scholarly journals Language teaching

2007 ◽  
Vol 40 (1) ◽  
pp. 45-49
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Exploratory Study ◽  
Primary Schools ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Modern Language ◽  
Defense Language Institute ◽  
Language And Education ◽  
Modern Language Journal

07–01Arkoudis, Sophie (U Melbourne, Australia; [email protected]), Fusing pedagogic horizons: Language and content teaching in the mainstream. Linguistics and Education (Elsevier) 16.2 (2005), 173–187.07–02Barwell, Richard (U Bristol, UK; [email protected]), Integrating language and content: Issues from the mathematics classroom. Linguistics and Education (Elsevier) 16.2 (2005), 205–218.07–03Cheng, An Chung (U Toledo, USA) & Clara C. Mojica-Diaz, The effects of formal instruction and study abroad on improving proficiency: The case of the Spanish subjunctive. Applied Language Learning (Defense Language Institute) 16.1 (2006), 17–36.07–04Creese, Angela (U Birmingham, UK; [email protected]), Is this content-based language teaching?Linguistics and Education (Elsevier) 16.2 (2005), 188–204.07–05Davison, Chris (U Hong Kong, China; [email protected]), Learning your lines: Negotiating language and content in subject English. Linguistics and Education (Elsevier) 16.2 (2005), 219–237.07–06Freiermuth, Mark & Douglas Jarrell (Gunma Prefectural Women's U, Japan; [email protected]), Willingness to communicate: Can online chat help?International Journal of Applied Linguistics (Blackwell) 16.2 (2006), 189–212.07–07Haworth, Avril (Manchester Metropolitan U, UK), The literacy maze: Walking through or stepping round?Language and Education (Mutilingual Matters) 20.2 (2006), 95–109.07–08Jenkins, Jennifer (King's College London, UK; [email protected]), Points of view and blind spots: ELF and SLA. International Journal of Applied Linguistics (Blackwell) 16.2 (2006), 137–162.07–09Kaur, Jagdish & Volker Hegelheimer (Iowa State U, USA), ESL students' use of concordance in the transfer of academic word knowledge: An exploratory study. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 287–310.07–10Lyster, Roy (McGill U, Canada; [email protected]) & Hirohide Mori, Interactional feedback and instructional counterbalance.Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 269–300.07–11Nakatani, Yasuo (Nakamura Gakuen U, Japan; [email protected]), Developing an oral communication strategy inventory. The Modern Language Journal (Blackwell) 90.2 (2006), 151–168.07–12Naughton, Diane (U Granada, Spain; [email protected]), Cooperative strategy training and oral interaction: Enhancing small group communication in the language classroom. The Modern Language Journal (Blackwell) 90.2 (2006) 169–184.07–13Pauwels, Anne (U Western Australia, Australia) & Joanne Winter, Gender inclusivity or ‘Grammar rules OK’? Linguistic prescriptivism vs. linguistic discrimination in the classroom. Language and Education (Mutilingual Matters) 20.2 (2006), 128–140.07–14Peled-Elhanan, Nurit (Hebrew U Jerusalem & Tel-Aviv U, Israel) & Shoshana Blum-Kulka, Dialogue in the Israeli classroom: Types of teacher-student talk. Language and Education (Mutilingual Matters) 20.2 (2006), 110–127.07–15Plonsky, Luke & Susana V. Mills (Northern Arizona U, USA), An exploratory study of differing perceptions of error correction between a teacher and students: Bridging the gap. Applied Language Learning (Defense Language Institute) 16.1 (2006), 55–77.07–16Strauss, Susan (Pennsylvania State U, USA; [email protected]), Jihye Lee & Kyungja Ahn, Applying conceptual grammar to advanced-level language teaching: The case of two completive constructions in Korean. The Modern Language Journal (Blackwell) 90.2 (2006) 185–209.07–17Vizconde, Camilla (U San Tomas, Philippines; [email protected]), English language instruction in the Philippine basic education program. RELC Journal (Sage) 37.2 (2006), 260–273.07–18Wallen, Matthew (U Limerick, Ireland) & Helen Kelly-Holmes, ‘I think they just think it's going to go away at some stage’: Policy and practice in teaching English as an additional language in Irish primary schools. Language and Education (Mutilingual Matters) 20.2 (2006), 141–161.07–19Wedin, Asa (Högskolan Dalarna, Falun, Sweden), Literacy practices in rural Tanzania: The case of Karagwe. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.3 (2006), 225–240.

scholarly journals Identifying students at risk in academics

2017 ◽  
Vol 1 (1) ◽  
pp. 8-18
Author(s):  
Adam Christian Haupt ◽  
Jonathan Alt ◽  
Samuel Buttrey
Keyword(s):  
At Risk ◽  
Logistic Regression ◽  
Regression Models ◽  
At Risk Students ◽  
Korean Language ◽  
Students At Risk ◽  
Content Type ◽  
Logistic Regression Models ◽  
Data Driven Approach ◽  
Defense Language Institute

