bluuebunny/crossref_metadata_2025_split huggingface dataset:
Attitudes and Motivation in Bilingual Education
Authors: Lasagabaster David 
Published: December 2012

AbstractLanguages play a paramount role in any society in general and in education in particular. A student enrolled in a bilingual school in which different languages are in contact soon realizes that society, family, peers, and school all place importance on these languages. The students' own assessment, together with the context, the information, and the knowledge they acquire will shape their attitudes toward these languages and their motivation for learning them.
Authoring Tools for Language Assessment
Authors: Kessler Greg 
Published: December 2012

Abstract
Authoring tools, which include an array of software designed to create material for computers and the Internet, are ubiquitous throughout the Web development world, including language education. Such tools, designed specifically for language assessment, allow language teachers, material developers, and language department administrators to create a variety of interactive computer‐based assessments. These can include embedded media, automated scoring, feedback, and database archival storage of performance. Since the early 1990s a number of such authoring tools have been developed to allow teachers to prepare evaluation and assessment materials for their unique needs. Many of these have become commonplace in classrooms while they may be unfamiliar at institutional levels of assessment, possibly because the assessment needs are different in the classrooms and institutions responsible for test development (Fulcher & Davidson, 2007).
Automatic Speech Recognition
Authors: Levis John , Suvorov Ruslan 
Published: December 2012

AbstractAutomatic speech recognition (ASR) is an independent, machine‐based process of decoding and transcribing oral speech. A typical ASR system receives acoustic input from a speaker through a microphone, analyzes it using some pattern, model, or algorithm, and produces an output, usually in the form of a text (Lai, Karat, & Yankelovich, 2008).
Bachman, Lyle F.
Authors: Kunnan Antony J. 
Published: December 2012

AbstractLyle Bachman has been one of the leading theorists in the field of language testing for the last three decades. He was born in Iowa, USA, in 1944 and received his BA, MA, and PhD (1971) in English, all from Indiana University. Although his PhD was in English literature, his dissertation was in second language acquisition, and was based on research he conducted with schoolchildren learning English in Thailand. After completing his PhD, he went to the University of Hawai'i as assistant professor in the Departments of English and Second Language Studies. After a year in Hawaii, he took up a position as project specialist with The Ford Foundation in Thailand, where he directed a large‐scale longitudinal research and development project in individualized English language instruction for Thai elementary schools. It was while in Thailand that he developed an interest in quantitative research and language testing. In 1976, he took a position in Tehran, Iran as director of a joint University of Illinois‐Tehran University project for developing ESP materials for university students. In 1979 he returned to the USA as assistant professor in the division of English as a second language at the University of Illinois, Urbana‐Champaign. In 1989, he moved to the University of California, Los Angeles, where he has been since, as professor of applied linguistics teaching courses and seminars in language assessment, language program evaluation, research methods, and epistemology in applied linguistics, and directing student research projects in language testing. He has also held temporary appointments as chair professor and director of the English Language Teaching Unit at the Chinese University of Hong Kong (1994–6) and Fulbright fellow and visiting professor in the faculty of education at the University of Hong Kong (2008–9).
Baetens Beardsmore, Hugo
Authors: García Ofelia 
Published: December 2012

AbstractI first met Hugo Baetens Beardsmore (1942) in New York City in the mid‐1980s. He had come to meet with Joshua Fishman and others, but also to visit bilingual schools. Although I had learned much about bilingualism from Baetens Beardsmore's work and especially hisBilingualism: Basic Principles, it was his watch that impressed me most. I accompanied him then on a visit to a bilingual elementary school. There, Hugo sat in children's chairs, as children and teachers spoke Spanish and English. But he was wearing a special watch that he casually displayed for the children. Eventually they noticed and started asking questions. Baetens Beardsmore urged them on, speaking in English, as well as French and Dutch, each time showing them one more fascinating aspect of the special watch. And the children responded by not only speaking English and Spanish, but also by trying out words in his languages. Hugo did not shower the children with questions. Instead, he waited until they asked him questions to which he answered with thorough insights, important details, and yet humor. For me, it is this image of Hugo Baetens Beardsmore (or H.BB. as his students fondly call him) that has forever been imprinted in my memory— a giant able to adapt to small chairs, an intellectual able to have fun with children, a scholar and a profoundly humane person, a humble and engaging person. And precisely these are the qualities that have made Baetens Beardsmore's scholarly work so important, from the very earlyBilingualism: Basic Principles(1982) to his recent contributions toBilingual Education in the 21st Century(García, 2009).
Bamberg, Michael
Authors: Moissinac Luke 
Published: December 2012

