Downloads & Free Reading Options - Results

1 volume (unpaged) 28 cm

1 volume (unpaged) 28 cm

1 volume (unpaged) 28 cm

1 volume (unpaged) 28 cm

This paper exhibits the significance of literary texts in the English language instructing application / program and considers the explanations as teachers frequently favor literature as unsuitable to the EFL classrooms. It additionally gives you the contrast of notions and research concerning

This paper examines the factors within the environments of the classroom that contribute to intellectual retardation among the disadvantaged. To pinpoint the factors involved, educators must consider (1) the language barrier, (2) how it is formed, (3) at what level is it retarding the pupil, (4) What educational approaches are needed to meet the language needs of the deprived, and (5) how varied must the teaching approaches be, in order to involve the learner. A "transitional" type of readiness program is needed to help bridge the initial gap that exists when the disadvantaged child enters school. The term "disadvantaged" encompasses the non-English speaking Hispano, the non-standard-English speaking Hispano, the Negro, the poor-white, the Indian, and the Oriental. The point is not to replace the child's language, but to add other forms. Suggestions of how to motivate a disadvantaged child, and interest him in learning are as follows: (1) Give him problems to solve; (2) Provide manipulative materials to aid him in the solution; (3) Structure lessons simply; (4) Set short range goals that are meaningful and functional; (5) Allow large blocks of working time in physically oriented tasks; (6) Vary the teaching approach by making a game out of a lesson; and (7) Utilize the experiences that the child has developed in his poverty culture by beginning instruction at the time he enters school. (Author/LS)

This is a registration for a set of three experiments which will be run online using JSPsych with participants recruited using Prolific. Each experiment will produce a set of chains in which the ``language'' produced by one participant forms part of the input for the next. Experiment 1 and Experiment 2 are based on the two experiments described in Kirby, Cornish and Smith (2008); our versions differ most obviously in being run online rather than in person. There are other differences. For example, we use animated GIFs whereas the original experiment used still images with arrows to suggest motion. We have also changed the trial structure in a way that makes the experiment shorter. Experiment 3 is intended to extend the original experiments to include learning trials analogous to the unsupervised learning described in the simulations reported by Bunyan, Bullock and Houghton (2025). The detailed study protocol is described in https://osf.io/7rmy9 with supplementary information in https://osf.io/6xc2j Bunyan, J., Bullock, S., and Houghton, C. (2025). An iterated learning model of language change that mixes supervised and unsupervised learning. PLOS Complex Systems, 2(3):e0000030. Kirby, S., Cornish, H., and Smith, K. (2008). Cumulative cultural evolution in the laboratory: An experimental approach to the origins of structure in human language. Proceedings of the National Academy of Sciences, 105(31):10681–10686.

This study aims to identify the opportunities and challenges in applying Natural Language Processing (NLP) to teach and learn Chinese among university students, focusing on the case of the Viettel AI Platform in Vietnam. The research method primarily involves analyzing relevant literature and reports to evaluate the effectiveness and difficulties encountered in implementing NLP technology in education. By synthesizing existing studies and data from Viettel AI, this study provides a comprehensive overview of how NLP can enhance the learning experience, improve teaching methodologies, and support personalized education. The findings reveal significant opportunities, such as automated assessment, customized learning recommendations, and interactive learning tools, which can benefit students and educators significantly. However, challenges such as technical complexities, the need for substantial training for teachers and students, and the requirement for robust infrastructure are also highlighted. The study concludes with recommendations for optimizing NLP applications in educational contexts and suggests further directions for future research to advance the integration of NLP in language education.

This study aims to identify the opportunities and challenges in applying Natural Language Processing (NLP) to teach and learn Chinese among university students, focusing on the case of the Viettel AI Platform in Vietnam. The research method primarily involves analyzing relevant literature and reports to evaluate the effectiveness and difficulties encountered in implementing NLP technology in education. By synthesizing existing studies and data from Viettel AI, this study provides a comprehensive overview of how NLP can enhance the learning experience, improve teaching methodologies, and support personalized education. The findings reveal significant opportunities, such as automated assessment, customized learning recommendations, and interactive learning tools, which can benefit students and educators significantly. However, challenges such as technical complexities, the need for substantial training for teachers and students, and the requirement for robust infrastructure are also highlighted. The study concludes with recommendations for optimizing NLP applications in educational contexts and suggests further directions for future research to advance the integration of NLP in language education.

This paper presents a method for the automatic extraction of subgrammars to control and speeding-up natural language generation NLG. The method is based on explanation-based learning (EBL). The main advantage for the proposed new method for NLG is that the complexity of the grammatical decision making process during NLG can be vastly reduced, because the EBL method supports the adaption of a NLG system to a particular use of a language.

This symposium brought together specialists in the fields of education, linguistics, and psychology to discuss the relationships between language and reading. Separate papers discuss reading and language development, the reading process, the role of prediction in reading, the contribution of pragmatics to reading, and the development of reading skills within a bilingual education program. (AA)

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 20 titles deal with a variety of topics, including the following: semantic constructivity in children's comprehension; text-based inferences generated by children in reading written discourse; a review of reading comprehension research; the psycholinguistic processes of beginning readers; the relationship between discourse structures and critical reading; information processing and retrieval of adult college students; the effects of anaphoric references, typographically modified organizers, and oral prequestioning on reading comprehension; word analysis strategies for reading; the effect of question order on reading achievement; sentence characteristics that influence the comprehensibility of text; the effect of chunking on the recall of written discourse; types of information addition in the psycholinguistic process of reading; the relationship of knowledge of given information to reading comprehension; prose learning as a function of adjunct questions and individual differences; and the relationship of language cues used in silent reading to the semantic and syntactic cues revealed in oral reading miscues. (GW)

