Search results

1 – 10 of over 105000

Abstract

Details

Technology-enhanced Learning and Linguistic Diversity: Strategies and Approaches to Teaching Students in a 2nd or 3rd Language
Type: Book
ISBN: 978-1-83982-128-8

To view the access options for this content please click here
Book part
Publication date: 19 November 2015

Rita L. Bailey

This chapter provides an overview of speech-language pathology including education and training requirements of the field of speech-language pathology and the typical role…

Abstract

This chapter provides an overview of speech-language pathology including education and training requirements of the field of speech-language pathology and the typical role that speech-language pathologists play as members of school-based teams serving children with speech-language-hearing related delays and disorders. A description of the primary areas of treatment is provided along with suggestions for how collaboration with additional team members and families are involved in school-based intervention plans.

Details

Interdisciplinary Connections to Special Education: Key Related Professionals Involved
Type: Book
ISBN: 978-1-78441-663-8

Keywords

To view the access options for this content please click here
Book part
Publication date: 2 January 2013

Beatriz A. Duarte, Barbara Greybeck and Cynthia G. Simpson

The evaluation of minority children for special education by law should be nondiscriminatory. To be in compliance with federal mandates such as the Individuals with…

Abstract

The evaluation of minority children for special education by law should be nondiscriminatory. To be in compliance with federal mandates such as the Individuals with Disability Education Act (IDEA), No Child Left Behind (NCLB), and Public Law 94-142, minority children who are also English language learners (ELLs) should be assessed in their native language or other appropriate mode of communication. During assessment, the child's language skills in terms of both Cognitive Academic Language Proficiency (CALP) and Basic Interpersonal Communication Skills (BICS) should be considered. Assessments like the Woodcock-Munoz and Student Oral Language Observation Matrix (SOLOM) can be used to determine the child's dominant language and proficiency in both their first (L1) and second (L2) languages. Models such as that proposed by Olvera and Gomez-Cerrillo (2011) which includes procedures for formal and informal assessments, as well as data collection and observation, can help guide a school psychologist or diagnostician when assessing a bilingual child. One main goal of this type of evaluation is to distinguish academic delays caused by a learning disability from those caused by a lack of proficiency in English. Cautions with respect to the testing of ELLs are highlighted.

Details

Learning Disabilities: Identification, Assessment, and Instruction of Students with LD
Type: Book
ISBN: 978-1-78190-426-8

To view the access options for this content please click here
Article
Publication date: 16 November 2021

Ajeesh A.K. and Rukmini S.

Scholarship on language teacher knowledge and critical digital literacy. Using a grounded theory approach, semi-structured online presentations of students, classroom…

Abstract

Purpose

Scholarship on language teacher knowledge and critical digital literacy. Using a grounded theory approach, semi-structured online presentations of students, classroom observations and their responses to multimedia tools such as movies and literature were analysed. As part of the study, 150 students pursuing undergraduate degree in engineering were assigned two assignments involving science fiction movies and hyperreal literature as part of an experiential strategy. A survey was conducted before and after the study to evaluate the change in students’ perception towards the use of technology and multimedia in language classrooms as well as their awareness of technological dependency in the postmodern world. The findings show that student cognition of AI and technological dependency is a complex and emergent system, and that, despite current literacy education scholarship stressing digital literacy as a social and critical praxis, technology is treated in a mostly functional, rather than a critical manner in a standard university language classroom. The results of this study suggest that the disadvantages of a realistic approach to teaching digital composition can be avoided by creating other forms of educational materials that adhere to critical digital literacies sense, such as posthuman literary works and science fiction film.

Design/methodology/approach

This study is primarily qualitative and empirical, focussing on the analysis of student responses to classroom assignments and semi-structured online presentations and responses to multimedia tools such as movies and online literature. A pilot study was performed among the engineering students of Vellore Institute of Technology, Vellore, India, to better understand engineering students’ perceptions and attitudes towards teaching English as a second language using emerging technology, with the aim of improving language abilities, writing skills, imagination and overall personality. One hundred and fifty (150) students were assigned two assignments as part of an experiential strategy. Owing to the COVID-19 pandemic, Microsoft Teams was used as the platform for assessment and observation. As part of their learning challenge, students were required to watch the movies “Her”, “Interstellar” and “Bandersnatch” and write a technical report outlining some of the major observations on technology and AI. Secondly, as part of their learning challenge, students were required to read Oliver Sacks’ “The Machine Stops” and comment on his perspectives on technological dependency. This was supplemented by assessment tests and assignments focussing on the digital nature of the global education system. Another survey was conducted at the end of the study to evaluate the change in students’ perception towards the use of technology and multimedia in language classrooms as well as their awareness of technological dependency in the postmodern world. Owing to the posthuman and hyperreal nature of the movies and texts, students were introduced to the theories of Marshall McLuhan and Jean Baudrillard to better understand the chosen works.

