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A longitudinal study of the language development of children of adolescent mothers followed 20 adolescent and 20 older mothers from their children's birth through three years of age. This report is based on data collected from a subsample of 20 mothers. Mother-child interactions in feeding, teaching, and play at eight months and two years were videotaped and transcribed, and the children's utterances were coded for grammatical complexity, discourse variables, and pragmatic variables. The results indicate significant differences between adolescent and older mothers, especially at eight months. At that stage, older mothers were more responsive to their infants and more likely to impute intentionality to their infants' noncommunicative behaviors, an activity linked to rate of acquisition. While the adolescent mothers appeared to enjoy interacting with their infants as evidenced by a high percentage of initiations and equal simultaneous interaction, they reacted to their children more concretely, rarely reading anything into their actions or verbalizations. Parallel trends were found at two years. There did not appear to be any significant difference in the children's general linguistic abilities at two years, but there were differences in standardized test scores at eight months, two years, and three years. (MSE)

This study concerns a moment in the learning process which is considered crucial, namely, that point when the learner is confronted with the necessity of discovering from the models already learned and stored in memory elements that will be useful in constructing a new utterance or solving a new problem. The emphasis is on the point of connection between the retrieval and restructuring of that which has already been acquired and the construction of a new utterance. The objective is to show the impact of that connection on learning and derive a cognitive methodology for language instruction. Such research and methodology would seem necessary in view of the situation in which material is presented, but the process of making connections is left to the students themselves. The study is presented in three parts. First, the role of the past is examined with respect to memory, learning, language acquisition and second language learning, and intervention. The second part describes three experiments dealing with the organization of memory and both prospective and retrospective uses of memory. Third, the concept of creative learning is examined and pedagogical implications are discussed. (AMH)

Intended to help school districts develop their own language arts (kindergarten through grade twelve) curriculum guide, this handbook outlines a four-step process for curriculum planning: (1) organizing the curriculum committee; (2) identifying and assessing current philosophies and practices (includes certain standards for accreditation of Montana schools and the "Essentials of Education" statement); (3) writing or revising the English language arts curriculum (provides samples of scope and sequence, course of study, and relating goals to resources); and (4) assessment of the new curriculum. Each process consists of a set of questions, samples, and references. An annotated bibliography that is directly related to the questions is provided at the end and includes sections on general curriculum concerns, English language arts general concerns, career education, censorship and copyright concerns, composition, drama, exceptional students, language, literature, media, oral communication, and reading. (HOD)

Intended to help school districts develop their own language arts (kindergarten through grade twelve) curriculum guide, this handbook outlines a four-step process for curriculum planning: (1) organizing the curriculum committee; (2) identifying and assessing current philosophies and practices (includes certain standards for accreditation of Montana schools and the "Essentials of Education" statement); (3) writing or revising the English language arts curriculum (provides samples of scope and sequence, course of study, and relating goals to resources); and (4) assessment of the new curriculum. Each process consists of a set of questions, samples, and references. An annotated bibliography that is directly related to the questions is provided at the end and includes sections on general curriculum concerns, English language arts general concerns, career education, censorship and copyright concerns, composition, drama, exceptional students, language, literature, media, oral communication, and reading. (HOD)

Intended to help school districts develop their own language arts (kindergarten through grade twelve) curriculum guide, this handbook outlines a four-step process for curriculum planning: (1) organizing the curriculum committee; (2) identifying and assessing current philosophies and practices (includes certain standards for accreditation of Montana schools and the "Essentials of Education" statement); (3) writing or revising the English language arts curriculum (provides samples of scope and sequence, course of study, and relating goals to resources); and (4) assessment of the new curriculum. Each process consists of a set of questions, samples, and references. An annotated bibliography that is directly related to the questions is provided at the end and includes sections on general curriculum concerns, English language arts general concerns, career education, censorship and copyright concerns, composition, drama, exceptional students, language, literature, media, oral communication, and reading. (HOD)

viii, 216 pages : 28 cm

Adamic Language Primer

Adamic Language Primer

Adamic Language Primer

The purpose of this study is to determine the effects on motivation and success within the application of blended learning environments in the foreign language class. The research sample is formed by third grade students studying in the tourism and hotel management programs of the faculty for tourism and the faculty of economics and administrative sciences at the Nevsehir Haci Bektas Veli University (Turkey) in fall semester of the 2012-2013 academic year. The research group consists of 62 students and there of 35 students belong to the experimental group and the other 27 persons belong to the control group. While the experimental group was subject to 14 hours online and 6 hours traditional face to face learning, the control group was subject to only 6 hours traditional face to face learning. The research has been completed after a 10 week application. The data on the research have been collected with German course achievement tests via the German Language Learning Motivation Scale. The results reveal that the experimental group of students attending the German classes in blended learning environments has more success and higher motivation compared to the control group attending German language classes in the traditional learning environment. Even if the learners achieve certain success and motivation findings in the classroom and face to face environments performed along with teaching-learning activities mainly in control of the instructor, the success and motivation effect of the blended learning environment could not be achieved.