Abstract

Michael Bamberg (1947‐ ) is coeditor of the journal
Narrative Inquiry
through which he supports and encourages theorizing and research into narrative from differing perspectives. In addition, he is the series editor of
Studies in Narrative
consisting of a series of books at the cutting edge of narrative research. Michael Bamberg has been an important figure in the promotion of a series of different genres of applied linguistic and narrative research. From his dissertation work on the acquisition of narratives by young children (Bamberg, 1987), through positioning theory (Bamberg, 1997a, 2003) and analysis of narratives (Bamberg, 2011b, 2012), to identity construction in talk‐in‐interaction (Bamberg & Georgakopoulou, 2008; Bamberg, 2011b, 2011c; Bamberg, De Fina, & Schiffrin, 2011), he has contributed varied strands to applied linguistics (De Fina, Schiffrin, & Bamberg, 2006; Bamberg, De Fina, & Schiffrin, 2007, 2011; Bamberg, 2011a).
Bateman, John
Authors: Tseng Chiaoi 
Published: December 2012

AbstractJohn A. Bateman (b. 1957) has a distinguished research background in applied linguistics and has contributed to a wide range of research areas since the 1980s. He started working on natural language generation in 1982 and was awarded the degree of PhD in artificial intelligence in 1986 at Edinburgh University. Since then, he has engaged in research projects on language generation, translation science, discourse structures, and descriptive linguistics at Kyoto University, the Information Sciences Institute of the University of Southern California, the University of the Saarland in Saarbrücken, the former GMD Institute of Integrated Publication and Information Systems in Darmstadt, and the University of Stirling. In 1999, he was appointed Professor of Applied Linguistics at the University of Bremen within the Department of English, where he has initiated several linguistic projects on ontology, language, and space.
Bazerman, Charles
Authors: Prior Paul 
Published: December 2012

AbstractCharles Bazerman's foundational contributions to the interdisciplinary field of writing and literacy studies have had a wide influence in applied linguistics. As a writing researcher, rhetorician, and literacy theorist, he is particularly known for his contributions to genre theory, the rhetoric of science and technology, writing across the curriculum/writing in the disciplines (WAC/WID), and theories of literate practice as social action.
Beliefs in Second Language Acquisition: Learner
Authors: Kalaja Paula , Maria Ferreira Barcelos Ana 
Published: December 2012

Abstract
Second‐ and foreign‐language learners of all ages, from young children to teenagers and adults, have beliefs about language learning. This is true whether learning takes place in formal contexts such as regular English as a foreign language (EFL) classrooms and immersion programs or informal contexts such as home and workplace. Teachers also have beliefs about teaching and learning processes. It is important to understand how learners' beliefs relate to (a) their approaches to learning languages, including use of learning strategies; (b) their background characteristics, such as language learning anxiety; (c) the approaches, methods, or techniques their teachers use in the classroom; and (d) the possible conflicts arising from the differences in learners' beliefs and those of their teachers.
Beliefs in Second Language Acquisition: Teacher
Authors: Ferreira Barcelos Ana Maria , Kalaja Paula 
Published: December 2012

AbstractResearch into teacher beliefs is a relatively new topic in language education; however, in the field of education it was addressed as early as the mid‐1970s. In his study, now a classic, Lortie (1975) looked at the socialization into teaching of first‐language teachers. The study marked a change in paradigm. Previously, teaching had been viewed as a process‐product with an emphasis on teacher behavior and learning outcomes. Now, teacher thinking and knowledge are recognized as playing an important role in teaching. Teaching began to be studied from an emic, or insider, perspective, and so research into what is now known as teacher thinking, teacher cognition, teacher learning, or teacher knowledge was born.
Berk‐Seligson, Susan
Authors: Fowler Yvonne A. 
Published: December 2012

Abstract

Susan Berk‐Seligson (b. 1947) graduated with a first degree in Spanish and was subsequently a Peace Corps Volunteer in Costa Rica before obtaining her MA in Linguistics in 1971. The subject of her doctoral thesis was
Phonological Variation in a Synchronic/Diachronic Sociolinguistic Context: The Case of Costa Rican Spanish
and she duly obtained her PhD from the University of Arizona in 1978. She taught in the Modern Languages Department of Purdue University from 1983 to 1985 but spent the bulk of her career (from 1985 to 2004) at the University of Pittsburgh. Here she taught in the Hispanic Languages and Literatures Department but also held a secondary appointment in the Department of Linguistics where she was Director of the MA program in Hispanic Linguistics. At the time of writing she was at Vanderbilt University in Nashville, Tennessee, and has held a post as Associate Director of the Center for Latin American Studies as well as Director of Graduate Studies of that Center.
Bialystok, Ellen
Authors: Luk Gigi 
Published: December 2012

