ethanporcaro/eric-fulltext-meta huggingface dataset:
FLAX: Flexible and Open Corpus-Based Language Collections Development
Author: Fitzgerald, Alannah
Date: 2015-00-00
Type: Reports - Research
Subjects: Computational Linguistics,Language Teachers,Case Studies,Multilingualism,Second Language Learning,Material Development,Second Language Instruction,Informal Education,English for Academic Purposes,Teacher Competencies,Teaching Methods,Copyrights,Internet,Technological Literacy,Educational Resources,Computer Assisted Instruction

In this case study we present innovative work in building open corpus-based language collections by focusing on a description of the opensource multilingual Flexible Language Acquisition (FLAX) language project, which is an ongoing example of open materials development practices for language teaching and learning. We present language-learning contexts from across formal and informal language learning in English for Academic Purposes (EAP). Our experience relates to Open Educational Resource (OER) options and Practices (OEP) which are available for developing and distributing online subject-specific language materials for uses in academic and professional settings. We are particularly concerned with closing the gap in language teacher training where competencies in materials development are still dominated by print-based proprietary course book publications. We are also concerned with the growing gap in language teaching practitioner competencies for understanding important issues of copyright and licencing that are changing rapidly in the context of digital and web literacy developments. These key issues are being largely ignored in the informal language teaching practitioner discussions and in the formal research into teaching and materials development practices. [The OER Research Hub, the Global OER Graduate Network, and The International Research Foundation (TIRF) for English Language Education Doctoral Dissertation Grant, funded this research collaboration between the FLAX project at the University of Waikato in New Zealand, the Department of Education at Concordia University in Canada, and the Departamento de Filologia Inglesa, Universidad de Murcia in Spain. For the complete book, &quot;10 Years of the LLAS eLearning Symposium: Case Studies in Good Practice,&quot; see ED577046.]
Connected Language Learning: A Tutor&apos;s Perspective
Author: Guilbaud, Benoît
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Second Language Instruction,Teaching Methods,Educational Technology,Technology Uses in Education,Technology Integration,College Faculty,Social Media,Web 2.0 Technologies,Lifelong Learning,Constructivism (Learning),Computer Mediated Communication

In this article, the author reflects upon the impact that networked technologies has had on his professional life and teaching practice. Using these tools has undoubtedly helped shape the way he looks at his own professional development and they have certainly contributed to the fact that he views himself as a life-long learner. The author's online participation, modest as it may be, is an act of civic engagement and social responsibility. Engaging with learning communities on a give-and-take basis is an ethic which, as a teacher, he feels he must transmit to his students, to help them embrace participation over consumption, and become life-long learners--of French, preferably. [For the complete book, &quot;10 Years of the LLAS eLearning Symposium: Case Studies in Good Practice&quot;, see ED577046.]
The Grammar Movie Project
Author: Kreutner, Edith
Date: 2015-00-00
Type: Reports - Research
Subjects: Case Studies,Film Production,Films,Grammar,Instructional Innovation,Teaching Methods,Revision (Written Composition),Second Language Instruction,German,Foreign Countries,Oral Language,Language Tests,Student Evaluation,Guidelines,Evaluation Criteria,Feedback (Response),Questionnaires,College Students

In this case study, I will show how directing a movie on grammar can help students improve their oral skills as well as their language competency, team working and planning skills, and also teach them about learning itself. I will present an innovative teaching project that uses the medium of film to get students engaged with grammar and that aims at providing them with a form of assessment that makes revision by the students possible and gives control of the final version to the student. [For the complete book, &quot;10 Years of the LLAS eLearning Symposium: Case Studies in Good Practice,&quot; see ED577046.]
OER (Re)Use and Language Teachers&apos; Tacit Professional Knowledge: Three Vignettes
Author: Beaven, Tita
Date: 2015-00-00
Type: Reports - Research
Subjects: Vignettes,Teaching Methods,Pedagogical Content Knowledge,Shared Resources and Services,Foreign Countries,Open Universities,Technology Uses in Education,Language Teachers,Second Language Learning,Second Language Instruction,Case Studies,College Faculty,Spanish,Distance Education,Instructional Materials,Metalinguistics

