Gestures and speech form a tightly knit system in first language (L1) production contexts, with gestures either reinforcing or adding new information to speech. However, the link between speech and gesture in second language (L2) production contexts remains less understood, as existing studies—mostly utilizing narrative tasks—have provided inconclusive results. Moreover, limited research has examined how speaker proficiency and task demand impact gesture-speech integration in bilingual speakers, highlighting the need for studies exploring these factors in multimodal bilingual communication. In this study, we investigated the speech and gestures produced by two groups of adult Persian (L1)-English (L2) bilinguals—with either high (n=22) or low (n=22) proficiency in their L2—and compared their productions to those of monolingual English speakers (n=22). Participants engaged in two different prompts: retelling a story ("Please retell the story") and reasoning about the main character's actions ("Tell me what the problem was and how the main character resolved it"). Focusing on English productions, we asked whether language proficiency (native, high proficiency, low proficiency) and task prompt (retelling, reasoning) would affect the amount, diversity, and complexity of speech and gesture production in similar ways. We measured speech amount by the number of words, speech diversity by the number of different word types (e.g., "cat" vs. "bird"), and speech complexity by the mean length of utterance in words (MLU). Similarly, we assessed gesture amount by the number of gestures, gesture diversity by the number of different referents conveyed in gesture (e.g., pointing at a cat vs. a bird), and gesture complexity by the number of supplementary gesture-speech combinations, following earlier work. We analyzed speech and gesture production separately using Generalized Linear Mixed Models (GLMMs) with proficiency levels and task prompts as fixed factors and individual variability as a random effect. For speech, our analysis showed a main effect of task prompt for the retelling prompt (β = 0.42, z = 2.33, p = 0.01). There was no main effect of proficiency on the amount or diversity of speech production, but there was a main effect on speech complexity (β = 0.70, z = 2.61, p = 0.01), with bilinguals with low proficiency producing sentences with lower MLU than the other two groups. Turning to gesture, we found a main effect of task prompt again for the retelling prompt (β = 0.43, z = 2.18, p = 0.02), mirroring the pattern observed in speech. There was no main effect of proficiency on gesture amount or diversity, but there was a main effect on gesture complexity (β = 1.15, z = 2.37, p = 0.02). Specifically, only bilinguals with low proficiency produced more complex gestures, a pattern inverse to their speech production. Our study extends existing theories on gesture's compensatory role in language production. The findings underscore the adaptive strategies speakers employ to maintain effective communication, emphasizing gesture as a crucial resource for conveying complex ideas when speech alone is insufficient. Furthermore, our research highlights the influence of task prompts on gesture use, suggesting that prompt complexity or prompts that require higher reasoning demands can modulate reliance on gestural communication, especially among individuals with limited language proficiency. These results align with other speech-gesture theories observed in speakers with speech difficulties (e.g., children in the early steps of their language learning and adults with aphasia), indicating that when speakers face challenges addressing specific tasks, they utilize hand gestures to compensate. Specifically, bilinguals with low proficiency used more complex hand gestures to offset their speech difficulties, particularly when required to provide detailed explanations. These insights have practical implications for language education and therapy, where encouraging gesture use could facilitate language learning and fluency in second-language speakers. Future research could build on these findings by exploring more complex prompts (e.g., argumentative, role-playing, etc.) or examining how gestures interact with other non-verbal modalities to support communication in bilinguals, particularly focusing on low-proficiency groups.

This study explores the profound impact of postmodern philosophy on contemporary art, focusing on the theme of deconstructing reality. By examining a range of artistic expressions, the research aims to uncover how postmodern thought has influenced artists' approaches to representation, identity, and meaning. The study situates these artworks within the broader context of postmodernism, characterized by skepticism towards grand narratives, the embrace of plurality, and the deconstruction of established truths. Utilizing a multidisciplinary approach that integrates art history, philosophy, and cultural studies, this research investigates the techniques and strategies employed by contemporary artists to challenge and reinterpret reality. The findings reveal a diverse array of artistic practices that reflect postmodern themes such as fragmentation, intertextuality, and the blurring of boundaries between high and low culture. The preferred method of presentation for this research is an artistic display, which will visually engage the audience and provide a tangible connection to the materiality and conceptual depth of the artworks. This approach not only highlights the aesthetic qualities of the pieces but also fosters a deeper appreciation of their philosophical underpinnings. Through this comprehensive examination, the study aims to contribute to the discourse on the intersection of postmodern philosophy and contemporary art, offering new insights into the ways in which artists navigate and articulate the complexities of the postmodern condition.

