ethanporcaro/eric-fulltext-meta huggingface dataset:
Navigating a Triple Challenge: Linguistic, Academic, and Sociocultural Integration of Students in Refugee-Like Situations
Author: Morel-Lab, Anne
Date: 2022-05-30
Type: Reports - Descriptive
Subjects: French,Second Language Learning,Second Language Instruction,Foreign Countries,Universities,Refugees,Higher Education,College Preparation,Language of Instruction,Program Descriptions,Rating Scales,Guidelines,Teaching Methods,Social Integration,Acculturation,Student Adjustment

According to the Agence Universitaire de la Francophonie (AUF), since 2016 many French universities have set up French language teaching programmes for refugees and people with subsidiary protection to respond to their need of linguistic support in French before starting or resuming their higher education studies. Welcoming such students however requires taking into consideration a wide range of complex situations for which the French higher education system is not designed. The universities concerned have therefore to face the same issue: what kind of programme can be set up to support the integration of such students and respond to their linguistic insecurity without altering standards? In 2017, the AUF launched AIMES (Accueil et Intégration des Migrants dans l'Enseignement Supérieur), a programme initiated to support universities willing to develop the appropriate learning structures needed to obtain the accreditation for the University Diploma Passerelle (DU Passerelle), an integrated university diploma aiming to enable students with an atypical background to acquire a B2 level in French, B2 being the language level required to continue their studies at a French university. In this chapter, I will first introduce the CIEF (Centre International d'Études Françaises) of the University of Lyon 2 which is one the language centres involved in this programme. I will then present the CIEF curriculum for the DU Passerelle and finally, develop the teaching methods set in place to respond to the specific needs of the students in refugee-like situations, introducing the notions of &quot;glottophobia&quot; and &quot;bientraitance linguistique&quot; as theoretical tools helping to analyse their linguistic environment. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Facilitating Transition from and to Higher Education,&quot; see ED619814.]
Systematic Synthetic Phonics: Case Studies from Sounds-Write Practitioners
Author: Beaven, Ana, Ed.
Date: 2022-05-09
Type: Books
Subjects: Phonics,Reading Instruction,Writing Instruction,Spelling Instruction,Program Implementation,Foreign Countries,Program Evaluation,Evidence Based Practice,Elementary Education,Case Studies,Program Effectiveness,Outcomes of Education,Instructional Effectiveness,Reading Improvement,Writing Improvement,Self Esteem,Retention (Psychology),Distance Education,COVID-19,Pandemics,Direct Instruction,Speech Language Pathology,Speech Therapy

Sounds-Write is a systematic synthetic phonics approach that has been successfully used to teach students to read and spell for the last two decades. This volume brings together twelve case studies -- written by practitioners -- of implementation of the Sounds-Write programme in different settings and geographical contexts (Europe, US, Australia). Through them, the authors share their experiences and evidence-based evaluations of the programme, as well as recommendations on how to make the most of what Sounds-Write has to offer. [This content is provided in the format of an e-book. Individual chapters are indexed in ERIC.]
Acquiring Business Skills: The Effects of System Expectancy Mediated by Classroom Interactions in Online Education
Author: Tanpoco, Manuel R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Classroom Communication,COVID-19,Pandemics,Online Courses,Teaching Methods,Business Administration Education,Vignettes,Foreign Countries,Skill Development,Goodness of Fit,Educational Change,Educational Improvement,Higher Education,Comparative Analysis,Learner Engagement,Correlation,Student Attitudes,Undergraduate Students,College Faculty,Teacher Attitudes,Videoconferencing

