bluuebunny/crossref_metadata_2025 huggingface dataset:
Impact of the Proficiency Scale and the Oral Proficiency Interview on the Foreign Language Program at the Defense Language Institute Foreign Language Center
Authors: Herzog Martha
Published: January 2009

Abstract: The ACTFL oral proficiency interview (OPI) and the Interagency Language Roundtable (ILR) scale provide both a testing method and a set of rating factors for evaluating proficiency. Both are closely related to actual language tasks identified as critical for government employees. Over time, the scale has been expanded to include four skills, a system of levels, and the testing needs of numerous organizations. At the Defense Language Institute Foreign Language Center (DLIFLC), analyses of the proficiency levels into afunctional trisection consisting of task, content, and accuracy have fostered use of the OPI and ILR scale in teaching as well as testing. The article begins with a backgound discussion of the OPI and the ILR scale, then focuses on the trisection and its implications for instruction.
Global Simulation: A Student‐Centered, Task‐Based Format for Intermediate Foreign Language Courses
Authors: Levine Glenn S.
Published: January 2009

Abstract: This paper describes a student‐centered, task‐based alternative to published, mainstream curricula for intermediate university‐level (second‐year) foreign language courses: global simulation. The course format requires students to collaboratively complete a long‐term task organized around a single premise or scenario. In the process, they learn about particular aspects of the target culture and language, similarly to a traditional content course. Yet the objective is to make use of the content knowledge in functioning within and completing the simulation. Three example German courses are presented, followed by specific guidelines for designing a global simulation course.
Language Awareness and Its Multiple Possibilities for the L2 Classroom
Authors: Simard Daphnée , Wong Wynne
Published: January 2009

Abstract: A movement called Language Awareness has received some attention in L2 acquisition and foreign language pedagogy circles during the past decade. Language Awareness, according to Donmall (1985), refers to “a person's sensitivity to and conscious awareness of the nature of language and its role in human life” (p. 7). The primary goal of this movement is to encourage the development of language awareness among L2 learners in order to enhance L2 learning as well as to foster greater linguistic tolerance and cross‐cultural awareness among L2 learners. The purpose of this article is to initiate readers to the Language Awareness movement and to demonstrate how language awareness can he used as a pedagogical tool in the L2 classroom. Sample activities are provided for classroom application.
Seeing English Language Teaching and Learning through the Eyes of Japanese EFL and ESL Students
Authors: Saito Hiromi , Ebsworth Miriam Eisenstein
Published: January 2009

Abstract: To uncover possible barriers to effective communication and learning, this study explored how college‐level Japanese English language learners in English‐as‐a‐second‐language (ESL) and English‐as‐a‐foreign‐language (EFL) contexts viewed their English teachers and classroom activities. Analysis of 100 questionnaires incorporating quantitative and qualitative questions revealed that most Japanese students positively viewed teachers who were open, respectful of other cultures, and willing to adjust classroom content to meet students' needs. Among the differences between ESL and EFL students were ESL students' greater comfort with active participation in class, more time spent in class, physical proximity to teachers, and appreciation of student‐centered behavior. On the other hand, EFL students appreciated teachers who provided native language support and avoided possible loss of face entailed by challenging and unexpected questions.
Second Language Vocabulary Acquisition: A Lexical Input Processing Approach
Authors: Barcroft Joe
Published: January 2009

Abstract: This article discusses the importance of vocabulary in second language acquisition (SLA), presents an overview of major strands of research on vocabulary acquisition, and discusses jive principles for effective second language (L2) vocabulary instruction based on research findings on lexical input processing. These principles emphasize presentation of new words as input, allocation of limited processing resources during vocabulary acquisition, distinct components of vocabulary knowledge (e.g., form, meaning, mapping), and appropriate types of instruction for different stages of development. Empirical support is included.
Literature in Lower‐Level Courses: Making Progress in Both Language and Reading Skills
Authors: Weist Vanisa D.
Published: January 2009

Abstract: This research project investigated the role of the literary text in intermediate reading instruction in an attempt to address the question of how instructors can integrate literary selections into all levels of language instruction. Specifically, the study examined one particular classroom environment and explored its relationship to our present understanding of the teaching of literature and reading comprehension. Using a qualitative research approach, the study investigated: (1) the interplay between “reading” and “literature” in the second language (L2) classroom; (2) the underlying beliefs and assumptions that the instructor and students bring into the classroom regarding literature and reading comprehension; and (3) how these underlying assumptions affect what occurs in class. A presentation of course goals, classroom roles, and class activities and tasks elucidates how each of these issues is influenced by the students' and instructor's conceptualization of the reading process. Suggestions are made to help language teachers incorporate literature into classroom instruction. Attention is also given to the Standards for Foreign Language Learning and to their implications for incorporating literary texts into an intermediate reading course.
Implementing a Culture Portfolio Project within a Constructivist Paradigm
Authors: Allen Linda Quinn
Published: January 2009

