ScholarSpace
ScholarSpace is an open-access, digital institutional repository for the University of Hawaiʻi at Mānoa community. ScholarSpace stores the intellectual works and unique collections of the UH at Mānoa academic community and also provides a permanent web location for those accessing these resources.
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Recent Submissions
Upper Faifi as an Endangered Arabic Variety: A Philological, Descriptive, and Acoustic Study
(University of Hawaii Press, 2025-06) Essa Alfaifi; Yahya Aldholmi; Tyler Lee; Jaycie Ryrholm Martin; Sarah Mountain
The Faifi variety, classified as an Arabic dialect (albeit with controversy),is chiefly spoken in southwestern Saudi Arabia by a diminishing numberof autochthonous Faifi people. This dialect has been the subject of bothsynchronic and diachronic description and analysis in a few publishedstudies and a small number of unpublished works. While some studies havefocused on very narrow aspects of Faifi, such as the phoneme /st/, othershave taken a broad scope and attempted either to address an entire linguisticlevel, such as syntax or phonology, or to touch upon different linguisticlevels in one study. To date, however, no study has acoustically documentedthe dialect. Thus, the current paper intends to complement previous studiesand further elaborate on the distinction between two Faifi subvarieties thatexisting scholarship seems to have overlooked: Upper and Lower Faifi. Wedetail an acoustic description of Upper Faifi consonants and vowels and theirinteraction and provide auditory materials to support our acoustic analysisto contribute a milestone description of this variety and to help futureresearchers obtain access to this minority of speakers.
Corpus literacy development: Three teachers' stories
(University of Hawaii National Foreign Language Resource Center, 2025-06-16) Bennett, Cathryn; Mimi Li
Corpus and applied linguists have reported on the benefits that teachers gain from teaching with language corpora as early as the 1990s; however, recent studies confirm that few teachers use corpora in their classrooms. In attempts to change this reality, some researchers have called for corpus literacy training programmes to guide teachers in using corpora/corpus tools to design their typical classroom tasks. A training programme was built around this idea. This paper outlines three teachers’ corpus literacy development during the training programme: a teacher with previous experience teaching with corpora, a teacher with knowledge of but no experience teaching with corpora, and a teacher who reported no knowledge or prior experience teaching with corpora. To provide an in-depth perspective, a qualitative thematic analysis was completed with themes emerging from the dataset. Findings show that teachers viewed the training positively, that they incorporated corpus-based materials in their classes, and that they were using corpora in their teaching three months following the programme. Further research is called for which highlights teachers’ voices in their corpus literacy development.
Spatial repertoires in mixed-reality-based simulations for L2 teacher telecollaboration
(University of Hawaii National Foreign Language Resource Center, 2025-06-16) Wu, Sumei; Liaw, Meei-Ling
In telecollaboration research, scholars have broadened their focus from the purely linguistic details of online intercultural encounters to include its multimodal dimensions. Yet, no study to date has explored spatial repertoires, namely the totality of semiotic resources (e.g., speech, image, objects) embedded in a particular environment and used during teaching and teacher telecollaboration. To add to the literature on this topic, this telecollaborative project invited language teachers in Taiwan and the U.S. to first use a mixed-reality (MR) simulation technology for enacting lessons with avatar students, in order to examine the spatial repertoires that unfolded during instruction, and then to reflect on their own as well as each others' teaching. Drawing on video recordings of teacher instruction, as well as lesson plans, written reflections, and post-lesson telecollaborative interactions with each other, we identified rich spatial repertoires emerging from deeply intertwined individual repertoires, from diverse semiotic resources afforded in the MR-based simulation space, and from the sequential telecollaborative tasks. The findings highlight the agentive and performative role of semiotic resources in this virtual space (especially the avatar teaching videos) in deepening L2 teachers’ intercultural understanding, which indicates the potential contributions of integrating MR simulations into telecollaboration for teacher intercultural learning.