ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of Communicative Language Functions in the Speech Patterns of Bilingual Korean and Mexican Immigrant Children
Author: Sook Lee, Jin
Date: 2016-07-00
Type: Journal Articles
Subjects: Immigrants,Bilingualism,Language Usage,Family Environment,Mexican Americans,Korean Americans,Interpersonal Communication,Children,Language Proficiency,English (Second Language),Interviews,Video Technology,Mothers,Language Skills

For children from immigrant families, opportunities to develop additive bilingualism exist, yet bilingual attainment has varied widely. Given the significance of language development opportunities in home settings, this study examines the home language use of 20 second-generation children (ages 6-8) of Mexican and Korean descent in the United States. Using a language function framework, we provide a descriptive analysis of the communicative functions performed by these children and how their proficiency level, the interlocutors, and their home settings may influence their language use. Data include English and heritage language proficiency assessments, interviews with children and their mothers, and multiple video recordings of home interactions. Findings show little variation in the kinds of language functions performed by these children who mainly used language to convey or seek factual information, unless they were involved in imaginary play. Moreover, children found creative ways to communicate different linguistic functions as needed, even among those with limited proficiency. Interestingly, the Mexican American children had a greater tendency to use more heritage language in the home than the Korean American children, who used more English. The children rarely engaged in intersentential code-switching. Implications for educators, parents, and researchers are discussed.
Research on Heritage Spanish Phonetics and Phonology: Pedagogical and Curricular Implications
Author: Rao, Rajiv
Date: 2016-07-00
Type: Journal Articles
Subjects: Native Language,Spanish,Second Language Learning,Phonetics,Phonology,Language Research,Intonation,Vowels,Phonemes,Language Rhythm,Suprasegmentals

This paper creates a novel link between research on linguistics and education by discussing what we know about the sound system of heritage language users of Spanish and how these findings can inform practices implemented in heritage Spanish courses in the USA. First, we provide an overview of terminology associated with heritage language research, situating heritage Spanish programs within the educational context of the USA, and explaining why heritage Spanish phonetics and phonology remain relatively unexplored. Next, we delve into previous linguistic research on the heritage Spanish sound system in terms of individual vowels and consonants, as well as at the level of intonation, rhythm, and stress, while highlighting any observed differences between the system of heritage Spanish and those of Spanish speakers of other backgrounds. Finally, motivated by the phonetic/phonological insight of previous work, in addition to existing pedagogical and curricular research on heritage Spanish, we consider how and why the inclusion of specific types of sound-system-based commentary and practice in the educational experience of heritage users of Spanish could be beneficial.
Entrepreneurship and Adolescents
Author: Santana Vega, Lidia E.
Date: 2016-07-00
Type: Journal Articles
Subjects: Entrepreneurship,Adolescents,Foreign Countries,Academic Achievement,Secondary School Students,Self Employment,Statistical Analysis,Probability,Multivariate Analysis,Regression (Statistics)

This work studied the entrepreneurial aspirations of 3,987 adolescents regarding self-employment and the influence of gender, age, nationality, type of school, location of the school, educational level and performance. The Logit model is used to analyze the data. The results indicate that the pupils' aspirations to be self-employed increase in the case of foreigners, of studying in a state school, of having a lower educational level and of demonstrating a low academic performance. The results were not statistically significant for the gender and age variables. The curriculum and guidance programmes need to promote a spirit of entrepreneurship and creativity in young people.
Analysis of Variance in Vocabulary Learning Strategies Theory and Practice: A Case Study in Libya
Author: Khalifa, Salma H. M.
Date: 2016-06-00
Type: Journal Articles
Subjects: Statistical Analysis,Vocabulary Development,English (Second Language),Second Language Learning,Second Language Instruction,Learning Strategies,Foreign Countries,Teacher Surveys,Language Teachers,Secondary School Teachers,Teaching Methods,Knowledge Base for Teaching,Teacher Attitudes,Structured Interviews

The present study is an outcome of a concern for the teaching of English as a foreign language (EFL) in Libyan schools. Learning of a foreign language is invariably linked to learners building a good repertoire of vocabulary of the target language, which takes us to the theory and practice of imparting training in vocabulary learning strategies (VLSs) to learners. The researcher observed that there exists a divergence in theoretical knowledge of VLSs and practically training learners in using the strategies in EFL classes in Libyan schools. To empirically examine the situation, a survey was conducted with secondary school English teachers. The study discusses the results of the survey. The results show that teachers of English in secondary school in Libya are either not aware of various vocabulary learning strategies, or if they are, they do not impart training in all VLSs as they do not realize that to achieve good results in language learning, a judicious use of all VLSs is required. Though the study was conducted on a small scale, the results are highly encouraging.
Teachers' Beliefs about Diversity: An Analysis from a Personal and Professional Perspective
Author: Chiner, Esther
Date: 2015-01-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Diversity,Teacher Characteristics,Teaching Experience,Teacher Surveys,Correlation,Social Attitudes,Cultural Differences,Language Usage,Racial Differences,Ethnic Groups,Social Differences,Gender Differences,Sexual Orientation,Religion,Disabilities,Preservice Teachers,Foreign Countries,Statistical Analysis

