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The Wayback Machine - https://web.archive.org/web/20240213155912/https://gvsu.academia.edu/KayLosey

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Kay Losey

Grand Valley State University, Writing, Faculty Member

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Address: Grand Rapids, Michigan, United States

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Papers

Connections: High School to College

One Size Does Not Fit All: Response and Revision Issues for Immigrant Student Writers

Generation 1.5 Meets College Composition, 1999

Preparation for College Writing: Teachers Talk About Writing Instruction for Southeast Asian American Students in Secondary School

Contingent Literacy: The Social Construction of Writing for Nonnative English-Speaking College Freshman

Generation 1.5 Meets College Composition, 1999

Too Much Stress and Not Enough Food for Thought ( or Learning )

Brain-based research investigating stress and micronutrient deficiencies is showing a negative im... more Brain-based research investigating stress and micronutrient deficiencies is showing a negative impact on memory and executive functioning, both of which involve critical thinking skills needed in the academic setting. The unique population of internationally adopted children is at especially great risk of language and learning problems due to high stress and micronutrient poor environments both before and after birth. This paper explores data from 207 children adopted at the age of three years or older from a range of countries, though primarily that of Russia. A parent questionnaire was used to assess an array of variables seen as markers for stress and micronutrient deficits. Correlations, as preliminary investigation for further analyses, were run comparing these factors to language variables, including first language proficiency, comprehension and production of functional English (the second language – L2), and comprehension and production of academic English (L2). Implications ...

Implementing Cooperative Learning Structures in a Collaborative Situation in a Graduate-Level ESL Class

Cooperative learning structures are thought to be valuable methods for enhancing English language... more Cooperative learning structures are thought to be valuable methods for enhancing English language instruction in collaborative situations. However, such structures seem to be more typically aimed at younger groups of learners. In contrast, this paper reports on classroom action research using cooperative learning groups and Kagan structures in a graduate-level ESL class in a medium-sized Midwestern university. It is widely recognized that cooperative learning is an effective method of second language instruction and provides increased opportunities for learners to communicate. A series of cooperative learning lessons, as well as the modifications which were necessary for their implementation in an advanced class of adult learners, is discussed. Results indicate that, once both level-appropriate content and activities were achieved, cooperative learning structures were able to be successfully adapted and implemented. Selected students’ responses as well as performance on the assigned...

Twitter and U.S. Politicians: Style and Substance

Studia Universitatis Babeș-Bolyai Ephemerides, 2017

Generation 1.5 Meets College Composition

Generation 1.5 Meets College Composition, 1999

Contents: Preface. L. Harklau, M. Siegal, K.M. Losey, Linguistically Diverse Students and College... more Contents: Preface. L. Harklau, M. Siegal, K.M. Losey, Linguistically Diverse Students and College Writing: What Is Equitable and Appropriate? Part I: The Students. I. Leki, "Pretty Much I Screwed Up": Ill-Served Needs of a Permanent Resident. J. Rodby, Contingent Literacy: The Social Construction of Writing for Nonnative English-Speaking College Freshman. J. Frodesen, N. Starna, Distinguishing Incipient and Functional Bilingual Writers: Assessment and Instructional Insights Gained Through Second-Language Writer Profiles. Y-S.D Chiang, M. Schmida, Language Identity and Language Ownership: Linguistic Conflicts of First-Year University Writing Students. Part II: The Classrooms. B. Hartman, E. Tarone, Preparation for College Writing: Teachers Talk About Writing Instruction for Southeast Asian American Students in Secondary School. L.L. Blanton, Classroom Instruction and Language Minority Students: On Teaching to "Smarter" Readers and Writers. D.R. Ferris, One Size Does Not Fit All: Response and Revision Issues for Immigrant Student Writers. A.M. Johns, Opening Our Doors: Applying Socioliterate Approaches (SA) to Language Minority Classrooms. Part III: The Programs. N.D.S. Lay, G. Carro, S. Tien, T.C. Niemann, S. Leong, Connections: High School to College. K. Wolfe-Quintero, G. Segade, University Support for Second-Language Writers Across the Curriculum. D. Muchinsky, N. Tangren, Immigrant Student Performance in an Academic Intensive English Program.

Distinguishing Incipient and Functional Bilingual Writers: Assessment and Instructional Insights Gained Through Second-Language Writer Profiles

Generation 1.5 Meets College Composition, 1999

Introduction to the Theme Section: US-Educated Multilingual Students and College Writing

“ Spotlight on ReSearch : A New Beginning ” Selected Proceedings of the 2008

English tense and aspect can be a daunting subject not only for English language learners but als... more English tense and aspect can be a daunting subject not only for English language learners but also for their teachers. In order for educators to offer satisfying and comprehensible explanations, they must first have a firm grasp of the subject matter themselves. A fourfold division of time can lead to fairly precise definitions of the various tenses/aspects found in English. This categorization of time and the resulting analysis will hopefully shed some light on several predicaments that can ensnare educators.