AbstractEllen Bialystok (1948– ) is a Distinguished Research Professor in the Department of Psychology at York University, Toronto, Canada. She has bridged studies of language and cognition through her investigation of bilingualism. Her pioneering interdisciplinary research examines the cognitive consequences of bilingualism both in linguistic and nonlinguistic domains across the lifespan. Most notably, Professor Bialystok has reported a bilingual advantage in tasks assessing executive function, which is a set of skills that are necessary for planning, cognitive flexibility, suppressing distracting information, and selectively attending to relevant information. These research findings have significant implications for education, linguistics, cognitive science, psychology, and neurology.
Bible Translation
Authors: Wendland Ernst , Noss Philip 
Published: December 2012

AbstractThe Bible is the most translated and retranslated book in the world. The process of Bible translation involves a complex, multidisciplinary effort that is aimed at rendering what is in essence a library of diverse literary genres in the various world languages. It consists of the 39 books of the Hebrew Scriptures (Old Testament, OT), the 27 books of the Greek New Testament (NT), and an Apocrypha or Deuterocanon (DC) of up to 15 books depending on the church tradition. The practice of Bible translation is at once a science, an art, a craft, and a technology that benefits most from a team approach.
Bilingual and Monolingual Language Modes
Authors: Grosjean François 
Published: December 2012

AbstractBilinguals communicate differently when they are with monolinguals and when they are with bilinguals who share their languages. Whereas they avoid using their other language(s) with monolinguals, they may call upon it (or them) when interacting with bilinguals, either by changing over completely to the other language(s) or by bringing elements of the other language(s) into the language they are speaking.
Bilingual Education
Authors: García Ofelia , Homonoff Woodley Heather 
Published: December 2012

AbstractBilingual education is the use of two, or more, languages in the instruction and assessment of learners. Bilingual education differs from traditional language education programs that teach an additional language as a subject in that it uses the language as a medium of instruction. Programs vary in their goals, language use, and students served, and are also shaped by sociocultural and sociopolitical factors, historical context, as well as the status and power of speakers and languages.
Bilingual Literacy
Authors: Hornberger Nancy H. 
Published: December 2012

AbstractBilingual literacy, or biliteracy, can be defined as “any and all instances in which communication occurs in two (or more) languages in or around writing” (Hornberger, 1990, p. 213), where these instances may be events, actors, interactions, practices, activities, classrooms, programs, situations, societies, sites, or worlds (Hornberger, 2003). The continua model of biliteracy offers a framework in which to situate research, teaching, and language planning in bilingual and multilingual settings. The model's intersecting and nested continua demonstrate multiple, complex, and fluid interrelationships between bilingualism and literacy and the contexts, media, and content through which biliteracy develops. From the framework, we argue that for multilingual learners, thedevelopmentof biliteracy occurs
Bilingual/Immersion Teacher Education
Authors: Tedick Diane J. , Fortune Tara W. 
Published: December 2012

AbstractBilingual education is a broad term that encompasses a wide range of program models involving use of at least two languages for academic instruction, one being the majority language of the geographic area where the program is offered. Fortune and Tedick (2008), among others, identify four bilingual/immersion models as a subset within this broad category that have distinct design features and end goals: one‐way foreign language immersion, two‐way bilingual immersion, one‐way developmental bilingual education, and indigenous language immersion. These school‐based programs offer a minimum of 50% of subject‐matter instruction through a second, foreign, heritage, or indigenous language. They aim foradditive bi‐ or multilingualism and additive bi‐ or multiliteracy(i.e., the addition of one or more languages while further developing the first), academic achievement, and intercultural understanding. Baker (2006) refers to these four models as “strong” forms of bilingual education. This entry is limited to teacher education for these models.
Bilingualism and Age
Authors: Singleton David 
Published: December 2012

AbstractThree issues arise from any consideration of the topic of bilingualism and age. The first has to do with the relationship between age and the characterization of bilingualism; the second relates to the question of whether maturational constraints may impede progress in late bilinguals toward very high degrees of proficiency in both languages; and the third concerns the methodology of investigating maturational constraints and the possible desirability of using the proficiency of early bilinguals rather than that of native speakers as the yardstick in the evaluation of the ultimate attainment of later L2 beginners.
Bilingualism and Speech Perception
Authors: Sebastian‐Galles Nuria , Díaz Begoña , Costa Albert 
Published: December 2012

