral contraceptive use, depot-medroxyprogesterone acetate use, endometriosis, first-degree family history of ovarian cancer, incomplete pregnancy, menopausal hormone therapy use, menopausal status, parity, smoking, and tubal ligation. Logistic regression models were fit to assess the association between these exposures and having residual disease following PCS.ResultsMenopausal estrogen-only therapy (ET) use was associated with 33% lower odds of having macroscopic residual disease compared to never use (OR = 0.67, 95%CI 0.46-0.97, p = 0.033). Compared to nulliparous women, parous women who did not breastfeed had 36% lower odds of having residual disease (OR = 0.64, 95%CI 0.43-0.94, p = 0.022), while there was no association among parous women who breastfed (OR = 0.90, 95%CI 0.65-1.25, p = 0.53).ConclusionsThe association between ET and having no macroscopic residual disease is plausible given a strong underlying biologic hypothesis between this exposure and diagnosis with HGSC. If this or the parity finding is replicated, these factors could be included in risk stratification models to determine whether HGSC patients should receive PCS or neoadjuvant chemotherapy.

To better prepare future teachers for an increasingly linguistically diverse student population, teacher education programs have integrated critical language awareness frameworks into their coursework. However, re­search on the influence of such coursework on teachers' critical multilingual awareness is scarce. Given the importance of developing teachers' critical multilingual language awareness (CMLA), this case study explores the impact of experience and course work on a novice language teacher educator and a pre-service teacher's emerging CMLA at a large Mid­western U.S. university. It gauges teachers' evolving awareness of the five CMLA domains (cognitive, social, affective, performance and power), with a particular focus on the power domain. Based on an iterative and recursive qualitative analysis of interview and course artifact data, this study shows that teachers are able to develop CMLA through coursework, especially if they are able to link it to personal experiences. Furthermore, a deep understanding of the power domain of language builds on: (1) an awareness of the other domains of CMLA--in particular the affective and social domains--and (2) the ways these domains impact English learners' equitable access to educational opportunities.

This study investigates the differential effects of a task-based inside-school intervention and an outside-school project intervention on the development of speaking skills of 56 beginner second language (L2)-learners. The study extends previous research by looking at development across multiple occasions instead of two (i.e., a pretest and posttest), and by assessing speaking development by means of a non-intrusive task eliciting an informal conversation, rather than a formal test. To measure students' development of Dutch speaking skills, syntactic complexity, lexical diversity, accuracy, fluency, and communicative effectiveness were assessed. Multilevel analyses revealed differential effects for both interventions. The task-based intervention inside school led to significant positive development of communicative effectiveness and syntactic complexity measured by length and subordination, but also to more breakdowns in fluency. The outside-school project intervention, however, did not result in any significant speaking development. The findings demonstrate the learning potential of a task-based inside-school intervention for developing various aspects of informal speaking skills, except for fluency. From a methodological perspective, this study illustrates the complexity of test and measure selection when assessing L2 speaking development.

The black perovskite phase of CsPbI3 is promising for optoelectronic applications; however, it is unstable under ambient conditions, transforming within minutes into an optically inactive yellow phase, a fact that has so far prevented its widespread adoption. Here we use coarse photolithography to embed a PbI2-based interfacial microstructure into otherwise-unstable CsPbI3 perovskite thin films and devices. Films fitted with a tessellating microgrid are rendered resistant to moisture-triggered decay and exhibit enhanced long-term stability of the black phase (beyond 2.5 years in a dry environment), due to increasing the phase transition energy barrier and limiting the spread of potential yellow phase formation to structurally isolated domains of the grid. This stabilizing effect is readily achieved at the device level, where unencapsulated CsPbI3 perovskite photodetectors display ambient-stable operation. These findings provide insights into the nature of phase destabilization in emerging CsPbI3 perovskite devices and demonstrate an effective stabilization procedure which is entirely orthogonal to existing approaches.

