OpenLLM-France/wikimedia huggingface dataset:
# Autonomous Technology-Assisted Language Learning/Other Resources

Some of these resources may eventually be moved to one of the Input, Output, Interaction, Exercises or Assessment modules of the ATALL Wikibook.

## Journals

* Journals specializing on technology related to language teaching and learning
** CALICO Review
** Language Learning and Technology
** ReCALL
** System
* Journals on second language acquisition that sometimes publish articles and reviews related to technology
** Asian EFL Journal
** Canadian Modern Language Review
** Modern Language Journal
** TESOL Quarterly
* Journals on educational technology that sometime publish articles and reviews about second language teaching/learning
** Journal of Educational Computing Research

## Multilingual

* Moodle Glossary language learning & teaching links
* Information and Communications Technology for Language Teachers (ICT4LT)
* 101languages.com provides information about and sells many of the most popular audiocassette-, Audio CD-, and computer-based language courses that can be used by autonomous language learners. These include the FSI Language Courses, the Pimsleur Audio Courses, the PCC Audio Courses, and Rosetta Stone Language Software.
* List of Digital Library Projects
* MERLOT "MERLOT (Multimedia Education Resource for Learning and Online Teaching) is a free and open resource designed primarily for faculty and students of higher education. Links to online learning materials are collected here along with annotations such as peer reviews and assignments" (from website).
* Free Language Learning Software - Dozens of software programs for learning over 20 different languages.
* Computer-Assisted Language Learning: CALL website from the University of Wisconsin.
* Agency for Instructional Technology is a developer and distributor of educational products. It offers a large selection of educational videos, interactive software, DVDs, CD-ROMs, online resources, and print materials in English.
* A&E Classroom is part of the Arts and Entertainment Network. Here you can find guides, videos and more in English for educational use.
* BBC World Service has a special section for English learning. In this section, language learners can not only watch or listen to news around the world, but also do some exercises after watching or listening. Moreover, it provides quizzes for self-assessment. It also has resources for language teachers, providing teachng materials and lesson plans.
* Self-Access Centre
* NTNU Web Concordancer is designed for Chinese EFL learners to use.
* NTNU Speech Web Site It is NTNU Online English Pronunciation Practice website.
* TalkEnglish.comGreat site to role play as you practice speaking & lots of useful phrases!!!
* EnglishClub.com Good website for English learning and teaching
* LanguageLearningSoftware.com Reviews of CALL software and online courses
* engnet-education.com This is a bibliography of work relating to Autonomy and Computer Aided Language Learning. There is also a discussion list on the site.

## Portuguese

* Portuguese Links
# Autonomous Technology-Assisted Language Learning/Packages/Poems

(similar to Lyrics package)
* find foreign-language poem on Internet
* use WordChamp to check meaning of unknown words
* add meaning to WordChamp using online bilingual dictionary for unknown words not included in WordChamp
* learn to recite poem
* recite in class, solo or group
* create website (e.g.,. using Google Docs) of poems with links to lyrics
# Autonomous Technology-Assisted Language Learning/Packages/Skype eTandem

Using Skype for eTandem Learning
* xLingo.com, Speakmania penpal, or Mixxer to find partners
* USB-RJ11 box to use wireless telephone
* getting lots of contacts so there is usually someone on line to speak to
* combination of audio and text very powerful
# Autonomous Technology-Assisted Language Learning/Packages/ePals eTandem
## ePals eTandem Overview

ePals enables teachers, leaders of language groups, or even parents to find a group of native speakers of their target language (the language they are learning) for interaction. This package explains the steps of finding, creating, and running a successful language exchange through ePals, primarily as a foreign language instructor.

### Muti-Language Classroom Connection

    Giving students the opportunity to have authentic conversations with native speakers of the language they are learning improves motivation, understanding, and practice. Imagine the rebellious student that does not care about his/her grade suddenly asking the teacher how to say certain phrases because he/she wants to communicate with a new-found friend in another country? Languages were created for interaction and expression between human beings, and giving students the opportunity to use the new language with real people lets them experience an actual purpose to their learning. Otherwise, the target language may just feel like a useless list of vocabulary words that they never envision themselves needing or even using.