This study investigates the impact of large class size on Oral Comprehension activities during French as a Foreign Language Class in Ghana. The aim is to suggest new ways of promoting effective listening comprehension strategies. To achieve this, we employed qualitative interviews focusing on students, and teachers. Key findings indicate that large class size negatively affects Oral Comprehension.

If schools and teachers are underprepared to support and empower the growing population of Latinx students, inequity may increase; students will experience a loss of cultural identity and potential discrimination, have lower grades, graduation rates, and college attendance rates, and face larger systemic obstacles. This paper will review the existing literature to examine ethnic/racial education gaps in the changing landscape of U.S. school systems, this work will identify cultural strategies to academically empower Latinx youth. The aim of this project is to identify motivators of academic self-efficacy among Latinx students by critically examining five empirical papers and creating an annotated bibliography. Four of these studies sample students ages 5-19, and one is a longitudinal study spanning into mid-adulthood. These papers suggest that a strong ethnic-racial identity is a main contributor to the students’ feelings of trust, security and motivation in school. Additionally, they indicate that students’ awareness of positive public regard to their ethnic/racial identity contributes to their sense of belonging in school and the community. Mentorships founded on cultural competency are essential in the empowerment process; faculty, staff and adult mentors are key facilitators of success. Thus, it is critical that we demand culturally relevant curricula, youth mentoring programs, and positive dialogues about ethnic and racial Latinx identities in schools, communities, and on a wider scale. Latinx empowerment and access to comprehensive education is imperative to boost equity and challenge harmful narratives about the Latinx community in the years ahead.

This presentation focuses on the results of a quantitative study exploring teaching philosophy and advocacy beliefs within counselor education, specifically focusing on white counselor educators. Presenters will discuss findings, considerations, and how their implications warrant a deeper examination of educators' ability to integrate and demonstrate advocacy into their teaching practices.

Chemistry, specifically organic chemistry, often induces fear and anxiety among students, and has been shown to be a main factor that discourages students from pursuing medical fields. It is often perceived to be a class with a level of impenetrable difficulty and is often referred to as a “gatekeeping” course. Research shows that student perceptions of chemistry can impact student performance and persistence. This study aims to deepen understanding of students’ experiences in organic chemistry as well as implement interventions to positively impact student outcomes with Situated Expectancy Value Theory (SEVT) and Self-Determination Theory (SDT) at the foundation. SEVT describes motivation as a subconscious “cost-benefit analysis” that involves the constructs of expectancy, value, and cost. That is, an individual’s behavior is influenced by their expectations of the task, how much they value the task, and how costly they perceive that task to be. Currently there is a gap in the literature pertaining to organic chemistry students’ perceived costs. This study seeks to address this by conducting in-depth interviews and open-ended surveys. This data will inform the adaptation of writing interventions that will be used to help promote internalization, a construct of SDT. We predict that fostering internalization, or the process of shifting from extrinsic motivation to intrinsic motivation, will help mitigate perceived cost for students. These findings will offer actionable strategies for educators that support the affective needs of students as well as promote their connection towards the learning process and towards content that they are learning.

Reimagining education begins with enlisting pedagogy that centers on students' needs. Multiple researchers have stressed the importance of student-centered teaching, which incorporates students’ cultural backgrounds and prior knowledge and honors and values their input and voices (Anyon, 2014; Darling-Hammond, 2010; Delpit, 1988; Gay, 2000, 2002; Irvine, 2000; Ladson-Billings, 1995, 2022; Paris & Alim, 2014). A critical element of reimagining education is rethinking how we teach and assess students of historically marginalized cultural backgrounds (Taylor & Nolen, 2022) by how we engage with them and provide spaces of care, comfort, and joy (Muhammad, 2023). The proposed research combines three areas of research centering on the needs of Black and Indigenous students of color (BISOC) to address and redress deeper levels of understanding in the areas of ability (Bradford-Humphrey), literacy (Darian), and language (Joseph) centering Blackness as a system of oppression. Black Writeousness gives us the space to talk about our research and write about ways to reimagine a more inclusive and equitable curriculum to support students who are culturally and linguistically marginalized, as well as students with diverse abilities. The three researchers utilize narrative inquiry, phenomenology, and autoethnography as qualitative methodological choices to encompass stories from the lived experiences of students and educators in education research.