Findings

In the posthuman era, where digital technologies are at their peak, English language teachers select appropriate teaching resource materials based on the needs of the students and do their utmost to combine them with technology to make their teaching more engaging and efficient. Thanks to the current craze for Digital Humanities, not just English language teaching but also literature classroom teaching has experienced several paradigm shifts. This has raised the need for English teachers and professionals on the job market. Given this context, and in particular, to raise knowledge among engineering students of their critical position in the literary job sector, two tasks were assigned to students in the Language Classroom. These tasks included integrating technology into language studies and literature, instilling imagination, honing literary skills and facilitating the development of a comprehensive approach to life and potential endeavours.

Originality/value

As evident from the study and literature review, the introduction of emerging technology in Language Classrooms has grown in popularity, but it has yet to be incorporated into Language Classrooms that focus on the comprehensive development of students, especially in India. Furthermore, proof of interactions between digital learning and teaching practices and anticipated results, effects and impacts was gathered to make the Language Classroom more social, inspiring and engaging, but little more. As a result, we see a lot of potential for research in this field, particularly concerning the most recent language studies advancements about Digital Humanities.

Details

World Journal of Engineering, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1708-5284

Keywords

To view the access options for this content please click here
Article
Publication date: 15 November 2021

Keng Yang, Hanying Qi and Qian Huang

Existing studies on the relationship between task description and task performance are insufficient, with many studies considering description length rather than content…

Abstract

Purpose

Existing studies on the relationship between task description and task performance are insufficient, with many studies considering description length rather than content to measure quality or only evaluating a single aspect of task performance. To address this gap, this study analyzes the linguistic styles of task descriptions from 2,545 tasks on the Taskcn.com crowdsourcing platform.

Design/methodology/approach

An empirical analysis was completed for task description language styles and task performance. The paper used text mining tool Simplified Chinese Linguistic Inquiry and Word Count to extract eight linguistic styles, namely readability, self-distancing, cognitive complexity, causality, tentative language, humanizing personal details, normative information and language intensity. And it tests the relationship between the eight language styles and task performance.

Findings

The study found that more cognitive complexity markers, tentative language, humanized details and normative information increase the quantity of submissions for a task. In addition, more humanized details and normative information in a task description improves the quality of task. Conversely, the inclusion of more causal relationships in a task description reduces the quantity of submissions. Poorer readability of the task description, less self-estrangement and higher language intensity reduces the quality of the task.

Originality/value

This study first reveals the importance of the linguistic styles used in task descriptions and provides a reference for how to attract more task solvers and achieve higher quality task performance by improving task descriptions. The research also enriches existing knowledge on the impact of linguistic styles and the applications of text mining.

Details

Industrial Management & Data Systems, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0263-5577

Keywords

To view the access options for this content please click here
Article
Publication date: 2 December 2021

Dara Tafazoli and Samira Atefi Boroujeni

This paper aims to compare the use of technology in language institutes before and amid the COVID-19 pandemic. Then, the authors illustrate the legacies of the COVID-19…

Abstract

Purpose

This paper aims to compare the use of technology in language institutes before and amid the COVID-19 pandemic. Then, the authors illustrate the legacies of the COVID-19 pandemic for language institutes from the managers’ perspective.

Design/methodology/approach

In the current study, the authors went through a systematic process of collecting qualitative data, discovering sub-categories, forming categories out of them and explaining the topic under investigation using selected categories.

Findings

The findings showed that the use of technology has dramatically changed from limited usage for administrative purposes and computer-assisted language learning to building the future of an institute based on online education. Also, the health and education pandemics had positive legacies for language education in making a decision to move to fully online education for having a more sustainable organization, solving the potential problems of an organization with collaboration and cooperation between the managers and employees based on integrity, developing teachers’ knowledge, literacy and skills which lead to the best practices in online language teaching and shifting to flexible schedule based on the students’ needs and timetable which increases the accessibility of language education.

