ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Languages in the Workplace&quot;: Embedding Employability in the Foreign Language Undergraduate Curriculum
Author: Organ, Alison
Date: 2017-00-00
Type: Reports - Research
Subjects: Employment Potential,Instructional Innovation,Teaching Methods,Second Language Learning,Second Language Instruction,Case Studies,Comparative Analysis,Job Placement,Language Skills,Personality,Foreign Countries,Occupational Aspiration,Job Skills,Study Abroad,Experiential Learning,Cultural Awareness,Undergraduate Students

This case study examines student perceptions of the experiential value of a work placement carried out as part of a languages degree programme. The data for the case study consists of a corpus of 67 reports submitted from 2011 to 2015, reflecting on placements carried out in Europe, Japan, the UK and the US. The data offers a student view of the impact of the placement on their linguistic prowess, character development, employability and career plans. The case study compares these with the soft skills increasingly required in employment, and concludes that the reflective nature of the work placement report is beneficial to students in preparation for marketing themselves to potential employers. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Enhancing Employability,&quot; see ED574244.]
Predicting the Academic Achievement of Deaf and Hard-of-Hearing Students from Individual, Household, Communication, and Educational Factors
Author: Marschark, Marc
Date: 2015-00-00
Type: Reports - Research
Subjects: Predictor Variables,Academic Achievement,Deafness,Hearing Impairments,Secondary School Students,Student Characteristics,Family Environment,Parent Background,Educational Attainment,Socioeconomic Status,Student Placement,Grade Repetition,Special Education,Oral Language,Scores,Clinical Diagnosis,Educational Diagnosis,Learning Disabilities,African American Students,Hispanic American Students,Data Analysis,Longitudinal Studies,Regression (Statistics),Mathematics Achievement,Social Studies,Science Achievement,Multivariate Analysis,Transitional Programs,Disabilities

Research suggests that the academic achievement of deaf and hard-of-hearing (DHH) students is the result of a complex interplay of many factors. These factors include characteristics of the students (e.g., hearing thresholds, language fluencies, mode of communication, and communication functioning), characteristics of their family environments (e.g., parent education level, socioeconomic status), and experiences inside and outside school (e.g., school placement, having been retained at grade level). This paper examines the relative importance of such characteristics to U.S. DHH secondary students' academic achievement as indicated by the Woodcock-Johnson III subtests in passage comprehension, mathematics calculation, science, and social studies. Data were obtained for approximately 500 DHH secondary students who had attended regular secondary schools and/or state-sponsored special schools designed for DHH students. Across all subject areas, having attended regular secondary schools and having better spoken language were associated with higher test scores. Significant negative predictors of achievement varied by type of subtest but included having an additional diagnosis of a learning disability, having a mild hearing loss, and being African American or Hispanic. The findings have important implications for policy and practice in educating DHH students as well for interpreting previous research. (Contains 7 tables). [This article was published in &quot;Exceptional Children,&quot; (EJ1055314).]
Using Local Style When Writing in English: The Citing Behaviour of Indonesian Authors in English Research Article Introductions
Author: Arsyad, Safnil
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Styles,Citations (References),Authors,Writing for Publication,Journal Articles,Rhetoric,Literature Reviews

When writing journal articles in English, authors are expected to comply with the conventionally appropriate rhetorical style. This may be problematic for non-native speakers of English, such as Indonesian authors who write in English. The purpose of this study is to investigate the rhetorical style of reviewing prior knowledge in English research articles (RAs) written by Indonesian academics published in English journals. Forty English RA introductions by Indonesian authors were analyzed on the authors' communicative functions and type and tense of citations when citing other authors' work in their English RA introductions. The results show that when writing RAs in English, Indonesian authors use citation mostly to support the importance of their research topic and prefer presenting positive justification rather than critiquing or negatively evaluating other authors' work in order to identify a research gap. They also prefer using non-integral type of citation and present tense in citing the relevant literature. These are different from those found in RA introductions in international journals published in English. This implies that although writing RAs in English, the Indonesian authors still use the rhetorical style acceptable in Indonesian academic practices and this might be problematic for English readers. [At the time of submission to ERIC, this article was in press with &quot;Asian Englishes.&quot;]
Financial Literacy of 15-Year-Olds: Results from PISA 2015. Data Point. NCES 2017-086
Author: Gonzales, Patrick
Date: 2017-05-00
Type: Reports - Evaluative
Subjects: Adolescents,Money Management,Knowledge Level,Literacy,Comparative Education,Scores,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students