### What is ePals?

    ePals provides free forum and filtered e-mail services to help instructors connect with other classrooms and securely monitor communication between students. Anyone can create a profile detailing the age group, size, and type of language exchange desired. Forums are then used as post-it boards to aid the search for a match. One a match is found, the leader of a group can create "monitored e-mail accounts" for his/her students or members. Different filtering levels allow the leader have control from message by message approval to completely free-flowing exchanges. A built in translator including seven different languages is provided as well.

## Theory

(under construction)

## Finding a Partner in ePals
### Before Getting Started - Precautions & Legal Issues

Although this section may sound intimidating, it is merely a reminder to approach virtual connections such as ePals with the proper level of caution. The internet provides access to endless resources and means of communication, both positive and negative. As a leader of the language exchange, one must lookout for the safety of her/himself and the participants he/she is responsible for.
* Precautions
** No background check done on any members of the site
** No guarantee that other users are teachers, instructors, or even students
** User profiles are viewable by any other member
*** Sensitive or personal information should not be included
*** Use ePal's internal e-mail system for all communication and contact until other user's identity is verified
*** Use your school's fax and telephone numbers for "real-world" contact with other teachers and instructors
* Legal Issues
** Administration and parents should be fully aware of plan
** Parent permission slips may be necessary
** Formal agreement with partnered teacher also recommended
# Autonomous Technology-Assisted Language Learning/Needs

This chapter describes a number of ideas for enhancing ATALL. These are technologies that do not currently exists or exist in forms that needs to be improved or enhanced for effective ATALL.

## Portable audio player with variable-speed playback

* Fourth-generation and later iPods permit variable-speed playback but only for audiobooks and only over a very limited range of speeds (slower/normal/faster).

## Web-based mouse-over dictionaries
### Possibilities

http://www.wordchamp.com/
http://www.wordreference.com/ (with a bookmarklet)
# Autonomous Technology-Assisted Language Learning/Packages/Lyrics

* find foreign-language song with interesting lyrics
* find lyrics on Internet
* use WordChamp to check meaning of unknown words of lyrics
* add meaning for unknown words not included in WordChamp
* learn to recite and/or sing song with lyrics
* perform in class along with recording of song or as solo or group performance
* create website (e.g.,. using Google Docs) of songs with links to lyrics
* see http://www.vanbasco.com/ for Karaoke player (recommended by Norma Scagnoli)
# Abstract Algebra/Group Theory/Cyclic groups/Definition of a Cyclic Group

      * $\langle g\rangle =\lbrace g^{n}\;|\;n\in \mathbb {Z} \rbrace$
      * where $g^{n}={\begin{cases}\underbrace {g\ast g\cdots \ast g} _{n},&n\in \mathbb {Z} ,n\geq 0\\\underbrace {g^{-1}\ast g^{-1}\cdots \ast g^{-1}} _{-n},&n\in \mathbb {Z} ,n<0\end{cases}}$
      * Induction shows: $g^{m+n}=g^{m}\ast g^{n}{\text{ and }}g^{mn}=[g^{m}]^{n}$

## Theorem

Let C$_m$ be a cyclic group of order m generated by g with $\ast$
Let $(\mathbb {Z} /m,+)$ be the group of integers modulo m with addition
       C$_m$ is isomorphic to $(\mathbb {Z} /m,+)$

## Lemma

Let n be the minimal positive integer such that g$^n$ = e
       $g^{i}=g^{j}\leftrightarrow i=j~{\text{mod}}~n$
    Let i > j. Let i - j = sn + r where 0 ≤ r < n and s,r,n are all integers.
    and 0 ≤ r < n

## Proof

    0. Define ${\begin{aligned}f\colon C_{m}&\to \mathbb {Z} /m\\g^{i}&\mapsto i~{\text{mod}}~m\end{aligned}}$
    Lemma shows f is well defined (only has one output for each input).
    f is homomorphism:
       $f(g^{i})+f(g^{j})=i+j~{\text{mod}}~m=f(g^{i+j})=f(g^{i}\ast g^{j})$
    f is injective by lemma
    f is surjective as both $\mathbb {Z} /m$ and $C_{m}$ have m elements and f is injective
# Abstract Algebra/Definition of groups, very basic properties
## Definitions

