scholarly journals STVALL: Hybrid TV for Interactive Language and Content Learning

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Alejandro Curado Fuentes
Keyword(s):  
Language Learning ◽  
Regional Scale ◽  
Authoring Tool ◽  
Content Learning ◽  
Customized Training ◽  
Nature Literature ◽  
Adults And Children ◽  
Language User ◽  
Subject Areas ◽  
Level Profile

Hybrid television refers to the merging of the Internet and traditional television via a multi-user platform. In this scope, we have developed the STVALL project for the past two-three years on a regional scale (Extremadura TV in Spain). This technology aims to provide an educational platform for interactive and adaptive (individual or group) learning of content and language via the smart television. Our research group has focused on the development of specific activities and challenges (so-called customized training pills) to feed content and information into the authoring tool, which stores and distributes it from its knowledge base. As education experts (language and content teachers / educators), we have labelled this content according to five subject areas (Science and Nature, Literature and Art, Geography and History, Entertainment and Sports, and Language) and four language user levels: Adult (over 12 years of age) / Children (0-12): A1/A2/B1/B2. In addition, the content has been assigned other types of tags for user-related feedback in the authoring tool (e.g., monologic vs. dialogic, narrative vs. instructions, etc). Thus, upon interaction with the program, users build a content and language level profile that the system will store and remember for the next interaction (single- or group-based). Because the users’ profiles may differ significantly, this system has been tested with groups of adults and children so that their specific aims and inclinations as regards content and language learning can be registered and compared. By relying on users’ performance and personal surveys, our team will be able to specify more customized types of activities, some of which require experts’ responses and mediation.

scholarly journals Peranan Etika Tutur Bahasa Indonesia Dalam Pembelajaran Di Sekolah

Tamaddun ◽  
2017 ◽  
Vol 16 (2) ◽  
pp. 69-73
Author(s):  
Umar Mansyur
Keyword(s):  
Language Learning ◽  
Character Education ◽  
Language Skills ◽  
Education Curriculum ◽  
Good Person ◽  
General Guideline ◽  
Language User ◽  
Normative Rule ◽  
Language Ethics ◽  
Bahasa Indonesia

Indonesian language learning in schools is directed at improving students’ language skills, bothin the aspects of listening, speaking, reading, and writing. Speaking is one of the language skillsthat is vulnerable in relation to spoken ethics. Language ethics is defined as a normative rule oflanguage use which becomes a general guideline agreed by the language user community thatsuch a method is recognized as a language that is polite, respectful, and in accordance with thevalues that apply in society. Someone who is skilled at speaking must consider what will be saidbefore speaking. It is not wrong if the saying goes that language is someone’s personal mirror.The phrase shows that a person’s personality can be judged by his speech in language. Formany people, good words, gentle, polite, will portray someone as a good person and virtuouscharacter. Conversely, rude and bad words will also cause a bad image in the person. On thatbasis, Indonesian speech ethics has an important role in learning in schools which also contributes to the student’s character education curriculum.

scholarly journals Monitoring of Teachers’ Views on Both CLIL and the Development of Pluriliteracies: A Longitudinal Qualitative Study

2019 ◽  
Vol 12 (2) ◽  
pp. 1 ◽  
Author(s):  
Xabier San Isidro ◽  
David Lasagabaster
Keyword(s):  
Qualitative Study ◽  
Language Learning ◽  
Curriculum Integration ◽  
Language Teachers ◽  
School Level ◽  
Content Integration ◽  
Content Learning ◽  
The Subject ◽  
Insight Into ◽  
Oriented Research

In Content and Language Integrated Learning (CLIL), the design of a language policy at school level is not only bound up with the number of languages used for learning and the number of hours devoted to teaching those languages, but also with the fact that language becomes specialised in relation to the subject, which impacts on the methodology used. These are the reasons for both language teachers and subject teachers to work together in design and implementation; and for the teachers’ use of a translanguaging-based approach to language learning (San Isidro, 2018). Previous research has dealt with teachers’ opinions (Calvo & San Isidro, 2012; Coonan, 2007; Infante et al., 2009; Pladevall-Ballester, 2015) on the difficulties of curriculum integration and its effects on both the different languages of instruction and the learning of content; or on the difficulties of language and content integration. However, methodology-oriented research on teachers’ views and work in specific contexts is direly needed so as to gain a deep insight into the methodological commonalities that make CLIL what it is. Our qualitative study is focused on a two-year monitoring of teachers’ (N=6) views on CLIL implementation in a rural multilingual setting in Galicia. The teachers were monitored by means of interviews held between 2012 and 2014. After being trained, they took part in a CLIL project based on curriculum integration with two different groups of students. The findings reported showed that 1) teachers’ initial views on CLIL implementation turned more positive over the two years; 2) teachers believed that CLIL provides a very good framework for the development of pluriliteracies; 3) their views regarding content learning in CLIL turned more neutral in the course of the two years; and 4) teachers stressed the need for methodology-oriented training.