Originality/value

Based on the review, none of the previous research focused on the critical role of managers in language institutes facing the pandemic. Thus, the relationship between managerial decisions in technology integration, readiness for transformation and moving to online language education is still vague.

Details

Journal for Multicultural Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2053-535X

Keywords

To view the access options for this content please click here
Article
Publication date: 10 September 2021

Fariba Solati, Murshed Chowdhury and Nicholas Jackson

Both potential immigrants to Canada and policymakers in Canada continually compare and contrast the economic returns of immigrants' language ability and proficiency. They…

Abstract

Purpose

Both potential immigrants to Canada and policymakers in Canada continually compare and contrast the economic returns of immigrants' language ability and proficiency. They ask which of the two official languages has a higher economic return in terms of employment and earning. This study examines how ability and proficiency in Canada's two official languages, separately and/or jointly, influences immigrants' quick absorption into the labour market.

Design/methodology/approach

The study uses all three waves of the Longitudinal Survey of Immigrants to Canada (LSIC) and employs logistic regression on the relationship between employability, language ability/proficiency and various non-linguistic factors.

Findings

The study reports that language ability in French is as valuable as language ability in English for immigrants who are aspiring to work, full-time or part-time, when they arrive in Canada. The advantages of language ability and proficiency continue a few years after an immigrant's arrival. Using disaggregated speaking, reading and writing competencies, the authors observe that speaking proficiency in English has a greater impact on employability than reading and writing in English.

Originality/value

There are very few studies looking at the effects of language ability and proficiency on the employability of immigrants in countries with multiple official languages. Most studies are mainly focused on earning and not employability. This study is focused on employability, particularly in the context of Canada. Furthermore, this study specifically disaggregates the impact of speaking, reading and writing competencies in both languages on employment in Canada.

Details

International Journal of Social Economics, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0306-8293

Keywords

To view the access options for this content please click here
Article
Publication date: 27 September 2021

Jose Enrique Llamazares de Prado

The main objective of this article is to contribute to the field of accessibility in the teaching of sign language in the international panorama, examining its…

Abstract

Purpose

The main objective of this article is to contribute to the field of accessibility in the teaching of sign language in the international panorama, examining its applicability, evaluation methods as well as the assistive technologies used to improve teaching experiences and the creation of new materials, proposing a theoretical framework that relates the teaching of sign language at different academic levels, the training of teachers, as well as parents, and the use of technology to achieve educational inclusion. It follows that the adoption of hybrid technology approaches, following universal design principles, can help to integrate access to education and sign language literacy.

Design/methodology/approach

The working method used to carry out this work consists of a systematic review of the scientific literature. This is a research project based on the recapitulation of information about sign language in the international panorama and the improvements used for its instruction. For this purpose, the well-known PRISMA (Moher et al., 2009) is used to synthesize the search carried out. A systematic review of the articles published in scientific journals about pedagogy in the teaching of sign language in the international field and technological innovation for sign language teaching has been carried out, incorporating different approaches and personal assessments. The first phase of the method consists of identifying and analyzing the articles published in scientific journals on the teaching of sign language on the international scene and the importance of new educational models with the incorporation of various didactic adaptations, evaluating the selected articles over a period of time from 2009 to 2021. Six steps were used in the systematic review study (Figure 1). First, Steps 1–4 were conducted in 2020 and 2021 as part of a doctoral research. A schematic summary of Steps 1–4 is presented below, followed by Steps 5 and 6, added later to the study after completion of Step 4. In the case of the first four steps they were conducted by two researchers: the thesis tutor and the doctoral student, and Steps 5 and 6 were conducted by the Ph.

Findings

To carry out the analysis of the results, the codification of the variables was carried out. The selected studies are characterized by their international context with a final selection of 39 studies have found several variables that affect the relationship between the teaching of sign language in the international arena and the use of technological innovations to adapt their teaching to students (Figure 4). In this section we present the technology grouped variables included in each factor and the possibilities of standardization and applicability of sign language teaching in the international panorama. Within these articles, the importance of defining training programs in sign language for teachers and the need to evaluate teaching programs is identified, with a focus on actions to improve school curricula to achieve linguistic standardization and inclusion in the academic environment, as well as their use at all levels of education. Therefore, professional practices and cooperation between institutions such as: associations of families of deaf students and educational institutions must be improved, making it possible to give a quality education. Within the exclusion criteria, the articles that do not use sign language teaching tools (n = 45) were subsequently discarded, followed by the articles that do not indicate any intervention in students with disabilities (n = 48), concluding with the articles that nonsign language disability education (n = 44). Subsequently, among those selected, the technology articles that do not speak about sign language were discarded (n = 32), as well as the studies that protect indigenous language but not sign language (n = 33) and, to conclude, the linguistic normalization articles but do not cite sign language (n = 37).