Purpose This paper aims to use a data-driven approach to identify the factors and metrics that provide the best indicators of academic attrition in the Korean language program at the Defense Language Institute Foreign Language Center. Design methodology approach This research develops logistic regression models to aid in the identification of at-risk students in the Defense Language Institute’s Korean language school. Findings The results from this research demonstrates that this methodology can detect significant factors and metrics that identify students at-risk. Additionally, this research shows that school policy changes can be detected using logistic regression models and stepwise regression. Originality value This research represents a real-world application of logistic regression modeling methods applied to the problem of identifying at-risk students for the purpose of academic intervention or other negative outcomes. By using logistic regression, the authors are able to gain a greater understanding of the problem and identify statistically significant predictors of student attrition that they believe can be converted into meaningful policy change.

Defense Language Institute: Foreign Language Center

Hispania ◽  
2014 ◽  
Vol 97 (2) ◽  
pp. 341-343
Author(s):  
Deborah Gill
Keyword(s):  
Foreign Language ◽  
Defense Language Institute

scholarly journals Pragmatics

2006 ◽  
Vol 39 (1) ◽  
pp. 60-62
Keyword(s):  
New Zealand ◽  
Foreign Language ◽  
Online Discussion ◽  
American English ◽  
Asynchronous Online Discussion ◽  
Defense Language Institute ◽  
Interdisciplinary Journal ◽  
Grammar And Interaction ◽  
Sociology Journals

06–187Hayashi, Makoto, Referential problems and turn construction: An exploration of an intersection between grammar and interaction. Text – Interdisciplinary Journal for the Study of Discourse (Mouton de Gruyter) 25.4 (2005), 437–468.06–188Holmes, Janet (U Wellington, New Zealand; [email protected]), Leadership talk: How do leaders ‘do mentoring’, and is gender relevant?Journal of Pragmatics (Elsevier) 37.11 (2005), 1779–1800.06–189Kwon, Jihyun (Defense Language Institute, Foreign Language Center, USA), Expressing refusals in Korean and in American English. Multilingua (Mouton de Gruyter) 23.4 (2004), 339–364.06–190Lewin, Beverly A., Contentiousness in science: The discourse of critique in two sociology journals. Text – Interdisciplinary Journal for the Study of Discourse (Mouton de Gruyter) 25.6 (2005), 723–744.06–191Lewis, Diana M. (Faculté des Langues, Lyon, France; [email protected]), Arguing in English and French asynchronous online discussion. Journal of Pragmatics (Elsevier) 37.11 (2005), 1801–1818.06–192Overstreet, Maryann (U Hawaii at Manoa, USA; [email protected]), And stuffund so: Investigating pragmatic expressions in English and German. Journal of Pragmatics (Elsevier) 37.11 (2005), 1845–1864.06–193Wang, Yu-Fang, From lexical to pragmatic meaning: Contrastive markers in spoken Chinese discourse. Text – Interdisciplinary Journal for the Study of Discourse (Mouton de Gruyter) 25.4 (2005), 469–518.

scholarly journals 72 YEARS IN THE SERVICE. AN OVERVIEW OF RUSSIAN LANGUAGE MILITARY LINGUISTS’ TRAINING AT THE U.S. DEFENSE LANGUAGE INSTITUTE

2021 ◽  
pp. 98-106
Author(s):  
С.И. Гребенкин
Keyword(s):  
United States ◽  
Cold War ◽  
National Security ◽  
The United States ◽  
Russian Language ◽  
Future Needs ◽  
Defense Language Institute ◽  
To Come ◽  
The Cold War ◽  
The U.S

Преподавание русского языка в Военном институте иностранных языков Министерства обороны США ведется с 1947 г. За 72 года существования русские программы института играли и сейчас продолжают играть важную роль в обеспечении национальной безопасности США и их союзников. Реализация этих программ всегда напрямую зависела от характера отношений между США и СССР/РФ. Сегодня на фоне геополитических изменений в мире Военный институт и его программы по обучению русскому языку военнослужащих МО США вносят свой неоценимый вклад в подготовку нового поколения военных лингвистов-русистов. Russian has been taught at the U.S. Defense Language Institute without interruption since 1947. Over the last 72 years the Russian programs have played a distinguished role in the national security of the United States and its allies. The size of the Russian programs closely reflected the nature of the Cold War between the United States and the USSR. Today the Defense Language Institute and its Russian programs stand ready to meet future needs of the nation as its relationship with Russia undergoes further changes in the years to come.

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