ethanporcaro/eric-fulltext-meta huggingface dataset:
What the Good (Digital) Language Learner Can Teach Us?
Author: Turula, Anna
Date: 2016-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Language Proficiency,College Freshmen,Foreign Countries,Information Technology,Student Surveys,Student Attitudes,Semi Structured Interviews,Learning Strategies,Multiple Literacies,Grammar

The article revisits the question of the good language learner, with special regard to the contemporary digital learner of English as a foreign language. It focuses on the learner who can certainly be called &quot;successful&quot; based on the considerably high level of language proficiency s/he has reached (B2-C1). The question considered here--with reference to good learner studies of the 1970s--is to what extent such successful learners of English can actually be called &quot;good language learners&quot; as described in research to-date. In particular, it is interesting to investigate whether such learners effectively utilise the &quot;plethora of creative routes for digital language learning&quot; (Oxford and Lyn 2011: 157) available today. The answer to the questions above was sought in a two-partite study carried out in October-December 2014 among 106 first-year students of the English Studies programme at the Pedagogical University in Cracow, Poland. In the first part of the study all the participants filled in a survey (N = 106) whose purpose was to discover typical online language learning routines of the respondents. Subsequently, 16 study participants, randomly sampled from the main pool, took part in semi-structured interviews. The interviews were aimed at examining the nature of the online routines reported in the survey and confronting them with selected characteristics of good language learners identified in the early studies (Rubin 1975; Stern 1975) as well as the more contemporary studies into good digital language learning reported by Oxford and Lin (2011). The results of both parts of the study give a number of insights into how the participants of the study augment their language education with the use of the new media as well as show areas in which they still need the assistance of the (digital) teacher. As a result, it is argued here that while the respondents are good digital language learners from whom we may learn, there are still important things to be taught to them, with particular regard to developing digital learner autonomy, closely connected to a whole range of digital language learning strategies (Oxford and Lin 2011) and multiliteracies (Pegrum 2009).
Same Time Same Place: Do MALL Classrooms Exist?
Author: Byrne, Jason
Date: 2016-00-00
Type: Journal Articles
Subjects: Telecommunications,Technology Uses in Education,Handheld Devices,Second Language Instruction,Teaching Methods,Computer Oriented Programs,English (Second Language),Program Effectiveness,Data Collection,Foreign Countries,Use Studies,Statistical Analysis

This paper seeks to help clarify whether Mobile-Assisted Language Learning (MALL) is primarily an independent self-study activity or whether MALL classrooms exist. The research hypothesised that a large number of users frequently using specific MALL apps, at the same time and in the same city location, may indicate the existence of MALL classrooms. The research makes use of big data, in the form of Google Analytics data, collected from two EFL learning mobile apps. The data was gathered over a five month period, in 2015, from more than 6,000 cities worldwide. The research, in doing so, opens a sociological window into the world of MALL, providing a sample of actual user behaviour. The results strongly suggest that independent study is almost certainly the main form of MALL activity. However, the research also concludes that MALL classroom-driven activity may exist in some cities.
High Fructose Corn Syrup, Mercury, and Autism--Is There a Link?
Author: Opalinski, Heather A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Food,Autism,Hazardous Materials,Correlation,Metallurgy,Chemistry

The purpose of this article is to review relevant background literature and research regarding the evidence linking high fructose corn syrup (HFCS), mercury, and the increased incidence of autism among the population in the United States. Results of review suggest that rigorous scientific studies need to be performed to conclusively identify the link between autism and HFCS containing mercury. In addition, if factories continue to use mercury to process HFCS, a warning label identifying mercury in foods containing HFCS is absolutely necessary. In terms of practice implications, parents are often in the position of deciding which foods their children will consume in their daily lives. Families need to be informed to the current and credible evidence to make healthy decisions for their children and themselves. Excellent high fructose corn syrup information as well as mercury resources are available online.
Flipped ESL Teacher Professional Development: Embracing Change to Remain Relevant
Author: Razak, Rafiza Abdul
Date: 2016-00-00
Type: Journal Articles
Subjects: Blended Learning,Faculty Development,Language Teachers,Second Language Instruction,Foreign Countries,Program Implementation,Scaffolding (Teaching Technique),Problem Solving,Taxonomy

