scholarly journals Advising Dialogue from a Feminist Perspective: Gendered Talk or Emotional Labor?

2015 ◽  
pp. 32-49
Author(s):  
Sophie Bailly ◽  
Guillaume Nassau ◽  
Anouchka Divoux
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Emotional Labor ◽  
Psychological Support ◽  
Feminist Perspective ◽  
Face To Face ◽  
Women's Speech ◽  
Wide Range ◽  
The World ◽  
Verbal Strategies

Adopting a feminist perspective, this exploratory and empirically based study of face-to-face advising dialogue will put into question two related aspects of advising that have seldom been discussed in the literature on advising: the gendered dimension and the psychological support. Based on the general and rarely discussed assumption that women’s speech is more emotional and best suited for establishing and maintaining more equal relationships than men’s speech, and on the fact that many language learning advisors in the world are women, this study examines the ways in which female and male advisors working in different educational contexts verbally establish a relationship where a learner’s autonomy can emerge. The preliminary results suggest that psychological support is provided through a wide range of verbal strategies and that gender seems less significant than work context to explain individual differences.

Promoting Autonomous Language Learning in Online Environments

10.47908/9/15 ◽  
2013 ◽  
pp. 165-280
Author(s):  
Maria De Santo ◽  
Luisa Boardman
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Real Life ◽  
Autonomous Learning ◽  
Mediated Communication ◽  
Face To Face ◽  
Integration Of Technology ◽  
Computer Mediated ◽  
Wide Range ◽  
The University

The Self-Access Language Centre of the University of Naples “L’Orientale” (CILA) promotes the development of autonomy in language learning, offering a wide range of technology-based resources and a language counselling service. In the last few years, to satisfy the growing need for independent language learning in our university, we have integrated autonomous learning in the SAC with online pathways and multimedia materials. We started by offering online Self-Access activities in blended courses, integrating face-to-face classroom teaching with online modules. This experiment enabled us to develop a kind of blended autonomous learning, combining a real-life SAC with online Self-Access Centres. Virtual SACs suggest a variety of language learning activities and allow learners to study a language while reflecting on their learning process. In the online SAC, language counsellors implement the language learner’s autonomy promoted in presence in the SAC, interacting with them through computer-mediated communication. In this paper we shall look at how the promotion of autonomy in language learning can be enhanced through the integration of technology-based materials and activities made available in self-access modality. Our aim is to present online resources designed to help students learn a foreign language autonomously.

Mobile-Assisted Language Learning

2021 ◽  
pp. 122-136
Author(s):  
Michael A. Sletten
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Mobile Phones ◽  
Security Measures ◽  
Face To Face ◽  
Security Breaches ◽  
Mobile Assisted Language Learning ◽  
The World ◽  
Face To Face Learning ◽  
Security Awareness Training

Learning a second language is challenging for anyone worldwide. When trying to learn a second language in a remote area of the world or under circumstances that do not allow for face-to-face learning, it becomes even more challenging. With the invention and development of mobile devices such as phones and tablets, it becomes much easier to accomplish through mobile-assisted language learning (MALL). Mobile-assisted language learning allows for a user to learn a new language using their mobile device, which is a ubiquitous form of learning. Mobile-assisted language learning is not without risk or vulnerabilities, however. It is imperative that users receive security awareness training, so they can operate their mobile phone in a secure manner. It is also critical that the mobile phones, wireless networks, learning management systems, and computer networks are also secured against various types of viruses, malware, and attacks. Without certain security measures being installed and configured on these devices and systems, the potential for security breaches present themselves.

scholarly journals From the world to word order: the link between conceptual structure and language

2019 ◽  
Author(s):  
Jennifer Culbertson ◽  
Marieke Schouwstra ◽  
Simon Kirby
Keyword(s):  
Language Learning ◽  
Noun Phrase ◽  
Word Order ◽  
Conceptual Structure ◽  
Human Cognition ◽  
Underlying Structure ◽  
Information Theoretic ◽  
Artificial Language Learning ◽  
Wide Range ◽  
The World