On May 24, the National Center for Education Statistics released Financial Literacy of 15-year-olds: Results from PISA 2015. The PISA assessment of financial literacy measured students' knowledge and understanding of fundamental elements of the financial world, including financial concepts, products, and risks, and their ability to apply what they know to real-life situations involving financial issues and decisions. The Program for International Student Assessment (PISA) is a system of international assessments that allows countries to compare outcomes of learning as students near the end of compulsory schooling. PISA measures the performance of 15-year-old students in science, reading, and mathematics literacy as well as other occasional subjects, such as financial literacy, every 3 years. PISA uses the term &quot;literacy&quot; in each subject area to indicate how well students are able to apply their knowledge and skills to problems in a real-life context. PISA is coordinated by the Organization for Economic Cooperation and Development (OECD). It was first implemented in 2000 in 32 countries. It has since grown to 70 education systems in 2015. The focus of the Data Point is on the performance of students in the United States relative to their peers in 14 other education systems that participated in the financial literacy assessment in 2015, and on changes in scores since 2012. In addition, it describes achievement in two states that participated in PISA 2015 individually: Massachusetts and North Carolina; these systems can be compared with the United States, each other, and other PISA participants.
Enhancing Online Language Learning as a Tool to Boost Employability
Author: Escobar, Sol
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Employment Potential,Online Courses,College Second Language Programs,Teaching Methods,Blended Learning,Delivery Systems,Instructional Innovation,Electronic Learning,Student Attitudes,Portfolio Assessment,Case Studies,Course Descriptions,Feedback (Response),Foreign Countries

Online learning is a very flexible way to build and improve language knowledge alongside other work and/or study commitments whilst at the same time encouraging autonomous learning, time management, self-motivation and other skills relevant to employability. Learning on your own, however, can also be daunting. Therefore, the Languages for All (LfA) team at the University of Essex have incorporated an innovative blend of tutor support with flexible tailored lessons and bespoke assessments in addition to the Rosetta Stone® Advantage (RSA) programme which is used as the main platform. This combination has contributed to a steep increase in retention and pass rates, placing our modules in an advantageous position. The article presents an innovative (and easily replicable) module structure and--supported by students' voices--shows how learning a language can contribute to enhancing employability. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Enhancing Employability,&quot; see ED574244.]
Teachers as Awakeners: A Collaborative Approach in Language Learning and Social Media
Author: Plutino, Alessia
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Social Media,Language Skills,Language Fluency,Language Acquisition,Pronunciation Instruction,Communicative Competence (Languages),Web 2.0 Technologies,Student Projects,Program Implementation,Communities of Practice,Employment Potential,Pilot Projects,Outcomes of Education,College Second Language Programs,Second Language Learning,Cooperative Learning,Foreign Countries

This paper provides an overview of the successful pedagogical project TwitTIAMO, now in its third year, where micro blogging (Twitter) has been used in Italian language teaching and learning to improve students' communicative language skills, accuracy, fluency and pronunciation outside timetabled lessons. It also explores the background and outcomes of two recent implementations to the project: (1) the implementation of a Twitter Champ, acting as a Knowledgeable Other (Vygotsky, 1978) and the development of her transferable employability skills; and (2) the use of a free speech-to-text tool to develop accuracy in pronunciation and writing. More broadly, the paper offers an overview of social media as a powerful tool to transpose classroom communities into online learning communities and enhance spontaneous and collaborative learning outside conventional classroom settings, based on Vygotsky's (1978) Zone of Proximal Development (ZPD) principles and current Personal Learning Environments (PLE) and Communities of Practice (CoP) theories. Two figures are appended. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Enhancing Employability,&quot; see ED574244.]
Who Is Where? Characteristics of Deaf and Hard-of-Hearing Students in Regular and Special Schools
Author: Shaver, Debra M.
Date: 2014-00-00
Type: Reports - Research
Subjects: Deafness,Hearing Impairments,Special Schools,Inclusion,Mainstreaming,Student Characteristics,Institutional Characteristics,Charter Schools,Parent Attitudes,Interviews,Secondary School Students,Severity (of Disability),Sign Language,Interpersonal Communication,Intelligence Quotient,Comorbidity,Assistive Technology,Disabilities,Longitudinal Studies,Student Placement,Special Education,Family Characteristics