Abstract: This article illustrates a step‐by‐step hypothesis refinement activity that is consistent with constructivist pedagogies and the perception of culture learning as a process of discovery. Postsecondary students identified stereotypes about the cultures of French‐speaking countries, conducted open‐ended investigations, and accepted or rejected the validity of the stereotypes based on supporting and contradictory evidence. They compiled the information they gathered during their explorations, along with rationales explaining their thinking processes, in a portfolio. As a result of completing the project, students not only gained insight on a specific aspect of their own and francophone cultures but also recognized the impact their own perspectives have on understanding another culture. They became aware of their own process of learning, engaged in critical thinking, and familiarized themselves with resources for future cultural explorations. The activity may be implemented in upper‐level high school classes as well as university classes and is appropriate for the study of any target culture.
Achieving Affective and Behavioral Outcomes in Culture Learning: The Case for Ethnographic Interviews
Authors: Bateman Blair E.
Published: January 2009

Abstract: This study sought to extend previous research on ethnographic interviews as a method of culture learning in foreign language classes by employing a qualitative case study methodology. Fifty‐four university students in a first‐year Spanish course worked in pairs to conduct a series of three ethnographic interviews with a native speaker of Spanish. Students reported a variety of cognitive, affective, and behavioral outcomes of the project, including (a) enhanced attitudes toward Spanish speakers and Hispanic cultures, and in some cases, new friendships with Hispanic individuals; (b) enhanced competencies in relating to and communicating with people of other cultures, including the ability to view situations from other cultural points of view; and (c) an increased awareness of the influence of their own culture in their lives.
The Homestay Component of Study Abroad: Three Perspectives
Authors: Schmidt‐Rinehart Barbara C. , Knight Susan M.
Published: January 2009

Abstract: Although the “homestay” has long been considered a key factor in the study abroad experience, it is one of the least examined components of foreign study. In an effort to explore this issue from various perspectives, this study targeted several programs in Spain and Mexico with interviews of host families, students, and housing directors. Each group's perspective on key issues such as adjustment, common problems, and the “homestay advantage” was probed via on‐site interviews and questionnaires. Results showed that the majority of the information reported by one group was normally corroborated by the other two, and all groups felt the homestay enhanced the study abroad experience.
The Relationship between Foreign Language Anxiety and Learning Difficulties
Authors: Chen Tsai‐Yu , Chang Goretti B. Y.
Published: January 2009

Abstract: This study investigated the possible existence of causal links between anxiety and language learning difficulties by using the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz, Horwitz, & Cope, 1986) to examine anxiety and the Foreign Language Screening Instrument for Colleges (FLSI‐C) (Ganschow & Sparks, 1991) to explore learning difficulty variables. Factor analysis, correlation analysis, and stepwise multiple regression analysis of data provided by 1,187 college students learning English as a foreign language (EFL) in Taiwan indicate that English learning difficulties account for 36.80% of variance in anxiety. The results show that some anxious students have a history of English learning problems, obtain low grades, suffer difficulties with classroom learning, and exhibit poor developmental skills. The findings are used to discuss both theoretical and practical implications for foreign language anxiety.
Implications of Using Case Study Instruction in a Foreign/Second Language Methods Course
Authors: Haley Marjorie Hall
Published: January 2009

Abstract: To date, very little has been written about what kind of experiences foreign and second language teachers had during their preservice teaching internships and the implications of these experiences on the quality of foreign and second language instruction in the United States in K‐12 settings. This article presents the case study of one student teacher intern involved in his 15‐week experience in a linguistically and culturally diverse secondary school setting and how his case was used in a foreign/second language methodology course. It examines the extent and nature of the student's critical reflections in determining the basis of sound methodological and pedagogical approaches to second language instruction. Furthermore, it demonstrates the design and development of this case as a case study and the benefits of its use in one particular teacher education program. Additionally, this article highlights, within the case study, the utilization of reflection and the creation of the professional development portfolio. Results indicated that the case‐based method can be an instructional tool in a methods class. Students studying this case in the teacher education program discovered that they were able to link theory to practice and could understand and use educational theories and principles in becoming effective educators.
A Statewide Professional Development Program for California Foreign Language Teachers
Authors: Lozano Albert S. , Padilla Amado M. , Sung Hyekyung , Silva Duarte M.
Published: January 2009

Abstract: The California Foreign Language Project (CFLP), established in 1988, is a voluntary professional development program designed to improve and expand elementary, secondary, and postsecondary foreign language teaching in California. CFLP consists of nine regional sites that work in conjunction with a central office to increase professional development for over 600 foreign language teachers annually. CFLP provides teacher participants with three major professional development services: (1) workshops provided by the regional sites, (2) partnerships with low‐performing schools/districts, and (3) an annual Summer Leadership Seminar. Sites submit a portfolio at the end of each program year that allows them to demonstrate their effectiveness in meeting CFLP's goals. Evaluation results indicate that over a three‐year period, the CFLP increased opportunities for participants to strengthen academic content knowledge and develop teacher leadership skills. Results also show that participants incorporated workshop materials in their sample lesson plans and their classroom teaching.
Connections Between Teacher and Student Attitudes Regarding Script Choice in First‐Year Japanese Language Classrooms
Authors: Dewey Dan P.
Published: January 2009

