ItemCracking the Correction Code: A Workbook for Providing Written Corrective Feedback in the Second Language Classroom and Beyond.(2020-08) Reyes, Michael; Fiore, FrancescaThis workbook is meant to accompany, Reyes, Michael & Fiore, Francesca. (2020). Cracking the Correction Code: Improving Student Writing in the Second Language Classroom and Beyond. The purpose of this companion workbook is to help instructors apply their knowledge of Written Corrective Feedback from Cracking the Correction Code to the concrete realities of their classroom assignments. Though we wrote the recommendations of Cracking the Correction Code with real classrooms in mind, we also know that, for many, our recommendations may appear deeply counterintuitive, and that instructors may need extra practical guidance to overcome the challenges of introducing them into their standard grading practices. To this end, this workbook contains three activities to help instructors implement our recommendations in their courses. ItemCracking the Correction Code: Improving Student Writing in the Second Language Classroom and Beyond.(2020-08) Reyes, Michael; Fiore, FrancescaThis guide is meant to empower language instructors by providing them with empirically tested ways to correct the language mistakes in their students’ writing. The guide describes different types of feedback that instructors can use, and provides principles of effectiveness to help instructors decide which types of feedback best meet the needs of their students. It is intended for instructors new to language teaching, such as graduate students, as well as experienced language instructors who may be unsure of which types of feedback may be most effective. ItemPourrais-tu répéter? Guide sur la rétroaction corrective à l'oral dans les cours de langues et ailleurs(2019) Reyes, MichaelLe présent guide vise à renseigner les professeurs de langues, les moniteurs et les assistants à l’enseignement, sur divers types de rétroaction corrective à l'oral ("RC") et leur efficacité concrète dans différents contextes d’apprentissage. Après votre lecture, vous devriez être en mesure de différencier chacun des types de RC et de choisir lesquelles combiner pour bien répondre aux besoins changeants de vos élèves, quel que soit leur niveau. ItemCould You Repeat That ? A Guide to Oral Corrective Feedback in the Language Learning Classroom and Beyond(2019) Reyes, MichaelThe primary purpose of this guide is to provide language professors, instructors, and teaching assistants with the knowledge of a range of corrective feedback types they can use to correct the mistakes in the speech of language learners. In addition, this guide draws on literature on feedback effectiveness to help readers determine the appropriate mix of corrective feedback types for a variety of classroom settings. After reading this guide, you should be able to understand how types of oral corrective feedback differ from one another, and you should be able to select a mix of feedback types that appropriately map onto the evolving needs of your students. ItemCaribbean Ethnobotany before Roumain : Eugène Nau’s Nineteenth-century Contribution to an Understanding of the “Indian Flora of Haiti”(Caribbean Quarterly: a journal of Caribbean culture, 2017-11-08) Reyes, MichaelIn 1942, following his return to Haiti after several years of political exile, Jacques Roumain (1907–1944), then Director of the newly-created Haitian Bureau of Ethnology, published a scientific essay on the “Pre-Colombian Ethnobotany of the Greater Antilles”.1Though this text represents a deviation from the political activism – as a founding member of the Haitian Communist Party – and the literary masterpiece, Gouverneurs de la rosée (Masters of the Dew), for which he is known to us today, this scientific publication provides an important insight into the way in which indigeneity and territorial belonging could be understood in the Caribbean context. In his study of pre-Colombian ethnobotany, Roumain attempted to catalog the plant life of the Caribbean according to the role that each plant species had played in the lives of the Taíno, one of the Amerindian peoples who had once thrived in the Caribbean prior to the arrival of Columbus. The plants he described ranged from those that had mythological importance to those that had household uses. Roumain, however, was not the first Caribbean person to publish a scientific work which, as his critics claimed, strained the disciplinary boundaries of botany and ethnographic writing on the Taíno. There is precedent in nineteenth-century Caribbean scholarship for writing concerning the Amerindian inhabitants of Haiti and their use of plants.