The domain of second language reading is a rich source for insights into bilingual cognitive processing. Most cross-language transfer research has been carried out on acquisition and production of second-language (L2) structures. Relatively little work has been done on cross-language transfer in bilingual reading. An overreliance on top-down, psycholinguistic-guessing-game models in the fields of L2 reading is one reason why cross-language transfer in initial word-recognition stages of reading has not been studied vigorously. Researchers have developed several models of the reading process (particularly orthographic and phonological processing) in which cross-language transfer effects may be sought. Another variable that may affect cross-language transfer is the morphemic complexity of the words. One of the most vigorously investigated areas is how bilinguals represent the meaning of words in their two languages. Some of the richest data in L2 acquisition come from studies on syntactic transfer. Cross-language transfer of background knowledge and cultural schemata is of major concern for L2 pedagogy. As reading progresses, self-monitoring of text understanding becomes essential. More research on the effects of first-language (L1) on L2 reading is needed especially in the initial word recognition stages. Isolating the components of the reading process and investigating the nature of cross-language transfer within each component is essential for the understanding of cross-language transfer in L2, particularly, and bilingual cognitive processing, generally. (Eighty-eight references are attached.) (RS)

This study aims at describing the use of language at primary schools grade 1, 2, and 3 in Surakarta. The study belongs to descriptive qualitative research. It emphasizes in a note which depict real situation to support data presentation. Content analysis is used as research methodology. It analyzes the research result of the observed speech event. The data are collected from three sources: informant, events, and documents. Results of the study demonstrate that the use of Javanese language is still dominant in the learning process at primary schools in Surakarta. Many factors affect the use of Javanese language as mother tongue in classroom teaching-learning process. They are (1) balancing the learning process, so that learners are able to better understand the material presented by the teacher (2) teacher's habit to speak Javanese language, and (3) drawing student's attention. The factors underlying this phenomenon are explained by teacher and student's lack of Indonesian language vocabulary. In addition, there is an element unnoticed by teachers.

Inequality in college has both structural and psychological causes; these include the presence of self-defeating beliefs about the potential for growth and belonging. Such beliefs can be addressed through large-scale interventions in the college transition (Walton & Cohen, 2011; Walton et al., 2023) but are hard to measure. In our pre-registered study, we provide the strongest evidence to date that the belief that belonging challenges are common and tend to improve with time ("a process-oriented perspective"), the primary target of social-belonging interventions, is critical. We did so by developing and applying computational language measures to 25,000 essays written during a randomized trial of this intervention across 22 broadly representative US colleges and universities (Walton et al., 2023). We compare the hypothesized mediator to one of simple optimism, which includes positive expectations without recognizing that challenges are common. Examining the active control condition, we find that socially disadvantaged students are, indeed, significantly less likely to express a process-oriented perspective spontaneously, and more likely to express simple optimism. This matters: Students who convey a process-oriented perspective, both in control and treatment conditions, are significantly more likely to complete their first year of college full-time enrolled and have higher first-year GPAs, while simple optimism predicts worse academic progress. The social-belonging intervention helped distribute a process-oriented perspective more equitably, though disparities remained. These computational methods enable the scalable and unobtrusive assessment of subtle student beliefs that help or hinder college success. [This research was supported by Stanford's Institute for Human-Centered AI (HAI).]

Children's self-monitoring of language production, as it is reflected in spontaneous speech repair, was studied. Recordings of the speech of three children aged two to three were analyzed for spontaneous phonological, morphological, lexical, and syntactic repairs. After tabulation, repairs were identified as "for the listener" (reflecting the child's need to make himself understood) or "for the system" (reflecting self-monitoring of those parts of the language that the child is in the process of acquiring). A similar analysis was made of the speech of several children aged four to seven, in a pretend play situation. Here it was found that monitoring and self-correction were aimed at the use of speech appropriate to the role being played. The overall conclusion of the study is that children monitor the gap between their knowledge of language from input received on the one hand, and their own language production on the other. This monitoring results in repairs which eventually close the gap. (JB)

The "logos" concept of Martin Heidegger's phenomenological philosophy refers to a perceptual attunement to "Being," or reality as a whole, which is prior to language. Logos includes every way in which people interpret, constitute, and interact with their world. Language is seen as prior to our awareness of Being, as well as constitutive of it. Logos, language, and speech have a teleological meaning aside from their function in communication; they are the means by which we create a personal world in which we dwell. An implication of Heidegger's philosophy for a theory of intrapersonal communication emerges in the view of truth as "aletheia," or the uncovering or disclosing of the world to the individual, rather than as a correspondence to reality. "My truth" is the result of the way the world has disclosed itself to me; no one is "wrong." A second implication arises from Heidegger's stress on language as constitutive of individual perception. Language is not merely a tool, it is a major influence on the way we perceive our world; perhaps by altering or expanding the equipment which the individual uses to shape his or her perception, the very nature of that perception might be changed. (DF)