Many traditional professional development programs that are initiated to equip ESL teachers with knowledge and skills have been futile for numerous reasons. This paper addresses a gap in the recent research of ESL teachers' professional development. Literature has revealed many shortcomings of the traditional and online professional development programs that are widely conducted; thus, an implementation framework of flipped professional development program is proposed in this paper, based on Malaysian educational practices. Integrated theories of Zone Proximal Teacher Development (ZPTD) and revised Bloom's Taxonomy are adapted in designing the Flipped Teacher Professional Development (FiT-PD). The implementation of the FiT-PD program is conducted in the four Train-to-Learn (TL) stages; remembering and understanding (TL-1) conducted in face-to face mode, applying and analysis (TL-2) conducted via online, evaluation (TL-3) conducted in face-to-face mode and finally creating (TL-4) conducted via online. Thus, the paper recommends an implementation framework of flipped teacher professional development. The recommendations assist educational policymakers to strategize better planning and organize flipped professional teacher professional development (FiT-PD) for ESL teachers.
Involuntary Teacher Transfer in Special Education: Concepts and Strategies for Teachers Facing New Assignments
Author: Stivers, Jan
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Transfer,Special Education,Special Education Teachers,Decision Making,Resistance to Change,Teacher Persistence,Teacher Attitudes,Teaching (Occupation),Faculty Mobility

Special education teachers are more likely than general education teachers to experience involuntary transfers to new teaching assignments. Faced with the challenge of teaching students with disabilities they have not encountered before, at new grade or developmental levels, among unfamiliar colleagues in new settings, special educators may experience anxiety and respond with resistance. But there are steps teachers can take to minimize the stress of an unwelcome transfer. This article helps teachers view the transition to a new position as a process that can be understood and managed. Three distinct phases in the transition process are explained and illustrated with an extended case example. Strategies for managing each phase of the transition are offered.
Perspectives of Parents Who Have a Child Diagnosed with an Autism Spectrum Disorder
Author: Kalash, Lori A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Pervasive Developmental Disorders,Parent Attitudes,Autism,Clinical Diagnosis,Phenomenology,Immunization Programs,Parent Child Relationship,Asperger Syndrome,Disability Identification,Special Education,Qualitative Research,Interviews,Observation

The purpose of this study was to understand the experiences and perceptions of parents having a child diagnosed with an autism spectrum disorder (ASD). Interviews with 12 parents were audio-recorded and subsequently analyzed to reveal the following themes: (1) Diagnosis of an autism spectrum disorder was not confirmed until years and/or several doctor visits after parents identified concerns; (2) Because they were given little guidance by medical professionals, parents took the initiative to educate themselves about their child's disorder and optional therapies; (3) Lack of daycare options and the cost of interventions were stressors for these families; (4) Parents were torn between their child with an ASD and other family members and friends; (5) Anxiety about the future was prevalent; (6) Parents felt judged by others when with their child in public; and (7) Many parents felt that vaccinations may have played a role in their child's ASD.
Evaluation of Push-In/Integrated Therapy in a Collaborative Preschool for Children with Special Needs
Author: Hernandez, Stephen J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Speech Language Pathology,Likert Scales,Preschool Children,Preschool Teachers,Allied Health Personnel,Surveys,Delivery Systems,Special Needs Students,Special Education Teachers,Cooperation,Interdisciplinary Approach,Therapy,Financial Support,Comparative Analysis

With support found in the literature for the utilization of push-in, or integrated therapy when providing speech language pathology, the use of a set of criteria for determining how therapy would be provided was evaluated in a preschool for children with special needs. Using a 5-item Likert scale, teachers and speech pathologists were surveyed regarding the criteria's aide in determining how a student should be provided speech therapy. The collaboration that resulted from use of the criteria along with an assessment of the progress made by students receiving push-in services was also surveyed. Survey data indicated an affinity for the criteria, its facilitation of the collaborative process as well as the beneficial impact of push-in therapy on students' development.
School Psychologists' Views on Challenges in Facilitating School Development through Intersectoral Collaboration
Author: Moolla, Nadeen
Date: 2014-11-00
Type: Journal Articles
Subjects: Foreign Countries,School Psychologists,School Psychology,Counselor Attitudes,Counselor Role,Interprofessional Relationship,Cooperation,Educational Development,Focus Groups,Interpersonal Communication,World Views,Training,Educational Needs,Data Analysis,Qualitative Research

The role of school psychologists has been debated and contested nationally and internationally for many decades, with an emphasis on the need for a paradigm shift in professional roles. Psychologists may be employed in the private sector, in nongovernmental organisations, in higher education institutions, and by the state. Those employed by the state within the Department of Basic Education are referred to as school psychologists, and are tasked with providing psychological services to public schools. In the Western Cape, the context of this study, school psychologists are assigned to circuit teams, where they are expected to work collaboratively with other professionals to provide support to schools. This paper is focused on school psychologists' perceptions of the challenges that emerge when working with other sectors to facilitate school development. Eight focus group discussions were conducted with 47 school psychologists. The data collected resulted in the generation of five categories of challenges facing school psychologists when they collaborate with other sectors to facilitate school development. These were: diverse discourses and worldviews; roles and boundaries; personal and interpersonal factors; training needs; and organisational challenges. This research contributes towards the deepening of school psychology practice, and to providing important insights towards the enhancement of intersectoral collaboration and school development as aspects of the provision of support to schools in South Africa.
Cross-Cultural Perspective of FL Teaching and Learning in the Polish Context
Author: Sobkowiak, Pawel
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cross Cultural Training,Second Language Learning,High School Students,Secondary School Teachers,Student Attitudes,Teacher Attitudes,Comparative Analysis,Cultural Awareness,Intercultural Communication,Multicultural Education,Interpersonal Competence,Questionnaires,Outcomes of Education,Educational Practices,Statistical Analysis