Sociocultural implications of ethnicity are explored in this paper. Three main questions are discussed: (1) What is ethnic?, (2) Who wants to be ethnic?, and (3) Why be ethnic? The author notes that in 1960 the ethnic diversity of the U.S. population was such that some 185 foreign language newspapers, 1,660 radio programs broadcast in the foreign language, and 194 ethnic schools existed. (RL)

A study was carried out of the 15 to 20% of immigrants enrolled in French second language classes in the "Centres d'Orientation et de Formation des Immigrants" (COFI) in Quebec, who learn little or no French after 8 weeks of an intensive course and repetitions of the course. This report presents the data gathered in the course of the 18-month project. The six chapters deal with the following material: (1) the influence of linguistic theory and research in psycholinguistics on language learning and the fact that this reorientation has cast serious doubts on structuralist and behaviorist methods; (2) a survey of instructors; (3) case studies; (4) a survey of students and analysis of the results, which led to the conclusion that pedagogical activities in certain classes were not a help to the students and were often a hindrance; (5) proposed solutions consisting of the introduction of practical content related to social and professional integration into Quebec culture instead of instruction in grammar and exercises in structure; and (6) an analysis of the interlanguage characteristics of subjects on various aptitude levels. The appendices contain the questionnaires and tests used in the project. (AMH)

An observable feature of learner language, linguistic variability, is described and used as the basis for speculating about an aspect of the process of second language learning. It is hypothesized that variation in correct use of target language forms varies as a function of the demands placed on the learner to produce these forms. Three groups of adult subjects enrolled in community college programs participated in the study. Twenty-six were intermediate English as a second language (ESL) students, 21 were advanced ESL students, and 16 were native speakers of English. Transcripts of planned discussions provided the data of the analysis which examined the use of the Wh-question system and the verb system. The linguistic variability in the data seemed to be systematic. With regard to dimensions of language proficiency, these appeared to be the extent to which the learner's knowledge of the language is analyzed, and the extent to which the knowledge is automatically accessible. The framework generated by these two dimensions describes the learner's knowledge of the language; it serves to separate formal knowledge from the ability to apply known aspects of the language to various purposes. The model derived from the data is that the process of language learning involves the gradual analysis of the structure of language and the development of more fluent retrieval procedures. (AMH)

Our goal is to learn a semantic parser that maps natural language utterances into executable programs when only indirect supervision is available: examples are labeled with the correct execution result, but not the program itself. Consequently, we must search the space of programs for those that output the correct result, while not being misled by spurious programs: incorrect programs that coincidentally output the correct result. We connect two common learning paradigms, reinforcement learning (RL) and maximum marginal likelihood (MML), and then present a new learning algorithm that combines the strengths of both. The new algorithm guards against spurious programs by combining the systematic search traditionally employed in MML with the randomized exploration of RL, and by updating parameters such that probability is spread more evenly across consistent programs. We apply our learning algorithm to a new neural semantic parser and show significant gains over existing state-of-the-art results on a recent context-dependent semantic parsing task.

98 p. 19 cm

98 p. 19 cm

98 p. 19 cm

Learner-centeredness is a consistent theme in the field of education. Yet, the perspectives of young learners are still barely considered. Lightbown and Spada (2013) have pointed out that even though young children have not developed cognitive maturity and the metalinguistic awareness of adolescents or adults, they learn a language without any stress or anxiety. They have the freedom to speak, be silent, pause, and make mistakes when producing the language. It is extremely important, therefore, for teachers to consider presenting relaxing learning contexts and environments for young language learners. This paper reports the positive affective outcomes that have been found in a play-based language learning (PLL) classroom and young EFL learners' opinions of play-based English language learning. The participants were third graders that took part in PLL activities for 15 weeks. Qualitative data were gathered from observations to shed light on the participants' positive affective outcomes and interviews in order to investigate their opinions toward PLL activities. These young language learners' voices and reflections on the PLL activities provide a unique perspective on the usefulness of play activities integrated into young learners' classroom language learning.

A study investigated Finnish high school students' second language learning motivation, attitudes, self-concepts, inhibitions, and selected personality traits. The study attempted to learn more about the nature, content, and functions of the "affective filter" in foreign language learning. A variety of relationships between these factors were found, and a number of "filter" and "non-filter" learner types were distinguished. The study's design, results, and implications for language teaching and for future research efforts are discussed. A bibliography of over 60 references is included. (MSE)

A study investigated Finnish high school students' second language learning motivation, attitudes, self-concepts, inhibitions, and selected personality traits. The study attempted to learn more about the nature, content, and functions of the "affective filter" in foreign language learning. A variety of relationships between these factors were found, and a number of "filter" and "non-filter" learner types were distinguished. The study's design, results, and implications for language teaching and for future research efforts are discussed. A bibliography of over 60 references is included. (MSE)

The District of Columbia Public Schools has adopted new learning standards for core subjects, including reading/English language arts, mathematics, science, and social studies. The new standards show what students should know and be able to do: (1) in each subject; (2) at each grade level; and (3) in every school. This publication guides parents in how to talk to their children's teachers in Reading/Language Arts, Mathematics, Science, and Social Studies about the new standards and about how well their children are doing in these subjects in prekindergarten through second grade.