Abstract: This study investigates connections between teacher and student attitudes related to the delayed (or immediate) introduction of Japanese script in the Japanese language classroom. Two groups of students completed questionnaires concerning their attitudes toward the immediate or delayed introduction of Japanese script and the use of romaji (romanized Japanese) in the Japanese as a second language classroom. The first group was introduced to Japanese script immediately, and romaji was not used in their textbook. The second group used a romaji textbook and was introduced to Japanese script at a later time and a slower rate. Teacher attitudes were also assessed using a questionnaire and interviews. Relationships were found between teacher attitudes regarding script use and several aspects of students' attitudes. For both groups, student responses corresponded well with teacher responses in terms of degree of satisfaction with the writing system used to teach Japanese in class and the use of an alternative script to study Japanese (romaji for the first group and Japanese syllabaries and kanji for the second group). Teacher and student attitudes toward the textbook were also related for the second group. Questionnaire and interview data indicated a clear teacher influence on student attitudes related to script choice in the Japanese classroom.
Immersion Study Abroad in Mexico: Using Repair Behaviors to Assess Proficiency Changes
Authors: Smartt Jerry T. , Scudder Rosalind R.
Published: January 2009

Abstract: Repair behavior in university‐level students was investigated to determine if students who study abroad use repair behavior differently from students who do not. The Mexico group (N = 24) studied Conversational Spanish at La Salle University, Cancun. The U.S. group (N = 9) completed the same course at Friends University, Wichita, Kansas. Pretest and posttest interviews were transcribed and analyzed for the following self‐repairs: language switch, appeal for assistance, word form search, circumlocution, utterance expansion, and global revision. Results indicated that language switch, the most commonly used repair in both groups, decreased as L2 proficiency increased. The Mexico group used word form search more frequently, suggesting increased determination, competency, and self‐confidence. This study affects L2 teachers who can encourage students to speak more spontaneously by allowing them time to self‐repair without interruption.
What Underlies Immersion Students' Production: The Case Of Avoir Besoin De
Authors: Lapkin Sharon , Swain Merrill
Published: January 2009

Abstract: One of the advantages of having students work in pairs on language‐related tasks is that teachers and researchers can listen to what the students say as they carry out their assigned tasks. What they say offers insights into the students' beliefs about the target language they are learning and using, and reflects the cognitive processes they use to produce an utterance. In this paper, we analyze dialogues between pairs of eighth grade French immersion students about avoir besoin de. Our analysis provides insights that allow teachers to help students more accurately encode the meaning they wish to express. Teachers and researchers are also given an insiders view of how learners make use of what they already know to support their learning of an additional language.
Teacher Development and National Standards for Spanish as a Heritage Language
Authors: Potowski Kim , Carreira Maria
Published: January 2009

Abstract: Given the increasing presence of heritage speakers at both the high school and postsecondary levels, greater numbers of preservice and in‐service Spanish teachers need exposure to Spanish for native speakers (SNS) issues. This is because well‐structured SNS courses should look more like native language arts courses than like Spanish as a foreign language (SFL) courses. Therefore, traditional foreign language methodology courses are insufficient to prepare teachers to work with heritage‐speaking populations. In addition to offering considerations for national standards in SNS teaching, the authors suggest coursework components designed to prepare teachers to work more effectively with SNS students.
Alternatives to Mechanical Drills for the Early Stages of Language Practice in Foreign Language Textbooks
Authors: Aski Janice M.
Published: January 2009

Abstract: There is a growing body of research indicating that mechanical drills do not facilitate the development of explicit or implicit knowledge. This study identifies the inadequate aspects of mechanical drills and offers alternative activities for the early stages of language practice, whose formats and features comply with recent research in the learning and acquisition of foreign languages. Wong and VanPatten's (2003) referential structured input activities are suggested as substitutes to practice grammatical features that contribute meaningfully to the utterance. However, for allophonic or allomorphic alternations that are governed by the phonetic, stress, or grammatical context and that do not convey meaning, a new type of activity (form‐form activities) is introduced, which promotes noticing by directing learners to actively operationalize their understanding of grammatical rules. Production activities for the later stages of practice are briefly discussed, and this study concludes with advice for instructors regarding their expectations of students' performance.
Did a Foreign Language in the Elementary Schools (FLES) Program in a Kansas School District Affect Students' Academic Achievement in English?
Authors: Schuster Bernard G.
Published: January 2009