The pedagogic practical knowledge that teachers use in their lessons is very difficult to make visible and often remains tacit. This chapter draws on data from a recent study and closely analyses a number of Open Educational Resources used by three language teachers at the UK Open University in order to try to capture how their use of the resources is informed by their cognitive, affective and systemic tacit professional knowledge. The chapter concludes that Open Educational Resources and practices can enable us to transform tacit knowledge into shared, commonly usable knowledge, which might result in better learning experiences and practices. [For the complete book, &quot;10 Years of the LLAS eLearning Symposium: Case Studies in Good Practice&quot;, see ED577046.]
10 Years of the LLAS eLearning Symposium: An Introduction
Author: Borthwick, Kate
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational History,Electronic Learning,Conferences (Gatherings),Linguistics,Modern Languages,Educational Cooperation,Universities,Faculty Development,Educational Innovation,Technology Uses in Education,Theory Practice Relationship,Language Teachers,Educational Trends,Computer Assisted Instruction,Second Language Instruction,Creativity,Communities of Practice

This e-book is a celebration of and reflection on 10 years of the The Centre for Languages, Linguistics and Area Studies (LLAS) elearning symposium, an event which is run by the Centre for Languages, Linguistics and Area Studies based at the University of Southampton, UK. (LLAS) was founded in 2000 as one of 24 Higher Education Academy subject centres. Over time it has built a reputation for providing support to the wider languages, linguistics and area studies communities through its regular conferences, workshops and innovative projects which provide professional development and networking opportunities to teachers in the higher education and school sectors. More recently it has also become a successful enterprise unit within Modern Languages at the University of Southampton, which works in partnership with universities around the world to deliver bespoke professional development courses or develop collaborative projects. This ebook is structured around four sections. Each section begins with an invited contribution and contains articles related to the broad thematic area introduced in the invited piece. This structure deliberately reflects the alternation of keynote plenary sessions and talks which has been the distinct format of the elearning symposium in the past ten years. The book is aimed at practitioners and as such recounts real, practical experiences of innovation in using technology in language teaching or professional practice. The authors' work is based in research, but they all present lived examples of excellent practice in action. The range of projects and case studies presented in this e-volume is a testament to the irrepressible creativity of language teachers in their adoption of technology to achieve their pedagogic aims. [For the complete book, &quot;10 Years of the LLAS eLearning Symposium: Case Studies in Good Practice,&quot; see ED577046.]
A Journey to the East?: Trials and Tribulations of a Personal Journey with Technology and Languages
Author: Sadoux, Marion
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Second Language Instruction,Personal Narratives,Technology Uses in Education,Educational Technology,Technology Integration,Peer Influence,Web 2.0 Technologies,Social Media,Technological Literacy,Knowledge Level,Experience

Marion Saddoux describes the stages of her professional journey that began when she started teaching languages in an Institution Wide Language Programme (IWLP) at the beginning of the 1990s. She chronicles her journey as she describes how the use and knowledge of technology in language learning and teaching has developed over time, how contact with colleagues has impacted the way she uses technology, how she uses technology in her professional practice now, and how her knowledge and experience in social media and web 2.0 technologies impact her professional and teaching life. [For the complete book, &quot;10 Years of the LLAS eLearning Symposium: Case Studies in Good Practice,&quot; see ED577046.]
Podcasting as a Language Teaching and Learning Tool
Author: Rosell-Aguilar, Fernando
Date: 2015-00-00
Type: Reports - Research
Subjects: Handheld Devices,Audio Equipment,Information Dissemination,Teaching Methods,Second Language Instruction,Educational Technology,Technology Uses in Education,Foreign Countries,Open Universities,Distance Education,Student Surveys