This report focuses on a family of interventions that includes all "Direct Instruction" products ("DISTAR" and "Language for Learning"). "Direct Instruction" was used to refer to this family of interventions, as well as to all versions past and present. "Direct Instruction" includes teaching techniques that are fast-paced, teacher-directed, and explicit with opportunities for student response and teacher reinforcement or correction. The What Works Clearinghouse (WWC) English Language Learners topic also reviewed the effects of a "Direct Instruction" program called "Reading Mastery" (SRA/McGraw-Hill) on the skills of children in elementary school; the findings are reported in the WWC English Language Learners intervention report "Reading Mastery/SRA/McGraw-Hill." One study of "Direct Instruction" met the WWC evidence standards with reservations. This study included 164 special education preschool and kindergarten children from a Child Development and Mental Retardation Center at the University of Washington in Washington state. This report focuses on immediate posttest findings to determine the effectiveness of the intervention. The WWC considers the extent of evidence for "Direct Instruction" to be small for oral language, small for print knowledge, small for cognition, and small for math. No studies that met the WWC evidence standards with or without reservations addressed phonological processing or early reading/writing. "Direct Instruction" was found to have no discernible effects on the oral language, print knowledge, cognition, and math skills of special education students. (Contains 10 footnotes.) [This publication was produced by the What Works Clearinghouse. The following studies are reviewed in this intervention report: (1) Cole, K. N., Dale, P. S., Mills, P. E., and Jenkins, J. R. (1993). "Interaction between early intervention curricula and student characteristics." Exceptional Children, 60(1), 17-28; (2) Cole, K. N., and Dale, P. S. (1986). "Direct language instruction and interactive language instruction with language delayed preschool children: A comparison study." Journal of Speech and Hearing Research, 29(2), 206-217; and (3) Dale, P. S., and Cole, K. N. (1988). Comparison of academic and cognitive programs for young handicapped children." Exceptional Children, 54(5), 439-447.]

More than 10 years have passed since the first introduction of the term "digital natives" in Prensky's (2001a, 2001b) two seminal articles. Prensky argues that students today, having grown up in the Digital Age, learn differently from their predecessors, or "digital immigrants". As such, the pedagogical tools and methods used to educate the Natives are outdated. Consequently, many educational professionals became convinced that the ways in which today's students think and learn have been qualitatively changed by their use of information and communication technology (ICT). Indeed, the analogy introduced by Prensky is very appealing, however, no significant empirical evidence exists to support this conjecture and neither facts nor evidence tested in everyday practice have been provided. This paper aims to critically examine the underlying "digital native" theory by reviewing some recent studies questioning the existence of digital natives and presenting some of the current findings from a major case study. The study involves Irish secondary school students and their approach and use of new technologies for language learning. By monitoring and interviewing the students and their teachers, it is intended to provide evidence and information to reflect on some key topics such as the use of ICT for language learning during and outside the class, the analysis of students' skills (as putative digital natives) within language learning, and the attitude of teachers and tutors toward technologies. Overall, it is intended to examine if the current evidence resulting from this study validates Prensky's digital native theory. [For full proceedings, see ED565044.]

The purpose of this study was to explore the relationship between the self-regulating capacity in language learning of the grade five students and their academic achievement in English. There were 280 students (150 males and 130 females) used as respondents in this study. The findings suggested that the higher the self-regulation capacity of the respondents, the higher would be their academic performance. Conversely, the lower their self-regulation capacity, the lower would be their academic performance. Schools must give importance and attention to the development of the learners' Self-Regulating Capacity in Language Learning since result had shown that this has a significant relationship to the learners' academic performance in English. The descriptive-correlational survey design was used in this research.

Papers on issues concerning the governance of private research university foreign language programs include: "The Governance of Foreign Language Teaching and Learning" (James S. Noblitt); "Academic Alignments in Language Teaching" (Winfred P. Lehmann); "The Politics of Language Instruction" (James Redfield); "Perceptions of Governance in a Smaller University" (James J. Wrenn); "Language Teaching in Literature Departments: Natural Partnership or Shotgun Marriage?" (Nicolas Shumway); "A Case Study: A Dean for Language Instruction?" (Barbara F. Freed); "Language Program Governance at the Large Public University: When Is Bigger Better?" (Gerard L. Ervin); "The Training of Foreign Language Specialists in Major Research-Oriented Foreign Language Departments" (Albert Valdman, Cathy Pons); "Language Departments and Teaching: An Administrator's View" (Ward Dennis); "The Technology Explosion--The Teacher's Dilemma" (James W. Marchand); and "New Directions in the Study of Foreign Languages" (Claire Kramsch). Also included are an overview of the symposium, selections from the symposium's transcripts illustrating the range of concerns expressed, and samples of the language used in job descriptions for positions in governance. (MSE)

This paper addresses the interplay between the disciplines of psychology and sociolinguistics in second language acquisition. Psychology explains the process by which learners create their second language system, or interlanguage. Sociolinguistics examines the effects of social factors on learners' interlanguage. This paper focuses on an interactionist perspective to second language instructed development, highlighting the marriage between external (social) and internal (cognitive) factors. The first section introduces the cognitivist approach to learning and examines Vygotsky's socioconstructivism, contending that this is an interactional model. It also establishes parallels between the Zone of Proximal Development (ZPD) and interlanguage. The second section focuses interlanguage as a variable phenomenon due to the interplay between social and cognitive variables. The third section discusses Ellis' Variable Competence Model, looking at its shared mechanisms with Vygotsky's ZPD. The fourth section analyzes implications of this interactionist perspective to second language learning, arguing for the adoption of an interactionist perspective to second language teaching as well. (Contains 36 references.) (SM)

