@article{darhower_smith-sherwood_2021, title={Bridging the Language-Literature Divide via Integrated Performance Assessments in an Introductory Hispanic Literature Course}, volume={104}, ISSN={["2153-6414"]}, DOI={10.1353/hpn.2021.0093}, abstractNote={Abstract:Research on the language-literature divide in undergraduate second language programs documents the challenge of engaging literature learners in classroom discourse which is conducive to their developing interpersonal speaking skills as measured on the ACTFL Oral Proficiency Scale. In this study, Integrated Performance Assessments (IPAs) were implemented to assess interpersonal speaking along with development of literary analysis skills in an undergraduate introductory Hispanic literature course. Learners were pre-assessed for their oral proficiency level, then they participated in four recorded in-class interpersonal speaking activities and two out-of-class co-constructed feedback sessions with the researchers and completed a post-study questionnaire to document their experiences with the IPA approach. The findings showed that all learners were able to engage in literature-based interpersonal speaking activities at their current oral proficiency level and in some cases slightly above. Some learners improved in multiple assessment categories throughout the semester. The learners had an overall positive outlook on the use of IPAs in the literature class. Based on findings, implications for future research and pedagogy are shared.}, number={3}, journal={HISPANIA-A JOURNAL DEVOTED TO THE TEACHING OF SPANISH AND PORTUGUESE}, author={Darhower, Mark and Smith-Sherwood, Dawn}, year={2021}, month={Sep}, pages={395–413} }
 @misc{brooks_darhower_2015, title={Untitled Response}, volume={48}, ISSN={["1944-9720"]}, DOI={10.1111/flan.12171}, abstractNote={Foreign Language AnnalsVolume 48, Issue 4 p. 773-774 Response to Letter to the Editor Response to Letter to the Editor Frank B. Brooks, Frank B. Brooks Associate Professor, Department of Foreign Languages, Indiana University of Pennsylvania, Indiana, PASearch for more papers by this authorMark Anthony Darhower, Mark Anthony Darhower Associate Professor, Department of Foreign Languages and Literatures, North Carolina State University, Raleigh, NCSearch for more papers by this author Frank B. Brooks, Frank B. Brooks Associate Professor, Department of Foreign Languages, Indiana University of Pennsylvania, Indiana, PASearch for more papers by this authorMark Anthony Darhower, Mark Anthony Darhower Associate Professor, Department of Foreign Languages and Literatures, North Carolina State University, Raleigh, NCSearch for more papers by this author First published: 22 December 2015 https://doi.org/10.1111/flan.12171Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume48, Issue4Winter 2015Pages 773-774 RelatedInformation}, number={4}, journal={FOREIGN LANGUAGE ANNALS}, author={Brooks, Frank B. and Darhower, Mark Anthony}, year={2015}, pages={773–774} }
 @article{brooks_darhower_2014, title={It Takes a Department! A Study of the Culture of Proficiency in Three Successful Foreign Language Teacher Education Programs}, volume={47}, ISSN={["1944-9720"]}, DOI={10.1111/flan.12118}, abstractNote={Abstract}, number={4}, journal={FOREIGN LANGUAGE ANNALS}, author={Brooks, Frank B. and Darhower, Mark Anthony}, year={2014}, pages={592–613} }
 @article{darhower_2014, title={Literary Discussions and Advanced-Superior Speaking Functions in the Undergraduate Language Program}, volume={97}, ISSN={["2153-6414"]}, DOI={10.1353/hpn.2014.0081}, abstractNote={ During the last decade, researchers of foreign language pedagogy have become increasingly interested in the “language-literature divide” (Donato and Brooks 2004). The purpose of the current study is to contribute to this growing body of research by investigating the extent to which whole class discussions in three third-year undergraduate Spanish literature/culture courses provided opportunities for learners to engage in the communicative functions corresponding to the advanced and superior levels of the “ACTFL Proficiency Guidelines—Speaking.” The analysis included teacher questions, quantity of learner versus teacher speech, and distribution of teacher and learner verb forms. The results showed that, although there were some opportunities for learners to converse at the advanced and superior levels, the majority of learner discourse occurred below the advanced level. Recommendations for further research and pedagogy are provided.}, number={3}, journal={HISPANIA-A JOURNAL DEVOTED TO THE TEACHING OF SPANISH AND PORTUGUESE}, author={Darhower, Mark}, year={2014}, month={Sep}, pages={396–412} }
 @article{darhower_2009, title={Case Study Research in Applied Linguistics}, volume={93}, ISSN={["0026-7902"]}, DOI={10.1111/j.1540-4781.2009.00832_4.x}, abstractNote={The article reviews the book "Case Study Research in Applied Linguistics," by Patricia A. Duff.}, number={1}, journal={MODERN LANGUAGE JOURNAL}, author={Darhower, Mark Anthony}, year={2009}, pages={116–117} }