The purpose of this study was to examine the beliefs that teachers have about diversity and their level of sensitivity towards some topics related to it. Moreover, beliefs were compared according to teachers' personal and professional views and teaching experience. The &quot;Personal and Professional Beliefs about Diversity Scales&quot; (Pohan and Aguilar, 1999) were administered to a sample of 233 teachers. Results showed highly positive beliefs towards diversity in all its dimensions (cultural, linguistic and social diversity, ability, gender, sexual orientation and religion), especially regarding its personal implications compared to the professional ones. Likewise, it was observed a significant relationship between years of teaching experience and professional beliefs about diversity, so teachers with no school experience showed a higher tolerance than those with teaching experience, mainly in aspects related to cultural, linguistic and social differences, ability and gender. The implications that these results have for educational practice and the need for the development of multicultural education courses that favour an effective teaching are discussed.
The Social Experiences of High School Students with Visual Impairments
Author: Jessup, Glenda
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Visual Impairments,Educational Environment,Inclusion,Comorbidity,Disabilities,Questionnaires,Student Surveys,Student Attitudes,Psychological Patterns,Friendship,Peer Relationship,Foreign Countries,Mixed Methods Research,Likert Scales

Introduction: This study explores the social experiences in high school of students with visual impairments. Methods: Experience sampling methodology was used to examine (a) how socially included students with visual impairments feel, (b) the internal qualities of their activities, and (c) the factors that influence a sense of inclusion. Twelve students, including three with additional disabilities, completed the Psychological Sense of School Membership (PSSM) questionnaire as a measure of inclusion. They were subsequently asked to complete an in-the-moment survey seven times daily for one week using an iOS device. This survey asked about activities and ratings of internal variables: fitting in, acceptance, loneliness, awareness, and enjoyment. Each student was also interviewed. Z-scores were created for internal variables and correlations calculated to examine relationships between experiences, PSSM, and demographic variables. Results: This group felt included as measured by the PSSM (m = 4.24, SD = 0.67). Students' most frequent activity was classwork. Doing nothing rated most negatively and was described as time wasting. Out-of-class activities were rated most positively. In the three participants with additional disabilities, it appeared that the presence of this additional disability negatively influenced a sense of inclusion (rb = -0.67, p &lt; 0.05), fitting in (rb = -0.86, p &lt; 0.05), enjoyment (rb = -0.65, p &lt; 0.05), and loneliness (rb = 0.88, p &lt; 0.05). Interviews revealed a lack of common ground between adolescents with both visual impairments and additional disabilities and their peers. Discussion and implications for practitioners: These students worked hard to maintain parity with peers and found school more enjoyable if they fit in. It is important to provide discreet and timely access to the curriculum. Friendships require time, common interests, and reciprocity. There may be potential to further explore out-of-class clubs as a means of supporting friendship development. In addition, findings suggest that students with additional disabilities are not likely to feel included. Because this population comprises the majority of visually impaired students, this result has serious implications for practitioners and should be examined in future research.
Procedural Adaptations for Use of Constant Time Delay to Teach Highly Motivating Words to Beginning Braille Readers
Author: Ivy, Sarah E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Braille,Developmental Disabilities,Time Factors (Learning),Student Motivation,Mastery Learning,Instructional Effectiveness,Multiple Disabilities,Visual Impairments,Elementary School Students,Special Schools,Word Recognition,Intervention,Prompting,Feedback (Response),Cues,Likert Scales,Maintenance