Articles in this special issue include the following: "ICT and Modern Foreign Languages: Learning Opportunities and Training Needs" (Graham Davies); "Authoring, Pedagogy and the Web: Expectations Versus Reality" (Paul Bangs); "Web-based Instructional Environments: Tools and Techniques for Effective Second Language Acquisition" (Esperanza Roman); "From Rooms to Environments: Techno-Short-Sightedness and Language Laboratories" (Pascual Perez); "Web Assisted Language Learning (WALL) and Learning Management Systems (LMS) in Virtual Centres for Foreign Languages" (German Ruiperez); "Improving the Virtual Learning Development Processes Using XML Standards" (Kurt Suss and Thomas Oberhofer); "Principles in Call Software Design and Implementation" (Ana Gimeno); "Integrating Corpus-based Resources and Natural Language Processing Tools into CALL (Pascual Cantos); "Tele-enREDando.com: A Multimedia WEB-CALL Software for Mobile Phones" (Jose Carlos Garcia); "A Minimalist Approach to Multi-level IT-Human Integration in Translation Work" (Jesus Soria); "OE CAI: Computer-Assisted Instruction of Old English" (Alejandro Alcaraz); and "New Technologies and Genre Variation. Printed and Electronic Documents in Tertiary Education ESP Courses" (Piedad Fernandez). (VWL)

These conference proceedings address the following six topics: (1) "Change and the Future" (e.g., English language education in Japan, sociolinguistics in Hong Kong, and Esperanto); (2) "Children and Language Education" (e.g. a short-term language immersion case study, virtual classrooms for bilingual students, and the role of phonics in achieving literacy); (3) "Curriculum Concerns" (e.g., attending to ESL concerns in content-based instruction, expectations and imagination in foreign language literacy, and the global issues language classroom); (4) "Interactions" (e.g., exploring teachers' collaborative action research, action research in an academic skills course, and increasing autonomy with recorded conversations); (5) "Across Cultures" (e.g., intercultural dimensions of the foreign language classroom, a curriculum for student ethnography, and techniques in the culture-based classroom); and (6) "The Practical Teacher" (e.g., trends in pronunciation teaching in Japan, evaluation and assessment of videomovie tasks, and using conversation circles in small conversation classes to raise student investment). (Papers contain references.) (SM)

This paper sets out to construct and present the evolving conceptual framework of the SpeakApps projects to consider the application of learning analytics to facilitate synchronous and asynchronous oral language skills within this CALL context. Drawing from both the CALL and wider theoretical and empirical literature of learner analytics, the framework sets to theorise and problematise one construct, such as the authenticity of language production and interaction during a CALL mediated session. It is considered within this paper that a CALL learning analytics approach is usefully conceptualised from a student-centred perspective as opposed to an interventionist perspective based on action-oriented approaches to language learning. The paper considers that structured data--usually represented by statistics from Virtual Learning Environments (VLEs) or Learning Management System (LMS)--and unstructured data (user generated content) can be harnessed to support the oral language learning process. The paper considers the implications of using this framework with the SpeakApps platform. [For full proceedings, see ED565087.]

This paper introduced the features of scaffolding to the development of instructional interaction in online foreign language learning, and testified their effects on learners' perceived usefulness, perceived ease of use, sense of community, and continuance intention by the integration of the Technology-Acceptance Model and the Organizational Framework of Online Learning Community. An instrument was developed, data were collected from 299 students, and the relationships among the variables of scaffolding features, learners' perceived ease of use, perceived usefulness, sense of community, continuance intention, etc., were examined by path analysis. The results showed that although instructional interaction developed in accordance with the scaffolding features cannot affect learners' continuance intention directly, it plays a partially mediating role by significantly affecting learners' perceived usefulness, perceived ease of use, and sense of community. [For full proceedings, see ED565087.]

The study draws on the digital technology which allows users to be able to learn both linguistic and non-linguistic skills at the same time. Activity recognition as well as wireless sensor technology, similar to a Nintendo Wii, is embedded or attached to the equipment and ingredients, allowing users to detect and evaluate progress as they carry out their cooking tasks in a real world kitchen. 48 adult participants from 20 countries in total cook, both in a digital kitchen by using real objects and in the classroom by looking at typical pictures/photos in the textbook. These learners from diverse cultural background pose a great potential to the generalizability of the current study. Research questions are: does using real objects to cook in the digital kitchen help students learn vocabulary items better than looking at photos of the objects in the classroom? If so, to what extent? This study attempts to see the effect of physicality in combination with digital technology on foreign vocabulary learning by a experimental design. This project not only helps address well-known problems in relation to classroom teaching and learning, but supports the development of innovative information and communications technology for language learning across the world. [For the complete volume of short papers, see ED572005.]

The 26th European Association of Computer-Assisted Language Learning (EUROCALL) conference was organised by the University of Jyväskylä (JYU) Language Campus and specifically the Language Centre, in Jyväskylä, Finland. The theme of this year's conference was "Future-proof CALL: language learning as exploration and encounters," which reflects an attempt to envision language teaching and learning futures in a changing world. What brought researchers together this year are shared concerns in relation to the sustainability of language learning and teaching in technology-rich contexts that are marked by ever-increasing complexity. 184 submissions were accepted to be presented as workshops, symposia, individual oral presentations, or posters. The oral presentations were categorised as research, research and development, reflective practice papers, along with presentations on European projects. The collection of short papers in this volume is a very thorough view into the conference proper exhibiting the complexity and novelty of the field of CALL. There are exciting new openings and a more profound exploration of theoretical underpinnings of the contemporary issues in teaching and learning, cross-cultural communication, mobile learning and the like. (Individual papers contain references.)

