ethanporcaro/eric-fulltext-meta huggingface dataset:
Integrating Family Reunification Planning before, during, and after an Emergency into the School Emergency Operations Plan (EOP). Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: School Safety,Crisis Management,Emergency Programs,Strategic Planning,Teamwork

In the context of school safety, family reunification means to reunite children with verified and authorized family members after a critical and often highly stressful incident (e.g., a fire, a natural disaster, a school bus accident, a situation involving weapons or violence at school, etc.) that disrupts the school day and prompts the need for a school dismissal to protect the school community. The purpose of this fact sheet is to provide information and resources related to the school's and school district's plans for reunifying children with their families after an emergency event. This fact sheet provides information to consider for addressing, managing, and facilitating successful family reunification before, during, and after an emergency event within a school emergency operations plan (EOP).
Can Online Translators and Their Speech Capabilities Help English Learners Improve Their Pronunciation?
Author: He, Yue
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Translation,Computational Linguistics,Pronunciation Instruction,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Phonological Awareness,Morphemes,Auditory Discrimination,Pretests Posttests,Phonemics,Oral Language,Speech Communication,Instructional Effectiveness,Secondary School Students,Foreign Countries

[For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]This study investigated whether a translation tool (Microsoft Translator -- MT) and its built-in speech features (Text-To-Speech synthesis -- TTS -- and speech recognition) can promote learners' acquisition in pronunciation of English regular past tense &quot;-ed&quot; in a self-directed manner. Following a pretest/posttest design, we compared 29 participants' performances of past &quot;-ed&quot; allomorphy (/t/, /d/, and /id/) by assessing their pronunciation in terms of phonological awareness, phonemic discrimination, and oral production. The findings highlight the affordances of MT regarding its pedagogical use for helping English as a Foreign Language (EFL) learners improve their pronunciation.
Participation, Inclusion, and Success in Emergency Remote Online Teaching and Learning
Author: Healy, Sandra
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Inclusion,Second Language Learning,Second Language Instruction,COVID-19,Pandemics,Student Attitudes,Distance Education,Online Courses,Foreign Countries,Prior Learning,Social Networks,Learning Processes,Educational Change,English (Second Language),Videoconferencing,Undergraduate Students

COVID-19 affected educational institutions worldwide, and many moved online engaging in Emergency Remote Teaching and Learning (ERTL). It had a particular impact in Japan due to the low levels of computer usage in Japanese educational institutions and a reliance on traditional methods. This study uses semi-structured interviews with five participants to explore their perceptions of the move to online learning in a Japanese university context. Four factors emerged as significant: participants' experiences prior to entering university; the importance of Social Networking Systems (SNS) in the process of becoming part of the university academic community; changes in spoken interactional patterns; and changes in learning patterns. It was found that the disruption due to ERTL led to fresh ways to learn and promoted an inclusive environment. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Immigrant Families&apos; Home Use of Electronic and Online Icelandic L2 Materials for Children
Author: Hopkins, Kelsey P.
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Immigrants,Educational Technology,Technology Uses in Education,Instructional Materials,Indo European Languages,Second Language Learning,Language Usage,Language Skills,Foreign Countries,Elementary School Students

This article presents two studies performed on 14 immigrant families with children aged one to 16; 12 families in Iceland and two Icelandic families living abroad. Lack of exposure and availability of online materials for learning Icelandic as an L2 may affect what skills children can practise at home. This study represents 32 children aged one to 16, all of whom practise Icelandic (L2) at home. Data regarding use and availability of online and offline learning materials were collected by means of a survey containing both open-ended and closed questions. A comprehensive, central directory of available materials was created in parallel as a desktop research. These studies reveal that Icelandic is spoken in most homes but children require further development of specific language skills, predominantly reading. Families consider reading, writing, and vocabulary to be the most important skills to practise, while grammar, speaking, and listening take lower priority. Children's books are the most frequently used learning material, while textbooks, audiobooks, and other language programmes or apps are used less frequently. TV, films, and online channels (e.g. YouTube) are used to provide language exposure. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Effects of Repeating after Stimuli Sounds during Computer Assisted HVPT on Japanese Learners&apos; Perception and Production of English Fricatives
Author: Iino, Atsushi
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Phonetics,Second Language Learning,Second Language Instruction,English (Second Language),Native Language,Japanese,Undergraduate Students,Pronunciation Instruction,Video Technology,Phonemes,Computer Assisted Instruction,Student Attitudes,Pretests Posttests,Foreign Countries