To address the needs and abilities of deaf and hard-of-hearing (DHH) students in different educational settings, it is important to understand who is in which setting. A secondary analysis of the National Longitudinal Transition Study 2 (NLTS2) database was conducted to examine differences in the characteristics of students who attended special schools, such as schools for the deaf, and those who attended regular schools serving a wide variety of students, such as neighborhood, alternative, and charter schools. The study included a nationally (U.S.) representative sample of about 870 DHH secondary school students. Findings from parent interviews and surveys revealed that students who attended only special secondary schools had greater levels of hearing loss, were more likely to use sign language, had more trouble speaking and conversing with others, and were more likely to have low functional mental scores than students who had attended only regular secondary schools. There were no differences in the presence of additional disabilities or cochlear implants between students in the different settings. In many ways, student characteristics did not vary by school type, suggesting that both types of secondary schools serve students with a wide range of needs and abilities. (Contains 7 tables.) [This article was published in &quot;Journal of Deaf Studies and Deaf Education&quot; v19 n2 p203-219 2014.]
Enhancing Students' Potential: EBL Projects in Language Teaching
Author: Federici, Theresa
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Process Approach (Writing),Active Learning,Inquiry,Modern Language Curriculum,College Second Language Programs,Employment Potential,Feedback (Response),Student Evaluation,Language Acquisition,Outcomes of Education,Second Language Instruction,Foreign Countries

This paper outlines the rationale behind L2 process writing and Enquiry-Based Learning (EBL) approaches adopted in order to design a course within a modern language degree to bridge the gap between language and culture elements of the programme. This was achieved by creating an environment that replicates that of a researcher and by placing feedback and student enquiry at the centre of the language classroom. The approach adopted allows students to engage with techniques of critical thinking and analysis that foster deep-level learning and encourage transferable skills that develop professional skills and increase employability. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Enhancing Employability,&quot; see ED574244.]
Looking beyond Language Skills--Integrating Digital Skills into Language Teaching
Author: Deacon, Amanda
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Language Skills,Technological Literacy,Technology Integration,Teaching Methods,Instructional Innovation,French,College Second Language Programs,Learning Modules,Competency Based Education,Employment Potential,Web 2.0 Technologies,Educational Practices,Foreign Countries

The traditional focus of the language elective has been to give students the skills to communicate in the foreign language which has also been their main selling point. However, language graduates need more specific and wide-ranging skills if they are to compete in the current and future job markets. It is now widely accepted that universities have a direct responsibility to prepare students for employment and, in the 21st century, this preparation needs to include digital literacy and competencies. But how can students not only learn these skills, but also find ways to evidence them for a future employer? At Leeds we decided to explore these issues by designing a new &quot;Professional French&quot; module, linking digital competencies to assessment through participation on a blog together with supported use of digital media to create presentation videos. This article will discuss how we addressed, with our project, some of these questions and met student demand for more applied options on the French degree programme. We present our experience from the perspectives of the different players: tutor, students, learning technologist, and self-access centre manager, whose Master of Arts (MA) dissertation in technology, education and learning provided the data for the evaluation of this project. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Enhancing Employability,&quot; see ED574244.]
Using Assessment to Showcase Employability in IWLP
Author: Campbell, Caroline
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Employment Potential,Student Evaluation,Evaluation Methods,Context Effect,Task Analysis,Curriculum Design,Speech Skills,Speech Communication,Feedback (Response),Instructional Innovation,Teaching Methods,College Second Language Programs,Foreign Countries

Assessment is a critical part of teaching and learning so it is important that students are encouraged to engage positively with it. The Institution-Wide Language Programme (IWLP) at the University of Leeds redesigned its model of assessment for modules at upper-intermediate and advanced levels, broadly equivalent to the Common European Framework of Reference for languages (CEFR) B2-C1, to enable students to develop and evidence their academic skills--such as research skills, digital skills and critical thinking--and to showcase employability behaviours in addition to their language skills and intercultural awareness. This paper outlines the drivers for reviewing the assessment model, explains the design of the new speaking assessment and how this enhances their learning and employability, and provides a brief evaluation of the pilot. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Enhancing Employability,&quot; see ED574244.]
Developing Intercultural Communicative Competence for the Year Abroad Experience
Author: López-Rocha, Sandra
Date: 2017-00-00
Type: Reports - Research
Subjects: Intercultural Communication,Communicative Competence (Languages),Study Abroad,Cross Cultural Training,Cultural Awareness,Program Content,Outcomes of Education,College Second Language Programs,Training Methods,Foreign Countries

Intercultural Communication Training (ICT) is crucial in the preparation of students who will study or work abroad as part of their degree programme. The promotion of key competencies will allow students to become aware of different perspectives, develop a more accurate understanding and appreciation of other cultures, and participate more integrally in the host culture. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Enhancing Employability,&quot; see ED574244.]
Enhancing Employability Skills by Bringing Literature Back into the Foreign Language Class: The &quot;Litinclass&quot; Website
Author: Almeida, Ana Bela
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Employment Potential,Skill Development,Literature,Job Skills,Teaching Methods,Technology Uses in Education,Web Sites,Multicultural Education,Cultural Awareness,Expertise,Instructional Innovation,College Second Language Programs,Foreign Countries