This study examined how machine learning and natural language processing (NLP) techniques can be leveraged to assess the interpretive behavior that is required for successful literary text comprehension. We compared the accuracy of seven different machine learning classification algorithms in predicting human ratings of student essays about literary works. Three types of NLP feature sets: unigrams (single content words), elaborative (new) n-grams, and linguistic features were used to classify idea units (paraphrase, text-based inference, interpretive inference). The most accurate classifications emerged using all three NLP features sets in combination, with accuracy ranging from 0.61 to 0.94 (F=0.18 to 0.81). Random Forests, which employs multiple decision trees and a bagging approach, was the most accurate classifier for these data. In contrast, the single classifier, Trees, which tends to "overfit" the data during training, was the least accurate. Ensemble classifiers were generally more accurate than single classifiers. However, Support Vector Machines accuracy was comparable to that of the ensemble classifiers. This is likely due to Support Vector Machines' unique ability to support high dimension feature spaces. The findings suggest that combining the power of NLP and machine learning is an effective means of automating literary text comprehension assessment. [For the full proceedings, see ED596512. For the corresponding grantee submission, see ED577127.]

Content and Language Integrated Learning (CLIL) has emerged as a popular approach to language education in Europe and America in recent years. The main features of CLIL are learning foreign languages while gaining professional knowledge, enhancing student thinking, and improving the understanding of culture. However, CLIL has certain limitations, which a more effective course design may address. This paper aims to use the First Principle of Instruction (FPI) theory, one of the Instructional Design (ID) theories, to design CLIL in order to improve the course. This paper has selected the Japanese CLIL course in China as an example. The target learners are 16 students of the Japanese major at the university. The subject of the course is Intercultural Education. The results indicated that the FPI-based pre- and post- questionnaires revealed significant difference, as compared to those of the Japanese proficiency test. The analyses of the proficiency test, FPI, and CLIL indicated that there is a high correlation between the test and FPI whereas there is a moderate correlation between the test and CLIL and between FPI and CLIL. [For the complete proceedings, see ED600498.]

This study explores the perceptions of English as a Second Language (ESL) learners and teachers on using tablets in their language classrooms, focusing on the device's four inherent affordances: learnability, usability, motivation, and willingness to use the technology. Adopting a quantitative and qualitative approach for data collection and analysis, our findings revealed overall positive perceptions from both ESL learners and their teachers on all four measures adopted (all above 3.4/5); these results were also corroborated by our thematic analysis of the interviews. [For the complete proceedings, see ED600837.]

The Philippines is held as one of the largest English-speaking countries worldwide with most of its people possessing at least some degree of fluency in the target language. The prestige of the English language in this country has attracted the attention of many foreign students including Indonesian. In this paper, we aimed to discuss the education system and the English language teaching (ELT) in the Philippines so that practical insights can be gained to reflect on Indonesian EFL learning. To this end, we first described how the Philippine education system looks like and how the English language is taught in schools from elementary to tertiary level. We then explored some prevailing challenges surrounding the ELT, and established links relating the benefits of learning English in this country to Indonesian EFL context. Drawing on qualitative approach, we realized our research objectives by carefully selecting sources and data through critical review of articles from journals, books, websites, and other reliable sources retrieved online. Ultimately, we conducted this inquiry to find out answers so that some lessons learned can be adopted to make ELT in Indonesia better and more resilient since Indonesia remains left behind in the spectrum of English literacy.

This study investigated the relation between Dual Language Learners' (N = 90) vocabulary and grammar comprehension and word learning processes in preschool (aged 3-through-5 years). Of interest was whether: (1) performance in Spanish correlated with performance in English within each domain; and (2) comprehension predicted novel word learning within and across languages. Dual-language experience was evaluated as a potential moderator. Hierarchical linear modeling revealed stronger predictive associations within each language than across languages. Across languages, results varied by experience and domain. Structural sensitivity theory suggests exposure to two languages heightens awareness of parameters along which languages vary and provides a framework for interpreting complex associations within and across languages. Knowledge from one language may influence learning in both. [This is the online version of an article published in "Child Development" (ISSN 0009-3920). For the final published version of this article, see EJ1281437.]

Learning a second language is a challenging endeavour which requires various degrees of support. The proliferation of smart technologies includes chatbots and conversational agents which have the potential to 'assist' language learners (Kukulska-Hulme, 2019). However, whilst a growing number of researchers and developers are working on such intelligent assistants across different disciplines, little is known about their application to language learning. The aim of this project was to review relevant research literature over a ten-year period (2010-2020) in order to uncover the capabilities and limitations of Intelligent Assistants (IAs) in relation to language learning. Results suggest that IAs can assist learners in a variety of ways, including provision for conversation and pronunciation practice. These tools can also fail to comprehend meaning or accented pronunciation. The analysis highlighted gaps in research around skills development, task design, pedagogy, and the use of chatbots in virtual worlds. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

The Education Endowment Foundation (EEF) commissioned this Rapid Evidence Assessment (REA) with a view to understanding what is known from the research literature concerning learning a foreign language (FL) and its impact on students' wider academic outcomes. The key questions addressed examine: (1) the research identifying what approaches to teaching FLs are being used and what variables impact on the effectiveness of these approaches; (2) the research which has examined the influence of learning a FL (or knowing another language) on other aspects of attainment; and (3) the impact of using a non-native language as the Medium of Instruction (MoI) on language learning and academic attainment. To address these questions, this REA first identified relevant extant synthesis literature (systematic reviews and/or meta-analyses) which we then updated by locating and reviewing more recent research that adopted either a Randomised Controlled Design (RCT) or a Quasi-Experimental Design (QED) as these research designs enable the determination of underlying causal relationships between variables. The research discussed in this report will lead to a greater understanding of the key findings in the literature, together with the trustworthiness of these findings, and will in turn enable strategic decision making regarding future research programmes, funding for research, and policy making.