This paper looks back at the last 10 years of the use of podcasting as a language teaching and learning tool. It considers the potential that was identified at the early stages, to the work that has been carried out to evaluate whether this potential has actually been realised. It presents a taxonomy of podcasts that can be used for language learning and suggestions regarding the format of podcasts. It also reports on how users utilise podcasts and on how different audiences have markedly different practices. It concludes that podcasting allows learners flexibility and personalised learning. [For the complete book, &quot;10 Years of the LLAS eLearning Symposium: Case Studies in Good Practice,&quot; see ED577046.]
Technological Diversity: A Case Study into Language Learners&apos; Mobile Technology Use Inside and Outside the Classroom
Author: Brick, Billy
Date: 2015-00-00
Type: Reports - Research
Subjects: Telecommunications,Handheld Devices,Case Studies,Second Language Learning,Second Language Instruction,Educational Technology,Technology Uses in Education,Italian,Foreign Countries,Observation,Questionnaires,Technology Integration,Computer Oriented Programs,Undergraduate Students,Likert Scales

The speed of technological advance in the mobile phone, netbook and tablet markets has meant that learners increasingly have access to digital devices capable of enhancing their learning experience. This case study reports on how language learners, taking Italian as an option on the Institution Wide Languages Programme (IWLP) at Coventry University, use their digital devices to support their language learning. Foreign language educators in higher education need to be aware of the degree to which learners utilise their digital devices and what they use them for. This knowledge will allow tutors to be able to offer help and support. Learners were observed using their devices in the classroom and were asked to complete a detailed questionnaire. More detailed data was then collected from a focus group of students reflecting on the numerous ways in which they used their phones to support their language learning. The case study found that the use of digital devices to support language learning was widespread and often took place outside the classroom. It also revealed that tutors were unable to recommend appropriate apps and that learners tended to use their devices autonomously and unintegrated with their modules. Learners expressed a desire for the integration of mobile language learning resources with their existing course books and on-line learning materials. [For the complete book, &quot;10 Years of the LLAS eLearning Symposium: Case Studies in Good Practice,&quot; see ED577046.]
Digital English: Me, Online, Writing &amp; Academia
Author: Rolinska, Ania
Date: 2015-00-00
Type: Reports - Research
Subjects: Case Studies,Academic Discourse,Writing Instruction,Foreign Students,Program Descriptions,Self Concept,Cultural Differences,Student Adjustment,Blended Learning,Technological Literacy,Hypermedia,Learning Experience,Multiple Literacies,Teaching Methods,Personal Narratives,Student Attitudes,Visual Literacy,College Students,Foreign Countries,English for Academic Purposes,Second Language Learning,Second Language Instruction,Critical Theory

This case study reports on the Digital English project, an experimental course in academic writing piloted with international students on a year-long pre-sessional programme. Inspired by Ulmer's (2003) &quot;Mystory&quot; project and Gauntlett's (2007) &quot;Lego&quot; research, the course concerns itself with the students' exploration of self at a sensitive time of transition across geographical, educational and cultural borders. To facilitate the journey, the project blended learning spaces (online and offline), literacies (home based and academic) and modes (visual and verbal). As the culmination of their engagement with the themes such as digital literacy, visual culture and hypermedia, the learners created a visual artefact to tell their subjective self story. This provided a stimulus for a more objective investigation conducted by peers. The analysis of the final multimodal displays showed that students tend to portray themselves as social beings, yet with individualistic goals in regard to their academic and professional success. In the project evaluation, the students described their learning experience as an enriching challenge, which tentatively shows that there is room for visuality, creativity and identity work in at least certain academic contexts. [For the complete book, &quot;10 Years of the LLAS eLearning Symposium: Case Studies in Good Practice,&quot; see ED577046.]
Career and Technical Education. 2015 Annual Report
Author: Utah System of Higher Education (USHE)
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Vocational Education,Dual Enrollment,Education Work Relationship,School Business Relationship,Labor Force Development,Partnerships in Education,Tuition,Job Placement,High School Students,Financial Support,Federal Aid,Grants,Credentials,College Credits,Employment,Undergraduate Students,Wages,College Graduates,Educational Legislation,Federal Legislation,Technical Education

