scholarly journals STORYTELLING AND DIGITAL ART AS A MEANS TO IMPROVE MULTILINGUAL SKILLS

2021 ◽  
Author(s):  
Véronique Delplancq ◽  
◽  
Ana Maria Costa ◽  
Cristina Amaro Costa ◽  
Emília Coutinho ◽  
...  
Keyword(s):  
Language Learning ◽  
Digital Art ◽  
Language Diversity ◽  
Innovative Methodology ◽  
Starting Point ◽  
Animated Film ◽  
French And English ◽  
Migrant Family ◽  
Family Based ◽  
Life Path

The use of storytelling and digital art as tools to understand a migrant family’s life path will be in the center of an innovative methodology that will ensure the acquisition of multilingual skills and the development of plurilingual awareness, reinforcing the various dimensions of language (aesthetic and emotional, in addition to cognitive), in a creative, collaborative and interdisciplinary work environment. This is especially important among students who are not likely to receive further language training. It is not yet clear how teachers can explore multilingual experiences of learners, both in terms of language learning dimensions but also related with the multiple cognitive connections and representations, as well as to the awareness of language diversity. The JASM (Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superior) project involves a group of students of the 1st cycle in Media Studies, from the School of Education of Viseu, who will work using photography, digital art and cultural communication, collecting information pertaining to diversified cultural and linguistic contexts of the city of Viseu (Beira Alta, Portugal), both in French and English, centered on a tradition or ritual of a migrant family. Based on an interview, students write the story (in French and English) of the life of migrants and use photography to highlight the most relevant aspect of the migrant’s family life. Using as a starting point an object associated with religion, tradition or a ritual, students create an animated film, in both languages. This approach will allow the exploration of culture and digital scenography, integrating in an innovative interdisciplinary pathway, digital art, multilingual skills and multicultural awareness. Students’ learning progress and teacher roles are assessed during this process, using tests from the beginning to the end of the project.

scholarly journals Calculating Value Added of Prostitution with Multiple Data: A New Approach for Belgium

2017 ◽  
Vol 47 (1) ◽  
pp. 58-86 ◽  
Author(s):  
Stef Adriaenssens ◽  
Jef Hendrickx
Keyword(s):  
Sex Workers ◽  
Relative Size ◽  
Value Added ◽  
Added Value ◽  
Standard Errors ◽  
New Approach ◽  
Economic Output ◽  
Multiple Data ◽  
Innovative Methodology ◽  
Starting Point

Economic output implies that underground sectors such as prostitution are taken into account. This article presents an innovative methodology to measure turnover and added value in prostitution based on a combination of observational and Internet data. The method is applied to Belgium. Turnover is broken down in transactions and price per segment. The starting point is an observation-based measure of turnover in one locational and visible segment of the market: window prostitution. Fundamental differences between segments make linear generalizations from one segment invalid. Therefore, we estimate the relative size of transactions in other segments (such as brothels or escort) with Internet data. In combination with measures of average price per transaction, a consolidated estimate of turnover in prostitution in Belgium is measured. Estimates of nonresident production are based on data on sex workers’ country of origin. Several bootstrap replications allow for robustness checks of the delta-based standard errors.

scholarly journals nvestigating the Information Needs of University Students in Foundational Foreign Language Courses

2012 ◽  
pp. 149-162
Author(s):  
Glenna Westwood
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Information Needs ◽  
Information Resources ◽  
Specific Information ◽  
Personal Learning ◽  
Foreign Language Study ◽  
Starting Point ◽  
Language Courses

This investigation seeks to address two issues: first, to discover if there is evidence that university students in foundational language courses need information resources to support their language learning and second, if such evidence exists, what the specific information resource needs might be and how important those resources are to students’ language learning. After engaging in a year of foreign language study, the author used the evidence gathered to develop and conduct a survey of the user needs of language students at the Self Access Centre (CAADI) of the University of Guanajuato, Mexico. Results of the survey supported the personal learning experiences of the author. Over 80% of students surveyed reported using the information resources in the CAADI at least once a week with general grammar books, course text books and films being reported as the most important resources. This investigation provides a starting point for research in to the collection development practices of academic libraries supporting the learning of foreign languages. By examining the information needs of one population, evidence has been provided that these students do indeed need information resources to support their language learning. The study suggests specific resource types that could be important for these users.