 @article{darhower_2008, title={The role of linguistic affordances in participation in telecollaboration chat}, volume={26}, number={1}, journal={CALICO Journal}, author={Darhower, M.A.}, year={2008}, pages={48–69} }
 @article{darhower_2007, title={A tale of two communities: Group dynamics and community building in a Spanish-English telecollaboration}, volume={24}, DOI={10.1558/cj.v24i3.561-589}, abstractNote={This study provides a theory-driven account of community building in a bilingual telecollaborative chat setting. A symmetrical arrangement of 70 L1 English learners of Spanish and L1 Spanish learners of English engaged in weekly Internet chat sessions in small groups. The learning metaphors of community and participation serve as the theoretical framework to describe linguistic and social behaviors and interpersonal relationships among participants in two ongoing chat groups, while, at the same time, discourse data are used to build upon theory of (virtual) community. Based on Brown's (2001) classification of levels of online community, the findings illustrate the discursive construction of one community that reached the third, cooperation/camaraderie, level and another that struggled to maintain the second, membership, level.}, number={3}, journal={CALICO Journal}, author={Darhower, M.}, year={2007}, pages={561–590} }
 @article{darhower_2006, title={Where's the community? Bilingual Internet chat and the "Fifth C" of the National Standards}, volume={89}, ISSN={["2153-6414"]}, DOI={10.2307/20063254}, abstractNote={Situated in the Five Cs of the National Standards framework (Communication, Cultures, Comparisons, Connections, and Communities), this study analyzes chat-room communication during a ten-week collaboration between university-level Spanish L1 learners of English and English L1 learners of Spanish. The study aims to relate this Internet-based community of learners to the "Fifth C," the Communities standard, illustrating how learners can become integrated into a bilingual speech community, which can subsume the remaining four Cs of the Standards. Suggestions will be made for updating the Communities Standard.}, number={1}, journal={HISPANIA-A JOURNAL DEVOTED TO THE TEACHING OF SPANISH AND PORTUGUESE}, author={Darhower, M}, year={2006}, month={Mar}, pages={84–98} }
 @article{darhower_2004, title={Dialogue journals as mediators of L2 learning: A sociocultural account}, volume={87}, ISSN={["0018-2133"]}, DOI={10.2307/20140862}, abstractNote={This study explores weekly dialogue journal communication as a form of mediation in L2 learning. Situating dialogue journals within the Vygotskian sociocultural theoretical framework (SCT), data is examined from the journals of eight learners (four high-frequency classroom participators and four low-frequency participators) in an intact intermediate college Spanish class. Data analysis sheds light on the unique ways that dialogue journals function as mediators of: a) identification as a language learner and reflection on language learning experiences, b) consolidation of course content as evidenced in the reporting of personal experiences and opinions relating to topics covered in class, and c) use of language functions stressed in the classroom. It is concluded that the dialogue journal is an interactive writing environment in which learner goals and agency can comprise an important part of the learning process.}, number={2}, journal={HISPANIA-A JOURNAL DEVOTED TO THE TEACHING OF SPANISH AND PORTUGUESE}, author={Darhower, M}, year={2004}, month={May}, pages={324–335} }
 @misc{darhower_2003, title={Entrevistas}, volume={86}, number={3}, journal={Hispania (Baltimore, Md.)}, author={Darhower, M.}, year={2003}, pages={554–555} }
 @article{darhower_2002, title={Interactional features of synchronous computer-mediated communication in the intermediate L2 class: A sociocultural case study}, volume={19}, DOI={10.1558/cj.v19i2.249-277}, abstractNote={This study explores social interactive features of synchronous computer-mediated communication (CMC)--commonly known as "chat"--as such features unfolded in real time and developed over a nine-week period in two fourth-semester college Spanish classes. The study invoked the Vygotskian sociocultural theoretical framework and employed discourse analysis as a research tool to describe and explain outstanding features of chat room communication. Specific interactional features examined are intersubjectivity, off-task discussion, greetings and leave-takings, identity exploration and role play, humor and sarcasm, and use of the L1 (English). Through these communicative behaviors, learners appropriated the chat room environment, transforming it into a learner-centered discourse community governed by communicative autonomy and the use of language and discourse functions that go beyond those encountered in the typical L2 classroom.}, number={2}, journal={CALICO Journal}, author={Darhower, M.}, year={2002}, pages={249–278} }