This study investigated the effects of using an online High Variability Phonetic Training (HVPT) program for university students whose first language is Japanese and who studied English as a foreign language. The target sounds were English fricatives, which many of the participants felt were challenging to distinguish and articulate. The training was conducted for five weeks; each week consisted of three HVPT sessions. The training process consisted of an initial explanation of how to articulate the sounds followed by a video that showed the physical articulative movements. The participants listened to stimuli sounds, produced the sounds after each stimulus, and completed an identification task. Based on pre and posttests, the perception performance of the participants improved significantly through the HVPT training. Regarding production, a positive effect was found for one phoneme, while no difference was found for the other. Questionnaire results were generally positive but indicated the need for explicit instruction for some of the fricatives that exhibited relatively lower successful production and perception rates. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Using Moodle Quiz to Respond to Emergency: A Case Study with a Tertiary L2 French Teacher
Author: Papadima-Sophocleous, Salomi
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Integrated Learning Systems,COVID-19,Pandemics,College Faculty,Tests,School Closing,Distance Education,Evaluation Methods,Training,Barriers,French,Second Language Instruction,Foreign Countries,Educational Technology,Technology Uses in Education,Independent Study,Online Courses

This short paper reports on the case of a tertiary level French language practitioner self-training in using Moodle Quiz during the COVID-19 pandemic online emergency remote teaching (Hodges et al., 2020). As no teacher training program included a topic such as 'how to deal with the pandemic', switching to online teaching was done under emergency conditions (MacIntyre, Gregersen, &amp; Mercer, 2020). The practitioner had taken advantage of the situation and explored ways of self-training. She took advantage of Moodle Quiz (MQ) affordances. She experimented with different ways MQ could be used to construct a diverse number of quiz activities, embedded with audio and video, infused with elements of constructivism, and aiming at catering for the aims and expected outcomes of the specific students and course. Self-training helped the practitioner face the challenges of online emergency teaching as she developed knowledge, skills, and experiences necessary for creating online interactive activities. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Independent Learner Strategies to Improve Second Language Academic Writing in an Online Course
Author: Kennedy, Olivia
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,Writing Instruction,English for Academic Purposes,COVID-19,Pandemics,Integrated Learning Systems,Video Technology,Student Attitudes,Undergraduate Students,Online Courses,Educational Change,Computational Linguistics,Grades (Scholastic),Proofreading,Assignments,Writing Improvement,Foreign Countries

This article explores how 40 first-year students in a compulsory English for Academic Purposes (EAP) course undertook written tasks during a semester suddenly undertaken online. The university in Japan described here provided on-demand lessons via the Learning Management System (LMS) during the first COVID-19 pandemic lockdown. Students prepared three-minute reflective videos as part of their course work describing their strategies to improve their second language (L2) academic writing and their perceptions of how these strategies affected their learning. These videos were transcribed, coded, and analysed. The use of Machine Translation (MT) to proofread work before submission was used by 58% of the participants, of whom 45% report improved assignment grades and higher levels of confidence in their L2 writing skills. Results suggest that learners should be encouraged to use MT for this step in the L2 academic writing process. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Face Issues in Second Language Teaching via Videoconferencing: The Role of the Smile as a Co-Verbal Semiotic Resource
Author: Pétillat, Agnès
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Videoconferencing,Second Language Learning,Second Language Instruction,Semiotics,Online Courses,Teaching Methods,Teacher Student Relationship,Emotional Response,Nonverbal Communication,Graduate Students,French,Foreign Countries,Preservice Teachers,Intercultural Communication,Tutoring,Computer Mediated Communication