Ontology-Based Multimodal Language Learning

2014 ◽  
pp. 195-212
Author(s):  
Miloš Milutinović ◽  
Vukašin Stojiljković ◽  
Saša Lazarević
Keyword(s):  
Cloud Computing ◽  
Language Learning ◽  
Lifelong Learning ◽  
Mobile Learning ◽  
Approaches To Learning ◽  
Learning Objects ◽  
Learning System ◽  
Starting Point ◽  
Multimodal Language ◽  
Computing Infrastructure

L2 language learning is an activity that is becoming increasingly ubiquitous and learner-centric in order to support lifelong learning. Applications for learning are constrained by multiple technical and educational requirements and should support multiple platforms and multiple approaches to learning. This chapter investigates the possibility of applying ontology-based, dynamically generated learning objects implemented on a cloud computing infrastructure in order to satisfy these requirements. Previous work on using mobile learning objects is used as a starting point in an attempt to design a system that will preserve all of the advantages of utilizing learning objects, while eliminating any flaws and maximizing compatibility with existing systems. A model of a highly modular, flexible, multiplatform language learning system is presented along with some implementation remarks and advices for future implementation.

scholarly journals The Role of a Domain-specific Language Mechanism in Learning Natural and Unnatural Stress

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Angela C. Carpenter
Keyword(s):  
Language Learning ◽  
Learning Task ◽  
Target Language ◽  
Domain Specific Language ◽  
Training Procedure ◽  
The Novel ◽  
Specific Language ◽  
Domain Specific ◽  
Artificial Language Learning ◽  
French And English

AbstractIn an artificial language-learning task, two groups of English and French participants learned one of two language rules: 1) stress the first heavy (CVC) syllable, else the first syllable, or, 2) stress the first light (CV) syllable, else the first syllable. French and English participants were chosen to compare learning outcomes by speakers of different native stress systems, fixed and variable. Participants were trained on the target language by listening to a set of nonsense familiarization words exemplifying the stress rule. This was followed by a forced-choice task to choose the correct version of the words they had just learned. Following the training procedure, participants were tested on novel words with the same stress pattern to which they were familiarized. The result of the novel word testing was that the natural rule with stress on heavy syllables was learned significantly better than the unnatural, stress light syllables, rule. To account for the learnability of both the natural and the unnatural rules, I argue for the interaction of a general cognitive mechanism that facilitates learning in general and a domain-specific language mechanism that can access universal phonological principles to aid in learning a natural language rule.

scholarly journals The Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg

2018 ◽  
Vol 10 (4) ◽  
pp. 148 ◽  
Author(s):  
Claudine Kirsch ◽  
Gabrijela Aleksić
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Language Learning ◽  
Early Years ◽  
Language Diversity ◽  
Childhood Education ◽  
Multilingual Education ◽  
Paired Samples ◽  
Shed Light

While multilingual programmes have been implemented in early childhood education in several countries, professionals have shown to be unsure of how to deal with language diversity and promote home languages. Therefore, there is a need for professional development. The present article discusses the outcomes of a professional course on multilingual education in early childhood delivered to 46 early-years practitioners in Luxembourg. Using a questionnaire administered prior to and after the course as well as interviews, we examined the influence of the training on attitudes to multilingual education and activities to develop Luxembourgish and home languages. The analysis drew on content analysis, paired samples t-test and correlational analysis. The findings show that the course positively influenced the professionals’ knowledge about multilingualism and language learning, their attitudes towards home languages, their interest in organising activities in the children’s home languages and the implementation of these activities. The results shed light on special interest areas such as the quality of input that future professional development courses could focus on.

scholarly journals Soft Interventions

Tahiti ◽  
2021 ◽  
Vol 10 (4) ◽  
Author(s):  
Jane Vuorinen
Keyword(s):  
Digital Art ◽  
Digital Environment ◽  
Artistic Creation ◽  
Artistic Process ◽  
Collaborative Models ◽  
Starting Point ◽  
Single Authorship ◽  
Post Production ◽  
A Site ◽  
Work Done

Recently there has been a growing number of artists working between photography and digital art, creating artworks in which the signs of digital operations have been left visible. I focus on three contemporary artists who use photography as a starting point in a process in which the work done in the digital environment of photography editing software is an equally important creative phase as the initial taking of the photograph: Andrey Bogush, Liina Aalto-Setälä, and Aaron Hegert. Starting from a reconfiguration of single authorship, I examine what kinds of subjectivities and agencies these works and practices produce, and how producing and encountering the works through screens affect our understanding of them. I stress the activity and agency of the editing software as an integral part of the artistic process. The three main areas of inquiry are originality, collaborative models of production, and authenticity. In the analysis, automatization becomes a generative engine, and the editing software a site for artistic creation, rather than a mere post-production tool.

scholarly journals Research into practice: Vocabulary

2020 ◽  
Author(s):  
Paul Nation
Keyword(s):  
Language Learning ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Low Frequency ◽  
Future Research ◽  
Extensive Reading ◽  
Personal View ◽  
Starting Point ◽  
Deliberate Learning ◽  
Current Content