The world’s languages exhibit striking diversity. At the same time, recurring linguistic patterns suggest the possibility that this diversity is shaped by features of human cognition. One well-studied example is word order in complex noun phrases (like 'these two red vases'). While many orders of these elements are possible, a subset appear to be preferred. It has been argued that this order reflects a single underlying representation of noun phrase structure, from which preferred orders are straightforwardly derived (e.g., Cinque, 2005). Building on previous experimental evidence using artificial language learning, we show that these preferred orders arise not only in existing languages, but also in improvised sequences of gestures produced by English speakers. We then use corpus data from a wide range of languages to argue that the hypothesized underlying structure of the noun phrase might be learnable from statistical features relating objects and their properties conceptually. Using an information-theoretic measure of strength of association, we find that adjectival properties (e.g. 'red') are on average more closely related to the objects they modify (e.g. 'wine'), than numerosities (e.g. 'two'), which are in turn more closely related to the objects they modify than demonstratives (e.g., 'this'). It is exactly those orders which transparently reflect this—by placing adjectives closest to the noun, and demonstratives farthest away—which are more common across languages, and preferred in our silent gesture experiments. These results suggest that our experience with objects in the world, combined with a preference for transparent mappings from conceptual structure to linear order, can explain constraints on noun phrase order.

scholarly journals Pembelajaran Dalam Jaringan (Daring) Mata Pelajaran PAI Siswa Kelas VIII SMP Qu’ran Darul Fattah Bandar Lampung Tahun Pelajaran 2020/2021

An Naba ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 58-68
Author(s):  
Langgeng Sutopo
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Research Method ◽  
Qualitative Data ◽  
Arabic Language ◽  
Face To Face ◽  
The World ◽  
Class Viii ◽  
The Subject ◽  
Face To Face Learning

This research was motivated by the covid-19 pandemic which makes the world of education, especially Indonesia innovate to do Arabic language learning that is implemented online. This study aims determine the effectiveness of inline learning on Arabic language subjects that include the response of students, parents and teachers as well as the difficulties encountered in the implementation of online learning at PAI subjects. The subject in this study is the students of class VIII SMP Qur’an Darul Fattah Bandar Lampung with a total of 36 students. The research method used is descriptive qualitative, data collection techniques are carried out using interview, questionnaires and documentation. The result of the interview and questionnaire distribution was that 75% of parents agreed that online learning was not effectively applied in learning and 50% of parents are dissatisfied with online learning. 69% of students think face-to-face learning is more effective than online learning and ranges from about 50% above who do not like changes in the implementation of learning, while teachers argue that online learning is less effective in applying Arabic language learning because students have difficulty understanding lessons. The biggest difficulty experienced by many types of respondents is the inadequate internet network.

scholarly journals Persepsi Siswa terhadap Pembelajaran Bahasa Indonesia Berbasis Daring di SMAN 1 Pasuruan

2021 ◽  
pp. 104-116
Author(s):  
Agus Purnomo Ahmad Putikadyanto ◽  
Agik Nur Efendi ◽  
Sahrul Romadhon ◽  
Moh. Badruddin Amin ◽  
Nur Aisyah Sefrianah
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Education System ◽  
Face To Face ◽  
Offline Learning ◽  
The World ◽  
Bahasa Indonesia

The Covid-19 pandemic has had a major impact on all aspects of education around the world. This pandemic shattered the previously established education system. Face-to-face offline learning in schools has been forced to close and disrupt the learning of more than 1.6 billion students worldwide. Learning in droves has turned to using online-based technology, including learning Indonesian in Indonesia. Students are forced to follow these fundamental changes for the sake of the continuity of the learning process. This study attempts to describe students' perceptions of online-based Indonesian language learning in one of the Indonesian schools, SMAN 1 Pasuruan.

scholarly journals The Musical Abilities, Pleiotropy, Language, and Environment (MAPLE) Framework for Understanding Musicality-Language Links Across the Lifespan