This Language Arts Framework provides a description of what students should know and do in English, language arts, and reading classrooms, kindergarten through twelfth grade. The framework addresses the interrelatedness of reading, writing, speaking, listening, and viewing. The intent is to raise expectations for student performance, provide intellectual challenge, and promote students' individual achievement. The framework is organized by grades. In addition, the framework includes sections on the following: a sample standardized curriculum format; a philosophy statement/preamble; the learning environment; K-12 Goals; Mississippi's balanced approach to a comprehensive reading program; and a chart of scope and sequence continuum of competencies. Other sections focus on the following: Accelerated English; Advanced Placement English Language and Composition; African-American Literature; the American novel; creative writing; developmental reading; Mississippi writers; mythology; short story; technical and workplace writing; Twentieth Century literature; world literature; written communication; journalism; oral communication; public speaking; and debate. Four appendixes contain: suggested assessment methods; 5 categories of resources; a 36-item glossary; and an introduction to the process of instructional intervention. (PM)

This Language Arts Framework provides a description of what students should know and do in English, language arts, and reading classrooms, kindergarten through twelfth grade. The framework addresses the interrelatedness of reading, writing, speaking, listening, and viewing. The intent is to raise expectations for student performance, provide intellectual challenge, and promote students' individual achievement. The framework is organized by grades. In addition, the framework includes sections on the following: a sample standardized curriculum format; a philosophy statement/preamble; the learning environment; K-12 Goals; Mississippi's balanced approach to a comprehensive reading program; and a chart of scope and sequence continuum of competencies. Other sections focus on the following: Accelerated English; Advanced Placement English Language and Composition; African-American Literature; the American novel; creative writing; developmental reading; Mississippi writers; mythology; short story; technical and workplace writing; Twentieth Century literature; world literature; written communication; journalism; oral communication; public speaking; and debate. Four appendixes contain: suggested assessment methods; 5 categories of resources; a 36-item glossary; and an introduction to the process of instructional intervention. (PM)

This Language Arts Framework provides a description of what students should know and do in English, language arts, and reading classrooms, kindergarten through twelfth grade. The framework addresses the interrelatedness of reading, writing, speaking, listening, and viewing. The intent is to raise expectations for student performance, provide intellectual challenge, and promote students' individual achievement. The framework is organized by grades. In addition, the framework includes sections on the following: a sample standardized curriculum format; a philosophy statement/preamble; the learning environment; K-12 Goals; Mississippi's balanced approach to a comprehensive reading program; and a chart of scope and sequence continuum of competencies. Other sections focus on the following: Accelerated English; Advanced Placement English Language and Composition; African-American Literature; the American novel; creative writing; developmental reading; Mississippi writers; mythology; short story; technical and workplace writing; Twentieth Century literature; world literature; written communication; journalism; oral communication; public speaking; and debate. Four appendixes contain: suggested assessment methods; 5 categories of resources; a 36-item glossary; and an introduction to the process of instructional intervention. (PM)

This study aims to examine the studies on curriculum commitment in Turkey. The descriptive content analysis method was used in the research. Google Scholar and YÖK national databases were searched using the keywords "curriculum" and "fidelity." Twenty-four studies using these words in their titles were included in the research. Studies were classified according to the variables of year, language, study type, sample group, method, subject, and analysis techniques used. The results revealed that the number of studies on curriculum commitment had increased significantly in recent years. Most of the studies are in the Turkish language. More studies examine the commitment of secondary and high school teachers to the curriculum. Many of the studies are in the article type, and the number of doctoral studies is limited. The issue of commitment to the curriculum was more associated with personal and professional factors. Curriculum literacy, self-efficacy, curriculum design approach, professional commitment, program orientation, teacher autonomy, philosophy of education, teaching motivation, and learning-teaching process are other issues associated with curriculum commitment. Quantitative methods were used in most studies, and descriptive and univariate analyses were used more. The results revealed a need to increase the number of qualitative studies and diversify the methods used to understand the commitment to the curriculum better. [For the full proceedings, see ED652228.]

The purposes of this investigation were (1) to examine the findings of effectiveness of the process of learning-by-doing; (2) to develop students' skill of designing English teaching materials and teaching English language; and (3) to determine an efficient format of learning-by-doing used for training student-teachers in the skill of teaching English. The subjects of the study were 5 graduate students majoring in linguistics at Srinakharinwirot University in Bangkok, Thailand. This investigation employed qualitative research. The research instrument was a questionnaire designed to garner students' opinions towards learning of constructing English teaching materials and teaching English language. Qualitative data from group brainstorming were taken into account. The results showed that the students benefited from the process of learning-by-doing. It assisted them to discover knowledge of designing English teaching materials and English teaching skills by themselves. It was also determined that an efficient format for training student-teachers should include with group brainstorming at every step. This begins with the principles of the audio-lingual method, cognitive code learning theory and communicative language teaching approaches. Brainstorming was also conducted while adapting teaching materials, during practical teaching, self reflection and peer reflection.