Expanding Our Perspectives: From the Classroom to the Community": Selected Proceedings of the 2014 Michigan Teachers of English to Speakers of Other Languages Conference

Brain-based research investigating stress and micronutrient deficiencies is showing a negative im... more Brain-based research investigating stress and micronutrient deficiencies is showing a negative impact on memory and executive functioning, both of which involve critical thinking skills needed in the academic setting. The unique population of internationally adopted children is at especially great risk of language and learning problems due to high stress and micronutrient poor environments both before and after birth. This paper explores data from 207 children adopted at the age of three years or older from a range of countries, though primarily that of Russia. A parent questionnaire was used to assess an array of variables seen as markers for stress and micronutrient deficits. Correlations, as preliminary investigation for further analyses, were run comparing these factors to language variables, including first language proficiency, comprehension and production of functional English (the second language – L2), and comprehension and production of academic English (L2). Implications ...

Listen to the Silences: Mexican American Interaction in the Composition Classroom and the Community

Cultural Difference, Classroom Interaction, and Silence Studying Silence in Context, A History of... more

Spotlight on Re-Search: A New Beginning" : Selected Proceedings of the 2008 Michigan Teachers of English to Speakers of Other Languages Conference

Teaching and research are often thought to be different enterprises, conducted by different agent... more Teaching and research are often thought to be different enterprises, conducted by different agents. In contrast, when arguments are made for teaching and research to be more aligned, usually it is for the purpose of encouraging teachers to make use of what researchers have to offer teachers by way of insights into language or its learning. This article argues, however, that researchers would benefit from viewing learning the way that teachers do. Indeed, newer research methodologies are now being adopted that feature teachers’ retrodictions rather than researchers’ predictions as standard practice. In a true relationship, there is reciprocity. Therefore, the article concludes with a call for teachers to cultivate researchers’ “attitudes of inquiry.”

Making Connections" : Selected Proceedings of the 2007 Michigan Teachers of English to Speakers of Other Languages Conference

Some theories provide insights which are immediately applicable to instruction. A relatively litt... more Some theories provide insights which are immediately applicable to instruction. A relatively little discussed concept of Greenberg’s typological universals is one such theory. While the jury is still out on whether the use of Greenbergian universals can speed up the learning of selected grammatical structures (e.g., relative clauses, questions), it is important to become informed about this promising approach. This paper explains the nature of typological universals, reviews seminal studies testing their applicability to instruction, and offers insights into how to use them in ESL instruction.

Facts for Developing an Appropriate Education Policy in Immigrant Nations

Plurilingual Pedagogies for Multilingual Writing Classrooms

“New Horizons: Striding into the Future” : Selected Proceedings of the 2011 Michigan Teachers of English to Speakers of Other Languages Conference, October 7- 8, 2011

As the Internet has matured we find ourselves immersed in a multiplicity of content, communities ... more As the Internet has matured we find ourselves immersed in a multiplicity of content, communities and communication tools. These developments offer new possibilities and challenge us to reflect upon our language teaching pedagogy. Many technologies have found their way into ubiquitous use in our daily lives, yet they are often overlooked, or even avoided, in the classroom. Maintaining a focus upon the role of teachers and students, the presenter explores how we might proceed to rethink pedagogy in an era of ubiquitous computing. This presentation was intended to provide perspective on the wealth of digital technologies and their influence upon language, as well as their potential for use in language teaching and learning. The emergence of digital media, collaborative tools and social networking has resulted in extensive and largely unexplored potential for teaching the English language. One goal of this talk was to raise awareness of these trends. This talk began by demonstrating how...

Transforming Learning: Teaching & Advocacy and ESL at the Crossroads : Selected Proceedings of Both the 2009 and 2010 Michigan Teachers of English Speakers of Other Languages Conferences Grand Rapids,Michigan, October 9-10, 2009 and Ypsilanti, Michigan, October 1-2, 2010

This article describes the practice, shortcomings and strengths of station teaching with English ... more This article describes the practice, shortcomings and strengths of station teaching with English Language Learners (ELLs) in two elementary schools in Wendell (pseudonym) in the United States. This study aims to provide suggestions and recommendations for language teachers interested in implementing station teaching in their classrooms. This article is divided into three parts. First, the literature review focuses on definitions of station teaching and its benefits for both learners and teachers. Second, the observations of station teaching in two elementary schools are described and the following questions are answered: How was station teaching implemented in these two schools? How many stations were established? What learning areas (reading, writing, phonics, word instruction) were focused on in the station teaching? Who was involved in the station teaching? What problems occurred during its implementation? The third part relates the findings to the broader research questions and ...