Career and Technical Education (CTE) is a key ingredient to meet the needs of Utah's economy. Utah System of Higher Education (USHE) institutions offer CTE programs in all regions of the state, working closely with local business and industry leaders to develop and deliver programs specifically tailored to local workforce development needs. This report includes data on a diverse and broad array of CTE credit and non-credit offerings provided by USHE institutions that prepare people for employment in current or emerging occupations that require credentials other than a baccalaureate or advanced degree. It also provides data on statewide programs, Short Term Intensive Training (STIT) and Custom Fit, where industry-specific courses are provided by USHE institutions on contract for individual companies.
A Reflective E-Learning Journey from the Dawn of CALL to Web 2.0 Intercultural Communicative Competence (ICC)
Author: Orsini-Jones, Marina
Date: 2015-00-00
Type: Opinion Papers
Subjects: Computer Assisted Instruction,Second Language Learning,Electronic Learning,Web 2.0 Technologies,Intercultural Communication,Communicative Competence (Languages),Reflection,Second Language Instruction,Language Teachers,Technological Advancement,Educational Technology,Educational Trends,Internet,Blended Learning,Social Media,Telecommunications,Scaffolding (Teaching Technique),Learning Modalities,Multiple Literacies,Consciousness Raising,Computer Mediated Communication,Ethics,Technology Uses in Education,Cooperative Learning,Foreign Countries

The author reflects on how she has used technology as a language teacher since the mid-1980s. She describes the evolution of technology in language learning pre- and Internet tools, from &quot;blended learning&quot; to social media. She concludes with the telecollaboration projects she has been recently working on and the issues they have found when teaching language students. She summarizes the findings in the projects based on the reflections from colleagues and students that in telecollaboration it is desirable to: (1) carefully scaffold the introduction to online interaction and provide many lines of digital support; (2) discuss the multimodal multiliteracy demands of telecollaboration before, during and after the project with all participants involved; (3) raise awareness of &quot;intercultural cyberpragmatic competence 2.0&quot;; (4) have a dialogue with expert students to design cyberpragmatic guidelines on &quot;rules of telecollaborative discourse engagement&quot; and tailor-made &quot;netiquette&quot; exercises; (5) test the e-learning platforms with partners before the beginning of the project; (6) not make any assumptions about the level of digital literacy of the students or staff involved; and (7) avoid &quot;essentializing&quot; and &quot;generalizing&quot;, and provide some socio-cultural, geographical and historical information on the partners' context. [For the complete book, &quot;10 Years of the LLAS eLearning Symposium: Case Studies in Good Practice,&quot; see ED577046.]
Performance of First Year University Students in the Speaking Tasks of a Simulated University Entrance Examination
Author: Garcia Laborda, Jesus
Date: 2015-07-00
Type: Journal Articles
Subjects: College Freshmen,College Entrance Examinations,Language Tests,English (Second Language),Second Language Learning,Foreign Countries,Grammar,High School Graduates,Exit Examinations,Qualitative Research,Testing,Scores,Simulation,Language Proficiency,Guidelines,Interviews,Accuracy,Majors (Students),Language Fluency,Statistical Analysis