Abstract:What happens to English academic achievement when valued class time is devoted to a foreign language in the elementary schools (FLES) program? Is there a reduction in achievement as suggested by a time‐on‐task hypothesis, or is there some form of compensation, as suggested by additive bilingualism? The school district in this study started a FLES program with Grade 2 students in five schools in 1995–96, and the students continued FLES through Grades 3, 4, and 5. Students in the other eight district schools received no FLES. The FLES and no‐FLES students were compared based on the Grade 6 Iowa Test of Basic Skills (ITBS), using Grade 2 ITBS Survey Battery to control for initial variation in test scores. No significant statistical difference was found.
Learning Styles and Foreign Language Learning Difficulties
Authors: Castro Obdulia , Peck Veronica
Published: January 2009

Abstract: In order to identify what other elements besides linguistic deficits could be playing a role in foreign language learning difficulties, the Kolb Learning Styles Inventory was administered to students enrolled in regular and modified Spanish classes at a major U.S. university. Preliminary results gathered as part of a longitudinal study on learning styles and foreign language learning difficulties indicate that regardless of any specific language learning deficit or difficulty, a student's preferred learning style can hinder or help success in the foreign language classroom. Findings from this study also indicate that having access to information about the preferred learning styles of the majority of students enrolled in beginning foreign language classes at the college level will be of great importance for researchers, instructors, and students alike.
Current Perceptions and Beliefs Among Incoming College Students Towards Foreign Language Study and Language Requirements
Authors: Price Joseph , Gascoigne Carolyn
Published: January 2009

ABSTRACT: Opinions of foreign language study, as well as attitudes toward specific cultures and languages, influence student motivation and success. The purpose of the present study is to catalogue and report the perceptions and attitudes of recent incoming college students (freshman and transfer students) concerning foreign or second language (L2) study and foreign language requirements in a post‐9/11 context. The results offer insights into students' evolving beliefs and concerns, which can be used to inform and subsequently improve the teaching‐learning process through the development of timely, meaningful, and responsive language learning environments.
Teachers' Use of English in Communicative German Language Classrooms: A Qualitative Analysis
Authors: Kraemer Angelika
Published: January 2009

ABSTRACT: The use of English by foreign language teachers is a matter of much controversy. Whereas language switching by English‐speaking foreign language teachers has been the focus of previous research, relatively little is known about the amount of teachers' language use in the classroom when comparing native speakers of the foreign language with nonnative speakers. This qualitative study examined the amount and the purpose of English used by five teaching assistants (TAs) (three native speakers of English, one native speaker of German, and one whose first language was neither English nor German) in beginning German language classrooms. Results of the study indicate eight common functions for the use of English and also show that previous language teaching experience as well as a background in relevant teacher training coursework reduced the amount of English used.
Advanced Proficiency for Foreign Language Teacher Candidates: What Can We Do to Help Them Achieve This Goal?
Authors: Pearson Lynn , Fonseca‐Greber Bonnibeth , Foell Kristie
Published: January 2009

ABSTRACT: This article examines various issues related to the development of advanced proficiency by foreign language teacher candidates with the goal of providing information and strategies for teacher educators and administrators at the university level. Recent changes in the National Council for the Accreditation of Teacher Education (NCATE) requirements stipulate that foreign language teacher candidates in specific languages (e.g., French, German, Spanish) must achieve the Advanced‐Low rating on the American Council on the Teaching of Foreign Languages (ACTFL) Oral Proficiency Interview (OPI)/Writing Proficiency Test (WPT). The article includes descriptions of language proficiency required for foreign language teaching and assessments; a survey of curricula and institutional resources for foreign language education at the university level, which support the development of advanced proficiency; and recommendations for facilitating Advanced language proficiency by foreign language teacher candidates.
Social Interaction and Linguistic Gain During Study Abroad
Authors: Magnan Sally Sieloff , Back Michele
Published: January 2009

Abstract: This study investigates the role of social interaction in language gain among study abroad students in France. Using the ACTFL Oral Proficiency Interview (OPI), the Can‐Do self‐assessment scale (Clark, 1981), a revised version of the Language Contact Profile (LCP; Freed, Dewey, Segalowitz, & Halter, 2001), and preand postdeparture questionnaires, we examine gains in oral proficiency as related to language contact in the study abroad environment. This research shows that language gain is possible during a semester‐long study abroad program. It does not uphold the common belief that living situation and contact with authentic media differentiate students who improve from those who do not. Looking at the background of students (age, gender, grade point average, etc.), it reveals that only prior coursework in French correlates strongly with gains in proficiency once abroad. In its most surprising finding, this study suggests that speaking French with Americans may impede proficiency development.
Village Voices, Global Visions: Digital Video as a Transformative Foreign Language Learning Tool
Authors: Goulah Jason
Published: January 2009