The following definition is the starting point of group theory.
Definition 1.1:
A group is a set $G$ together with a function
    $G\times G\to G,(x,y)\mapsto xy$
called multiplication or binary operation and denoted simply by juxtaposition of that group, such that the following rules hold:
* The law of composition is associative, that is, $\forall x,y,z\in G:(xy)z=x(yz)$
* For the given law of composition there exists a unique left identity, that is there exists a unique $e\in G$ such that $\forall g\in G:eg=g$.
* For each $g\in G$, there exists an inverse of $g$, that is an element of $G$ denoted $g^{-1}$ such that.
Although these axioms to be satisfied by a group are quite brief, groups may be very complex, and the study of groups is not trivial. For instance, there exists a very complicated group, called the Monster group, which has roughly $8\cdot 10^{53}$ elements and the law of composition is so complicated that even modern computers have difficulty doing computations in this group.
There is a special type of groups (namely those that are commutative, i.e. the multiplication obeys the commutative law), which are named after the famous mathematician Niels Henrik Abel:
Definition 1.2:
An Abelian group is a group such that its binary operation is commutative, that is,
    $\forall x,y\in G:xy=yx$.
Oftentimes, Abelian groups are written additively, that is, for the binary operation of $x$ and $y$ we write
    $x+y$ instead of $xy$.

## Examples

Example 1.3:
A classical example of a group are the invertible $2\times 2$ matrices with real entries. Formally, this group can be written down like this:
    Failed to parse (unknown function "\middle"): {\displaystyle GL_2(\mathbb R) := \left\{ \begin{pmatrix} a & b \\ c & d \end{pmatrix} \middle| a, b, c, d \in \mathbb R, ad - bc \neq 0 \right\}} ;
we used the fact that $\det {\begin{pmatrix}a&b\\c&d\end{pmatrix}}=ad-bc$ and a matrix is invertible if and only if its determinant is not zero.
Example 1.4:
The trivial group is the group which contains only one element, call it $e$ (that is, $G=\{e\}$), and the binary operation is given by the only choice we have:
    $ee:=e$.
This construct satisfies all the group axioms.

## Elementary properties

Here we describe properties that all groups share, which are immediate consequences of the definition 1.1.

## Exponentiation

If $G$ is a group, $g\in G$ an element and $k\in \mathbb {Z}$, we can raise $g$ to the $k$-th power. This works as follows:
# Adventist Youth Honors Answer Book/Outreach/Parade Floats - Advanced

Parade Floats - Advanced :
| Outreach North American Division | Skill Level 3 |
| Outreach North American Division | Year of Introduction: 2009 |

## 1. Complete the Parade Floats honor

Instructions and tips for earning the Parade Floats honor can be found in the Outreach chapter.

## 2. Review with your team the basic safety requirements concerning usage of ladders, hand tools, knives, and other power equipment used to complete this honor. Demonstrate safety in all aspects of creating your float.

Note: Risk Management (adventistrisk.com) has guidelines listed on their website concerning safety management.

### Ladders

Any ladder purchase in the past 20 years or so will be covered with warning labels. Read them. In general, they will say the following:
* Do not climb a ladder unless it is stable, steady, and all its legs are on solid ground.
* The second highest step (of a step ladder) will be labelled with a warning that says Do not stand on or above this step. Heed that warning.
* Keep your weight centered between the ladder's upright rails. This means you should not lean out away from the ladder to either side. If you can't reach something without leaning out, get off the ladder and move it. Yes, it's inconvenient, but so are ambulance trips and broken bones.
* Be sure a step ladder's braces are locked.
* Do not climb the back of a step ladder, or stand on the paint/tool holder.
* Keep the steps dry and clean.
* Wear slip-resistant shoes.
* Keep aluminum ladders away from electrical wires.
* Set a ladder up at the proper angle. If too steep, it could fall backward with you on it, or you could fall off. If too shallow, it may not be able to hold your weight without breaking, or it could slip out from under you. Ladders are usually marked with angles of proper use.

### Knives

* Keep your blades sharp. A dull knife is difficult to push through wood, requiring additional force. When the wood finally gives, the blade keeps going.
* Always push the blade away from you, and constantly consider where the blade will go.
* Keep your fingers clear of the blade at all times.
* When splitting wood with a knife, do not hammer on the back of the blade. This weakens the attachment to the handle and deforms the blade.
* Close a pocket knife when it's not in use or when you are carrying it.
* Keep all blades away from heat. Heat will remove the temper, softening the blade. A soft blade will not hold an edge, making it nearly impossible to keep it sharp.
# Adventist Youth Honors Answer Book/Outreach/Peace Maker - Advanced

Peace Maker - Advanced :
| Outreach North American Division | Skill Level 2 |
| Outreach North American Division | Year of Introduction: 2009 |
Instructor Required

## 1. Complete the Peace Maker honor

Instructions and tips for earning the Peace Maker honor can be found in the Outreach chapter.