This paper describes the core framework used to implement a Goal-Function Tree (GFT) based systems engineering process using the Systems Modeling Language. It defines a set of principles built upon by the theoretical approach described in the InfoTech 2013 ISHM paper titled "Goal-Function Tree Modeling for Systems Engineering and Fault Management" presented by Dr. Stephen B. Johnson. Using the SysML language, the principles in this paper describe the expansion of the SysML language as a baseline in order to: hierarchically describe a system, describe that system functionally within success space, and allocate detection mechanisms to success functions for system protection.

People who choose to study a second language like English face an emotional charge that affects directly to the learning process. Therefore, it is set to identify the emotions that are generated by the corrections made to our learners’ written work. This study is performed with university students aged between 18 and 25 years old. It has been found that the emotions (positive and negative) play an important role or have a great impact that causes aversion towards language learning. Therefore, it is necessary that teachers provide adequate feedback for language learning

This study examined the effectiveness of teaching methods used with a second language reading and writing unit. This investigation addressed discrepancies between assessment scores in the four communicative language skill areas of students in beginning-level Spanish classes at a suburban middle school. Accordingly, the purpose of this study was to explore how literacy-based practices that included teaching strategies used with reading, teaching use of the writing process with a writing assignment, and teacher employment of written recasts affect second language achievement. The theoretical base of the study consisted of second language theories and hypotheses that explained how second language learning occurs. The academic achievement of the students exposed to the literacy-based teaching methods was compared with the achievement of students not exposed to literacy-based teaching methods. A purposive convenience sample consisted of 116 students between the ages of 12 and 14 years enrolled in beginning-level Spanish classes. An independent-measures and repeated-measures t tests were used to assess among- and between-group differences from pretest, posttest, and delayed-posttest data collections. The between-groups analysis revealed a statistically-significant result in favor of the experimental group between the pretest and the posttest (t(114), p = 0.04, d = 0.36), and between the pretest and the delayed posttest (t(114), p = 0.03, d = 0.51). The findings led to a recommendation for further use and study of the methods, with additional assessment tools. The results inform instructional practices that increase students' opportunities to be exposed to comprehensible language, thus affecting positive social change.

This study examined the effectiveness of teaching methods used with a second language reading and writing unit. This investigation addressed discrepancies between assessment scores in the four communicative language skill areas of students in beginning-level Spanish classes at a suburban middle school. Accordingly, the purpose of this study was to explore how literacy-based practices that included teaching strategies used with reading, teaching use of the writing process with a writing assignment, and teacher employment of written recasts affect second language achievement. The theoretical base of the study consisted of second language theories and hypotheses that explained how second language learning occurs. The academic achievement of the students exposed to the literacy-based teaching methods was compared with the achievement of students not exposed to literacy-based teaching methods. A purposive convenience sample consisted of 116 students between the ages of 12 and 14 years enrolled in beginning-level Spanish classes. An independent-measures and repeated-measures t tests were used to assess among- and between-group differences from pretest, posttest, and delayed-posttest data collections. The between-groups analysis revealed a statistically-significant result in favor of the experimental group between the pretest and the posttest (t(114), p = 0.04, d = 0.36), and between the pretest and the delayed posttest (t(114), p = 0.03, d = 0.51). The findings led to a recommendation for further use and study of the methods, with additional assessment tools. The results inform instructional practices that increase students' opportunities to be exposed to comprehensible language, thus affecting positive social change.

When do you know you need help? How do you start the process? Support OP TR by donating HERE --- Send in a voice message: https://anchor.fm/tango-romeo/message

When do you know you need help? How do you start the process? Support OP TR by donating HERE --- Send in a voice message: https://anchor.fm/tango-romeo/message