Abstract:This instrumental case study examines how adolescent high‐intermediate Japanese language learners enrolled in a one‐month credited abroad program used digital video as a mediational tool for (1) learning foreign language, content, and technology skills, (2) cultivating critical multiliteracies and transformative learning regarding geopolitics and the environment, and (3) augmenting their portfolios (Gee, 2004a). Framed in sociocultural and transformative learning theories, this study also suggests that digital video production engaged students extensively in language‐based tasks and cultivated collaboration and creativity. Implications suggest future research applying digital video to various languages, levels, and contexts, particularly those in traditional schools and curricula.
How Foreign Language Teachers Get Taught: Methods of Teaching the Methods Course
Authors: Wilbur Marcia L.
Published: January 2009

Abstract: This study examined the methodological training of preservice secondary foreign language teachers through the lens of the college methodology course syllabus from 32 participating postsecondary institutions, survey data from the related methods instructors, and questionnaires from 10 of the instructors. The findings indicate that preservice foreign language methodological training, while based on common beliefs that theory informs practice and that the Standards for Foreign Language Learning in the 21st Century (National Standards, 1999) should frame instruction and assessment, is accomplished in a great variety of ways. Most significantly, because there are few courses that address meeting the needs of diverse learners, preservice teachers may not be connecting an eclectic blend of instructional practices to learner needs. There is also evidence that while the Standards are recognized in theory as important to instruction, they are not being fully integrated into teaching practices.
Foreign Language Learning Anxiety in Upper‐Level Classes: Involving Students as Researchers
Authors: Ewald Jennifer D.
Published: January 2009

Abstract:While both the causes and effects of students' language learning anxiety have been a frequent focus of many investigations, few have explored anxiety in the context of upper‐level language classrooms. Through a qualitative analysis of questionnaire data obtained from 21 advanced students of Spanish, this study found that, indeed, many of these students did report experiencing anxiety in upper‐level courses, perhaps an unanticipated setting given students' relatively higher levels of proficiency. Students highlighted many issues related to their anxiety and confirmed findings of previous investigations; specifically, they pointed to the key role of the teacher in producing and relieving anxiety. In addition to considering anxiety in an unexplored context, this study serves as a model for involving students in research related to language learning.
True Beginners, False Beginners, and Fake Beginners: Placement Strategies for Korean Heritage Speakers
Authors: Sohn Sung‐Ock , Shin Sang‐Keun
Published: January 2009

Placing heritage Speakers into Korean language classes is a challenging task because they display a wide range of proficiencies. Since Standard placement tests often fail to place students effectively within a program, placement procedures that take into account heritage language use need to be developed. This article describes the Steps that the University of California, Los Angeles' Korean program took to place heritage students into appropriate levels of instruction. Since total scores did not accurately reflect test takers' linguistic profiles, a noncompensatory scoring approach was adopted to ensure that they demonstrated a minimum level of ability in every component tested. The article also offers placement strategies that can be applied to a wide variety of instructional settings.
Is What's Good for the Goose Good for the Gander? The Case of Male and Female Encouragement to Study French
Authors: Kissau Scott
Published: January 2009

Male disinterest in second and foreign language programs has been well documented in recent years. The influence of encouragement to study languages also has been thoroughly investigated. There is, however, little research that connects these two phenomena. This study investigated if gender differences exist in the amount of encouragement students receive to study French. Approximately 500 students in ninth grade completed a questionnaire; the data then were explored in interviews with students and teachers. Results indicated that encouragement is an important factor in the decision to study French and that boys are perceived to receive less encouragement than girls to study the language. Suggestions for how such gender differences can be addressed are discussed.
Creating Communicative Classrooms With Experiential Design
Authors: Burke Brigid Moira
Published: January 2009

For years reformers have been recommending that language teaching and learning be viewed as a system of communication, with the ultimate goal being the development of functional ability in learners (Musumeci, 1997). Many U.S. world language teachers continue to focus on grammatical tendencies, using English as the medium of instruction. As a solution to providing secondary world language teachers with more than a method to teach in a communicative manner, this article suggests that they become informed about and familiar with Expeditionary Learning Outward Bound design. By understanding and using the Expeditionary Learning philosophy and design, students and teachers may be able to focus on communication by engaging in experiential learning experiences, investigations, and expeditions, and use the world language during classroom lessons.
Empowering Students With Language Learning Strategies: A Critical Review of Current Issues
Authors: Rivera‐Mills Susana V. , Plonsky Luke
Published: January 2009

This article analyzes the body of research literature that has brought us to the State of our current knowledge regarding learning strategies in general and learning strategies Instruction as they relate to second language acquisition (SLA). Three categories are discussed: (1) types of learning strategies, (2) learning autonomy and strategy training, and (3) other strategy‐related factors such as metalinguistic development and internal/external variables related to the use of learning strategies (e.g., motivation). By conducting a critical review of the issues presented in the literature, the analysis arrives at the implications for language teaching and language learning, taking into consideration the perspective of both the instructor and the Student.
The Effects of Deductive and Guided Inductive Instructional Approaches on the Learning of Grammar in the Elementary Foreign Language College Classroom
Authors: Haight Carrie E. , Herron Carol , Cole Steven P.
Published: January 2009