2021 ◽  
Author(s):  
Srishti Nayak ◽  
Peyton L. Coleman ◽  
Eniko Ladanyi ◽  
Rachana Nitin ◽  
Daniel E. Gustavson ◽  
...  
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Language Skills ◽  
Musical Training ◽  
Foreign Language Learning ◽  
Future Research ◽  
Integrative Framework ◽  
Genetic Pleiotropy ◽  
Wide Range ◽  
Neurobiological Substrates

Using individual differences approaches, a growing body of literature finds positive associations between musicality and language-related abilities, complementing prior findings of links between musical training and language skills. Despite these associations, musicality has been often overlooked in mainstream models of individual differences in language acquisition and development. To better understand the biological basis of these individual differences, we propose the Musical Abilities, Pleiotropy, Language, and Environment (MAPLE) framework. This novel integrative framework posits that musical and language-related abilities likely share some common genetic architecture (i.e., genetic pleiotropy) in addition to some degree of overlapping neural endophenotypes, and genetic influences on musically and linguistically enriched environments. We review and discuss findings from over seventy studies in the literature demonstrating that individual differences in musical aptitude (i.e., rhythm and tonality skills) are robustly correlated with a wide range of speech-language skills that are foundational for effective communication, including speech perception, grammatical abilities, reading-related skills, and second/foreign language learning. From this body of work we conclude that musical abilities are intertwined with speech, language, and reading development over the lifespan. Drawing upon recent advances in genomic methodologies for unraveling pleiotropy, we outline testable predictions for future research on language development and how its underlying neurobiological substrates may be supported by genetic pleiotropy with musicality.

Blending technology and face-to-face: Advanced students’ choices

ReCALL ◽  
2015 ◽  
Vol 28 (1) ◽  
pp. 83-102 ◽  
Author(s):  
Ruth Trinder
Keyword(s):  
Language Learning ◽  
Real Life ◽  
Computer Assisted ◽  
Free Text ◽  
Advanced Learners ◽  
Face To Face ◽  
Learner Beliefs ◽  
Use Of Technology ◽  
Open Questions ◽  
Wide Range

AbstractIt has been suggested that current research in computer-assisted language learning (CALL) should seek to understand the conditions and circumstances that govern students’ use of technology (Steel & Levy, 2013). This paper attempts to identify critical factors accounting for student choices, first, by investigating advanced learners’ reported use as well as their views on the potential of specific technological resources for language learning, and, second, by widening the perspective and surveying students’ ideal learning environments. Learners’ reasons for preferring teacher-fronted classes, blended learning, immersion or technology-mediated settings yield useful information on how students perceive the strengths and weaknesses of interaction/engagement with material (i.e. technological) as well as social (i.e. human) resources, and how the roles of teachers/classes can be conceptualised today.Data was collected via a survey of 175 Austrian university students which included Likert-type ratings and free text responses to open questions. Findings indicate that though the cohort routinely use a wide range of technology tools in their everyday lives and show awareness of the potential of ICT for language learning, a number of barriers exist based on learner beliefs/conceptions and learning aims. Thus the notion that enhancement of communicative competence is intrinsically tied to personal interaction with native speakers means that the potential of communication technologies such as Skype is not fully appreciated. It was further established that though many students are well versed in blending different technological resources in line with the criteria identified, thus displaying the hallmarks of autonomous learners, there was a clear preference for real-life compared to virtual environments.

scholarly journals Implications of English as an International Language for Language Pedagogy

2019 ◽  
Vol 9 (1) ◽  
pp. 22
Author(s):  
Kim Hua Tan ◽  
Atieh Farashaiyan ◽  
Rahman Sahragard ◽  
Fatemeh Faryabi
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Intercultural Competence ◽  
English Language ◽  
Language Education ◽  
Language Pedagogy ◽  
International Language ◽  
Wide Range ◽  
The World ◽  
English Textbooks