Synchronous online language teaching involves the simultaneous employment of a range of techno-semio-pedagogical competences (Guichon, 2012). Indeed, given their flexibility and versatility, digital tools and the Internet can render teacher-student interactions dynamic. Among the necessary professional skills and strategies for online synchronous teaching, this paper focuses on the specific dimensions of affective competences and the social need to maintain a climate of comfort during one-to-one online tutoring interactions. We focus on a particular social phenomenon that is strongly linked to emotions -- facework (Goffman, 1967). Applied to computer assisted language learning, we analyse how this social practice unfolds in an interactional environment where the perception of the other is mediated by a videoconferencing platform. We noted four different types of facework triggering situations: lexical breakdowns, private anecdote tellings, overlaps, and interruption of learner reflection time. Our multimodal analysis of facework reveals the frequent use of the smile as a mimicry semiotic resource and highlights the phenomenon of interactional synchrony. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Investing in Educators: How Massachusetts Can Support Teachers through the Pandemic and Beyond. Condition of Education in the Commonwealth [2022 Action Guide]
Author: Rennie Center for Education Research and Policy
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Higher Education,COVID-19,Pandemics,Educational Indicators,Educational Quality,Educational Resources,Student Needs,Social Development,Emotional Development,Academic Achievement,Public Education,Racial Differences,Ethnicity,At Risk Students,English Language Learners,Educational Policy,Student Diversity,Diversity (Faculty),Teacher Role,Educational Legislation,Teacher Education,Culturally Relevant Education,Mental Health,Well Being,Teaching Conditions,Teacher Collaboration,Trauma,Faculty Development,Communities of Practice,Partnerships in Education,Attendance,Students with Disabilities,Low Income Students,Educational Technology,Racial Composition,Alternative Teacher Certification,Mentors

In this year's report on the Condition of Education in the Commonwealth (COE), the Rennie Center seeks to highlight how educators can be empowered to effectively meet the academic and social-emotional needs of their students in 2022 and beyond. The report relays findings from research on immediate supports to address student needs in the wake of COVID-19, ongoing supports that facilitate continuous learning and growth, and, finally, strategies for preparing prospective teachers to address the long-term effects of the pandemic. Too often, even pre-COVID, educators have been relied upon to drive improvements in the education system by taking on new responsibilities and adjusting their practice with little input, agency, or support. The aim of this report is to shift that narrative, looking not at what teachers can or should do but at how investing in educators can lead to better, more sustainable practices, now and in the future. [For the accompanying Data Dashboard, see ED617965. For the 2021 Action Guide, see ED611674.]
Condition of Education in the Commonwealth: 2022 Data Dashboard
Author: Rennie Center for Education Research and Policy
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Higher Education,COVID-19,Pandemics,Educational Indicators,Access to Education,Equal Education,Educational Quality,Educational Resources,Student Needs,Student Role,Family Role,Community Role,Social Development,Emotional Development,Academic Achievement,Preschool Education,Public Education,Enrollment Trends,Federal Aid,Resource Allocation,Teacher Education Programs,Learner Engagement,Suspension,Racial Differences,Ethnicity,At Risk Students,College Readiness,Career Readiness,English Language Learners,Graduation Rate,Developmental Studies Programs,Two Year College Students

Each year, the Rennie Center collects a set of key indicators in the Data Dashboard to provide context on the status of education in the Commonwealth. This data is collected from the MA Department of Early Education and Care; MA Department of Elementary and Secondary Education; MA Department of Higher Education; U.S. Census Bureau; U.S. Department of Education; and other research and policy organizations. As the education sector continues to learn about the impact of the COVID-19 pandemic on students, families, and communities, it is crucial to collect and report relevant data. This year's Data Dashboard tracks a set of 16 state- and local-level indicators grouped into the following major themes: (1) Access: What do the opportunities to access a high-quality, equitable education look like in Massachusetts? (2) Inputs: What resources are available to support the shared and individual needs of students at all grade levels? (3) Engagement: How do students, families, and communities engage with the education system? and (4) Outcomes: What are the social, emotional, and academic outcomes of participating in early childhood through postsecondary education in the Commonwealth? This resource focuses on what these indicators are measuring, why they matter, and what they say about the education system in Massachusetts. [For the 2022 Action Guide, see ED617964.]
The Opinions and Perceptions of K1-3 Parents in Relation to BYOD Implementation in Japanese Kindergartens
Author: White, Jeremy
Date: 2022-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Private Schools,Kindergarten,Family Environment,Elementary School Students,Computer Use,Handheld Devices,Foreign Countries,Cost Effectiveness,Parent Child Relationship,Program Implementation,Time Management,21st Century Skills,Telecommunications,Video Games