Language should be viewed as one of the most important areas of early childhood development and learning. This document was produced to assist early childhood educators in Grenada, Carriacou, and Petit Martinique with fostering early language learning. The guide should be viewed mainly as a supplement to be used in conjunction with national curriculum guidelines to help present the curriculum in a more varied, stimulating, and developmentally appropriate way. Following an introduction, the guide's contents are: (1) "The Importance of Language"; (2) "Stages of Development"; and (3) "Language Activities (Listening, Speaking, Reading, Writing)." The third section describes many specific learning activities to build skills in each of the four areas. Example assessment sheets for children's skills in speaking and listening, reading, and writing are also included. (EV)

A report examines the situation of adult education for immigrants and refugees in Australia. The first section situates the nation's immigration program within national economic development. The second section outlines the development of policy and programs relating to language and literacy education for migrants and refugees, and describes how policy and institutional approaches recognize diversity in the design and delivery of services. The third section summarizes research undertaken within the Adult Migrant English Program to identify groups of adult learners with special needs and the learning barriers that face them. These studies focus on how characteristics, expectations, and previous experiences of learning influence migrant learners' attempts to interpret and cope with the curriculum, teaching methods, resources, and tasks of the Australian language classroom. This section also details policies and practices developed to overcome these barriers and improve the effectiveness of learning. (Contains 56 references.) (MSE)

In the education world, it is widely accepted that language learning is one of the pioneering disciplines in the application and use of the information and communication technologies, initially preceded by the widespread use of audiovisual resources which, finally integrated in the digital space, bring about the use of multimedia. Additionally, language learning has greatly contributed to standardizing lesson plans. They set the basis for learning design, one of the last advances in the pedagogical organization of education through the use of computers in learning managing systems. Most recently, language learning has also played an innovative role in the implementation of portfolios to education. These three perspectives address different issues for e-learning: the access to content through technology; the design of the learning initially with the help of tutors and then applying institutional frameworks for their own personal learning processes; and the edition of the resulting e-learning experience as evidence with the e-dossier, a part of the e-portfolio. Currently, the web is evolving towards its original function as the read/write web where the user, apart from accessing information, can create their own information and communicate more interactively, using technology-enhanced learning environments to integrate text and multimedia for real audiences both in the classroom and outside. Thus, taking language learning guided by the Common European Framework of Reference for Languages, the authors present here a complete e-learning system which integrates textual as well as multimedia facilities to acquire learning content, edit learning design and report learning experiences. (Contains 6 figures.)

This study is part of a collaborative project entitled "Identifying Success in Schools and Programs for English Language Learners in Boston Public Schools". The companion to this report, entitled "Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools", provides a comprehensive analysis of student-, program-, and school-level data from SY2006 to SY2009 to describe the trends in enrollment and educational outcomes for Boston's ELL students in those years. This study follows up and extends the research published in 2009, which analyzed the enrollment and performance of BPS ELL students from SY2003 to SY2006 (Tung et al., 2009) and found (1) a decline in the identification of students as LEP and in their ELL program participation; (2) an increase in LEP student enrollment in special education programs; (3) substantial increases in dropout rates; and (4) large gaps in MCAS pass rates between LEP students and English proficient students. In the present study, the same enrollment and educational outcome indicators are examined, but new analyses are also presented. Appended are: (1) Detailed Methods; (2) ELL Practices Framework Based on Literature Review; and (3) List of Acronyms. (Contains 3 figures, 23 tables and 50 footnotes.) [This paper was written with Eileen de los Reyes and Antonieta Bolomey. For "Learning from Consistently High Performing and Improving Schools for English Language Learners in Boston Public Schools. Executive Summary," see ED540998.]

26

Busuu.com is a start-up, based in Madrid, which runs a free online community for learning languages. Launched in May 2008 by Austrian Bernhard Niesner and his university friend Adrian Hilti from Liechtenstein, busuu.com already has 50.000 users from 200 countries, some of them pretty remote. Niesner and Hilti decided to create a new concept of learning languages online and include also less known languages so that they do not extinct. The company name itself is a language spoken in Cameroon by only eight people!Using an integrated video-chat application, students can connect with native speakers, i.e. an English language student from Sudan can directly practice his language skills with an American in New York City. With a high percentage of users in developing countries, busuu.com makes it easy and fun for everybody to learn a language and contributes to the diversity of languages all over the world. Busuu.com is also ideal to prepare a trip by making friends before visiting a country and thus make international friends. On busuu.com one can even learn the almost extinct whistling language Silbo Gomero, spoken by the people of the Spanish island La Gomera.  Busuu.com can be used completely for free as a basis-member. To get access to additional learning tools and content, one has to pay a small amount per month. Therefore, Niesnerâs christmas wish is not surprising:âUnlimited google ad resources for one year.â

Busuu.com is a start-up, based in Madrid, which runs a free online community for learning languages. Launched in May 2008 by Austrian Bernhard Niesner and his university friend Adrian Hilti from Liechtenstein, busuu.com already has 50.000 users from 200 countries, some of them pretty remote. Niesner and Hilti decided to create a new concept of learning languages online and include also less known languages so that they do not extinct. The company name itself is a language spoken in Cameroon by only eight people!Using an integrated video-chat application, students can connect with native speakers, i.e. an English language student from Sudan can directly practice his language skills with an American in New York City. With a high percentage of users in developing countries, busuu.com makes it easy and fun for everybody to learn a language and contributes to the diversity of languages all over the world. Busuu.com is also ideal to prepare a trip by making friends before visiting a country and thus make international friends. On busuu.com one can even learn the almost extinct whistling language Silbo Gomero, spoken by the people of the Spanish island La Gomera.  Busuu.com can be used completely for free as a basis-member. To get access to additional learning tools and content, one has to pay a small amount per month. Therefore, Niesnerâs christmas wish is not surprising:âUnlimited google ad resources for one year.â