Introduction: Constant time delay is an evidence-based practice to teach sight word recognition to students with a variety of disabilities. To date, two studies have documented its effectiveness for teaching braille. Methods: Using a multiple-baseline design, we evaluated the effectiveness of constant time delay to teach highly motivating words to three beginning braille readers with developmental disabilities. Procedural variations included a pre-teaching and assessment tool, a higher criterion for mastery, an increased number of trials per session, and remediated instructional feedback. Results: A functional relation was established for all three participants. Students reached mastery in four to 12 sessions in less than one hour of instruction. Although the number of correct responses decreased over time, long-term maintenance was demonstrated. Discussion: Results suggest that constant time delay is a promising strategy for teaching highly motivating words to early braille readers. Replication is required to establish constant time delay as an evidence-based practice for braille literacy. Implications for practitioners: Practitioners are encouraged to incorporate constant time delay into a comprehensive literacy program with opportunities to generalize word reading to other contexts.
Heritage, Second-Language and Native Speakers' Intuitions on Deictic Verbs in Spanish: Beyond the Linguist's Intuitions
Author: Chui, Daniel
Date: 2016-07-00
Type: Journal Articles
Subjects: Native Language,Verbs,Language Usage,Second Language Learning,Preferences,Bilingualism,Monolingualism,Grammar,Error Patterns,College Students,Semantics,Questionnaires,Statistical Analysis,Spanish,English

Previous analyses of the Spanish deictic verbs &quot;venir&quot; &quot;to come&quot;, &quot;ir&quot; &quot;to go&quot;, traer &quot;to bring&quot; and &quot;llevar&quot; &quot;to take&quot; have drawn upon Fillmore's (1975) series of lectures on deixis in noting that speakers of Spanish forbid the use of the verbs &quot;venir&quot; and &quot;traer&quot; to express movement towards the hearer. Under this egocentric view (Beinhauer, 1940; Ibañez, 1983), the Spanish verbs &quot;venir&quot; and &quot;traer&quot; can only be used to describe movement towards the speaker's location. Little experimental research has been done, however, to confirm the extent to which heritage and second language (L2) speakers of the language conform to this pattern. The present study gathered data on the deictic preferences of bilingual, heritage speakers of Spanish and English (HS) and compared this data with that of L2 and monolingual native speakers of Spanish (NS). 74 participants, consisting of 12 NS, 34 HS, and 29 L2 speakers, assessed the grammaticality of 20 stimulus items that contained prescriptively correct and incorrect usages of the deictic verbs &quot;venir,&quot; &quot;traer,&quot; &quot;llevar&quot; and &quot;ir.&quot; Both HS and L2 speakers made significantly more errors than NS when the direction expressed in the stimulus was oriented towards the hearer, suggesting both groups may benefit from instruction on this topic.
Evaluation and Development of Digital Competence in Future Primary School Teachers at the University of Murcia
Author: Gutiérrez Porlán, Isabel
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Questionnaires,Technological Literacy,Information Technology,Self Concept,Student Attitudes,Competence,Web 2.0 Technologies,Social Media,Cognitive Processes,Statistical Analysis

This paper presents the findings of a study carried out in the academic year 2014-2015 at the faculty of Education of the University of Murcia with first year degree students in Primary Education studying Research and ICT. The study started with the application of the DIGCOM questionnaire to analyze the digital competences of 134 students. The questionnaire served as an initial task to help students reflect on their digital competences. The subject was developed around tasks which adopted a transversal approach and used the nature of the contents itself to direct and improve students' digital competencies. Finally, the initial questionnaire was reformulated and run in order to ascertain the students' self-perception of their improvement in these competencies through the tasks they had performed. Below we present the tasks carried out, the organization of each subject and the most relevant data regarding the self-perception of digital competencies of the future primary school teachers enrolled at the University of Murcia. The data reveal, on the one hand, that the students participating consider themselves to be competent in the most basic aspects of digital competencies and, on the other, their perception that the work done in the subject has helped them quite a lot in improving their competencies.
Media Literacy through Photography and Participation. A Conceptual Approach
Author: Rabadán, Ángel V.
Date: 2015-01-00
Type: Journal Articles
Subjects: Media Literacy,Teaching Methods,Creativity,Interaction,Photography,Workshops,Interpersonal Relationship,Interpersonal Communication,Participation

We are living in social massification processes that oppress our identity and specificity as a human group; however, there are tools increasingly present among researchers, educators and other professionals who help to develop interpretations and create knowledge by developing a participatory communication perspective. This article discusses how communication and learning through dialogue and creative practice can be fostered with social interaction and dialogic processes generated through participatory photography workshops, in order to contribute to media literacy. Similar to other creative experiences of this kind, this is not only a space to share products, jobs, tips and techniques, but also one for social interaction and communication. Educators in the field of media literacy can find, unprecedented challenges and opportunities in these initiatives to take advantage of the body of knowledge of adolescents and promote learning.
Historical Skills in Compulsory Education: Assessment, Inquiry Based Strategies and Students' Argumentation
Author: Gómez Carrasco, Cosme J.
Date: 2016-07-00
Type: Journal Articles
Subjects: Compulsory Education,Inquiry,Active Learning,History Instruction,Persuasive Discourse,Memory,Comprehension,Student Evaluation,Problem Based Learning,Models,Formative Evaluation