The COVID-19 pandemic forced the educational system to shift from a traditional learning pedagogy to a fully online approach (Cabangcala et al., 2021). The realization of Education in a new format has casted doubts as to whether or not curricula and pedagogies developed for face-to-face teaching and learning remain relevant and effective for online education. Hence, this study aimed to determine if the development of business skills (BS) is still possible during the transition from face-to-face to an online learning environment. It further sought to describe the current online learning scenario and identify relationships among performance and effort expectancies (or system expectancy), teaching presence, and cognitive engagement (considered class interaction), together with the acquisition of BS to draw out implications for the improvement of online business education. This study followed a mixed-method research design that utilized a survey accomplished by 703 respondents from a higher educational institution in the Philippines as its primary source of data. The authors used the Wilcoxon signed-rank tests to determine the difference between face-to-face and online learning in terms of skills acquisition and classroom interaction. Furthermore, to support the study's findings, a structured interview among ten randomly selected business students and a model fit test using partial least squares path modeling (PLS-PM) were completed. The results revealed a significantly lower level of BS acquisition, teaching presence, and cognitive engagement in an online learning environment. The hypothesized network of variables depicted class interaction as a mediator of system expectancy and skills acquisition and was found to be a good fit at the 0.05 level of significance. In terms of originality, the study offered an appreciation of the role of expectancy and teaching presence in developing BS, especially since full online learning was adapted during the COVID-19 pandemic. The authors explored the mediating effects of class interaction in the online learning environment, the combined impact of teaching presence and student engagement, on the relationship between system expectancy and teaching presence.
Promoting the Development of Intercultural Competence in Higher Education through Intercultural Learning Interventions
Author: Sierra-Huedo, María Luisa
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Multicultural Education,Higher Education,Universities,Foreign Countries,Undergraduate Students,Bachelors Degrees,Translation,Study Abroad,Global Approach,Citizenship,Intercultural Communication,Outcomes of Education

Introduction: This article analyses the impact of an intercultural learning intervention in a Spanish university post-European Higher Education Area implementation. Objective: Our research's main objective consisted of measuring the development of intercultural competence in the first cohort of a Translation and Intercultural Communication bachelor's degree in a Spanish university, before and after taking specific courses in intercultural studies and spending a study abroad semester. Methodology: A mixed methodology was implemented, in which the Intercultural Development Inventory (IDI) was used as a measuring instrument. Additionally, in-depth personal interviews were conducted to complement the data obtained. Results: The results of this study show that the programming and sequencing of specific courses, together with experiences abroad, contribute to the development of intercultural competence. Conclusions: More intercultural learning interventions are needed in higher education courses to develop and build an intercultural campus and educate global citizens. When applying intercultural learning interventions and intercultural methodologies, students develop their intercultural competence, a key competence for 21st-century graduates.
Report of the Commissioner of Education for the Year 1903. Volume 2
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1905-00-00
Type: Historical Materials
Subjects: Education,Foreign Countries,School Organization,Urban Schools,Popular Education,High Schools,Agricultural Education,School Statistics,Universities,Colleges,Agricultural Colleges,Professional Education,Schools of Education,Secondary Schools,Industrial Training,Business Schools,Nursing Education,African American Education,Special Schools,Students with Disabilities,Animals,Compulsory Education,Child Labor,Labor Legislation,Consolidated Schools,Student Transportation,Public Schools,Alcohol Education,College Students,Religious Education,Boards of Education,Retirement Benefits,Teacher Retirement,Punishment,Coeducation,Women Administrators,School Administration,Teacher Salaries,Salaries,Administrators,Financial Support,Educational Finance,Catholic Schools,Foreign Students,Enrollment,Educational Change,Elementary Education