The theme for the 63rd annual conference of the Association of Literacy Educators and Researchers Building Bridges with and for Literacy. The first section of the Yearbook begins with Connie Briggs' Presidential address, followed by an article from the Betty Sturtevant Award recipients Aimee Morewood, Susan Taylor, Allison Swan Dagen, Julie W. Ankrum, and Christina Glance. Next, Kristal Elaine Vallie shared out the findings from her dissertation research titled Middle School Librarians' Perceptions and Promotion of Lesbian, Gay, Bisexual, transgender, and Questioning (LGBTQ) Books. Following this is the Masters Research Award Winner and the Spotlight article for the Judy Richardson Literacy as a Living Legacy Award. This section is concluded with the work of Stephanie Grote-Garcia, Evan Ortlieb, Bethanie Pletcher, Micharl Manderino, Vassiliki Zygouris-Coe, Juan Araujo, and Alexandra Babino titled Building Bridges Between Research and Practice: Reflecting Upon the Results of the 2019 What's Hot in Literacy Survey. In section two, titled Building Bridges with English Language Learners and Families, articles focus on ways to connect literacy with English language learners and their families. Section three focuses on connections between literacy, content, and Online learning. Section four focuses on making connections about diversity through literacy. Finally, section five focuses on learning with and for literacy. After a peer-review process for conference acceptance, the ensuing articles underwent an additional round of double blind peer review for acceptance in the Yearbook. The articles reflect the conference theme, Building Bridges Through Literacy, and expand upon it to explore ways to connect literacy through technology, with families, for English language learners, and diverse groups.

This pamphlet presents a medium which attempts to capitalize on the major strengths of all reading language approaches by incorporating the three basic teaching methods (auditory-visual-kinesthetic). The Picture-Vocabulary-Story (PVS) medium is designed to provide students with suitable experiences, knowledge of vocabulary, comprehension of what they are doing, and the ability to synthesize. The construction of a lesson includes: (1) selecting a picture that tells a story, (2) identifying a list of words related to the picture, (3) mounting the picture on a piece of cardboard, (4) dividing the back of the picture into equal-size rectangles, (5) printing the vocabulary words in the rectangles, (6) dividing the right side of a file folder into the same number of rectangles as the back of the picture, (7) printing the vocabulary from the back of the picture onto the file folder in the same sequence, and (8) cutting the picture into the same number of rectangles that appear on the back. The pupil then uses the PVS by matching the vocabulary cards by placing them on the file folder, closing the file folder and flipping it over, opening the folder with picture on the left and vocabulary on the right, studying the picture and vocabulary, and writing his own story using the picture and vocabulary words. (WR)

Mobile COLT is a portable platform for analysis of activities in the second language classroom, and is based on the well-known Communicative Orientation of Language Teaching (COLT) scheme (Spada & Fröhlich, 1995). It has been developed to facilitate real-time class analysis using a Windows tablet. This paper first describes the COLT analysis scheme, and expounds on the functions of Mobile COLT, its application in classroom practices, and the development of the Artificial Intelligence (AI) version (AI Mobile COLT). It also briefly reports on two studies carried out in Japan to examine how the use of Mobile COLT can further promote language teaching development. Then, the paper briefly describes a collaborative project initiated by the authors to explore how the AI Mobile COLT system can be combined with an ePortfolio platform in Moodle to provide quantitative data built on an evidence-based framework. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

This paper examines the effect of foreign language instruction on middle school students' attitudes toward "the other." The primary purpose of this case study is to describe the process of culture learning as it takes place within a middle school foreign language program. Culture learning is a particular type of human learning related to the patterns of human interaction and identification that can be viewed in one of three ways: (1) a series of stages along a road to the development of intercultural communicative skills; (2) a path or continuum leading from ethnocentrism; and (3) as varying stages of awareness, understanding, and acceptance. This investigation was designed around two arenas of inquiry: How does an awareness of people different from oneself develop in the middle school adolescent? and What is the contribution of foreign language study to the development of culture learning? A variety of data gathering techniques were used, including the following: interviews with students learning Spanish over a 3-month period; extended interviews with Spanish teachers; a content analysis of the qualitative cultural activities available at the school; and an examination of the various cultural artifacts available to students and teachers at the school. In general, it was found that the process of culture learning was chiefly influenced by a variety of experiences prior to the introduction of foreign language study in middle school. The pedagogical and academic implications of this finding are discussed. (Contains 47 references and the survey instruments.) (KFT)

Today, in the reforms carried out in the education system of Uzbekistan, knowledge and skills are formed at the required level at each stage of continuous education, have their own worldview, and can express their opinion independently and freely in any speech situation. , is one of the main goals of training competitive personnel according to world standards. The realization of these goals places a great responsibility on mother tongue education in secondary general education schools. In this article, reflections on the effectiveness of the concept of quality organization of mother tongue education and the concept of integrated education and the principles of its implementation are reflected. It is also discussed that the criteria of integrative education are reflected in the activities of Eastern scientists.

The article points out that the process of mastering foreign language stimulates students' personal, professional and cultural growth, improving linguistic, communicative competences and viability levels. A proposed pedagogical technology of modeling different communicative situations has a serious synergetic potential for students' self organized viability as a way of their self-realization in linguistic communicative creativity improving a quality of professional education. It is noted that a viable specialist must be ready to different social changes and hardships, to be autonomous and adaptable, flexible and sustainable, competent and competitive, to be able to take extraordinary decisions in different unpredictable vital situations. There is a dependence of developing personal psychological characteristics and professional, linguistic and communicative competences on the level of students' viability. The authors prove that a pedagogical technology of modeling communicative situations improves the students' viability level at technical universities of this country. It is underlined that this technology must be integrated part of personal and professional development of future specialists. In this regard the authors propose to change the purpose, quality of educational process and evaluating criteria of competent specialist with the help of students' viability criteria.