AbstractSpeech perception refers to the process whereby acoustic linguistic information is interpreted and given a meaning. It proceeds through a series of stages in which acoustic cues are extracted and stored in sensory memory and then mapped onto linguistic information. Crucially, the relevance of these acoustic cues varies across languages in a very important way (Mattys, White, & Melhorn, 2005), and certain acoustic cues may have a linguistic significance for a particular language, but not for another. These crosslinguistic differences lead to significant differences in the way native and non‐native listeners process subphoneme traits (Underbakke, Polka, Gottfried, & Strange, 1988), syllables (Cutler, Mehler, Norris, & Segui, 1986), stress patterns (Dupoux, Peperkamp, & Sebastian‐Galles, 2010), and phonotactic constraints (Sebastian‐Galles & Bosch, 2002). This research also suggests that learning a second language can imply nonexclusive solutions to bridge the gap between native and non‐native speech processing: the suppression of the first language strategy, the development of new and separate strategies for the second language, and a compromise of the reweighting of each cue. The specific solution for each case depends, though not exclusively, on the relative properties of the two languages of the bilingual. For instance, if the sound to be learned has no close correspondence with the learner's existing language, like Zulu clicks for English native listeners, listeners may develop new processing strategies that most likely will not affect how the first language is perceived. On the contrary, if the sounds to be learned are similar though not identical to those of the native language, adjustments of the already existing processes and representations are most likely to be needed; so, for example, Japanese listeners must modify the way they categorize some sounds in their first language in order to perceive the English contrast between /r/ and /l/ (see Best, 1995; Flege, 1995). Similarities and differences between the two languages of a bilingual therefore play a fundamental role in how the speech processing system will cope with the two languages.
Broeders,
A
.
P
.
A
.
Authors: Van Charldorp Tessa 
Published: December 2012

Abstract
A. P. A. (Ton) Broeders (b. 1946) has published extensively in the field of forensic phonetics and still contributes greatly to the professionalization of the field of forensic linguistics and forensic science in the Netherlands and abroad. Broeders does this by questioning the value, validity, and reliability of technical and scientific forensic evidence. He is concerned with the way in which scientists—but also lawyers, prosecutors, and judges—formulate conclusions based on forensic research, and stresses the important role they play in the criminal justice process.
Bush, Vannevar and Hypertext
Authors: Cobb Thomas 
Published: December 2012

Abstract
Widely known as the father or even guru of hypertext and its principal medium the World Wide Web, Vannevar Bush (1890–1974) never employed either of these names. Rather, he envisaged a “memex” system for organizing and retrieving multimedia information on microfilm, memex being a word like rolodex or index (card), that is, more redolent of the actual period of his activities. Yet Bush's memex system went far beyond any index‐based information retrieval system and in many ways is the true precursor of the Internet, at least on the concept level.
Butters, Ronald R.
Authors: Chovanec Jan 
Published: December 2012

Abstract

Ronald R. Butters was born in 1940 in Cedar Rapids, Iowa, USA. He obtained his BA and PhD degrees in English at the University of Iowa. Immediately after graduation, he took up a position at Duke University, where he taught for 40 years until his retirement in 2007. He was Professor of English (1990) and Professor of Cultural Anthropology (2000) at Duke University, and is now Professor Emeritus. From the 1970s, he was Chair of Duke University's linguistics program and from 2008 President of the International Association of Forensic Linguistics. He is currently a coeditor of
The International Journal of Speech, Language, and the Law
, and was formerly an editor and editorial board member of various journals, including
American Speech, Papers in Linguistics
, and
Journal of Metaphor and Symbolic Activity
. His book
Displacing Homophobia
(1989), coedited with John Clum and Michael Moon, won the 1989 Conference of Editors of Learned Journals Best Special Issue award.
Case Study
Authors: Duff Patricia A. 
Published: December 2012

Abstract

Case study is a very common and important approach to research in applied linguistics and many other academic and professional fields. Case studies are frequently qualitative and interpretive, but they can also be combined with, or can include, quantitative analyses and other approaches to knowledge generation. Case studies generally involve rich contextualization and a deep, inductive analysis of data from a small set of participants, sites, or events in order to understand aspects of language learning or use. Sometimes the focus of study is the knowledge, performance, or perspectives of a single individual, such as a language learner or teacher. Other types of case study may focus less on the individuals involved and more on a single speech event, activity, institution, policy, country, or scenario in which particular language issues figure prominently and are the focus of analysis. Regardless of what constitutes the case (a person, site, or situation), by definition, one or more
single bounded units
are selected for study because of their complexity, the types of interactions among their constituent parts, or how the cases relate to existing knowledge or theories about the way language operates in the world. The cases may confirm, disconfirm, complicate, illustrate, describe, explain, or extend existing knowledge in a variety of ways and drawing on a variety of epistemologies and theoretical and methodological frameworks. Despite the range in types and purposes of case studies, one commonality is that they provide concrete instances of a phenomenon of interest.
Catford, J. C.
Authors: Harris Jimmy G. , Esling John H. 
Published: December 2012

AbstractProfessor Emeritus J. C. Ian Catford was born in Edinburgh, Scotland, in 1917 and died peacefully in Seattle, Washington, in 2009. Ian's father was English and his mother was Scottish. He grew up in Edinburgh and considered himself more Scottish than English. In his preteens, he was seriously interested in engineering, especially the aerodynamics of steam flow, steam values, and cylinders of steam locomotives.