This study investigates the effectiveness of deductive and guided inductive approaches for teaching grammar in College French classrooms. Forty‐seven second‐semester French students were taught eight grammatical structures: four with a deductive instructional approach and four with a guided inductive instructional approach. A quasiexperimental within‐subjects design featuring pre‐ and posttests and eight immediate posttreatment quizzes assessed the long‐ and short‐term gains in grammatical knowledge for each condition. Results indicated a significant difference between participants' mean immediate test scores favoring the guided inductive approach. Findings of this study also indicated a strong trend in favor of guided induction on the long‐term learning of grammatical structures. The results of this study support using a guided inductive instructional approach to teach grammar in the beginning‐level foreign language classroom.
Teaching Languages From a Distance Through Multipoint Videoconferencing
Authors: Acar Ahmet
Published: January 2009

The most commonly used and discussed videoconferencing mode for teaching languages from a distance is two‐way simultaneous, or point‐to‐point, videoconferencing. Applications of multipoint videoconferencing to language classes, however, are not very common. This article aims to fill that gap by presenting the technical and pedagogical dimensions of a pilot project in teaching an introductory course in Turkish (102) via multipoint videoconferencing, which was conducted among students at Syracuse University, Cornell University, and Colgate University. This study shows how multipoint videoconferencing works for language classes and gives some pedagogical pointers to language instructors who plan to use such a system for the first time.
A Neglected Aspect of the Standards: Preparing Foreign Language Spanish Teachers to Teach Pronunciation
Authors: Morin Regina
Published: January 2009

This article discusses reasons for explicit pronunciation instruction, despite the continued neglect of this area in the communicative classroom. ACTFL/NCATE Program Standards for the Preparation of Foreign Language Teachers (2002) and Standards for Foreign Language Learning in the 21st Century (National Standards, 1999) dictate that teachers have an understanding of target language sound/spelling relationships, segmentals, suprasegmentals, and dialectal variation. Suggestions are offered for building a knowledge base, including issues invohed in pronunciation instruction, content areas of Spanish phonetics, and types of pedagogical materials that can be designed and implemented in the communicative foreign language Spanish classroom. Pedagogical materials created by students enrolled in a graduate‐level Applied Spanish Phonetics course show that it is possible to engage in pronunciation instruction in the communicative foreign language Spanish classroom and incorporate basic pronunciation instruction into an existing curriculum at all levels.
Comment on "Log or Linear? Distinct Intuitions of the Number Scale in Western and Amazonian Indigene Cultures"
Authors: Cantlon Jessica F. , Cordes Sara , Libertus Melissa E. , Brannon Elizabeth M.
Published: January 2009

Dehaene
et al
. (Reports, 30 May 2008, p. 1217) argued that native speakers of Mundurucu, a language without a linguistic numerical system, inherently represent numerical values as a logarithmically spaced spatial continuum. However, their data do not rule out the alternative conclusion that Mundurucu speakers encode numbers linearly with scalar variability and psychologically construct space-number mappings by analogy.
Regulation of Neuronal Survival Factor MEF2D by Chaperone-Mediated Autophagy
Authors: Yang Qian , She Hua , Gearing Marla , Colla Emanuela , Lee Michael , Shacka John J. , Mao Zixu
Published: January 2009

Chaperone-mediated autophagy controls the degradation of selective cytosolic proteins and may protect neurons against degeneration. In a neuronal cell line, we found that chaperone-mediated autophagy regulated the activity of myocyte enhancer factor 2D (MEF2D), a transcription factor required for neuronal survival. MEF2D was observed to continuously shuttle to the cytoplasm, interact with the chaperone Hsc70, and undergo degradation. Inhibition of chaperone-mediated autophagy caused accumulation of inactive MEF2D in the cytoplasm. MEF2D levels were increased in the brains of α-synuclein transgenic mice and patients with Parkinson's disease. Wild-type α-synuclein and a Parkinson's disease–associated mutant disrupted the MEF2D-Hsc70 binding and led to neuronal death. Thus, chaperone-mediated autophagy modulates the neuronal survival machinery, and dysregulation of this pathway is associated with Parkinson's disease.
Laptop Programs for Students
Authors: Zucker Andrew A. , Light Daniel
Published: January 2009

With the continuing decline in costs of technology, programs are proliferating worldwide to put networked laptop computers into the hands of millions of students on a routine basis. The reasons policy-makers support these programs are based on economic arguments, equity concerns, and widespread interest in education reform. Studies of laptop programs in schools report that they increase students' engagement in school, improve technology skills, and have positive effects on students' writing. However, evidence of the effectiveness of large-scale laptop programs in other learning domains is scarce. Research in many nations suggests that laptop programs will be most successful as part of balanced, comprehensive initiatives that address changes in education goals, curricula, teacher training, and assessment.
Technology and Testing
Authors: Quellmalz Edys S. , Pellegrino James W.
Published: January 2009