The position of the English language in the world has recently underwent an enormous shift. The global spread of English has altered its status from being a homogeneous and standard language spoken by a few powerful countries into an international language or lingua franca spoken by a wide variety of speakers around the world (Llurda, 2014). The unprecedented global demand, use, and appropriation of English as an international language (EIL) necessitates a profession-wide response to English language learning, teaching, teacher education, assessment, and policy. The international status of English and increase in the number of EIL learners require a teaching agenda that incorporates pedagogical approaches that teach English based on EIL principles (Matsuda, 2017). The current study attempts to discuss the implications of EIL on issues related to language pedagogy, such as culture and intercultural competence in EIL, native-like competence, English teachers in the EIL pedagogy, language assessment in EIL and EIL teacher education. The studies show that EIL as a means of intercultural communication in a wide range of contexts calls for a reconceptualisation of language pedagogy It is concluded that despite the extensive discussions on the role of students’ first language culture for EIL learners, English textbooks and classrooms continue to rely on the target culture and ignore the students’ own culture. Therefore, EIL has yet to be fully incorporated language education despite extensive studies that have been conducted on its role.

scholarly journals Unidirectional Pedestrian Circulation: Physical Distancing in Informal Settlements

2020 ◽  
Author(s):  
Juan Fernandez Gonzalez ◽  
Ankit Gongal
Keyword(s):  
Mathematical Method ◽  
Graph Theory ◽  
Visually Impaired ◽  
Informal Settlements ◽  
Oriented Graphs ◽  
Social Distancing ◽  
Face To Face ◽  
Wide Range ◽  
The World ◽  
Cost Efficient

The COVID-19 pandemic has resulted in a wide range of spatial interventions to slow down the spread of the virus. The spatial limitations of narrow public circulation spaces within informal settlements, which house over one billion people around the world, make it impossible for pedestrians to practice physical distancing (or social distancing). In this paper, we propose a flexible mathematical method, named the Cluster Lane Method, for turning a planar circulation network of any size or complexity into a network of unidirectional lanes, making physical distancing possible in narrow circulation spaces by limiting face-to-face interactions. New notions and theorems about oriented graphs in graph theory are introduced. The paper ends with a discussion of the potential implementation of this cost-efficient, low-tech, sustainable solution, and with the introduction of a novel unidirectional tactile paving for the visually impaired.

Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities

2019 ◽  
Vol 50 (4) ◽  
pp. 693-702 ◽  
Author(s):  
Christine Holyfield ◽  
Sydney Brooks ◽  
Allison Schluterman
Keyword(s):  
Language Learning ◽  
Augmentative And Alternative Communication ◽  
Visual Analysis ◽  
Multiple Disabilities ◽  
Visual Scene ◽  
Future Research ◽  
High Tech ◽  
Single Subject ◽  
Wide Range ◽  
The Difference

Purpose Augmentative and alternative communication (AAC) is an intervention approach that can promote communication and language in children with multiple disabilities who are beginning communicators. While a wide range of AAC technologies are available, little is known about the comparative effects of specific technology options. Given that engagement can be low for beginning communicators with multiple disabilities, the current study provides initial information about the comparative effects of 2 AAC technology options—high-tech visual scene displays (VSDs) and low-tech isolated picture symbols—on engagement. Method Three elementary-age beginning communicators with multiple disabilities participated. The study used a single-subject, alternating treatment design with each technology serving as a condition. Participants interacted with their school speech-language pathologists using each of the 2 technologies across 5 sessions in a block randomized order. Results According to visual analysis and nonoverlap of all pairs calculations, all 3 participants demonstrated more engagement with the high-tech VSDs than the low-tech isolated picture symbols as measured by their seconds of gaze toward each technology option. Despite the difference in engagement observed, there was no clear difference across the 2 conditions in engagement toward the communication partner or use of the AAC. Conclusions Clinicians can consider measuring engagement when evaluating AAC technology options for children with multiple disabilities and should consider evaluating high-tech VSDs as 1 technology option for them. Future research must explore the extent to which differences in engagement to particular AAC technologies result in differences in communication and language learning over time as might be expected.

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