The article points out that the process of mastering foreign language stimulates students' personal, professional and cultural growth, improving linguistic, communicative competences and viability levels. A proposed pedagogical technology of modeling different communicative situations has a serious synergetic potential for students' self organized viability as a way of their self-realization in linguistic communicative creativity improving a quality of professional education. It is noted that a viable specialist must be ready to different social changes and hardships, to be autonomous and adaptable, flexible and sustainable, competent and competitive, to be able to take extraordinary decisions in different unpredictable vital situations. There is a dependence of developing personal psychological characteristics and professional, linguistic and communicative competences on the level of students' viability. The authors prove that a pedagogical technology of modeling communicative situations improves the students' viability level at technical universities of this country. It is underlined that this technology must be integrated part of personal and professional development of future specialists. In this regard the authors propose to change the purpose, quality of educational process and evaluating criteria of competent specialist with the help of students' viability criteria.

The article covers the issues of knowledge, skills and abilities of future teachers, the orientation of professional skills to innovative pedagogical processes and the creation, mastering, implementation of pedagogical innovations, the definition of their pedagogical skills and innovative competence.

The title of this volume, "Learning Languages in the Digital Age," focuses on the integration of technology to promote authentic and interactive communication within and outside the walls of the language classroom. Major innovations have shifted Internet use from a consumer to a participatory model; that is, previously, Internet users were placed in the role of consumers who had access to materials and information (this phase of Internet integration is commonly referred to as Web 1.0). Now Internet users can become producers of resources themselves (Web 2.0 is a term used to describe this shift in Internet use from a consumer model to a participatory model). While traditional consumer and communication applications continue, widespread participation as producers of resources has jumped dramatically. Blogging, podcasting, Wikis, and other forms of democratized media are all examples of applications that promise to challenge traditional systems and roles and to enhance the nature of language teaching and learning. This shift from consumer to producer allows language learners to take a more active role in the learning process, participate in authentic communication and create products that can serve as authentic assessment of language production. This volume provides the theoretical foundation for effective language teaching and learning while providing practical applications for the language classroom. Each of the three sections represents an important aspect of language education designed to promote best practices and to increase student achievement: (1) Embracing Technology: Tools Teachers Can Use to Improve Language Learning; (2) Teacher Education and Professional Development: Agents of Change; and (3) Teaching Culture through Divergent Paths.

Early language competence is a reliable and powerful predictor of children's success in school, and word gaps linked to socioeconomic status disparities have cascading effects on academic outcomes. While early research -- such as the work of Hart and Risley (1995) -- focused on gaps in vocabulary, growing evidence reveals wide gaps in syntax as well. Language is an interdependent developing system of vocabulary, syntax, and language processes, yet existing research has not evaluated how SES gaps compare for these language components or how these components are linked for children from lower- and higher-SES families. Such a profile is sorely needed to understand the course of language development in all children.A new language measure, the Quick Interactive Language Screener (QUILS), expands on other measures by evaluating preschoolers' vocabulary and syntax knowledge, along with their language-learning process skills. This screener was administered to a large, diverse sample of English-speaking children ages 3 through 5. Results indicated that the effect of SES was significant and comparable for all three language components, at all ages tested. Additionally, correlations among syntax, vocabulary and process were robust for low- and mid-SES children. These findings highlight the importance of looking beyond vocabulary to language syntax and process to better understand the SES gap in language.

Writing is, at times, neglected by both teachers and students. Far too often, courses involve an emphasis on speaking skills and direct grammar instruction. These courses, however, pay little attention to writing skills and, most specifically, academic writing. In fact, while addressing writing, teachers may have different approaches, one of which is process writing. The current study explores the implementation of process writing as a tool for developing students' writing skills in the context of paragraph writing. Students went through four lessons, and a pretest-posttest format was used to conduct research and evaluate data. Action Research was the paradigm used to structure this study. Lastly, the researchers concluded that process writing is conducive to stronger writing skills resulting in more organized and structured paragraphs.