Large-scale testing of educational outcomes benefits already from technological applications that address logistics such as development, administration, and scoring of tests, as well as reporting of results. Innovative applications of technology also provide rich, authentic tasks that challenge the sorts of integrated knowledge, critical thinking, and problem solving seldom well addressed in paper-based tests. Such tasks can be used on both large-scale and classroom-based assessments. Balanced assessment systems can be developed that integrate curriculum-embedded, benchmark, and summative assessments across classroom, district, state, national, and international levels. We discuss here the potential of technology to launch a new era of integrated, learning-centered assessment systems.
Online Education Today
Authors: Mayadas A. Frank , Bourne John , Bacsich Paul
Published: January 2009

Online education is established, growing, and here to stay. It is creating new opportunities for students and also for faculty, regulators of education, and the educational institutions themselves. Much of what is being learned by the practitioners will flow into the large numbers of blended courses that will be developed and delivered on most campuses. Some of what is being learned will certainly improve pedagogical approaches and possibly affect other important problems, such as the lengthening time to completion of a degree. Online education is already providing better access to education for many, and many more will benefit from this increased access in the coming years.
Clinical and histological associations of cagA and vacA genotypes in Helicobacter pylori gastritis.
Authors: Warburton V J , Everett S , Mapstone N P , Axon A T , Hawkey P , Dixon M F
Published: January 2009

AIMS: To determine the relation among the cytotoxin associated gene (cagA) and vacuolating cytotoxin gene (vacA) status of Helicobacter pylori isolates, the associated clinical diseases, and the severity and pattern of chronic gastritis. METHODS: Helicobacter pylori was cultured from gastric biopsies obtained from dyspeptic patients. DNA was extracted from the isolates and the cagA and vacA status determined by the polymerase chain reaction (PCR). The prevalence of the different cagA and vacA genotypes in three clinical groups, duodenal ulcer, gastric ulcer, and non-ulcer dyspepsia was compared. The histological features in sections from two antral and two corpus biopsies were graded by one blinded observer. The grades were compared with age and sex matched groups with different cagA and vacA genotypes, and with duodenal ulcers, or non-ulcer dyspepsia. RESULTS: Isolates from 161 patients were included. One hundred and nine (68%) harboured a cagA+ strain and 143 (89%) harboured a vacA s1 strain. The prevalence of cagA+ strains in duodenal ulcer patients (94%) was highly significantly greater than in those with non-ulcer dyspepsia (56%). However, of the patients infected with a cagA+ strain, almost equal numbers had non-ulcer dyspepsia or peptic ulceration. Chronic inflammation, polymorph activity, surface epithelial degeneration, atrophy, and intestinal metaplasia were all significantly more severe in the cagA+ than in the cagA- group, whereas only corpus epithelial degeneration was significantly more severe in the vacA s1 group compared with the vacA s2 group. Patients infected with cagA+ strains were almost four times more likely to have antral intestinal metaplasia than cagA- patients. An antral predominant gastritis was present in duodenal ulcer patients compared with matched non-ulcer dyspepsia patients, but this was not attributable to cagA or vacA status. CONCLUSIONS: Helicobacter pylori strains showing cagA positively and the vacA s1 genotype are associated with more severe gastritis but these virulence factors do not appear to determine the overall pattern. The pattern is closely linked to clinical disease. Therefore, it is likely that the nature of the disease complicating chronic infection is determined by host and environmental factors, while bacterial factors determine the magnitude of the risk of developing such disease.
Development of a multiplex ARMS test for mutations in the HFE gene associated with hereditary haemochromatosis.
Authors: Baty D , Terron Kwiatkowski A , Mechan D , Harris A , Pippard M J , Goudie D
Published: January 2009

Genetic testing for hereditary haemochromatosis is likely to be a significant workload for diagnostic laboratories. The C282Y and H63D mutations in the HFE gene associated with hereditary haemochromatosis have previously been detected using a number of methods including alterations in the restriction digest pattern of polymerase chain reaction (PCR) amplified products. An amplification refractory mutation system (ARMS) has been developed that will simultaneously detect both hereditary haemochromatosis mutations. Comparison of the results obtained from the analysis of 46 samples referred for hereditary haemochromatosis testing showed no discrepancies between ARMS and restriction enzyme digestion. Furthermore, consistent results were obtained by ARMS from both blood and buccal mouthwash samples. The ARMS test is quicker and less expensive in terms of consumables and scientist time than restriction enzyme analysis, and is therefore suited to the routine diagnostic analysis of hereditary haemochromatosis.
A renin secreting ovarian steroid cell tumour associated with secondary polycythaemia.
Authors: Stephen M R , Lindop G B
Published: January 2009

