COVID-19 has disproportionately affected Latinx/a/o communities as people face interlocking global pandemics: “COVID-19, economic recession, global warming, and structural racism” (Solorzano, 2021, xvi). While popular discussions have focused on how these systemic inequities have resulted in learning loss, we have found the focus on school-based learning loss also obscures experiential knowledge students have gained from home, work, and community activities (Delgado Bernal, 2001; González et al., 1995; Pacheco, 2012; Vossoughi & Gutiérrez, 2014; Yosso, 2006). In this article, we, a group of working student-researchers of Peruvian, Mexican, and Bolivian heritage and our research mentors, share six digital testimonios that examine how we learned during the ongoing pandemic. This multi-authored, multilingual, and multimodal article uses digital testimonio (Benmayor, 2012; Medina, 2016) as methodology (Pérez Huber, 2009, 2021) to demonstrate how, in addition to any learning losses and barriers we had experienced in our formal education, we also learned from our lived experience of the pandemic and wish to see that learning valued in formal education.

This essay examines contemporary arguments for nuclear weapons rearmament and disarmament by theorizing generating and generative principles in terms of principles of use and principles of existence through Kenneth Burke’s temporizing of essence. The essay concludes with an audio/visual experiment that invites audiences to reconsider the generating principles implicit in their nuclear terms.

An equitable education for linguistically minoritized and racialized-Othered youth fosters their biliteracy and critical consciousness about racial ideologies. Yet little is known about how or whether secondary-level dual-language bilingual-education programs and teachers seek to enhance students’ critical consciousness—especially as a means of grappling with racist ideologies. Drawing together literacy and race studies in education, I theorize a continuum of racial literacies, then employ it to examine dual-language curriculum and instruction practices. I use interview and classroom-observation data to reveal that a racially diverse dual-language program offered more racial-literacy practices on the hegemonic end of the continuum than the counterhegemonic end. Using teachers’ practices as an index of their program’s stance on racial literacy, I argue that the program provided a whitestream bilingual education: it offered biliteracy schooling through hegemonic racial-literacy practices that perpetuate white supremacy. The teachers’ successes and challenges speak to the need for structural attention to resources, training, and program-wide support for critical-racial-literacy practices. I conclude the article by joining calls for bilingual education to enhance youths’ critical-racial consciousness, adding racial to signal the need to be intentional in teaching about and countering racism, colonialism, and imperialism.

Previous research on the readability of annual reports is based mainly on English narratives and has found them difficult to read. Although the results of such research cannot be generalized to different contexts, accounting narratives written in non-English languages have seldom been analyzed in this respect. More important, few studies have longitudinally examined the evolution in readability of such narratives. This study focuses on the readability evolution of annual report narratives written in Spanish, applying an adapted version of the Flesch readability formula to two sets of documents from different companies over most of the years of the 20th century. The results confirm that the reports are indeed difficult to read but show an improvement in readability over the years. The study tested several variables that might influence readability, including profitability.

This quasi-experimental study examined the efficacy of the three types of written corrective feedback (WCF), namely, direct, indirect and coded WCF, and the no-correction approach. A diary study on student responses to WCF was also conducted. The one-semester investigation involved 68 Thai students in an undergraduate English course. Results showed that the three WCF types had significantly better revision effects than the no-correction approach, but only the coded WCF produced significant delayed effect. However, analyses of diary entries suggested no general accuracy improvement in any group. Diary study results indicated that, although all groups reported awareness of similar actions, and positive attitudes towards WCF, the coded WCF group seemed more aware of the WCF than the other groups. Findings suggest that focused coded WCF helps in learning English as an L2, although its role in L2 acquisition remains to be seen.