Editorial noteThis new strand in the journal provides a space for contributors to present a personal stance either on future research needs or on the perceived current applications of research in the classroom. Like much of our current content, it echoes the historical uniqueness of this journal in terms of its rich and expert overview of recent research in the field of L2 teaching and learning. However, this new strand takes such research as its starting point and attempts to look forward, using these findings both to debate their application in the language learning classroom and also to suggest where research would be best directed in the future. Thus, the objective of both types of paper is eminently practical: contributors to the research agenda will present suggestions for what research might usefully be undertaken, given what is currently known or what is perceived to be necessary. In the research into practice papers there will be critical appraisal both of what research is, and is not, getting through to the language learning classroom, policy making, curriculum design, evaluation of teaching and/or assessment programmes, and practical suggestions made for improving such outcomes.This article is a personal view of the application of research on vocabulary to teaching and how there are three different types or categories of relationship between that research and the teaching to which it is applied: first, where the research is not applied or not applied well, second, where it is reasonably well applied, and third, where it is over-applied. For each of these three categories, I look at what I consider to be the most important areas of research and suggest why they fit into that category. The topics covered include planning vocabulary courses, distinguishing high frequency and low frequency words, extensive reading, the deliberate learning of vocabulary, academic vocabulary and vocabulary teaching.

scholarly journals Conceptions of Assessment as an Integral Part of Language Learning: A Case Study of Finnish and Chinese University Students

Languages ◽  
2021 ◽  
Vol 6 (4) ◽  
pp. 202
Author(s):  
Magdalini Liontou
Keyword(s):  
Language Learning ◽  
English For Specific Purposes ◽  
Self Report ◽  
Future Aspirations ◽  
Chinese University ◽  
Conceptions Of Assessment ◽  
Starting Point ◽  
Language Classroom

Assessment is viewed as an internal and pivotal part of learning, where cultural factors, previous experiences, and future aspirations affect learners’ perceptions. In recent years, an increasing number of western universities have established their campuses or “dual” programmes in China. In the first Sino–Finnish programme, 293 Finnish and Chinese students participated in the same English for Specific Purposes (ESP) course. This study investigated students’ perceptions of assessment through an adapted version of the “Students’ Conceptions of Assessment” inventory, and it explored if the responses on each conception differ between the groups. The self-report inventory included statements based on four main conceptions of assessment: improvement, external factors, affect/benefit, and irrelevance, while open-ended questions were also included. The analysis of the open-ended questions raised the issues of teacher fairness, learner autonomy, and feedback. Additionally, differences appeared between the role of assessment and its relation to future aspirations, as well as the role of the parents. This study is a starting point for exploring the conceptions for distinct groups of students regarding assessment, providing a better understanding of students’ perceptions and discussing the implications for the language classroom.

EDUCATION STUDENTSʼ ATTITUDES TOWARDS LINGUISTIC DIVERSITY FROM A COMPARATIVE PERSPECTIVE

2021 ◽  
Author(s):  
Mojca Žefran ◽  
◽  
Anja Pirih ◽  
Silva Bratož Bratož
Keyword(s):  
Language Learning ◽  
Linguistic Diversity ◽  
Language Attitudes ◽  
Language Education ◽  
Comparative Perspective ◽  
Language Diversity ◽  
Attitudes And Beliefs ◽  
Eu Member States ◽  
Positive Attitudes ◽  
Motivation For Learning

In developing the language education policy, the Council of Europe recognised the promotion of language diversity as one of Europe's key goals and e thus emphasised the teaching and dissemination of the languages of EU Member States. The development of plurilingual and multilingual competences involves, among other things, the forming of positive attitudes towards foreign/second/additional languages. It is assumed that teachers play an important role in developing learnersʼ language attitudes and can have a considerable influence on their beliefs. Therefore, the main aim of the present study is to identify and explore future teachers‟ attitudes towards linguistic diversity from a comparative perspective. A survey conducted among Slovene and German students who are studying to be primary school teachers looks atthe respondents‟general attitudes and beliefs related to language learning and linguistic diversity, their motivation for learning additional languages and their attitudes towards connecting language and culture. Finally, since the two institutions surveyed are both located in bilingual environments, the study investigates the different ways in which environmental factors shape education students‟ views and attitudes towards multilingualism. The results suggest a rather complex picture of attitudes and beliefs as expressed by the population surveyed.

CLIL Approach and Educational Technologies

2020 ◽  
pp. 224-239
Author(s):  
Assunta Tavernise
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Educational Technologies ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Educational Approach ◽  
Innovative Methodology ◽  
Italian Context

CLIL (content and language integrated learning) is an educational approach in which a foreign language is used for the teaching and learning of content and language. The Council of Europe has fostered it as an innovative methodology for promoting plurilingualism and raising the quality of school curricula. Furthermore, in European Commission's reports, the use of educational technologies in CLIL approach has been recommended for improving the effectiveness of language learning. In this work, a study on the integration of different activities in CLIL settings as ClassLabs is presented, underlining the significant link between CLIL and information communication technologies in the Italian context. In particular, in the promoted technology-enhanced environments, the combination of videos, online exercises, and the production of multimedia artifacts is proposed in order to make enjoyable the acquisition of cross skills. CLIL teacher profile is also introduced, specifying the different skills and competences a teacher must develop in order to be fully qualified in a CLIL ClassLab.

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