Ngoc Phan

As a teacher, providing corrective feedback is an opportunity to guide students toward success and help them achieve their full potential. By identifying areas where learners need improvement and offering guidance on correcting mistakes, teachers can help their students reach their full potential in English language proficiency. It is essential to deliver feedback in a constructive and supportive manner, focusing on specific areas for improvement rather than criticizing them. The paper explores teachers’ practices using corrective feedback in teaching Speaking at an English center. Twenty teachers participated in the survey to give their general understanding of Corrective feedback. The study gathered data from different sources: interviewing and observing three teachers in the Speaking classrooms. The findings discovered that teachers are aware of the vital of corrective feedback in teaching Speaking. There were judgments between teachers’ beliefs and practices. Recasts and Metalinguistic are two sorts of Corrective Feedback usually provided in this classroom at an English center.

Scholarship on participatory action research (PAR) has come a long way since its foundations in Paulo Freire. However, it leaves much room to understand the personal transformations at stake in everyday residents’ participation in PAR—a key mechanism through which PAR contributes to long-term social change in local communities. This literature gap is particularly salient for decolonial PAR, which incorporates Indigenous communities at every stage of the research process, and which is explicitly committed to the political goal of decolonization (i.e. the repatriation of Indigenous lands and oceans). Borrowing heavily from feminist geographical PAR scholarship, we articulate the concept of “decolonial subjectivities” to capture the dynamic, embodied ways in which resident researchers in decolonial PAR connect their own knowledge, experiences, and relationships with ongoing local struggles for Indigenous sovereignty. We then elaborate on this concept through a qualitative analysis of four waves of weekly reflections from five resident researchers in a decolonial PAR project in Guåhan—a modern-day colony, unincorporated territory of the United States, and the southernmost island of Låguas yan Gåni (or the Mariånas archipelago). We find two distinct shifts in resident researchers’ decolonial subjectivities over time: (1) deepening embodied connection to decolonization through situating one’s role in decolonization within a broader set of familial and community relationships; and (2) deepening embodiment of role as decolonial researchers through affirming one’s expertise and power to effectuate change as a researcher supporting and facilitating the continued, ongoing struggle for Indigenous sovereignty.

We test the possibility that social contact through interracial marriage impacts racial attitudes. We assume that interracial couples experience intergroup contact that is meaningfully different from same-race couples. Little research examines the impact of mate selection and reproduction on political and racial attitudes. In this paper, we advance the research on the potential impact of mate selection and reproduction on couples’ racial attitudes. Using racialized socialization theory, we test whether interracial couples hold similar views to other multiracial couples compared to same-race couples. A secondary hypothesis concerns whether interracial couples with children hold distinct racial and political attitudes. We use the 2016 Collaborative Multiracial Post-Election Survey (CMPS). We find that non-Hispanic whites, Blacks, and Asians in interracial relationships are more likely to indicate that these groups experience discrimination compared to their co-ethnic counterparts who are in relationships with co-ethnics. We also find some support for our expectation that having children in an interracial marriage has an impact on the racial attitudes of non-Hispanic whites. Our results contribute to the growing research on the political attitudes of interracial couples as well as the impact of their having children upon their political preferences.

Interdisciplinary research provides new insight beyond a singular epistemological and methodological framework. Such collaboration can help increase readership outside a narrow disciplinary angle. Likewise, working with scholars outside one’s field can help address new questions using a multidimensional approach. However, working within an interdisciplinary department can produce challenges, especially within small departments. Existing literature has addressed several challenges for academics working in small departments, including increased workload, limited course releases, and limited funding. This article addresses the professional isolation from working in a small interdisciplinary department and provides strategies to overcome these challenges.

Indigenous scholars have much to teach political scientists about recognizing and addressing the ways in which power, politics, and colonialism irrevocably shape the data-generating process. In this article, we present a methodological framework for a decolonial quantitative political science, outlining how it was operationalized in the design and execution of the 2019 Native Hawaiian Survey. We demonstrate the utility of this methodological framework through a descriptive analysis of Native Hawaiian respondents' self-identification. Aligned with the theoretical insights of kanaka (Native Hawaiian) scholars, we provide empirical support for the intertwined political relationship between Native Hawaiian identity and national identity––a finding that demands further empirical study among all Indigenous populations. This article offers two main contributions. First, it provides a methodological framework to guide quantitative political science research on Indigenous populations. Second, it adds empirically to the growing literature on Indigenous self-identification.

Higher education should be an institution of decolonization––one centered on the repatriation of land and ocean to Indigenous peoples. Quantitative methods are used to perpetuate the historical and ongoing processes of Indigenous dispossession. However, quantitative methods courses often fail to reckon with these colonial histories and are taught in ways that are inaccessible for Indigenous students. Drawing from the first author's experiences as a professor of political science in Hawai‘i, this chapter proposes three classroom-level interventions that educators can pursue to make quantitative methods relatable and empowering for Indigenous students: (1) designing lectures to center the experiences of Indigenous students, (2) designing assignments that invite Indigenous students to interrogate the settler-colonial and neocolonial structures perpetuating Indigenous dispossession, and (3) maintaining university-community partnerships that provide Indigenous students with opportunities to use quantitative methods to support Indigenous sovereignty movements.