Session 06 - Peer-Tutoring Across Contexts: From the Writing Center to the Knowledge Market

Connections: High School to College

One Size Does Not Fit All: Response and Revision Issues for Immigrant Student Writers

Generation 1.5 Meets College Composition, 1999

Preparation for College Writing: Teachers Talk About Writing Instruction for Southeast Asian American Students in Secondary School

Contingent Literacy: The Social Construction of Writing for Nonnative English-Speaking College Freshman

Generation 1.5 Meets College Composition, 1999

Too Much Stress and Not Enough Food for Thought ( or Learning )

Brain-based research investigating stress and micronutrient deficiencies is showing a negative im... more Brain-based research investigating stress and micronutrient deficiencies is showing a negative impact on memory and executive functioning, both of which involve critical thinking skills needed in the academic setting. The unique population of internationally adopted children is at especially great risk of language and learning problems due to high stress and micronutrient poor environments both before and after birth. This paper explores data from 207 children adopted at the age of three years or older from a range of countries, though primarily that of Russia. A parent questionnaire was used to assess an array of variables seen as markers for stress and micronutrient deficits. Correlations, as preliminary investigation for further analyses, were run comparing these factors to language variables, including first language proficiency, comprehension and production of functional English (the second language – L2), and comprehension and production of academic English (L2). Implications ...

Implementing Cooperative Learning Structures in a Collaborative Situation in a Graduate-Level ESL Class

Cooperative learning structures are thought to be valuable methods for enhancing English language... more Cooperative learning structures are thought to be valuable methods for enhancing English language instruction in collaborative situations. However, such structures seem to be more typically aimed at younger groups of learners. In contrast, this paper reports on classroom action research using cooperative learning groups and Kagan structures in a graduate-level ESL class in a medium-sized Midwestern university. It is widely recognized that cooperative learning is an effective method of second language instruction and provides increased opportunities for learners to communicate. A series of cooperative learning lessons, as well as the modifications which were necessary for their implementation in an advanced class of adult learners, is discussed. Results indicate that, once both level-appropriate content and activities were achieved, cooperative learning structures were able to be successfully adapted and implemented. Selected students’ responses as well as performance on the assigned...

Twitter and U.S. Politicians: Style and Substance

Studia Universitatis Babeș-Bolyai Ephemerides, 2017

Generation 1.5 Meets College Composition

Generation 1.5 Meets College Composition, 1999

Contents: Preface. L. Harklau, M. Siegal, K.M. Losey, Linguistically Diverse Students and College... more Contents: Preface. L. Harklau, M. Siegal, K.M. Losey, Linguistically Diverse Students and College Writing: What Is Equitable and Appropriate? Part I: The Students. I. Leki, "Pretty Much I Screwed Up": Ill-Served Needs of a Permanent Resident. J. Rodby, Contingent Literacy: The Social Construction of Writing for Nonnative English-Speaking College Freshman. J. Frodesen, N. Starna, Distinguishing Incipient and Functional Bilingual Writers: Assessment and Instructional Insights Gained Through Second-Language Writer Profiles. Y-S.D Chiang, M. Schmida, Language Identity and Language Ownership: Linguistic Conflicts of First-Year University Writing Students. Part II: The Classrooms. B. Hartman, E. Tarone, Preparation for College Writing: Teachers Talk About Writing Instruction for Southeast Asian American Students in Secondary School. L.L. Blanton, Classroom Instruction and Language Minority Students: On Teaching to "Smarter" Readers and Writers. D.R. Ferris, One Size Does Not Fit All: Response and Revision Issues for Immigrant Student Writers. A.M. Johns, Opening Our Doors: Applying Socioliterate Approaches (SA) to Language Minority Classrooms. Part III: The Programs. N.D.S. Lay, G. Carro, S. Tien, T.C. Niemann, S. Leong, Connections: High School to College. K. Wolfe-Quintero, G. Segade, University Support for Second-Language Writers Across the Curriculum. D. Muchinsky, N. Tangren, Immigrant Student Performance in an Academic Intensive English Program.

Distinguishing Incipient and Functional Bilingual Writers: Assessment and Instructional Insights Gained Through Second-Language Writer Profiles

Generation 1.5 Meets College Composition, 1999

Introduction to the Theme Section: US-Educated Multilingual Students and College Writing

“ Spotlight on ReSearch : A New Beginning ” Selected Proceedings of the 2008

English tense and aspect can be a daunting subject not only for English language learners but als... more English tense and aspect can be a daunting subject not only for English language learners but also for their teachers. In order for educators to offer satisfying and comprehensible explanations, they must first have a firm grasp of the subject matter themselves. A fourfold division of time can lead to fairly precise definitions of the various tenses/aspects found in English. This categorization of time and the resulting analysis will hopefully shed some light on several predicaments that can ensnare educators.