This paper makes a reflection on the assessment of historical thinking in compulsory education. First, the article reflects on the type of knowledge that is being evaluated (memory or understanding). According to current thinking, assessment should meet the teaching aims set out by the teacher, it should be another means of monitoring and improving students' learning, of correcting mistakes made during the process and of taking relevant decisions. Secondly, there will be an analysis of the cognitive model of learning history proposed by international studies. The application of educational competences to assessment processes needs to be adjusted to the epistemological, pedagogical and cognitive fundaments of each subject. Finally, the article will make some proposals for evaluation, firstly by using methods of inquiry, problem-based learning and related teaching strategies, in addition to the use of tools to assess more complex skills of historical thinking with students' argumentation. Historical thinking requires a variety of assessment tools that are able to capture the different capacities of the students in their interpretation of the past and their historical skills.
Web 2.0 for the Invigoration and Participation of Families and Communities
Author: Marín Díaz, Verónica
Date: 2016-01-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Educational Technology,Technology Uses in Education,Family Involvement,Social Networks,Foreign Countries,Community Involvement,College Students,Questionnaires,Statistical Analysis,Student Attitudes,Gender Differences,Instructional Program Divisions,Internet,Access to Computers

The societies of the 21st century have experienced a technological and societal transformation that calls for the precise collaboration between families and education centers, as well as the inclusion of new professionals to invigorate this cooperation to favor a type of education that is adapted to today's needs. This article presents the more significant results of a research study that tried to determine the ratings manifested by the students in the Social Educator degree of eleven Web 2.0 tools for the educational intervention in the area of invigoration and participation of the family and the community in educational centers. The results show that the social networks and learning environments were the best-rated technological resources for their application in the area of education by the participants of the study. Likewise, the rating was conditioned by factors such as the device used, the degree year or the temporal frequency of internet access.
Keys of Japanese Prosody and Didactical-Technical Analysis of OJAD (Online Japanese Accent Dictionary)
Author: Delgado Algarra, Emilio José
Date: 2016-01-00
Type: Journal Articles
Subjects: Japanese,Second Language Instruction,Educational Technology,Technology Uses in Education,Suprasegmentals,Teaching Methods,Questionnaires,Pronunciation,Web Sites,Electronic Publishing,Dictionaries,Foreign Countries

Most of the studies focus on the teaching of foreign languages indicate that little attention is paid to the prosodic features both didactic materials and teaching-learning processes (Martinsen, Avord and Tanner, 2014). In this context and throughout this article, an analysis of the didactical and technical dimensions of OJAD (Japanese Accent Online Dictionary) is performed, linked to a project of the National Institute for Japanese Language and Linguistics led by Minematsu (University of Tokyo). With the collection of data and information through an adaptation of the CEETP &quot;Questionnaire for the Evaluation of Didactical, Technical and Pedagogical aspects of Educational Websites&quot; by Cabello, Martinez-Segura and García Sánchez (2013) and supported by studies and researches of the responsible teams, it is performed an analysis of the web that allows us to highlight its positive and to be reviewed aspects from an educational point of view. OJAD is an accessible and systematic tool linked to the didactic of Japanese language, with a great potential regarding the searching criteria and adaptation to the user tool.
Does Project-Based Learning Enhance Iranian EFL Learners' Vocabulary Recall and Retention?
Author: Shafaei, Azadeh
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Teaching Methods,Vocabulary Development,Student Projects,Control Groups,Experimental Groups,Comparative Analysis,Recall (Psychology),Instructional Effectiveness,Pretests Posttests,Adolescents,Cooperative Learning

Vocabulary knowledge is an integral part of second/foreign language learning. Thus, using teaching methods that can help learners retain and expand their vocabulary knowledge is necessary to facilitate the language learning process. The current research investigated the effectiveness of an interactive classroom method, known as Project-Based Learning (PBL), in helping Iranian EFL learners not just learn but retain new vocabulary knowledge. To this end, an experimental approach using two groups of participants (i.e. experimental and control) was employed. The experimental group was taught using the PBL method while the control group was taught using the conventional method. The findings of the study indicated that learners who were taught using the PBL approach (i.e. the experimental group) had a significant improvement in their vocabulary recall and retention rate. Besides, they even showed better retention of new vocabulary with higher level of difficulty. This supports previous findings on the effectiveness of PBL as a vocabulary teaching method in the EFL context which could contribute to the betterment of the existing teaching methods.