Volume 2 addresses German school courses of study, a report on the Chilean Education Congress and Exhibit, U.S. and foreign education necrology for 1902, and profiles of education benefactors and others who have devoted their lives to education. Chapter XXX's miscellaneous educational topics include remarks on education in America, a good urban school organization, how popular education's results justify its expense, the Commissioner's address at McKinley Manual Training School's dedication, and high school agricultural education. Chapter XXXI presents profiles of Emerson Elbridge White, Alice Freeman Palmer, Frank A. Hill, Charles Ammi Cutter, William E. Dodge, and Josiah Willard Gibbs. Subsequent chapters present statistics and discussion on city school systems; universities, colleges, and technological schools; agricultural and mechanical colleges; professional instruction; normal schools; secondary schools; manual and industrial training; commercial and business schools; nursing schools; schools for the colored race; reform schools; and schools for the defective classes, including the blind, deaf, and feeble-minded. Chapters XLIV and XLV discuss Alaskan education and the introduction of domestic reindeer into Alaska, respectively. Chapter XLVI covers education in the Philippines, Hawaii, and Cuba. Chapter XLVII's current topics discussed are compulsory attendance and child labor laws, school consolidation and pupil transportation, public school temperance instruction, Central European higher-institution students, North American Sunday school statistics, city school boards' legal status, public school Bible reading and religious exercises, teachers' pensions, corporal punishment regulations, coeducation, women in school administration, city school official and teacher salaries, education benefactions, Catholic school statistics, German university foreign students, U.S. school and college enrollment for 1902-03, reform of education in Roumania [sic], and foreign countries' elementary education statistics. [For Volume 1, see ED619960.]
Implications of Fast Fashion&apos;s Second-Hand Clothing Market on Seamstresses in the Ghanaian Textile Industry
Author: Doe, Vanessa O. A.
Date: 2022-04-00
Type: Reports - Research
Subjects: Clothing,Finishing,Foreign Countries,Informal Education,Textiles Instruction,Business,Income,Needle Trades,Neoliberalism,Social Change,Economic Factors,Developing Nations,Correlation,Competition

Researchers have argued that fast fashion's second-hand market has affected seamstresses' lives in various facets from business to livelihoods. This study seeks to explore effects the fast fashion's second-hand clothing market has on seamstress' business and livelihoods in Ghana. It also asks the question about how relevant formal and non-formal education is in the trade. Drawing on 12 semi-structured interviews in Accra, I argue that background, location, skill and education of seamstresses all contribute to the level of impact experienced by the SHC market on their business and livelihoods. The results suggest that there are both positive and negative impacts of the fast fashion second-hand market. The results also show that the effects of education are complicated, as both formal and non-formal avenues of training are accepted in the custom-made industry. Furthermore, fast fashion is portrayed as just one of the many ways neoliberalism affects the economy and the movement of materials between the global North and the global South.
Blending of ICT: Restructuring of Teacher Education
Author: Dhillon, Shamshir Singh
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Technology,Technology Uses in Education,Blended Learning,Technology Integration,Technological Literacy,Foreign Countries,Online Courses,Teacher Education Programs

The blending of ICT in our teaching-learning process is a journey that can bring exponential growth in the progress of our nation. Due to the effect of the novel COVID-19, the teaching-learning process has shifted from face-to-face to online mode. ICT integration into the curriculum can definitely help in restructuring and reorienting the whole teacher education by optimizing the students' learning outcomes. ICT can help in promoting inclusion by providing room for flexibility that enables sustainable development. ICT competencies allow the teachers to integrate ICT into their teaching-learning process effectively. ICT integration also encourages flexibility and better retention among the students using the multi-media mode. India is a fast developing nation and its ICT infrastructure will enhance its present status from the three levels of ICT integration to five levels of ICT integration i.e. entry-level, adoption level, adaptation level, infusion level, and finally, transformational level. NEP-2020 also recommends the promotion of ICT integration by taking various steps like the establishment of NETF, NRF and promotion of digital portals like SWAYAM and SWAYAM PRABHA where the teacher educators can upload their digital learning resources for providing quality education to the students residing in the remotest parts of the country through enrollment in the MOOC courses and programs of e-Pathshala. All these efforts will undoubtedly help in restructuring and revolutionizing teacher education and the whole nation's fate undoubtedly depends upon revamping the whole system of higher education.
Using Remote Communication Tools to Facilitate Student Engagement, Language Learning, and Cross-Disciplinary Professional Development before, during, and after the Pandemic: The Newcastle Calls Project 2020 as a Case Study
Author: Guidarelli, Barbara
Date: 2022-05-30
Type: Reports - Evaluative
Subjects: Translation,Masters Programs,Italian,Theater Arts,Computer Mediated Communication,COVID-19,Pandemics,Films,Foreign Countries,Teaching Methods,Second Language Learning,Second Language Instruction,Program Descriptions,Graduate Students,Researchers,Interviews,Documentaries,Visual Aids,English,Education Work Relationship,Barriers,Technology Integration