Busuu.com is a start-up, based in Madrid, which runs a free online community for learning languages. Launched in May 2008 by Austrian Bernhard Niesner and his university friend Adrian Hilti from Liechtenstein, busuu.com already has 50.000 users from 200 countries, some of them pretty remote. Niesner and Hilti decided to create a new concept of learning languages online and include also less known languages so that they do not extinct. The company name itself is a language spoken in Cameroon by only eight people!Using an integrated video-chat application, students can connect with native speakers, i.e. an English language student from Sudan can directly practice his language skills with an American in New York City. With a high percentage of users in developing countries, busuu.com makes it easy and fun for everybody to learn a language and contributes to the diversity of languages all over the world. Busuu.com is also ideal to prepare a trip by making friends before visiting a country and thus make international friends. On busuu.com one can even learn the almost extinct whistling language Silbo Gomero, spoken by the people of the Spanish island La Gomera.  Busuu.com can be used completely for free as a basis-member. To get access to additional learning tools and content, one has to pay a small amount per month. Therefore, Niesnerâs christmas wish is not surprising:âUnlimited google ad resources for one year.â

Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.

1Answers to Prayer, from George Müller's Narratives

By A. E. C. Brooks and George Müller

Mr. Brooks, in this compilation, has endeavored to select those incidents and practical remarks from Mr. Müller's Narratives, that show in an unmistakeable way, both to believers and unbelievers, the secret of believing prayer, the manifest hand of a living God, and His unfailing response, in His own time and way, to every petition which is according to His will. (From the Preface)

2Historic Girls

By Elbridge Streeter Brooks

Twelve short stories of real girls who have influenced the history of their times. (Summary by Carmen H)

3Necessity of Atheism

By David Marshall Brooks

Plain speaking is necessary in any discussion of religion, for if the freethinker attacks the religious dogmas with hesitation, the orthodox believer assumes that it is with regret that the freethinker would remove the crutch that supports the orthodox. And all religious beliefs are "crutches" hindering the free locomotive efforts of an advancing humanity. There are no problems related to human progress and happiness in this age which any theology can solve, and which the teachings of freethought cannot do better and without the aid of encumbrances. (Summary from the preface)

This book, published in 1920, analyzes the literary progression of Samuel Clemens and his shortcomings (which are debatable). Brooks attributes Clemens' increasing sense of pessimism to the repression of his creative spirit due largely to his mother and his wife. (Summary by Wikipedia and Lucretia B)

Idomen (1843) is the creative-nonfiction memoir of the beautiful and brilliant American poetess Maria Gowen Brooks, who was compared in the 19th century to Byron and Swinburne. In it she tells the story of an ill-fated love affair she had twenty years earlier while traveling with her young son in Canada following the death of her much older husband. The traumatic breakup led to suicide attempts on her part, which romantic masochist Brooks byronically relates in full, albeit changing everybody's name. Herself she calls Idomen, which is apparently idiomatic Greek for "we shall see" – as indeed we shall! <br><br> (Incidentally, the well-traveled Brooks had inherited a plantation in Cuba upon the death of her brother from malaria and went back there to live after Idomen was published, only to die of the same disease herself not long after.) - Summary by Grant Hurlock

6Wappin' Wharf: A Frightful Comedy of Pirates

By Charles S. Brooks

We had hoped that our drama's scene might lie on a pirate ship at sea. We had wished for a swaying mast, full-set with canvas—a typhoon to smother our stage in wind. We had hoped to walk a victim off the plank, with the sea roaring in the wings. But our plot deals stubbornly with us. Alas, our pirates grow old and stiff. They have retired, as we say, from active practice and live in easy luxury on shore. Yet we shall see that their villainy still thrives. - Summary from Prologue <br>By the way, Section 0 has a buncha interesting explanations by the author on why and how the play came about and is called what it is - with no spoilers. But if you need to get right into the action, just start with Act 1. (ToddHW) <BR><BR>Cast list:<BR> The Duke: <a href="https://librivox.org/reader/8879">Son of the Exiles</a><br> Patch-Eye: <a href="https://librivox.org/reader/8425">Larry Wilson</a><br> The Captain: <a href="https://librivox.org/reader/10614">Leanne Yau</a><br> Red Joe: <a href="https://librivox.org/reader/10789">Tomas Peter</a><br> Darlin': <a href="https://librivox.org/reader/11790">TJ Burns</a><br> Betsy: <a href="https://librivox.org/reader/11084">Devorah Allen</a><br> Old Meg: <a href="https://librivox.org/reader/11772">Linda Olsen Fitak</a><br> Sailor Captain: <a href="https://librivox.org/reader/7170">alanmapstone</a><br> Stage Directions: <a href="https://librivox.org/reader/10179">Sonia</a><br> Introduction and Editing: <a href="https://librivox.org/reader/6754">ToddHW</a>

