Rice University Research Repository
The Rice Research Repository (R-3) provides access to research produced at Rice University, including theses and dissertations, journal articles, research center publications, datasets, and academic journals. Managed by Fondren Library, R-3 is indexed by Google and Google Scholar, follows best practices for preservation, and provides DOIs to facilitate citation. Woodson Research Center collections, including Rice Images and Documents and the Task Force on Slavery, Segregation, and Racial Injustice, have moved here.
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Recent Submissions
Audiovisual Translation and Incidental Vocabulary Acquisition in Colloquial Arabic
(2025) Elsherbiny, Hossam; Center for Languages and Intercultural Communication
Over the past few years, a renewed interest in employing translation in language pedagogy appears to be gaining momentum over the more commonly-celebrated communicative approach. The present paper describes a pilot study on the effectiveness of audiovisual translation in vocabulary acquisition. A group of (13) learners of Arabic in a large public university in the US took part in an 8-week project where they carried out the interlingual subtitling of a full-length Egyptian film into the English language. Data was collected by means of a pre- and a post-project survey to measure the progress made by learners at the end of the project with regard to incidental acquisition of vocabulary and idiomatic expressions. The study participants were also surveyed to determine their perception of the relevance of translation in their language studies. The findings corroborate the argument in favor of the incorporation of translation activities in L2 classes.
Drama in LCTL Classrooms: Example of an Experiential Learning Project in Modern Standard Arabic
(2025) Elsherbiny, Hossam; Center for Languages and Intercultural Communication
The present article describes an experiential learning drama project in Modern Standard Arabic that took place at a large, public university in the United States, as an effective way of consolidating learners’ oral skills both productively and receptively at various sublevels of proficiency. After briefly discussing methods and benefits of employing authentic drama texts in a language classroom, the article moves on to describe how the project was structured and conducted through the various phases of play selection, reading sessions, and abridging process and its implications for the lexical and syntactic aspects of the text. Furthermore, the article discusses CALL tools that were employed with a particular focus placed on components such as pronunciation and intonation, and finally, the rehearsal phase as an opportunity for meaningful interaction between learners. The article aims to provide a detailed model of how drama can be employed in second language classrooms with particular focus on less commonly taught languages.
Reconceptualizing the Role of L1 in Second Language Pedagogy
(UC Berkeley, 2025) Elsherbiny, Hossam A.; Center for Languages and Intercultural Communication
This reflective report aims to reimagine the role of the first language (L1) in the second language (L2) classroom by challenging the prevalent monolingual approach in second language pedagogy. Drawing from personal teaching experiences and recent developments in applied linguistics, I argue for a more nuanced understanding of the L1's potential in the L2 classroom. Following a brief description of the historical context in which the monolingual approach gained prominence, I juxtapose the concepts of Common Underlying Proficiency and translanguaging with the artificial limitations imposed by adhering to a strict monolingual approach. By exploring how strategic L1 use can bridge cognitive-linguistic gaps and empower learners, I propose practical strategies for incorporating L1 into the L2 classroom. This report contributes to the ongoing debate on the effectiveness of Communicative Language Teaching (CLT) and advocates for a more inclusive approach that values learners' full linguistic repertoires.
Characteristics and Profiles of Pre-K Classrooms and Teachers in the Houston Region
(Rice University Kinder Institute for Urban Research, 2025) Hood, Stacey; Cashiola, Lizzy
The Kinder Institute for Urban Research’s Houston Education Research Consortium (HERC) examined the characteristics of public pre-K teachers and classrooms in school districts in the Houston region in 2021-22 to better understand how well the programs align with research-based indicators that have been shown to produce positive student outcomes. This research examined characteristics of pre-K classrooms and teachers and analyzed them to identify and describe common profiles of classrooms and teachers.
Sunrise Centers — Strengths, Challenges, and Recommendations to Enhance Family and Student Well-Being
(Rice University Kinder Institute for Urban Research, 2025) Pham, Annie; Bonner, Hannah; Horne, Autumn; Sánchez-Soto, Gabriela
This four-part series examines the first-year implementation of the Houston Independent School District’s (HISD) Sunrise Centers. Launched
in 2023-2024, the Sunrise Centers provide essential non-instructional resources to students and families across seven centers in the district. This series, a collaboration between the Kinder Institute for Urban Research's Houston Education Research Consortium (HERC) and HISD’s Family and Community Engagement (FACE) department, explores initial strengths, challenges, and recommendations to enhance the program’s impact on family and student well-being.