This study examines whether learners' capacity to use a foreign language (FL) successfully in the global world is developed in the FL classroom in Polish high schools. The article reports results of the quantitative research which aimed at assessing whether and to what extent homogeneous FL classes in Poland are conducive to developing learners' intercultural (IC) sensitivity and competence. The results obtained from the two study samples, namely learners and teachers, are contradictory: In the students' opinion, IC teaching/learning plays a marginal role, whereas the teacher respondents claim they practice IC teaching moderately. Thus, to be able to get a broader picture of IC teaching/learning in Poland the current research should be complemented by a separate qualitative study, that is, lesson observations and interviews with teachers and students. Only then could more valid conclusions be drawn.
Working with Corpora in the Translation Classroom
Author: Krüger, Ralph
Date: 2012-00-00
Type: Journal Articles
Subjects: Translation,Computational Linguistics,Second Language Learning,Second Language Instruction,Teaching Methods,Masters Programs,Program Descriptions,Foreign Countries,Models,Internet,Indexes

This article sets out to illustrate possible applications of electronic corpora in the translation classroom. Starting with a survey of corpus use within corpus-based translation studies, the didactic value of corpora in the translation classroom and their epistemic value in translation teaching and practice will be elaborated. A typology of translation practice-oriented corpora will be presented, and the use of corpora in translation will be positioned within two general models of translation competence. Special consideration will then be given to the design and application of so-called &quot;Do-it-yourself (DIY) corpora,&quot; which are compiled ad hoc with the aim of completing a specific translation task. In this context, possible sources for retrieving corpus texts will be presented and evaluated and it will be argued that, owing to time and availability constraints in real-life translation, the Internet should be used as a major source of corpus data. After a brief discussion of possible Internet research techniques for targeted and quality-focused corpus compilation, the possible use of the Internet itself as a &quot;macro-corpus&quot; will be elaborated. The article concludes with a brief presentation of corpus use in translation teaching in the MA in Specialised Translation Programme offered at Cologne University of Applied Sciences, Germany.
&quot;All Stories Bring Hope Because Stories Bring Awareness&quot;: Students' Perceptions of Digital Storytelling for Social Justice Education
Author: Gachago, Daniela
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Attitudes,Story Telling,Technology Uses in Education,Educational Technology,Focus Groups,Social Justice,Racial Segregation,Teaching Methods,Foreign Countries,Accountability,Personal Narratives,Preservice Teacher Education,Preservice Teachers,Democracy

Although becoming a more racially-integrated society, the legacy of Apartheid still affects learners' social engagements in and outside their classrooms. Adopting Nussbaum's (2010) capabilities framework for a socially just democracy, this paper examines 27 pre-service teacher education students' perceptions of a digital storytelling project and its potential for recognising and honouring capabilities necessary for engaging empathetically with the &quot;other&quot;. Using narrative inquiry, and specifically Bamberg's (2006) &quot;small stories&quot; approach, the research team analysed 30 stories students constructed in four focus group conversations at the end of the project. In these stories, most of Nussbaum's (2010) capabilities were evident. We found that, in the collective sharing of their stories, students positioned themselves as agentive selves, displaying the belief that they can make a difference, not only individually within their own classrooms, but also as a collective of teachers.
Large-Scale Instructional Reform in the Global South: Insights from the Mid-Point Evaluation of the Gauteng Primary Language and Mathematics Strategy
Author: Fleisch, Brahm
Date: 2014-08-00
Type: Journal Articles
Subjects: Educational Change,Foreign Countries,National Curriculum,National Competency Tests,Intervention,Educational Improvement,Outcomes of Education,Regression (Statistics),Grade 3,Elementary School Students,Literacy,Elementary Schools,Reading Instruction,Mathematics Instruction,Achievement Gap,Disadvantaged Schools,Language Skills