The manual suggests procedures for speech and language programs in Michigan. The six stages of the special education process are examined: referral; evaluation (including the role of the multidisciplinary evaluation team and eligibility requirements for determining speech and language impairments); the individualized educational planning committee (including participants, individual education plan (IEP) content, and performance objectives); delivery of service (including caseload size, determination, and extent of service to be provided); IEP review (termination of service and follow-up); and the three-year reevaluation. Two final sections set forth qualifications for teachers of the speech and language impaired and list resources for additional information or assistance. Extensive appendixes include an interpretation of speech and language services for bilingual children, sample evaluation worksheets, and decision making materials. (CL)

Building upon the purpose, theoretical approach, and use of a Goal-Function Tree (GFT) being presented by Dr. Stephen B. Johnson, described in a related Infotech 2013 ISHM abstract titled "Goal-Function Tree Modeling for Systems Engineering and Fault Management", this paper will describe the core framework used to implement the GFTbased systems engineering process using the Systems Modeling Language (SysML). These two papers are ideally accepted and presented together in the same Infotech session. Statement of problem: SysML, as a tool, is currently not capable of implementing the theoretical approach described within the "Goal-Function Tree Modeling for Systems Engineering and Fault Management" paper cited above. More generally, SysML's current capabilities to model functional decompositions in the rigorous manner required in the GFT approach are limited. The GFT is a new Model-Based Systems Engineering (MBSE) approach to the development of goals and requirements, functions, and its linkage to design. As a growing standard for systems engineering, it is important to develop methods to implement GFT in SysML. Proposed Method of Solution: Many of the central concepts of the SysML language are needed to implement a GFT for large complex systems. In the implementation of those central concepts, the following will be described in detail: changes to the nominal SysML process, model view definitions and examples, diagram definitions and examples, and detailed SysML construct and stereotype definitions.

This document reports on a conference focused on speech problems. The main objective of these discussions was to facilitate a deeper understanding of human communication through interaction of conference participants with colleagues in other disciplines. Topics discussed included speech production, feedback, speech perception, and development of language and language skills. Five levels of discourse were dealt with--the acoustical, the neurologic, the articulatory, the psychologic or behavioral, and various model languages. A concept of the speech-production system discussed was a system that has an output of phonemes and an input of control instructions. The discussion of the concept of feedback revealed that, depending upon the level of complexity of the speech response that was under discussion, the conference participants had a difficult time settling on how many and how extensive had to be the feedback loops that would be involved. In the consideration of speech perception, conference participants again had difficulty in reaching a decision on the definition of the stimulus for speech perception. A review is given of the schedule of development of certain kinds of speech and language behaviors. Conclusions include: (1) Speech production is a general kind of complicated motor behavior; and (2) Time-variant characteristics of speech signals are less identifiable anatomically than are spectral characteristics. (CK)

Gular Gasimova NEW TENDENCIES OF FORMATION OF NEOLOGISMS IN MODERN HEBREW 41 NEW TENDENCIES OF FORMATION OF NEOLOGISMS IN MODERN HEBREW Gular Gasimova1 UDC 811; 811.411.21. LBC 81.1 Keywords: Linguistic factors Vocabulary of the language Calques in translation Semantic derivations Lexical suffixes ABSTRACT The development of any language occurs due to the expansion of its morphological, syntactic, stylistic possibilities and an increase in vocabulary, and this process manifests itself at all levels of the language. The enrichment of the vocabulary at the expense of the internal resources of the language occurs through the use of the language of the people, dialects in the literary language, the addition of word-forming suffixes, word combinations, words created by tracing paper and new words (neologisms). The process of enriching the vocabulary of the language at the expense of neologisms, their entry into the object language and the process of assimilation depends on extralinguistic and intralinguistic factors. Creations of neologisms are observed in all world languages. However, the concept of neologism in Hebrew has different and characteristic features. Thus, in some cases, concepts that are common in most spoken languages may differ from Hebrew. In fact, the presence of neologisms for the Hebrew language is perhaps more characteristic than for other languages, because most of this language is in some sense composed of such neologisms. Thus, after two thousand years, this language was returned to the status of an everyday spoken language at the beginning of the 20th century. However, it is clear that the language that was the language of communication two thousand years ago could not fully satisfy the needs of today's spoken language with such a vocabulary. Many Hebrew neologisms were coined in the post-biblical period to express new concepts or to replace existing words as needed.

Gular Gasimova NEW TENDENCIES OF FORMATION OF NEOLOGISMS IN MODERN HEBREW 41 NEW TENDENCIES OF FORMATION OF NEOLOGISMS IN MODERN HEBREW Gular Gasimova1 UDC 811; 811.411.21. LBC 81.1 Keywords: Linguistic factors Vocabulary of the language Calques in translation Semantic derivations Lexical suffixes ABSTRACT The development of any language occurs due to the expansion of its morphological, syntactic, stylistic possibilities and an increase in vocabulary, and this process manifests itself at all levels of the language. The enrichment of the vocabulary at the expense of the internal resources of the language occurs through the use of the language of the people, dialects in the literary language, the addition of word-forming suffixes, word combinations, words created by tracing paper and new words (neologisms). The process of enriching the vocabulary of the language at the expense of neologisms, their entry into the object language and the process of assimilation depends on extralinguistic and intralinguistic factors. Creations of neologisms are observed in all world languages. However, the concept of neologism in Hebrew has different and characteristic features. Thus, in some cases, concepts that are common in most spoken languages may differ from Hebrew. In fact, the presence of neologisms for the Hebrew language is perhaps more characteristic than for other languages, because most of this language is in some sense composed of such neologisms. Thus, after two thousand years, this language was returned to the status of an everyday spoken language at the beginning of the 20th century. However, it is clear that the language that was the language of communication two thousand years ago could not fully satisfy the needs of today's spoken language with such a vocabulary. Many Hebrew neologisms were coined in the post-biblical period to express new concepts or to replace existing words as needed.