The international research network, &quot;Literature in the Foreign Language Class&quot; (&quot;Litinclass&quot;), was created with a view of exploring and sharing ideas on the numerous skills and benefits that can be derived from language learning through literature. This paper focuses on how literature can have an important role in the development of specific employability skills in the language class, as it relates not only to purely linguistic abilities, but also helps foster other soft skills such as intercultural awareness, problem-solving abilities and critical thinking. The role of the &quot;Litinclass&quot; research group is also considered, and in particular the &quot;Litinclass&quot; website (https://litinclass.wordpress.com/), in bringing together expertise in this area. This website, aimed at Modern Foreign Languages (MFL) teachers and researchers, both at school and university levels, aims to pool resources and methodologies in the area, and to bring innovation to the study of literature in the foreign language classroom. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Enhancing Employability,&quot; see ED574244.]
Rotating Poster Presentations
Author: Lagares, Manuel
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Delivery Systems,Teaching Methods,Public Speaking,Visual Aids,Instructional Innovation,Spanish,German,College Second Language Programs,Speech Skills,Models,Foreign Countries

Oral presentations are a common practice in foreign language classes, often used to assess students' speaking skills. Usually, the presentations are delivered by students in front of the class, often with PowerPoint slides or Prezi as support. However, frequently the audience does not engage with the presentation and thus, the benefits of this format are somewhat limited and imbalanced. In addition, the prospect for the student of spending several weeks just sitting and listening to others' presentations does not have a motivational effect. For these reasons, Rotating Poster Presentations (RPP), refurbished formats of oral presentations, were introduced in German and Spanish language classes at the University of Nottingham. Students created a poster as support for their presentation. The setup of the presentation was based on the idea of a fair, where students interact with the various presenters. This model led to very positive student feedback. Participants found it easier to present their topics, as small group interaction contributed to increased confidence. Besides, the audience was much more motivated to attend the classes and the interaction between presenters and audience gained in quality. Students found the poster presentations clearer and engaging. Moreover, the format of the fair, the creation of the poster, the need for exact time-management, the focus of autonomous and student-led work, as well as the tasks and the presentation, are transferable skills that go beyond the language classroom. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Enhancing Employability,&quot; see ED574244.]
An Islamic Perspective of Teaching Philosophy: A Personal Justification
Author: Faryadi, Qais
Date: 2015-00-00
Type: Journal Articles
Subjects: Islam,Educational Philosophy,Teaching Methods,Integrated Curriculum,Muslims,Teacher Attitudes,Religious Education,Instructional Leadership,Educational Objectives,Decision Making,Learning Processes

This paper examines the rationale for my teaching philosophy from an Islamic perspective. The theoretical issues in this paper are the purpose of education, functions of the pen, purpose of man, integration of the curriculum, instructor's leadership in the class, instructor's Islamic knowledge and motivation. In this paper, as an educator who is Muslim, I explain my teaching objectives, mission, and vision based on teachings from Al-Quran. This paper also creates a road map and a reference point for educators who want to write their own Islamic teaching philosophy statements to help them make informed decisions when teaching their students. In my Islamic teaching philosophy, I apply the concept of the Naqli (revealed knowledge) and the Aqli (rational knowledge) approach for teaching and learning in the classroom. A bibliography is included.
Effectiveness of Science, Technology, Society, and Religion (STSR) on Achievement of Curricula Course and Development of the Inclinations towards Study for Students at Najran University in KSA
Author: Ahmed, Gamal S.
Date: 2017-00-00
Type: Reports - Research
Subjects: STEM Education,Foreign Countries,College Students,Achievement Tests,Pretests Posttests,Religion,Academic Achievement,Statistical Analysis,Experimental Groups,Control Groups,Teaching Methods,Student Attitudes,Student Motivation,Study Habits,Hypothesis Testing,Instructional Effectiveness

The study conducted at Najran University located in Najran city in Saudi Arabia. It aimed for examination the effectiveness of the STSR approach on achievement the course of curriculum foundations and development of the inclinations towards study for students at Najran University. Both questions and hypotheses were formulated in light of the aims and principles of the study. Materials included an achievement test and inclinations towards study exam. The findings of the study revealed that there are significance statistically differences between pre and post-tests of the total achievement test of the experimental group in favor of the post- test, and significance statistically differences between pre and post-tests of the total inclinations towards study exam of the experimental group in favor of the post exam.