Developing Bilingual Short Stories and Community Literacy Activists

在赠款的第三年，完成了以下研究活动：1.举办了双语读书会活动，计划在赠款的第三年编写最后两个原型故事：a.日本焦点故事(2022年7月13日)b.中国焦点故事(2023年1月11日)这些活动帮助CLA团队调查所创建的文本的质量，进行双语讨论的方法，以及对方法和文本本身进行修改的必要性。2.关于本研究的陈述，共作了四次陈述。两个在大学座谈会上，两个在国际会议上。3.在出版物方面，进展涉及对我应用混合方法研究理论来解释文学界助教(TA)设计角色的数据的负面反馈。这篇文章被提交给了亚太第二语言与外语教育杂志，但被拒绝了。这篇文章是作为预印本发布的，目的是帮助获得反馈，以修改我目前的研究方法：Sevigny，P.(2022年10月26日)。设计助教在二语文学圈中的角色。预印本(版本1)可在研究广场上获得。根据提供的反馈，我请了另一所大学的第二名研究人员作为第二名评价者，并扩展了六份讨论成绩单的定性标记。

During the third year of the grant, the following research activities were achieved: 1.Bilingual book club events were held with the last two prototype stories planned for the third year of the grant: a. Japan Focus story (July 13, 2022) b. Chinese Focus story (January 11th, 2023) These events helped the CLA team to investigate the quality of texts created, the methodology for conducting bilingual discussions, and the need for making changes to both the methodology and texts themselves. 2.With regard to giving presentations about this research, four presentations were given. Two at university-based symposia, and two at international conferences. 3.With regard to publications, the progress involved negative feedback regarding my application mixed method research theory to the interpretation of data for the design roles for Teaching Assistants (TAs) in literature circles. This article was submitted to The Asian-Pacific Journal of Second and Foreign Language Education but was rejected. The article was posted as a pre-print in order to help garner feedback for revising my current research methods:Sevigny, P. (26 October 2022). Designing a role for TAs in L2 literature circles. PREPRINT (Version 1) available at Research SquareIn response to the feedback provided, I have asked a second researcher from another university to be a second rater and to expand qualitative tagging of six discussion transcripts.