## 2. Define mediation and arbitration and discuss the similarities and differences between them.

The main difference between mediation and arbitration is that in arbitration, the decision made by the arbitrator is final and must be followed by the involved parties. On the other hand, the decision made by a mediator is not final and doesn't have to be followed by the disputing parties.
# Adventist Youth Honors Answer Book/Outreach/Peace Maker

Peace Maker :
| Outreach North American Division See also Peace Maker - Advanced | Skill Level 1 |
| Outreach North American Division See also Peace Maker - Advanced | Year of Introduction: 2009 |

## 2. Identify the 4 causes of conflict as described in the Bible. Read the following passages for assistance
# == a Acts 15:1-2
### d James 4:1-3
## 3. Identify each segment of the slippery slope of addressing conflict, and discuss examples of each type from the Bible and your own experiences.
### C. WORK-IT-OUT/CONCILIATION
#### Overlook
#### Get Help
## 4. Reverse role-play a conflict from your own life and identify where you are on the “slippery slope” and what possible conciliation options you might try.
## References

The Young Peacemaker by "Peacemaker Ministries"
# Adventist Youth Honors Answer Book/Outreach/Preach It

Preach It :
| Outreach North American Division See also Preach It - Advanced | Skill Level 2 |
| Outreach North American Division See also Preach It - Advanced | Year of Introduction: 2009 |
* The requirements listed for this honor are those proposed to the NAD. The NAD has accepted the honor, but has not yet released the official requirements. It is not known whether the official requirements differ from the proposed requirements, but once that information is available, this page will be updated.
* The NAD has recently adopted the practice of not releasing the official requirements (and answers) until after the honor patches have been received by AdventSource. This takes several months, so we expect to see the official documentation sometime in the summer of 2009. Releasing the information sooner (as has been done in the past) causes an undue burden on AdventSource, because they receive many phone calls asking about the tokens.

## Note

    Unlike many AY Honors, this honor does not have “knowledge” requirements categorized separately from action requirements. Rather, the requirements for honor completion are listed categorically.

## Instructor required
### Instructor Requirements

* A. An adult who has preaching skills OR
* B. Any holder of the advanced Preach It honor OR
* C. Your pastor

## 2. Seed sowing
### a. What is seed sowing?

Seed sowing is an activity that opens the way for evangelism. It is somewhat secular in nature, and thus non-threatening to people who are anti-religion. People who would not normally attend an evangelistic program may well attend one of these activities. If successful, a seed-sowing activity leaves a positive impression about the church on the participants and establishes a level of trust.

### b. Name 5 examples of “seed sowing”

* Depression Seminar
* Personal Finance Seminar
* Computer classes
* Healthy Lifestyle Management classes
* Auto Mechanic class
* Child care

### c. Participate in at least one “seed sowing” event

Though this honor requires you to participate in only one seed sowing event, it is good practice to host two seed sowing events between each evangelism series.

## 6. Equipment Knowledge - List, describe the use of, and specialized care for the equipment needed in a media-based evangelistic series, such as the following
### Projector
#### Know proper care of equipment
##### Demonstrate ability to properly connect to computer and operate
### Computer
#### Demonstrate ability to hook up and use with projector.
##### Understand the program for using a “split screen”
##### Be familiar with the various plug adapters for use in other countries
### Power Inverter

A power inverter, or inverter, is an electronic device or circuitry that changes direct current (DC) to alternating current (AC). The input voltage, output voltage and frequency, and overall power handling depend on the design of the specific device or circuitry. The inverter does not produce any power; the power is provided by the DC source.
# Breton/Level 1/Lesson 4/Quiz on mutations after the article

Enter the word with the proper mutation :
Help : The gender (Masculine / Feminine) is indicated (M or F)
Hint : The article indicates the mutation
1
Kazh (M) : Ar
2
Kador (F) : Ar :
# Breton/Level 1/Lesson 5