Aimed at fostering student engagement using remote communication tools to restructure language teaching, the &quot;Newcastle Calls&quot; project was piloted in early 2020, providing Newcastle University's Italian language students at intermediate level with a chance to be involved in the production of authentic material. Thanks to technology, they crossed space barriers, interviewed Italian researchers in the Antarctic and an Italian theatre actor virtually, discussing the researchers' life, climate change, acting, and the effects of Italy's COVID-19 lockdown. One of these interviews was made into a pilot documentary with Italian and English subtitles with the collaboration of Master of Arts (MA) translation and film students. This chapter explores how students benefitted from the experience, evaluates the project's potential to facilitate students' transition to professional life after university, and the facilitators' experience using remote communication tools before and during COVID-19, reflecting on the advantages and challenges of implementing the use of up-to-date technology in language learning. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Facilitating Transition from and to Higher Education,&quot; see ED619814.]
Real-World Translating: Learning through Engagement
Author: Uribe de Kellett, Angela
Date: 2022-05-30
Type: Reports - Evaluative
Subjects: Translation,Second Language Learning,Second Language Instruction,Faculty Development,Problem Based Learning,Modern Languages,Extracurricular Activities,Foreign Countries,Language Skills,Language Usage,College Second Language Programs,Student Motivation,Authentic Learning,Outcomes of Education,Employment Potential,Universities

In an effort to motivate language students and to promote real engagement, a long-running project has taken root at Newcastle University. For over 12 years, the Real Translation Project (RTP), an extracurricular initiative in the School of Modern Languages, has been offering opportunities to language students to use their linguistic skills to support community and charity organisations. Through participating in the project, the students develop professional as well as translation skills. This paper examines how the project facilitates the transition of students to post-graduation life -- equipping them with work skills and increasing their awareness of the specific skills required in translation whilst linking them with external organisations and giving them opportunities to contribute to society. Drawing on empirical data from participants, this paper analyses the immediate and long-term outcomes derived from working on meaningful, authentic projects, using problem-based learning and a collaborative approach. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Facilitating Transition from and to Higher Education,&quot; see ED619814.]
Allambie Heights Public School, Sydney, Australia
Author: Helsloot, Angela
Date: 2022-05-09
Type: Reports - Research
Subjects: Case Studies,Standardized Tests,Benchmarking,Reading Tests,Kindergarten,Grade 1,Elementary School Students,Foreign Countries,Public Schools,Teaching Methods,Reading Instruction,Phonics,National Competency Tests,Literacy,Numeracy,Spelling,Tests,Reading Programs,Instructional Effectiveness,Program Evaluation,Longitudinal Studies,Faculty Development

In this case study, Angela Helsloot, Principal at Allambie Heights Public School, on the Northern Beaches of Sydney, uses data from standardised tests and benchmark reading assessments across the school to show the positive impact that Sounds-Write instruction has had in Kindergarten and Year 1. [For the complete volume, &quot;Systematic Synthetic Phonics: Case Studies from Sounds Write Practitioners,&quot; see ED619956.]
Angel Oak Academy, London, England
Author: MacKechnie, Charlotte
Date: 2022-05-09
Type: Reports - Research
Subjects: Foreign Countries,Elementary School Students,Program Implementation,Reading Improvement,Reading Programs,Faculty Development,Program Evaluation