The future of education demands innovative tools that make learning engaging, personalized, and impactful. This project introduces a game-based educational platform powered by Unreal Engine, designed to teach topics through immersive visual novels. By merging storytelling with interactive gameplay, the platform transforms complex topics into accessible, engaging experiences, fostering deeper understanding and retention. The visual novel dynamically generates its narrative from structured data inputs, such as CSV files, containing essential topic details, including definitions, examples, and scenarios. These inputs are woven into an interactive story where students make decisions that influence their learning journey, promoting active engagement and critical thinking. Unreal Engine enhances the storytelling with its advanced graphics, realistic environments, and seamless interactions, creating an unforgettable educational experience. Each narrative concludes with a short quiz tailored to the subject matter. This quiz, integrated within the game’s storyline, evaluates the student’s comprehension while reinforcing key concepts through immediate feedback. Additionally, the quiz results provide educators with actionable insights to assess learning outcomes and adapt teaching strategies effectively. Designed for scalability and adaptability, this system can be customized across various disciplines, accommodating diverse educational needs and learning styles. Its modular architecture allows for seamless integration of new topics, making it a versatile tool for educators and learners alike. By blending gamification, storytelling, and cutting-edge technology, this platform reimagines traditional education as an inclusive, interactive, and immersive process. It exemplifies the transformative potential of Unreal Engine to revolutionize education, making learning an enjoyable, engaging, and impactful experience for students worldwide.

The “adultification” of Black girls, defined as the perception that Black girls as more mature and less innocent than their peers, is a pervasive issue that affects the lived experiences of Black girls. Studies show that Black girls are often seen as older than they are, resulting in harsher treatment, reduced empathy, and the early imposition of adult responsibilities. This bias leads to significant social, emotional, and academic implications, from fewer opportunities in education to increased disciplinary actions. Children’s literature, an influential tool in developing young minds, can be a powerful vehicle to reshape perceptions, promote empathy, and foster a sense of equity. Despite its potential, there remains a scarcity of children’s books that directly address the adultification of Black girls or depict them in all their nuanced, age-appropriate identities. This proposal aims to create a children's book that addresses adultification and related social justice issues. It promotes positive representation and empowering narratives for young Black girls, providing them with a creative space to see themselves as agents of change in their lives and community.

"New Canvas": Addressing Blank Canvas Struggles in Graphic Design Education through Generative AI Integration "New Canvas" investigates how integrating Generative AI tools within the ideation and moodboarding phases of undergraduate graphic design education can address "blank canvas struggles." The study aims to assess whether the use of Generative AI tools enhances productivity and improves the ideation process for students initiating design projects. Twenty undergraduate graphic design students will be randomly assigned to two groups: an experimental group using Generative AI tools during ideation and a control group employing traditional methods. The experimental group will participate in a workshop on the effective use of Generative AI, followed by a task to create moodboards and initial design concepts. Data will be collected through surveys, observations, and analysis of creative artifacts such as screenshots and prompt histories. By examining the impact of Generative AI on overcoming initial creative barriers, this research aims to provide actionable insights for design educators. This study advocates for incorporating Generative AI tools into design curricula to enhance productivity and address common challenges in the ideation phase. By training students in generative AI techniques, we aim to foster innovative thinking and efficiency in creative tasks. Additionally, this paper outlines collaborative efforts to develop targeted educational resources and highlights preliminary findings that evaluate the influence of Generative AI on creative approaches and learning outcomes. The insights gained aim to inspire educators to reimagine graphic design pedagogy through the integration of emerging technologies.

Integrated writing tasks are becoming increasingly prevalent in large-scale tests, especially in higher education admission exams, as they have been shown to mirror authentic academic language use (Weigle & Montee, 2012). Previous studies have identified challenges in assessing integrated writing tasks, such as issues with source use and individual rater effects on rating decisions (Cushing & Tywoniw, 2020; Han et al., 2024). This study investigates raters’ cognitive processes and visual attentiveness when scoring integrated writing tasks from the Georgia State Test of English Proficiency (GSTEP). Using a mixed-methods approach, the research combines eye-tracking data with stimulated recall and follow-up interviews to explore the relationship between raters’ cognitive processes and visual attentiveness during rating. Four trained GSTEP raters were shown ten sets of eight short-answer integrated writing responses from the GSTEP corpus; three responses each addressed a different source text, and two synthesis questions addressed both texts. Raters assigned one content score and one language score per set. Participants’ eye movements were recorded while they viewed responses on a screen. Raters then participated in stimulated recall interviews to reflect on the rating process. Quantitative data consisted of rater scores and eye-tracking metrics, analyzed using descriptive statistics. Qualitative data consisted of stimulated recall and follow-up interviews. Findings revealed that the questions addressing the second source text received the most visual attention, suggesting that the content of source texts and question prompts influence scores. Limitations of this study and implications for future eye-tracking research of integrated writing assessments will be discussed.