In his 1959 Rede Lecture, "The Two Cultures and the Scientific Revolution," C. P. Snow warned of a gulf that had opened between literary intellectuals and natural scientists, across which existed a mutual incomprehension that threatened to undermine the university's ability to solve the world's most pressing problems.Reflecting on his experience as both a novelist and a research scientist, Snow appealed for a greater understanding between what he saw as two distinct cultures, yet he also asserted the importance of the sciences over literature for securing humanity's future prosperity.According to Snow, literary intellectuals were natural Luddites, and the university needed to prioritize the training of scientists and engineers in order to accelerate global industrialization and thereby raise standards of living.His privileging of the sciences drew a scathing rebuke from the literary critic F. R. Leavis, who pilloried Snow's understanding of literature and his faith in technological progress.For Leavis, bringing the Industrial Revolution to impoverished areas of the globe could indeed improve the material conditions of humankind, but such a project ungoverned by the values conveyed through literature, especially those insights of D. H. Lawrence and other novelists into the dehumanizing effects of industrial labor, would lead to a future divested of any real quality of life.Leavis insisted, therefore, that the university revolve around English studies as its "centre of human consciousness" (2013, p. 75).This dispute between Snow and Leavis touched off "the two cultures controversy," which has been an important point of reference amid the shifting terrain of higher education.The phrase has come to denote a gulf that opens between any disciplines bound to "common attitudes, common standards and patterns of behavior, common approaches and assumptions" (Snow, 1998, p. 9) that divide them into opposing cultures and inhibit crossdisciplinary understanding.Buller (2014), for example, described the two cultures in terms of those who believe the purpose of colleges and universities is to educate "the whole person" versus those who believe it is to train students for the workforce.The latter culture, according to Buller, tends to include governors, legislators, and trustees who are inclined to divert resources away from the social sciences, arts, and humanities to science, technology, engineering, and mathematics.Their assumption is that the STEM disciplines will best prepare students for careers offering the greatest return on their investment in a college education.The opposing culture, most often composed of faculty and administrators, argues that a well-rounded education produces graduates who are better informed, challenge assumptions more readily, participate more fully in society and civil discourse, and in general live healthier and more productive lives.Buller observed that "the two sides are not so much talking to one another as shouting past one another, each contingent building its case on a set of assumptions that it regards as universally true and that is dismissed by its opponents as the result of blindness, hypocrisy, or both" (p.2).This situation stands in contrast to the lack of engagement Halsted (2015) observed between the culture of academia and that of the tech industry.He pointed out that although a number of the most significant

Recently, human and user-centered design methods have challenged older system-centered practices, enriching resources and providing better technological artifacts for end-users. This article argues that though design has become more user-centered, something is still lacking: more opportunities exist for articulating feedback already present in technology-culture networks. To encourage the recovery of this feedback, this article examines discourses surrounding transportation technology and the Chōra, the variety of stakeholders who shape the progression of technology through use, negation, or re-appropriation. While this article is far from a programmatic or procedural document, it suggests opening design processes to a variety of cultural inputs beyond those marked as “users.” It attempts to open a space for technical communicators in these multifaceted feedback loops, where Chōral influences are articulated and rearticulated for more effective transportation design.

The purpose of this article is to investigate the values, succession, and commitment issues found in a convenient sample of 26 family-owned businesses. An organizational commitment scale is used to determine the level of commitment of family members and its relationship to specific demographics variables. Family business stories were also developed using Narrative Paradigm Theory and then evaluated by this sample. Significant relationships were found between commitment and the variables Studied. Content analysis of the story evaluative narratives suggests similar content themes across family-owned businesses.

Foregrounding issues of race, ethnicity, and education, this article ties together two important issues in teaching (so-called) basic writing: how social and pedagogical issues in higher education shape possibilities for bicultural students’ writings and how these students can use their developing sense of literacy and their texts to explore identity.

Foregrounding issues of race, ethnicity, and education, this article ties together two important issues in teaching (so-called) basic writing: how social and pedagogical issues in higher education shape possibilities for bicultural students' writings and how these students can use their developing sense of literacy and their texts to explore

Alain Renoir, Wallace C. Brown, R. L. Colie, J. E. M., Jr., Hans P. Guth, Ralph M. Williams, Baxter Hathaway, James Lill, Richard S. Kennedy, John C. Fisher, Raymond G. McCall, William R. Steinhoff, Allen B. Brown, Frank W. Bliss, James R. Frakes, A. Bernard R. Shelley, Marlies K. Danziger, Richard A. Levine, Dougald B. MacEachen, Wallace W. Douglas, R. E. K., Robert E. Streeter, John Loftis, John Tagliabue, Keith M. Aldrich, Book Reviews, College English, Vol. 24, No. 2 (Nov., 1962), pp. 158-167