Expanding Our Perspectives: From the Classroom to the Community": Selected Proceedings of the 2014 Michigan Teachers of English to Speakers of Other Languages Conference

Brain-based research investigating stress and micronutrient deficiencies is showing a negative im... more Brain-based research investigating stress and micronutrient deficiencies is showing a negative impact on memory and executive functioning, both of which involve critical thinking skills needed in the academic setting. The unique population of internationally adopted children is at especially great risk of language and learning problems due to high stress and micronutrient poor environments both before and after birth. This paper explores data from 207 children adopted at the age of three years or older from a range of countries, though primarily that of Russia. A parent questionnaire was used to assess an array of variables seen as markers for stress and micronutrient deficits. Correlations, as preliminary investigation for further analyses, were run comparing these factors to language variables, including first language proficiency, comprehension and production of functional English (the second language – L2), and comprehension and production of academic English (L2). Implications ...

Listen to the Silences: Mexican American Interaction in the Composition Classroom and the Community

Cultural Difference, Classroom Interaction, and Silence Studying Silence in Context, A History of... more

Spotlight on Re-Search: A New Beginning" : Selected Proceedings of the 2008 Michigan Teachers of English to Speakers of Other Languages Conference

Teaching and research are often thought to be different enterprises, conducted by different agent... more Teaching and research are often thought to be different enterprises, conducted by different agents. In contrast, when arguments are made for teaching and research to be more aligned, usually it is for the purpose of encouraging teachers to make use of what researchers have to offer teachers by way of insights into language or its learning. This article argues, however, that researchers would benefit from viewing learning the way that teachers do. Indeed, newer research methodologies are now being adopted that feature teachers’ retrodictions rather than researchers’ predictions as standard practice. In a true relationship, there is reciprocity. Therefore, the article concludes with a call for teachers to cultivate researchers’ “attitudes of inquiry.”

Making Connections" : Selected Proceedings of the 2007 Michigan Teachers of English to Speakers of Other Languages Conference

Some theories provide insights which are immediately applicable to instruction. A relatively litt... more Some theories provide insights which are immediately applicable to instruction. A relatively little discussed concept of Greenberg’s typological universals is one such theory. While the jury is still out on whether the use of Greenbergian universals can speed up the learning of selected grammatical structures (e.g., relative clauses, questions), it is important to become informed about this promising approach. This paper explains the nature of typological universals, reviews seminal studies testing their applicability to instruction, and offers insights into how to use them in ESL instruction.

Facts for Developing an Appropriate Education Policy in Immigrant Nations

Plurilingual Pedagogies for Multilingual Writing Classrooms

“New Horizons: Striding into the Future” : Selected Proceedings of the 2011 Michigan Teachers of English to Speakers of Other Languages Conference, October 7- 8, 2011

As the Internet has matured we find ourselves immersed in a multiplicity of content, communities ... more As the Internet has matured we find ourselves immersed in a multiplicity of content, communities and communication tools. These developments offer new possibilities and challenge us to reflect upon our language teaching pedagogy. Many technologies have found their way into ubiquitous use in our daily lives, yet they are often overlooked, or even avoided, in the classroom. Maintaining a focus upon the role of teachers and students, the presenter explores how we might proceed to rethink pedagogy in an era of ubiquitous computing. This presentation was intended to provide perspective on the wealth of digital technologies and their influence upon language, as well as their potential for use in language teaching and learning. The emergence of digital media, collaborative tools and social networking has resulted in extensive and largely unexplored potential for teaching the English language. One goal of this talk was to raise awareness of these trends. This talk began by demonstrating how...

Transforming Learning: Teaching & Advocacy and ESL at the Crossroads : Selected Proceedings of Both the 2009 and 2010 Michigan Teachers of English Speakers of Other Languages Conferences Grand Rapids,Michigan, October 9-10, 2009 and Ypsilanti, Michigan, October 1-2, 2010

This article describes the practice, shortcomings and strengths of station teaching with English ... more This article describes the practice, shortcomings and strengths of station teaching with English Language Learners (ELLs) in two elementary schools in Wendell (pseudonym) in the United States. This study aims to provide suggestions and recommendations for language teachers interested in implementing station teaching in their classrooms. This article is divided into three parts. First, the literature review focuses on definitions of station teaching and its benefits for both learners and teachers. Second, the observations of station teaching in two elementary schools are described and the following questions are answered: How was station teaching implemented in these two schools? How many stations were established? What learning areas (reading, writing, phonics, word instruction) were focused on in the station teaching? Who was involved in the station teaching? What problems occurred during its implementation? The third part relates the findings to the broader research questions and ...

Session 06 - Peer-Tutoring Across Contexts: From the Writing Center to the Knowledge Market