In this case study, Charlotte MacKechnie reports on improvements in reading and spelling for all children at Angel Oak Academy in South East London following the adoption of Sounds-Write. They use a three-teacher model to support small-group and one-to-one 'keep up' interventions to ensure children are not left behind in their phonics learning. [For the complete volume, &quot;Systematic Synthetic Phonics: Case Studies from Sounds Write Practitioners,&quot; see ED619956.]
Bloomfield Learning Centre, London, England
Author: Horner, Sarah
Date: 2022-05-09
Type: Reports - Research
Subjects: Foreign Countries,Reading Programs,Reading Difficulties,Reading Improvement,Program Implementation,Nonprofit Organizations,Nonschool Educational Programs,Program Evaluation,Reading Tests,Secondary School Students

In this case study, Sarah Horner and Jane Orr from the Bloomfield Learning Centre, a specialist literacy clinic run as a charity and serving the poorest parts of London, report on how Sounds-Write helped a student regain his self-confidence and motivation for learning, after difficulties in reading had led to behaviour problems and a dislike of school. [For the complete volume, &quot;Systematic Synthetic Phonics: Case Studies from Sounds Write Practitioners,&quot; see ED619956.]
Metacognitive Awareness in L2 Listening: A Transition from Doing Listening to Teaching It
Author: Toapanta, Jesús
Date: 2022-05-30
Type: Reports - Research
Subjects: Metacognition,Second Language Learning,Second Language Instruction,Listening Skills,Listening Comprehension,Teaching Methods,Learning Processes,Intervention,Audio Equipment,Spanish,Undergraduate Students,Scores,Discussion (Teaching Technique),Instructional Effectiveness,Measures (Individuals)

Second language listening (L2 listening) is taken for granted in the language classroom. The time allocated to it is often minimal, and it does not always aim at developing listening skills. It serves other purposes, such as testing comprehension and/or introducing a different activity. Graham (2017) noted that L2 listening is done in the language classroom, but it is not always taught. This paper shows that it is relatively uncomplicated to teach learners how to listen in the language classroom. It presents the results of an intervention study that incorporated guided discussions and reflections into an activity that consisted of playing an audio recording and answering comprehension questions. The results support previous findings regarding the effectiveness of guided discussions and reflections in developing listening skills (Goh &amp; Taib, 2006) and show that it is possible to help learners address L2 listening more strategically. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Facilitating Transition from and to Higher Education,&quot; see ED619814.]
Task-Based Projects for Transition from University to Placements Abroad: Development of Academic, Sociocultural, and Employability Skills for Students of Spanish as a Foreign Language
Author: Pérez-Nieto, Nazaret
Date: 2022-05-30
Type: Reports - Descriptive
Subjects: Task Analysis,Universities,Study Abroad,Spanish,Undergraduate Students,Second Language Learning,Second Language Instruction,Foreign Countries,Student Placement,Translation,Essays,Video Technology,Learning Processes,Employment Potential,Job Skills,Barriers,Student Attitudes,Feedback (Response),Language Proficiency,Teaching Methods,Overseas Employment,Student Projects,Active Learning,Outcomes of Education

This paper shows how Task-Based Learning (TBL) is used to equip second-year Spanish students at Cardiff University for their placements during their year abroad. We present a set of task-based projects embedded within the curriculum to enhance both (1) the competences students have to acquire throughout their degree, and (2) the skills to overcome the challenges involved in tasks of similar nature when studying or working abroad. These activities (including translations, presentations, essay writing and the production of a vlog) put all the knowledge acquired into practice in real-life situations. The impact of these tasks on the learning process, academic, sociocultural, and employability skills, and the students' perceptions of the transition to placements abroad have been assessed through a survey. The sequences designed, the results and feedback collected are presented as evidence in favour of TBL as a suitable approach to qualify Higher Education (HE) students as proficient users of the target language during their time abroad. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Facilitating Transition from and to Higher Education,&quot; see ED619814.]