The debate over the Foreign Language Test (English) in the University Entrance Examination (PAU) has become a critical issue in the Spanish Educational system. Despite the Ministry of Education's interest in changing a test that has its strong emphasis on reading, writing and grammar but a general negligence towards listening and speaking, limited changes have been done by the regional administrations. This absence of evaluation of oral aspects in the exam may lead to a disregard for those aspects in the last levels of the educational process and, subsequently, low competence levels in oral language. To test the oral competence of high school graduates, a set of speaking tasks were designed and delivered to 169 first semester students from three different Spanish universities who had recently taken the PAU to observe their speaking. Results showed that the large majority of the students in the research have a B1 with an enormous percentage of students in the A1-A2 band. These results do not significantly differ from a previous study from the Ministry of Education and show the need to include speaking tasks in the University Entrance Examination or the future High School graduation diploma. Qualitative studies also suggested that the way to deliver the tasks and the testing approach could possibly have an effect on the students' performance.
Current Perspectives in Teaching English for Specific Purposes
Author: Garcia Laborda, Jesus
Date: 2015-06-00
Type: Journal Articles
Subjects: English for Special Purposes,Needs Assessment,Teacher Characteristics,Student Characteristics,Second Language Learning,Second Language Instruction,Educational History,Instructional Materials,Business English,Teaching Methods,Course Content,Classification

Interest in Languages for Specific Purposes (LSP)courses has grown in recent years (Harding, 2007). For this reason a paper on the current situation in the field is of relevance. The present article provides a discussion of English for Specific Purposes and it does so by reviewing the history and background of this area of teaching, proposing a definition, and describing issues affecting it today, such as course design and needs analysis, context, student and teacher characteristics, materials, and expected directions for the future.
The Community Eligibility Provision (CEP): &quot;What Does It Mean for Your School or Local Educational Agency?
Author: US Department of Agriculture
Date: 2015-04-00
Type: Guides - General
Subjects: Eligibility,Breakfast Programs,Lunch Programs,Nutrition,Low Income Students,Poverty,Elementary Secondary Education

The Community Eligibility Provision (CEP) is a non-pricing meal service option for schools and school districts in low-income areas. CEP allows the nation's highest poverty schools and districts to serve breakfast and lunch at no cost to all enrolled students without collecting household applications. Instead, schools that adopt CEP are reimbursed using a formula based on the percentage of students categorically eligible for free meals based on their participation in other specific means-tested programs, such as the Supplemental Nutrition Assistance Program (SNAP) and Temporary Assistance for Needy Families (TANF). This fact sheet provides information on CEP, what it does, who benefits, who can participate, and what interested schools and local education agencies must do to participate.
Education Demographic and Geographic Estimates Program (EDGE): Locale Boundaries User&apos;s Manual. NCES 2016-012
Author: Geverdt, Douglas E.
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: Demography,Geographic Distribution,Classification,Geographic Location,Statistical Data,Local Government,Municipalities,Information Sources,Suburbs,Rural Areas,National Surveys,Institutional Characteristics,Community Relations,Data Collection,School Community Relationship,School Statistics,Elementary Secondary Education,Postsecondary Education

The National Center for Education Statistics (NCES) Education Demographic and Geographic Estimates (EDGE) program develops geographic data to help policymakers, program administrators, and the public understand relationships between educational institutions and the communities they serve. One of the commonly used geographic data items is the NCES locale classification, a general geographic indicator that categorizes U.S. territory into four types of areas: City, Suburban, Town, and Rural. Each type of area contains three subtypes. NCES uses the locale indicators to support research, analysis, and sample design. It provides a locale code for each institution in its administrative data collections--Common Core of Data (CCD), Integrated Postsecondary Education Data System (IPEDS), and the Private School Survey (PSS)--and includes locale assignments as indicators in most NCES school-based sample surveys. Although NCES includes a locale assignment as a data item in most of its activities, the geographic boundaries used to create the assignments were first developed and published as a data product in 2015. The purpose of the NCES locale file is to provide annually updated locale boundaries in a spatial data format that can be used to support supplemental research and analysis. The NCES locale file allows data users to create locale indicators for additional institutions or locations, and enables a closer examination of physical features and social conditions that may affect education in each type of locale.