Bring Your Own Device (BYOD) is a concept that is gaining a following worldwide as a cost-effective means for schools to provide 21st-century skills (Bell, 2010) with limited funding. The current paper shows the results of a survey into the opinions and perceptions of parents of Japanese K1-3 students' use of technology, specifically the application of BYOD at this level. This survey was conducted at a private kindergarten in Japan and was administered to 100 parents of K1-3 students. Results of this survey showed that even at this age, students have access to and use a variety of devices within the home environment under the guidance of parents. In addition, device time usage varied significantly by household, with some children allowed to use devices for over 90 minutes per day. However, when asked if they would accept BYOD at the K1-3 level, the answers were overwhelmingly negative. Thus, the results of this survey show that while BYOD was considered acceptable from the higher grades of elementary school, the idea of implementing a BYOD program at the K1-3 level is still a step too far for parents of kindergarten students in Japan.
ESL Teachers&apos; Professional Development on Facebook during the COVID-19 Pandemic
Author: Al-Jarf, R.
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Second Language Instruction,English (Second Language),Faculty Development,Social Media,Computer Assisted Instruction,Distance Education,COVID-19,Pandemics,Content Analysis,Communities of Practice,Educational Benefits

Schoolteachers and college instructors from around the world can create or join special Facebook pages (FPs), groups, or clubs for ESL teachers for free. Those FPs are online learning communities that provide opportunities for in-depth peer-to-peer interaction, communication, and support. This study aims to give examples of FPs for ESL teachers; identify the kinds of topics and issues posted about the teaching and learning of English as a second/foreign language; find out whether there are special ESL Teachers' Facebook Pages (TFPs) that focus on remote teaching and learning during the Covid-19 Pandemic; whether there are difference in the topics posted in TFPs before and during the Pandemic; and to explore the advantages and shortcomings of TFPs, and their role in teacher's professional development before and during the COVID-19 Pandemic as perceived by a sample of ESL teacher who are members of those pages. 2500 posts from 75 ESL TFPs were analyzed. It was found that 12% are general TFPs, 42% target ESL teachers in specific countries, 16% are devoted to recruitment and job announcements, 38% are theme-based, and 22% focus on online/virtual and home-based teaching. The topics that teachers post in the TFPs, teachers' views of the benefits and shortcomings of joining TFPs, and the role of TFPs in their professional development are reported in detail.
Addressing the Impact of Informal Language Learning Practices in Digital Wilds on the Development of L2 Digital Literacies
Author: Zadorozhnyy, Artem
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Informal Education,Second Language Learning,Second Language Instruction,Technological Literacy,Semiotics,Computer Assisted Instruction,Systems Approach,Preservice Teachers,Language Teachers,Teaching Methods,Student Teacher Attitudes,Teacher Education Programs,Foreign Countries,English (Second Language)

An extensive number of studies acknowledge the transformed nature of literacies by building on the complexity of multimodal semiotic repertoires and available digital resources (Reinhardt &amp; Thorne, 2019; Toffoli, 2020). The exposure to such resources and tools makes digital literacies dynamic as environments provide students with opportunities to apply their skills in praxis through trial and failure. Among the existing conceptual constructs that might help discuss the complex nature of online digital informal learning practices and their connection to L2 digital literacies, the framework of dynamic systems theory (Larsen-Freeman, 2019) is implemented. Qualitative methodology was employed to explain whether informal language learning practices are conducive to constructing L2 digital literacies among pre-service language teachers. Relevant pedagogical implications are discussed. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Developing Pedagogically Appropriate Language Corpora through Crowdsourcing and Gamification
Author: Zviel-Girshin, Rina
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Computational Linguistics,Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Computer Software,Multilingualism,Computer Games,Sentences,Identification,Classification,Task Analysis

Despite the unquestionable academic interest on corpus-based approaches to language education, the use of corpora by teachers in their everyday practice is still not very widespread. One way to promote usage of corpora in language teaching is by making pedagogically appropriate corpora, labelled with different types of problems (for instance, sensitive content, offensive language, structural problems), so that teachers can select authentic examples according to their needs. Because manually labelling corpora is extremely time-consuming, we propose to use crowdsourcing for this task. After a first exploratory phase, we are currently developing a multimode, multilanguage game in which players first identify problematic sentences and then classify them. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]