Image as language: Teacher-created photographs and visual literacy for English language learning

2012 ◽  
Vol 37 (2) ◽  
pp. 113-121 ◽  
Author(s):  
Susan Britsch
Keyword(s):  
Social Studies ◽  
Language Development ◽  
Language Learning ◽  
Teacher Knowledge ◽  
Visual Literacy ◽  
English Language ◽  
Visual Learning ◽  
Content Learning ◽  
Second Language Development ◽  
Language Objectives

LANGUAGE IS NOT LEARNED through words alone; images lie at the heart of language development. This article suggests three essential guidelines for teachers as they create and use photographs for content learning, second-language development and image-reading. Each guideline is accompanied by content, visual literacy and language objectives. Photographs and sets of sample-levelled questions exemplify the use of the language objectives for content and visual learning in social studies, geometry or science. In sum, an informed use of visual imagery can enhance the exploration of curriculum content if based on teacher knowledge of content, of the language through which photographs speak, and of the language needed to talk about both content and image.

Language Deficiency in Children

1980 ◽  
Vol 89 (5_suppl) ◽  
pp. 165-170
Author(s):  
Donald M. Morehead ◽  
Kerstin E. Morehead ◽  
William A. Morehead
Keyword(s):  
Language Learning ◽  
Training Programs ◽  
First Language ◽  
Language Learner ◽  
Research Approach ◽  
Natural Conditions ◽  
Normal Children ◽  
Specific Content ◽  
Linguistic Development ◽  
Adults And Children

Research in cognition and language has provided useful constructs which suggest that specific deficits underlie language deficiencies in children. In addition, this research has provided procedures that determine what a child knows about language at a particular level of development and has established a sequence of linguistic development that maps the specific content and structure of training programs. Two new areas of research offer additional approaches to assessment and remediation. One approacch focuses on the actual principles and strategies that normal children use to learn language, making it possible to determine which methods are most efficient. The second research approach looks at the contextual conditions adults and children provide the first language learner. Preliminary work suggests that the natural conditions found universally in first language learning may be the best indicators of how to proceed with language-deficient children.

scholarly journals Preparing Culturally and Linguistically Responsive Teachers: Developing an Equity-Oriented Teacher Education Curriculum

2021 ◽  
Vol 3 (3) ◽  
pp. 407-441
Author(s):  
Yue Bian
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Immigrant Students ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Elementary Teacher Education ◽  
Bilingual Students ◽  
Subject Areas ◽  
Bilingual Communities ◽  
Academic Content

Abstract As classrooms worldwide are becoming increasingly diverse, teacher education programs need to develop an equity-oriented curriculum, integrating domains of knowledge that prepare all classroom teachers to support the academic content and language learning of immigrant students. The first step of such an effort is to systematically examine the existing curriculum for its strengths and gaps. Using the conceptualizations of culturally and linguistically responsive teachers as an analytical tool, the study critically examined 31 out of 110 course readings required by five teaching methods courses of a US nationally ranked elementary teacher education program. The findings reveal an overall restricted focus on issues of supporting bilingual students and a discrepancy among topics addressed in different subject areas. The study calls for problematizing the “just good teaching” mindset, dismantling the deficit and monolithic portrayal of bilingual communities, acknowledging the complexity of teaching bilingual learners, and striving for conceptual coherence in curriculum reconstruction.

scholarly journals The Production and Perception of the Affricate /tʃ/ and the Fricative /ʃ/ by Igala ELS Users

2019 ◽  
Vol 10 (1) ◽  
pp. 19
Author(s):  
Goodluck C. Kadiri ◽  
Victoria Adeyi ◽  
Joekin Ekwueme ◽  
Zubairu Bitrus Samaila
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Target Population ◽  
Sound System ◽  
Language System ◽  
Task Learning ◽  
Correct Usage ◽  
Language User ◽  
Production Problems

A second language user is one who has his own language (L1) and probably mastered all there is to the sound system of his L1. The already existing language system makes second language learning difficult thereby resulting in what is called ‘errors’ as an effect of interference. Phonologically, it is a hard task learning a second language because each language has its unique phonology. This paper x-rayed the difficulties encountered by Igala L2 users with reference to the production and perception of the affricate /tʃ/ and the fricative /ʃ/. The study used carefully prepared sentences containing the two sounds under study to elicit data from the target population. The data were analyzed using frequency and percentage counts. From the analysis it was discovered that there exist production problems in the use of the affricate /tʃ/ and the fricative /ʃ/ by Igala users of English as a Second Language where /tʃ/ is substituted for /ʃ/ and vice versa.  Conclusion drawn from the result was the need for Igala users to aspire for competence in their use of English as a second language particularly the phonological aspects because being proficient in any language begins with good understanding and correct usage of the sound systems thereby bringing about intelligibility.

scholarly journals Manipulating and Complementing Content Teaching To Maximize Second Language Learning

1988 ◽  
Vol 6 (1) ◽  
pp. 68 ◽  
Author(s):  
Merrill Swain
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Content Learning ◽  
Current Discussion

Much current discussion about communicative language teaching incorporates the notion that second language learning will be enhanced through its integration with content learning. This paper argues that not all content teaching is necessarily good language teaching, and suggests some ways in which content teaching might be organized to enhance second language learning.

Sign in / Sign up

Export Citation Format

Share Document