A 67-year-old woman presented with dry skin, facial hair, hoarse voice, and weight gain. She was hypertensive (168/ 96 mm Hg), her haemoglobin concentration was 19 g/l, and haematocrit was 55.7%. The diagnosis of probable secondary polycythaemia was made. Blood testosterone concentration was 44 nmol/l (normal < 5) and was not suppressed by dexamethasone, suggesting a neoplastic source rather than a pituitary abnormality. Transvaginal ultrasound revealed a hypoechoic solid mass in the left ovary suggestive of a solid ovarian tumour. Hysterectomy and bilateral salpingo-oophorectomy were performed following which testosterone concentration returned to normal. Immunocytochemistry provided evidence of renin synthesis. This is a case of an unusual steroid cell tumour that caused virilisation accompanied by symptoms of secondary polycythaemia presumably as a result of erythropoietin production. This is the second case of a steroid cell tumour with an erythropoietic effect and the first that shows evidence of renin synthesis.
Sequential malt lymphomas of the stomach, small intestine, and gall bladder.
Authors: Stephen M R , Farquharson M A , Sharp R A , Jackson R
Published: January 2009

Low grade lymphomas of mucosa associated lymphoid tissue (MALT) are indolent neoplasms that, although tending to remain localised for many years, may spread to other mucosal sites. A 53 year old woman treated by total gastrectomy for low grade MALT lymphoma of the stomach developed a recurrence in the small bowel 18 years later, and a further recurrence involving the gall bladder after three years in complete clinical remission after chemotherapy. In situ hybridisation showed that the small intestine and gall bladder recurrences had the same pattern of light chain restriction. Tumour from all three sites was shown to be derived from a single clone by the demonstration of an identical immunoglobulin heavy chain gene rearrangement by the polymerase chain reaction. The case illustrates the propensity of MALT lymphomas to "home" to mucosal sites and gives an insight into their behavior over an extended follow up.
Human papillomavirus DNA in adenosquamous carcinoma of the lung.
Authors: Tsuhako K , Nakazato I , Hirayasu T , Sunakawa H , Iwamasa T
Published: January 2009

AIM: To investigate the presence of human papillomavirus (HPV) DNA in adenosquamous carcinoma of the lung--which is relatively common in Okinawa but not in mainland Japan--and examine its histological features. METHODS: Of 207 cases where primary lung cancers were surgically removed between January 1995 and June 1997 in Okinawa, 23 were adenosquamous carcinoma. HPV was detected by non-isotopic in situ hybridisation (NISH) and polymerase chain reaction (PCR) amplification with primers specific for E6 and E7 regions of the HPV genome. PCR products were analysed by Southern blotting. Immunohistochemical determination of high molecular weight cytokeratin (HMC) and involucrin was also carried out. RESULTS: 18 cases were positive for HPV DNA by PCR and NISH. HPV types 6, 11, 16, and 18 were found. Seven cases were dual positive for different types of HPV. Using NISH, HPV was also found in the squamous cell components and in neighbouring enlarged adenocarcinoma cells. The HMC and involucrin were demonstrated immunohistochemically in the same areas. CONCLUSIONS: HPV DNA was found in a high proportion (78.3%) of adenosquamous carcinomas in Okinawa, a region where HPV has previously been shown to be prevalent in squamous cell carcinoma of the lung. The adenocarcinoma cells adjacent to the squamous cell carcinoma component were enlarged and positive for HPV, HMC, and involucrin. This is thought to indicate the transition from adenocarcinoma to squamous cell carcinoma.
The significance of cagA and vacA subtypes of Helicobacter pylori in the pathogenesis of inflammation and peptic ulceration.
Authors: Gunn M C , Stephens J C , Stewart J A , Rathbone B J , West K P
Published: January 2009

AIMS: To assess the significance of cagA and vacA subtypes of Helicobacter pylori in relation to inflammation and density of bacterial colonisation in vivo within a dyspeptic UK population. METHODS: Dyspeptic patients who were Helicobacter pylori positive had antral samples taken for histology and culture. Gastroduodenal pathology was noted. The grade of bacterial density and inflammation was assessed using the Sydney system. Bacterial DNA was extracted and the vacA alleles and the cagA/gene typed using PCR. RESULTS: 120 patients were studied. There was high rate of cagA positive strains in this population. Bacterial density did not correlate with the presence of peptic ulceration. There was a significant association between cagA positive strains and increased inflammation and bacterial density. The vacA s1 type independently correlated with extensive chronic inflammation but there was no association with bacterial density. The vacA m type did not correlate with extent of inflammation or bacterial density. CONCLUSIONS: The results suggest that cagA is important in the pathogenesis of inflammation and peptic ulceration. These findings are in keeping with the hypothesis that cagA acts as a marker for a cag pathogenicity island which encodes several genes involved in inflammation. The vacA s1 allele correlates with inflammation independently of cagA, possibly through its enhanced ability to produce the vacuolating cytotoxin.