Moving Towards Translanguaging

Emerging bilinguals at US schools are generally subject to programs that are inadequate for their learning needs. It is crucial to find teaching models through which they can develop their academic language skills. This chapter presents the program Learn from the Experts, a partnership between a university and a high school, that fosters collaboration between Spanish and English learners. In this program, which follows the translanguaging pedagogy, Spanish learners from the university meet to collaborate with Spanish heritage English learners from the high school in lessons designed to develop each of the participants' skills in the language they are learning. The chapter also presents pedagogical changes made to the program resulting from the program team's reflection. It contributes to the development of models that support emerging bilinguals' language learning through collaboration with more experienced speakers without compelling speakers of minoritized languages to distance themselves from their languages and cultures.

Students’ Perceptions on Cataloging Course

Cataloging and metadata description is one of the major competencies that a trainee cataloger must conquer. According to recent research results, library and information studies students experience difficulties understanding the theory, the terminology, and the tools necessary for cataloging. The experimental application of teaching models which derive from predominant learning theories, such as behaviorism, cognitivism, and constructivism, may help in detecting the difficulties of a cataloging course and in suggesting efficient solutions. This paper presents in detail three teaching models applied for a cataloging course and investigates their effectiveness, based on a survey of 126 first-year students. The survey employed the Kirkpatrick model aiming to record undergraduate students’ perceptions and feelings about cataloging. The results revealed that, although a positive change in students’ behavior towards cataloging has been achieved, they still do not feel very confident about the skills they have acquired. Moreover, students felt that practicing cataloging more frequently will eliminate their difficulties. Finally, they emphasized the need for face to face courses, as the survey took place in the coronavirus pandemic, during which the courses were held via distance learning.

Towards a New Mobile Educational Model

The development of mobile technologies and wireless networks encourages more research on Mobile Learning. Reviewing irregular verbs on a bus or organizing a training schedule on a Smartphone is becoming more common today. Mobile learning complements and enhances existing learning systems. Its development has been slowed in the early 2000s by both technical limitations and lack of dedicated teaching models. This article focuses on educational issues and proposes a solution by adopting the Method for Engineering Learning Systems MISA. Our work aims to identify basic elements, key characteristics and dimensions for developing the appropriate content for mobility. These elements are the basis for customization of the MISA method. Indeed, the different steps of MISA are governed by operating principles which ensure greater consistency and flexibility. Taking into account the specifications of Mobile learning in the development of these principles, we can adapt MISA to design a mobile learning system.

“BeDiL” Learning Media Training in The New Normality Era

Online learning is a new phenomenon for educators. This requires education actors, such as educators, education staff, governments, students, and even parents of students to be able to work together in building interactive learning. Online learning is a learning method/way that can motivate students to learn more and achieve learning objectives. However, not all educators can adapt quickly, especially for educators who work in the field at the front lines. This can happen because, over the years, educators have been accustomed to face-to-face or offline teaching models instead of a virtually face-to-face or online model. When learning is carried out online, this becomes a challenge for educators where they have to learn many new things such as the media platforms, new presentation methods, or adapted teaching strategies so that learning can be done effectively. Moreover, an educator is a wheel in learning. Therefore, training on the design of a learning media, especially in the face of this new normal era, is crucial to do. This training activity is carried out using the learning-by-doing method. This method was chosen because the training activities were carried out in a guided manner. Based on the training activities two results can be obtained. First, the training related to the BeDiL learning media has been carried out smoothly. Second, participants can make BeDiL learning media in the form of posters that can be classified into two, namely complete BeDiL posters and incomplete BeDiL posters.

A Discourse on Innovation of English Teaching in China from the Perspective of Artificial Intelligence

With the progression of economic globalisation, China’s expectations about the quality of English teaching in the country have increased, and because of the restrictive drawbacks of orthodox English teaching models, they cannot meet these requirements. The emergence of artificial intelligence (AI) technology can create new opportunities for the optimisation of English teaching. As such, this study aims to systematically review and analyse the current research on the innovations afforded by AI for China’s English teaching model, especially the application of AI in unquiesced English teaching. The descriptive–analytical approach is used to study and analyse the literature. The research results highlight evidence of success cases, illustrating that the implementation of AI in English teaching in China can provide new ideas and create new spaces for the innovation of teaching models. Keywords: artificial intelligence; English teaching in China; innovation in English teaching

Case Study of Teachers’ and Students’ Perspectives on Co-teaching Models used in Qatar’s Middle Schools

This research aims to have a substantial glance at the middle schools in Qatar, which adopted co-teaching models, where special education teachers and general education teachers collaborate to teach students in an inclusive environment. Therefore, we want to recognize the problems faced by teachers, along with students, in terms of the efficacy of the co-teaching model as a way of learning, and even though the model is successful globally, it is better to determine if there are any concerns locally about the model, so that we implement it locally with an efficient approach.

What is Important for Survival?: The Analysis of a School Librarians COVID-19 Blog Post Corpus

This paper examines blog posts shared on a popular school librarian association website. Posts were written by school librarians, school library supervisors, book authors, and school library educators in various settings. The website posts were searched using the term COVID-19. The search returned 89 results written between March 2020 and June 2021. The analysis focused on the topics that were mentioned the most, according to the categories associated with the blog posts. A review of how the posts evolved is also presented. Results suggest that the most important topics that the readers of the blog needed to endure the pandemic included student engagement, teaching models, leadership, and advocacy.

Pedagogical practices in the literacy process of deaf students

There is a concern for deaf education, especially in the literacy stage, which consequently extends throughout regular education, where most deaf students have completed high school without knowing how to read and/or produce in Portuguese. This problem affects the social development of these subjects, since the Portuguese language is still expected as if it were the mother tongue of the deaf, not respecting their identity and culture, whose first language is LIBRAS. In this bias, the research aims to verify the methods and techniques in the literacy process of the deaf and seek new teaching models that are based on bilingual theory, thus ensuring the acquisition of LIBRAS as the mother tongue (L1) and teaching Portuguese as the second language (L2). This bibliographical research brings theoretical references and empirical experiences as a contribution to these reflections.