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Micronesian Educator, Volume 25, 2018 Photograph by Carim Yanoria Nåna by Kisha Borja-Quichocho-Calvo Like the tåsa and haligi of the ancient Chamoru latte stone so, too, does your body maintain the shape of the healthy Chamoru woman. With those full-figured hips features delivered through natural birth for generations and with those powerful arms reaching for the past calling on our mañaina you have remained strong throughout the years continuously inspire me to live my culture allow me to grow into a young Chamoru woman myself. Through you I have witnessed the persistence and endurance of my ancestors who never failed in constructing a latte. I gima` taotao mo`na the house of the ancient people. Hågu i acho` latte-ku. You are my latte stone. The latte stone (acho` latte) was once the foundation of Chamoru homes in the Mariana Islands. It was carved out of limestone or basalt and varied in size, measuring between three and sixteen feet in height. It contained two parts, the tasa (a cup-like shape, the top portion of the latte) and the haligi (the bottom pillar) and were organized into two rows, with three to seven latte stones per row. Today, several latte stones still stand, and there are also many remnants of them throughout the Marianas. Though Chamorus no longer use latte stones as the foundations of their homes, the latte symbolize the strength of the Chamorus and their culture as well as their resiliency in times of change. Micronesian Educator A Journal of Research & Practice on Education in Guam and Micronesia Editors: Evelyn Doman Christopher Schreiner Editorial Board: Mary Jane Miller Donald Rubinstein Michelle Santos Jason Vest Editorial Assistants: Matthew Raymundo Carim Yanoria Design and Layout: Pascual Olivares ISSN 1061-088x Published by: The School of Education, University of Guam UOG Station, Mangilao, Guam 96923 Contents Editor’s Introduction ......................................................................................................................... iii Call for Submissions to Micronesian Educator #26 ............................................................................................... vi Teaching Strategies Engaging Literacy Strategies for Adult English Language Learners in a Teacher Preparation Program ............... 2 Michelle Santos The Effects of Scaffolding on the Achievement of Pre-service Teachers Who Speak English as a Second Language ................................................................................................................................................................ 9 Evelyn Doman Student Perceptions The Impact of Action Research on Teachers’ Instructional Practices and their Students’ Learning Experiences in the K-12 Classroom .............................................................................................................................................. 22 Geraldine Sablan James, Mary Jane Miller, Cheryl Sangueza Sound Perceptions and Self-Assessments of Japanese Language Learners at the Beginner Level ...................... 33 Masumi Kai Evaluation of a Sport Education Program in the Pacific Islands .......................................................................... 45 Jeremy Dorovolomo Technical Reports Use and Availability of Instructional Technology for Schools on Guam ............................................................. 55 Dean Olah Journal Reflections of Pre-Service Teachers during Teaching Practice on Fiji .................................................... 63 Kusum Prakash Review Essay I App, Therefore I, Like, Sort of Am (for now).................................................................................................... 72 Reviewed by C. S. Schreiner Book Reviews The Immortal Life of Henrietta Lacks – by Rebecca Skloot ................................................................................ 83 Reviewed by Jason Vest Irresistible: The Rise of Addictive Technology and the Business of Keeping Us Hooked – by Adam Alter....... 87 Reviewed by Paulette M. Coulter Survivance, Sovereignty, and Story: Teaching American Indian Rhetorics –by Lisa King, Rose Gubele, and Joyce Rain ............................................................................................................................................................ 94 Reviewed by Pauline Baird ii MICRONESIAN EDUCATOR, VOLUME 25, 2018 Editor’s Introduction iii MICRONESIAN EDUCATOR, VOLUME 25, 2018 Editor’s Introduction Dear readers, Welcome to the 25th volume of the Micronesian Educator. As we come to the quarter of a century mark in the publication of our journal, it is time to think about future directions that we want to head towards. What the co-editors of this volume would like to see is an expansion of topics and voices from a more diverse international audience. As the Call for Submissions for Volume #26 states, our primary audience continues to be educators in Guam and Micronesia, but with the next issue, #26, we will extend our horizon of engagement to be more inclusive of (1) educators, researchers, administrators, and scholars both within and outside the discipline of education, such as those who teach in the sciences and humanities; (2) scholars and teachers in the greater Oceanic region and Asian Pacific; and (3) creative writers, essayists, and reviewers from all disciplines concerned with or knowledgeable of developments and publications that impact or involve education. In this volume, we will capture the field of education in five research papers: two regarding teaching strategies, one which discusses the implications of action research, one which identifies students’ difficulties with Japanese sounds, and one which analyzes the effectiveness of a sports education program. This volume is arranged in four sections. Section One contains two articles about valuable teaching strategies. The first paper by Dr. Michelle Santos sheds light on teaching strategies that help to engage students more actively and successfully in learning content. The strategies focused on in her study with non-native English speaking in-service teachers on Yap were an increased use of visuals and videos for nonlinguistic representation and building background; using foldables as graphic organizers and explicit vocabulary instruction; utilizing cooperative learning and group gallery walks; and using KWL, a three-column organizer where students identify what they Know, Want to know, and have Learned in order to draw on students’ prior knowledge. After implementing an abundance of strategies in her teacher preparation courses, Dr. Santos asked students to comment on the success of each strategy and whether they would implement the strategies in their own classrooms. Results point to frequent discussions and the use of visuals to be the most successful among the strategies utilized. The second research paper by Dr. Evelyn Doman discusses another effective strategy – scaffolding. As an instructional strategy that helps to enhance content knowledge and language development for English Language Learners, Dr. Doman found that scaffolding can also be successful when integrating content with language instruction so that students can keep up with their mainstream classmates. Using the concepts of high challenge and high support (Mariani, 1991) as the underlying theory behind the current study, Dr. Doman added to the research which says that student achievement is linked to assignments that have been carefully scaffolded by the teacher. By using an experimental and control group design, participants in the experimental group that received intensive verbal scaffolding at all levels of a micro lesson outperformed participants who received minimal amounts of scaffolding. Section Two is composed of three papers which examine participants’ perceptions towards action research, Japanese sounds, and sports education programs. Drs. James, Miller, and Sangueza discuss the impact of action research on teachers’ instructional practices in the K-12 classroom by administering an online survey to 20 graduates from the M.Ed. iv MICRONESIAN EDUCATOR, VOLUME 25, 2018 Secondary Education program. Action research is said to encourage teachers to examine the dynamics of their classrooms and interactions with students and then challenge existing instructional practices (Mills, 2011). Thus, James, Miller, and Sangueza collected data from elementary, middle school, and high school teachers on Guam to learn more about the consequences of their action research projects. Findings point to the success of these projects, with teachers saying that they felt empowered by action research. The teachers also frequently described how data from their action research supported their effectiveness as teachers. Dr. Masumi Kai examines the sound perceptions and self-assessments of beginning Japanese language learners. Kai’s paper looks specifically at the type of sounds that beginning learners of Japanese find to be the most difficult. Though the use of a dictation test, findings show that students became better at sound recognition as they progressed through the course, but that difficulties tended to persist in regards to four general misconceptions relating to sound: non-perception, insertion, shortening and lengthening, and others varieties. Jeremy Dorovolomo said that large scale coach education programs that attempt to train a large number of coaches in different sports, using many course conductors, need to be evaluated to gauge its effectiveness. He therefore evaluates a sports education program called the Oceania Sport
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