This paper reports on a mid-point evaluation of the Gauteng Primary Language and Mathematics Strategy (GPLMS), an innovative large-scale reform designed to improve learning outcomes. Using data from universal testing of all learners in 2008 on a provincial systemic evaluation, and data from the 2011 and 2012 Annual National Assessment (ANA) test, this paper addresses the key research question, namely whether the GPLMS is effective in closing the gap between performing and underperforming schools. Given the evidence we have presented of an instrument effect, namely that various versions of the ANA may not be strictly comparable, no definitive conclusions can be drawn about the effectiveness of the GPLMS.
Does Euro-English Have Native Speakers? Making Sense of Conflicting Views
Author: Gozdawa-Golebiowski, Romuald
Date: 2012-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Variation,Epistemology,Teaching Methods,Second Language Instruction,Foreign Countries,Linguistic Theory,Native Speakers,Language Attitudes

This paper examines the status of European English (EE) in current linguistic theory, in particular the hotly debated issue of whether or not it is possible to treat EE as an endonormative linguistic variety in its own right. Alternatively, EE may remain a form of English as a foreign language (EFL), and the decision has far-reaching socio-political consequences. Some relevant data from Polish English is discussed in this context. It is argued that there is no reason to reanalyse the observed deviations from English native standards as simplifications or innovations characteristic of a new language. The debate is shown to relate to the opposition between utilitarian and epistemic goals in foreign language teaching methodology, as exemplified by the dichotomy between competence and performance or between training for interaction and training of the faculties of the mind.
The Implications of the National Norms and Standards for School Funding Policy on Equity in South African Public Schools
Author: Mestry, Raj
Date: 2014-08-00
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Equal Education,Educational Equity (Finance),Educational Finance,Educational Policy,National Standards,Resource Allocation,Access to Education,Elementary Secondary Education,Statistical Analysis,Surveys,Questionnaires,Fees,Teacher Attitudes,Teacher Characteristics,Factor Analysis

The government's educational reforms since 1994 have focused on equity and redress. Redressing historical imbalances and achieving equity are fundamental policy mechanisms in attempts to restructure South African education. This aspiration is demonstrated in many education policies including the National Norms and Standards for School Funding (NNSSF) policy. While inequalities in resource allocation from the state have been removed, inequalities persist due to the inability of the state to provide free education to all, parents' inability to pay user-fees, the unavailability of qualified teachers in rural schools and unfavourable learner-teacher ratios. A quantitative research was conducted to investigate the implications of the NNSSF policy on equity in public schools in the Tshwane West District of the Gauteng Province. Based on the three first order factors derived from the first analytic procedure, namely, &quot;The effective financial management&quot;, &quot;The management of equity issues&quot; and &quot;Access to educational resources&quot;, it was found that despite substantial government interventions in the education system, equity has not been fully realised.
Glocal Arabic Online: The Case of 3arabizi
Author: Bianchi, Robert Michael
Date: 2012-00-00
Type: Journal Articles
Subjects: Semitic Languages,Linguistic Borrowing,Language Variation,English (Second Language),Romanization,Language Styles,Computer Mediated Communication,Multilingualism,Statistical Analysis,Contrastive Linguistics,Web Sites,English,Foreign Countries

The term &quot;glocal&quot; has been used to describe phenomena that simultaneously blend both global and local elements (see Featherstone, Lash, &amp; Robertson, 1995, p. 101). Nowhere is this more evident than in the existence of 3arabizi, itself a blended language composed of English and Vernacular Arabic, written in Latin letters but using arithmographemes, that is, numerals as letters to represent hard-to-transliterate sounds because they do not exist in English (see Bianchi, 2012). As part of a doctoral study investigating online language choice involving Arabic and English, this paper examines the unique stylistic and topical functions of 3arabizi when compared with its linguistic forbears, that is, Arabic and English in a multilingual web forum. The findings indicate that 3arabizi is used for more informal, intimate and phatic communication than either Arabic or English, though these latter two languages or codes are not entirely formal in form and purpose either.
The Caring School Leadership Questionnaire (CSLQ)
Author: van der Vyver, C. P.
Date: 2014-08-00
Type: Journal Articles
Subjects: Foreign Countries,Caring,Leadership,Leadership Styles,Questionnaires,Likert Scales,Content Validity,Construct Validity,Test Reliability,Primary Education,Factor Analysis,Correlation,Elementary Schools,Elementary School Teachers,Principals,Human Capital

The purpose of this research was to develop the Caring School Leadership Questionnaire (CSLQ) as a valid and reliable instrument to measure the extent of care being given by school leaders (principals) to teachers. The research involved 1,041 teachers and 65 principals from 68 primary schools in the North-West Province of South Africa. The construct validity of the CSLQ was determined by means of a confirmatory factor analysis. The three main constructs regarding caring that emerged from the factor analysis proved to be the same as those theoretically identified as the three main determinants of care. Cronbach's Alpha coefficients furthermore proved the CSLQ to be reliable. The key finding flowing from the investigation was that the CSLQ may be applied with good effect in 180º-, 360º-, as well as self-evaluations of school leaders.