* Polysyllabic words
* Accentuation is on the penultimate syllable.
* Monosyllabic words
* Monosyllabic words alone
* Monosyllabic words alone are accentuated.
* Name with a short adjective
* In the case of a monosyllabic name with a short adjective (no more than 2 syllables), the adjective is accentuated .
* Name with a long adjective
* In the case of a monosyllabic name with a long adjective (3 syllables or more), the name is accentuated .
* Exceptions
* The exceptions are not treated in this lesson. Please refer to the next lesson on pronunciation for a description of exceptions.
# Breton/Level 1/Lesson 4/Quiz

Quiz on mutations
Mutations to soften ("dre vlotaat")
Initial
KGGwPBMTD
Mutation
GC’hWBVVDZ
QuestionsInstructions / Comments
Choose A or B options according to the proposals
Hint : Feminine words are in red Masculine words are in blue.
Ar familh / The family
1
Mamm (Mother)
ar mamm
ar vamm
2
Gwreg (Wife)
ar wreg
ar gwreg
ar c'hwreg
3
Tad (Father)
an tad
an dad
4
Gwaz (Husband)
ar waz
ar gwaz
ar c'hwaz
5
Merc'h (Daughter)
ar merc'h
ar verc'h
6
C'hoar (Sister)
ar c'hoar
ar goar
7
Mab (Son)
ar vab
ar mab
8
Breur (Brother)
ar breur
ar vreur
9
Moereb (Aunt)
ar moereb
ar voereb
10
Eontr (Uncle)
ar eontr
an eontr
11
Kenderv (Cousin)
ar kenderv
ar c'henderv
12
Mamm-gozh (Grand mother)
ar vamm-gozh
ar mamm-gozh
ar mamm-kozh
13
Tad-kozh (Grand father)
an tad-gozh
an tad-kozh
an dad-kozh
War an aod / on the shore
14
Mor (Sea)
ar mor
ar vor
15
Bag (Boat)
ar bag
ar vag
16
Tour-tan (Lighthouse)
an dour-tan
an tour-tan
17
Kastell-traezh (Sand castle)
ar kastell-traezh
ar c'hastell-traezh
18
Disheolier (Sunshade)
an disheolier
ar zisheolier :
# Breton/Level 2

Brezhoneg Daoù :
| Brezhoneg Daoù Welcome to Brezhoneg Daoù. If you haven't done so, go and learn from Brezhoneg Unan where you will learn some basic Breton words. In this Course, Brezhoneg Daoù, you will learn: The present tenses in Breton Some basic Verbs of Breton Some basic Nouns of Breton Chañs vat! Good Luck! | Istor ar Brezhoneg/History of the Breton Language Breton is a member of the Brythonic Branch of Celtic, along with Welsh and Cornish, but also, less known, Devonian and Cumbric. The Other Branch of the Celtic Language is Goidelic, with Scottish Gaelic, Irish and Manx. British was spoken in the pre-Roman period, and has borrowed extensively from Latin (for example the word "skriva" write is from Latin SCRIBO, also "kegin" kitchen from COQUINA). From the later maedieval period Breton was pushed back West. Now, an estimated 300.000 people know Breton. |
| Kentel Unan: Basic Verbs Kentel Daoù: Basic Nouns Kentel Tri: Present Tenses Kentel Pevar: Dialogue Kentel Pemp: Questions Kentel C'hwec'h: Prepositions Kentel Seizh: Mutations (Complete) | Istor ar Brezhoneg/History of the Breton Language Breton is a member of the Brythonic Branch of Celtic, along with Welsh and Cornish, but also, less known, Devonian and Cumbric. The Other Branch of the Celtic Language is Goidelic, with Scottish Gaelic, Irish and Manx. British was spoken in the pre-Roman period, and has borrowed extensively from Latin (for example the word "skriva" write is from Latin SCRIBO, also "kegin" kitchen from COQUINA). From the later maedieval period Breton was pushed back West. Now, an estimated 300.000 people know Breton. |
# Breton/Level 1/Lesson 3/Answers page

* The man is big.
* An den a zo braz.
* or:
* Ez eo an den braz.
* or:
* Braz eo an den.
* The new church is beautiful.
* An iliz nevez a zo brav.
* or:
* Ez eo an iliz nevez brav.
* or:
* Brav eo an iliz nevez.
* The big man went into the church, thereafter, to the old town hall.
* An den braz a zo bet ebarzh an iliz, ha goude se, d'an Ti-Ker kozh.