A scoping review will be conducted to identify and summarize current literature surrounding the use or evaluation of LLMs in the rQES or QES processes and will be conducted per the JBI Manual for Scoping Reviews and PRISMA-ScR checklist.

A scoping review will be conducted to identify and summarize current literature surrounding the use or evaluation of LLMs in the rQES or QES processes and will be conducted per the JBI Manual for Scoping Reviews and PRISMA-ScR checklist.

At the time of the collapse of the Soviet Union, ethnic Latvians were only 52 percent of the total population of Latvia, and official use of the Latvian language had greatly diminished while Russian had become the dominant language. It took 15 years to develop the legal instruments necessary for stabilizing the official status of the Latvian language while complying with internationally accepted human rights norms. The law in its current form is clear and functional, although there are certain difficulties in implementation. Not all of those who are required to know Latvian at the necessary level are in compliance. This report presents information on: (1) "Education Law"; (2) "Law on Citizenship"; and (3) "Incorporating the Concept of Integration into the State Administration System." The paper notes that although the law helps establish the official position on language, in a democratic society, all people can converse in private as they wish. There is no threat from the Latvian government regarding the assimilation or "Latvianization" of ethnic minorities. (SM)

The article presents the main ideas of concept of foreign language discursive competence formation among university and secondary school students by means of intercultural dialogue. The concept includes fundamental principles, activity stages of educational process, and criteria of foreign language discursive competence formation. Innovation of the research is in interdisciplinary approach to solving the problem of foreign language discursive competence formation. It combines principles, methods and diagnostic techniques used in Pedagogy, Methodology of teaching foreign languages and Linguistics. Integrated solution allowed to create the optimal mode of experimental activities and to get innovative experience of the results of empirical research. The author notes that intercultural dialogue is a means of formation of foreign language discursive competence, and the system factor is a special course "Discourse as the way of communication and understanding of the world". The originally developed special course includes studying the theory of discourse, and practical tasks for mastering various types of discourse and communication strategies. It is emphasized that the formation of foreign language discursive competence involves not only organization of intercultural dialogue between students and their foreign-language peers on the Internet, but also various interactive methods of foreign language teaching techniques. The results of research proved the effectiveness of the suggested concept of foreign language discursive competence formation. The reliability of the results is confirmed by calculations based on the x[superscript 2] criterion (Pearson criterion). The paper proves that the proposed concept seems promising as it is significant for professional training of future teachers in modern conditions of education modernization and Russia's entry into the world educational space.

The cost of software today consumes over ten percent of the DoD budget. Software costs, complexity, and size continue to rise because of the ever increasing dependence of weapons and general purpose systems on computers. Software engineering, the Ada programming language, and efforts to determine the performance and risk of software development organizations by measuring process maturity represent key initiatives by the DoD to improve the quality, reliability, and maintainability of the software DoD buys. This study examines and describes each of these areas based on current literature and interviews with officers of 37 companies engaged in software development for command, control, and communications systems.

The cost of software today consumes over ten percent of the DoD budget. Software costs, complexity, and size continue to rise because of the ever increasing dependence of weapons and general purpose systems on computers. Software engineering, the Ada programming language, and efforts to determine the performance and risk of software development organizations by measuring process maturity represent key initiatives by the DoD to improve the quality, reliability, and maintainability of the software DoD buys. This study examines and describes each of these areas based on current literature and interviews with officers of 37 companies engaged in software development for command, control, and communications systems.

The cost of software today consumes over ten percent of the DoD budget. Software costs, complexity, and size continue to rise because of the ever increasing dependence of weapons and general purpose systems on computers. Software engineering, the Ada programming language, and efforts to determine the performance and risk of software development organizations by measuring process maturity represent key initiatives by the DoD to improve the quality, reliability, and maintainability of the software DoD buys. This study examines and describes each of these areas based on current literature and interviews with officers of 37 companies engaged in software development for command, control, and communications systems.

The cost of software today consumes over ten percent of the DoD budget. Software costs, complexity, and size continue to rise because of the ever increasing dependence of weapons and general purpose systems on computers. Software engineering, the Ada programming language, and efforts to determine the performance and risk of software development organizations by measuring process maturity represent key initiatives by the DoD to improve the quality, reliability, and maintainability of the software DoD buys. This study examines and describes each of these areas based on current literature and interviews with officers of 37 companies engaged in software development for command, control, and communications systems.