"Sometimes, in a mood of Spanish castles, there flits across my fancy the vision of an ancient city on a hill-top, with lofty battlements thrust upward from the rock and towers that stand on tip-toe…. Our stage is the square of this ancient city, seen dimly in the night.... The time of our play is remote and I choose to think the world is flat, that comets are of evil prophecy and witches still ride on the windy moon...." Published in the same book as "Wappin' Wharf: A Frightful Comedy of Pirates", this story is subtitled "A Frightful Comedy of Beggars". The play describes skulduggery at the tavern with The Sign of The Greedy Pig. Will the beggars be hung as vagrants? Will true love triumph at the end? - Summary by Author and ToddHW <BR><BR>Cast list:<BR> Twist: <a href="https://librivox.org/reader/8425">Larry Wilson</a><br> Whimp: <a href="https://librivox.org/reader/11535">Nemo</a><br> Blat: <a href="https://librivox.org/reader/10789">Tomas Peter</a><br> Squeak: <a href="https://librivox.org/reader/10087">Sandra Schmit</a><br> Ballad Monger: <a href="https://librivox.org/reader/6754">ToddHW</a><br> Mistress Trencher: <a href="https://librivox.org/reader/11084">Devorah Allen</a><br> Syndic of the University: <a href="https://librivox.org/reader/8576">Phil Schempf</a><br> Surgeon: <a href="https://librivox.org/reader/2156">Roger Melin</a><br> Student: <a href="https://librivox.org/reader/11417">Eva Davis</a><br> Bombastes: <a href="https://librivox.org/reader/11790">TJ Burns</a><br> Jules: <a href="https://librivox.org/reader/8169">tovarisch</a><br> Watchman: <a href="https://librivox.org/reader/7170">alanmapstone</a><br> Apple Woman: <a href="https://librivox.org/reader/10614">Leanne Yau</a><br> Yank, the Hangman: <a href="https://librivox.org/reader/7170">alanmapstone</a><br> Bell-Ringer: <a href="https://librivox.org/reader/10801">Jim Locke</a><br> A Girl: <a href="https://librivox.org/reader/4174">Availle</a><br> An Old Woman: <a href="https://librivox.org/reader/10995">April6090</a><br> Another Old Woman: <a href="https://librivox.org/reader/12500">Foon</a><br> A Third Old Woman: <a href="https://librivox.org/reader/12568">Angelique G. Campbell</a><br> An Old Man: <a href="https://librivox.org/reader/3157">TriciaG</a><br> A Voice in the Crowd: <a href="https://librivox.org/reader/4174">Availle</a><br> Stage Direction: <a href="https://librivox.org/reader/10179">Sonia</a><br> Edited by: <a href="https://librivox.org/reader/6754">ToddHW</a>

8Hints to Pilgrims

By Charles S. Brooks

In this collection of 17 short essays, Charles S. Brooks (1878-1934), with the usual panache and wit, which he also displays in his comedies, describes funny incidents that can happen to people on holidays or in everyday life. <br> His two "frightful" comedies, "Wappin' Wharf" and "At the Sign of the Greedy Pig", are already in our catalogue as full-cast stage plays. (Summary by Sonia)

9Journeys to Bagdad

By Charles S. Brooks

In these 10 short and witty essays, author Charles S. Brooks (1878-1934) muses on various topics, as wide-ranging as Shakespeare, travelling to foreign countries, or even fashion (night-caps and hoopskirts), to name only a few. - Summary by Sonia

10The Ordeal of Mark Twain (Version 2)

By Van Wyck Brooks

The Ordeal of Mark Twain analyzes the literary progression of Samuel L. Clemens and attributes shortcomings to Clemens' mother and wife. The Encyclopaedia Britannica says, Brooks' work "was a psychological study attempting to show that Twain had crippled himself emotionally and curtailed his genius by repressing his natural artistic bent for the sake of his Calvinist upbringing." Also, Brooks says, his literary spirit was sidelined as "...Mark Twain was inducted (with the success of 'Innocents Abroad') into the Gilded Age, launched, in defiance of that instinct which only for a few years was to allow him inner peace, upon the vast welter of a society blind like himself, like him committed to the pursuit of worldly success." And, still more disturbingly, Brooks maintains... "We shall see that in the end, never having been able to develop, to express itself, to fulfill itself, to air itself in the sun and the wind of the world, it turned as it were black and malignant, like some monstrous, morbid inner growth, poisoning Mark Twain's whole spiritual system. We have now to note its constant blind efforts to break through the censorship that had been imposed on it, to cross the threshold of the unconscious and play its part in the conscious life of this man whose will was always enlisted against it." The implication of all this begs the question, "What might a truly unleashed Mark Twain have produced?" For a recording of a New York Times review of this book, go this link: <a href="https://archive.org/details/marktwain_nyt7_2005_librivox">Review</a> ( John Greenman & Wikipedia)

Older readers will enjoy this book for its portrait of a simpler time, one of magic and modest adventure. Children will enjoy being introduced to Freddy the Pig and his farmyard friends, all rather remarkable for their ability to communicate with one another and to take part, in this book, in Freddy's notion that winter might best be observed in Florida! This novel was later published as "Freddy Goes to Florida." (Summary by KevinS)

I have selected twelve works by American sociologist John Graham Brooks, most of which are articles published in journals between 1892 and 1914. All twelve are sourced from Archive.org and according to this link, all of his work is now in the public domain: https://en.wikisource.org/wiki/Author:John_Graham_Brooks. The titles are: Old Age Pensions in England - 1892 The Unemployed in German Cities - 1893 Philosophy and Political Economy - 1893 The Future Problem of Charity and the Unemployed - 1894 The Papal Encyclical Upon the Labor Question - 1894 The Pope and the Encyclical on Labor - 1895 The Social Question in the Catholic Congresses - 1896 Insurance of the Unemployed - 1896 The Label of the Consumers League - 1900 The Issue between the Open and Closed Shop - 1905 The conflict between private monopoly and good citizenship - 1909 The Problem of Syndicalism - 1914 After spot checking a few, it appears that most of the works listed above are less than 2000 words each, except two coming in at about 5200 and 6400. He wrote several full-length books, each having several hundred pages, that would be suitable for future projects.