Young children's linguistic comprehension, often referred to as narrative comprehension, is typically assessed through story comprehension and is widely recognized as a critical precursor to future reading success. Assessing and describing kindergarteners' story comprehension skills are vital for improving pre-literacy evaluations and fostering their learning and developmental outcomes. Therefore, this study aimed to investigate 5-year-old kindergartener’s story comprehension skills in a detailed way by considering their gender and specific components of implicit and explicit comprehension skills such as identifying the problem, outcome resolution of the story or feelings of the protagonists. The participants consist of 147 (74 female, 73 male) 5 year-old kindergarteners from the northwestern region of Turkiye. Over the course of four weeks, one picture book was read each week with the children in groups, in different orders. Following each reading session, the children's story comprehension skills were evaluated using the Narrative Comprehension Task developed by Paris and Paris (2003). The highlighting results suggested that kindergarteners show the greatest success in identifying the emotions of characters, while the component they show the least success in is repeating the dialogues between characters. In addition, although there is no statistically significant difference between genders in regarding overall explicit and implicit story comprehension skills of kindergarteners, it is observed that females outperformed males in terms of their ability to define story characters and initiating event of the story (ps< .05). Keywords: story comprehension, gender, implicit comprehension, implicit comprehension

As an early childhood educator, I understand the importance of representation within learning spaces. Young learners need to see themselves within the environment. Valdez and Carmela (2021) suggest that when children see illustrations that are similar to themselves in the books, they realize that literature reflects multiple cultures and not just one. I argue that in addition to literature, children need to see themselves within the decor, activities, food, and other aspects of their learning community whether it is a classroom, library, or museum space, to name a few examples. This being the case, I designed blueprints for a collection of multi-modal immersive experiences for a (fictional) children's museum that scaffold children’s understanding of their own histories and histories of others as well as how young people can make the world a better place. Children learn best through play, so immersive experiences will expand children’s cultural knowledge by weaving together materials, activities, and spaces. Examples: • Library - Read picture books that celebrate diversity, inclusion, and equity (e.g., Hair Love by Matthew Cherry). • Kitchen - Blend foods of different cultures to create familiar and new multicultural cuisine (e.g., cooking classes). • Art Gallery - Examine photos and stories of less-familiar Black-American activists (e.g., Tarika Lewis). • Playroom – Problem solve through resolution-oriented activities (e.g., role play via puppet shows). My poster presentation will serve as a visual representation of a variety of immersive experiences for young learners and their families within the context of a children’s museum.

In South Korea, numerous educational websites and digital contents have been developed for elementary classroom teachers (Kim, 2020), since a single teacher is required to be able to teach all subjects, including music. The purpose of this study is to explore the social interactions for professional development in music teaching and learning that occur in indischool (the name is not capitalized) , an online community website for Korean elementary classroom teachers. Beginning with historical research on indischool, focusing on the formation of its operational philosophy and principles, this study will examine how teachers develop their habitus through autonomous interactions within the website. I will use online ethnography methodology (Veblen & Waldron, 2021; Zhou et al, 2022) to explore indischool and investigate through the theoretical framework of Community of Practice (CoP) (Wenger, 1998) further developed by Veblen and Waldron (2021, 2023) in the realm of digital sociology. As a participant-observer, I aim to collect data related to social interactions occurring in the indischool cyberspace, focusing on content and comments on posts stored in indischool’s music education section. I established the selection criteria for posts to be collected and analyzed based on the National Standards specified in Korean 2015 revised Music National Curriculum. I conducted thematic analysis using Braun and Clarke's (2006) approach for “identifying, analyzing, and reporting patterns (themes) within data” (p. 79). Preliminary analysis suggests that there are implications for the development of effective online CoPs that extend beyond South Korea to music teachers in the United States.