This study investigated the relationship between the level of cognitive-linguistic difficulty of task input and the size of the cross-linguistic relationship for academic listening comprehension in emergent bilinguals. It was theoretically motivated by task-dependent cross-linguistic interaction frameworks. We hypothesized that task item sets that involve a higher level of cognitive-linguistic difficulty, drawing on a number of sources of item difficulty, would show a smaller strength of interaction than sets involving a lower level. Using a task-based assessment instrument, listening comprehension was measured in 75 Turkish-Dutch bilingual children at first-grade entry (M[subscript age] = 6;7). Partial L1-L2 correlations indicated that cognitively more demanding item sets tended to coincide with smaller L1-L2 correlations. This finding was, in part, consistent for cognitive difficulty, yet inconclusive for linguistic difficulty. An explanation is discussed that, in line with information-processing theory, highlights a trade-off between cognitive-linguistic task demands and cross-linguistic influence.

The question "What does this have to do with everything else?" refers to ecological thinking. In this article, we use an ecological approach to explore the interrelationships between the incidence of the influenza pandemic of 1918-19, its trajectories and impacts on education. Our emphasis on children and their environment, as specific ecological arrangements, allows the mapping of associated social, institutional, cultural and material contexts and relations, alongside axes of experiences, behaviours and choices during a life-threatening crisis. To achieve this we apply the multiple perspectives that an ecological approach demands and use four different sources of evidence, from Sweden, Portugal, England and Spain, respectively: a teacher obituary, a magazine article, a school Log Book and an artist's drawing. Each piece of evidence helps to identify lines of articulation and strands of entanglements projected in time and space. Their joint ecological reading enables the grasping of "glocal" connections, uncovering a few tesserae of a much larger mosaic, and pointing to the inherent potential of an educational-ecological approach to the study of past pandemics.

This study aimed to test three competing hypotheses concerning the strength of the cross-language relationship in listening comprehension proficiency in emergent bilinguals: Cummins's developmental linguistic interdependence hypothesis, Proctor, August, Snow, and Barr's interdependence continuum hypothesis, and Goodrich, Lonigan, Kleuver, and Farver's language independence hypothesis. We assessed 75 Turkish-Dutch bilingual children attending Dutch-medium schools using a two-wave design. This involved an assessment of sentence comprehension when the children were in preschool, followed by an assessment of their discourse comprehension in 1st grade. Correlational, multiple regression, and path analyses indicated significant positive and medium-sized L1-L2 relationships between listening comprehension proficiency at the two points in time yet not over time. These findings were consistent with the developmental linguistic interdependence hypothesis for sentence comprehension and with the developmental linguistic interdependence and the language independence hypotheses for discourse comprehension. We advocate a multidimensional explanatory framework to explore the moderating role of type of skill in determining the strength of the cross-language relationship.

Climate change adaptation is a notorious example of a wicked problem. Teachers need to have extensive knowledge to design high-quality education that addresses the wickedness and contributes to wicked problem-solving. The components of the knowledge basis for teaching climate change issues can be highlighted with the Pedagogical Content Knowledge (PCK) framework. In the international, interdisciplinary course EduChange, pre-service teachers built their content knowledge and pedagogical content knowledge. They took part in a training week, where they explored issues related to climate change in different regions, acquainted themselves with place-based education and fieldwork, and were trained in educational design. Subsequently, they developed lessons for secondary schools. This paper describes the structure of the course, and explores how it contributed to the development of the PCK of the pre-service teachers. Survey data and interviews show that the participants valued the course. Although the pre-service teachers said the course contributed considerably to the development of their PCK, the lessons developed varied in respect to the wicked characteristics that were addressed and their potential for stimulating progression in wicked problem-solving.

Research on the use(fulness) of student-led film has emphasized the benefits of combining fieldwork and the production of moving image in terms of active, deep and reflexive learning. This paper contributes to this literature by discussing how a video documentary assignment can (also) help fostering relational thinking -- a main objective of human geography education. Inspired by Doreen Massey's notion of a "global sense of place", the assignment asks students to explore, in a neighbourhood of the Dutch city of Utrecht, how external influences and relations to other places have shaped the neighbourhood's development and identity. Based on the in-depth qualitative analysis of videos, students' logbooks and personal reflections from two cohorts, we argue that a film assignment can stimulate relational thinking, but there are some important caveats. The assignment needs to be embedded into a course where relational thinking explicitly figures as an overarching perspective. Furthermore, offering students supervised autonomy and continuous feedback, and the inclusion of follow-up reflection is key to making students critically engage with their own and others' "essentialist gaze". Finally, to help students exploit the added value of film in conveying a sense of relationality, sensitization to and training on aspects of cinematography is needed.