A Case Study: The Role of Student-Generated Vidcasts in K–12 Language Learner Academic Language and Content Acquisition

2014 ◽  
Vol 46 (3) ◽  
pp. 297-324 ◽  
Author(s):  
Lucy Santos Green ◽  
Fethi A. Inan ◽  
Nancy J. Maushak
2019 ◽  
Vol 41 (1) ◽  
pp. 43-79 ◽  
Author(s):  
Susanne Prediger ◽  
Dilan Şahin-Gür

AbstractThe syntactic dimension of academic language has often been studied with respect to students’ difficulties with syntactic features in mathematical textbooks and test items, and these studies have contributed to understanding the communicative role of language. In contrast, the epistemic role of students’ language use has mainly been explored in lexical and discourse dimensions. This research has shown that higher order cognitive demands require more elaborate language means. The aim of this article is to contribute to theorizing the epistemic role of syntactic language complexity by means of a topic-specific investigation using the mathematical topic of qualitative calculus, i.e., the informal meanings of amount and change. In order to do this, the learning process study presented in this article investigates 18 eleventh graders’ conceptual pathways while dealing with challenging tasks on amount and change. The identification of different syntactic complexities in students’ utterances provides an overview of the variance of possible phrase structures. Further, it shows that successive conceptual conciseness requires either increasing syntactic complexity or conceptual condensation. So increasing elaborateness in the lexical and syntactic dimensions seem to compensate each other.


2020 ◽  
Vol 9 (2) ◽  
pp. 131
Author(s):  
Sakineh Jafari ◽  
Samaneh Jafari ◽  
Reza Kafipour

<div><p class="StyleABSTRAKenCambria">This study reports on a case study of a blind EFL learner. The purpose of the study was to explore a detailed situated data to examine to what extent it is feasible to be a successful language learner despite being visually impaired and lacking some learning resources.  Interview data and the narratives of this EFL learner have revealed that her success was mainly based on her agentic interaction with the environment and learning context, her high motivation and strategic behavior, and her sustained efforts. The findings provide further insight into the role of learner in exerting control over contextual resources that frame learning and on how different factors interact with each other in the language learning process in the construction of learner identity and the strategies used by learners.</p></div>


2019 ◽  
Vol 36 (3) ◽  
pp. 407-434
Author(s):  
Zoë Hitzig

AbstractThis paper investigates the relationship between economic theory and theories of justice in the design of public policy. In particular, it focuses on the role of mechanism design in policy contexts beset with issues of social, racial and distributive justice. Economists’ involvement in redesigning Boston’s algorithm for allocating K-12 students to public schools serves as an instructive case study. The paper draws on the distinction between ideal theory and non-ideal theory in political philosophy and the concept of performativity in economic sociology to argue that mechanism design can enact elaborate ideal theories of justice. A normative gap thus emerges between the goals of the policymakers and the objectives of economic designs. As a result, mechanism design may obstruct stakeholders’ avenues for normative criticism of public policies, and serve as a technology of depoliticization.


1987 ◽  
Author(s):  
William A. Worrall ◽  
Ann W. Stockman

2002 ◽  
Vol 24 (1) ◽  
pp. 1-20 ◽  
Author(s):  
ANDREW BAINES

In reading archaeological texts, we expect to be engaged in a characteristically archaeological discourse, with a specific and recognisable structure and vocabulary. In evaluating the published work of 19th Century antiquarians, we will inevitably look for points of contact between their academic language and our own; success or failure in the identification of such points of contact may prompt us to recognise a nascent archaeology in some writings, while dismissing others as naïve or absurd. With this point in mind, this paper discusses the written and material legacies of three 19th Century antiquarians in the north of Scotland who worked on a particular monument type, the broch. The paper explores the degree to which each has been admitted as an influence on the development of the broch as a type. It then proceeds to compare this established typology with the author's experiences, in the field, of the sites it describes. In doing so, the paper addresses wider issues concerning the role of earlier forms of archaeological discourse in the development of present day archaeological classifications of, and of the problems of reconciling such classifications with our experiences of material culture.


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