Originality/value

Communication is the element by which the authors can understand each other with the rest of the people around us, in the diversity of language, within non-verbal language, the authors find sign language, the language of deaf and mute people, of families, as a professional employee and nowadays, learned by many non-deaf and mute people to achieve a more inclusive and integrated society with all people. Every country has the right to have its own sign language, especially one that claims its culture and customs, through non-verbal communication with which to express multiple meanings, emotions and intentions. It is essential to know and apply the technological advances that are being developed, promoting the right to autonomy and the defense of the indigenous language as a cultural element of the intangible heritage of each country. The use of technology allows the democratization of culture and access to information regardless of where one lives in the world, in an increasingly globalized society in which communication plays a fundamental role. In the case of the global pandemic, it has forced us to the advancement of home education and the use of efficient digital tools to achieve it such as videoconferencing, in the field of disability there are still many limitations on this use by the various companies that develop them. Within the inclusive educational research the authors must emphasize the need for equality of tools and content for all types of students, especially in sign language. Large digital gaps have been generated in families with and without resources at international level, which also have a member with a disability, this is pointed out in the research mentioning the current situation of the American continent, as well as the search for improvement of the tools and platforms in which they are developed.

Details

The International Journal of Information and Learning Technology, vol. 38 no. 5
Type: Research Article
ISSN: 2056-4880

Keywords

To view the access options for this content please click here
Article
Publication date: 26 September 2008

Dirk Lewandowski

This paper's aim is to test the ability of the major search engines Google, Yahoo, MSN and Ask to distinguish between German‐ and English‐language documents.

Downloads
1001

Abstract

Purpose

This paper's aim is to test the ability of the major search engines Google, Yahoo, MSN and Ask to distinguish between German‐ and English‐language documents.

Design/methodology/approach

A total of 50 queries using words common in both German and English were submitted to the search engines. The advanced search option of language restriction was used, once in German and once in English, and the first 20 results per engine in each language were investigated.

Findings

While none of the search engines faced problems providing results in the language of the interface that was used, both Google and MSN faced difficulties when the results were restricted to a foreign language.

Research limitations/implications

Search engines were only tested in German and English. There is only anecdotal evidence that the problems are the same with other languages.

Practical implications

Searchers should not use the language restriction in Google and MSN when searching for foreign‐language documents. Instead, searchers should use Yahoo or Ask. If searching for foreign language documents in Google or MSN, the interface in the target language or country should be used.

Originality/value

This study demonstrates a problem with search engines that has not been previously investigated.

Details

Online Information Review, vol. 32 no. 5
Type: Research Article
ISSN: 1468-4527

Keywords

To view the access options for this content please click here
Article
Publication date: 3 October 2008

Ghazi Ghaith and Hassan Diab

The purpose of this paper is to determine the degree of interrelatedness and the role of a number of context‐specific factors in the English language proficiency…

Downloads
656

Abstract

Purpose

The purpose of this paper is to determine the degree of interrelatedness and the role of a number of context‐specific factors in the English language proficiency development of Arab college‐bound learners. These factors include: language class risk‐taking, sociability, discomfort, motivation, and attitude toward class.

Design/methodology/approach

The study employed a one‐group pretest‐posttest experimental design. In total, 67 (n=67) male English as a foreign language college‐bound learners participated in the study. All participants took general English language proficiency pretests and posttests in order to determine the effect size of improvement in their language proficiency after an intensive treatment of 200 contact hours. The calculated effect sizes of improvement were correlated with learners' scores on the factors under study as measured by a modified version of the Ely classroom climate measure. In addition, Pearson product‐moment correlation coefficients were computed and a step‐wise multiple regression analysis was run in order to determine the degree of interrelatedness among the variables under study and to determine their extent of their role in the effect size of the proficiency gains of the participants.

Findings

The findings indicated that language class sociability is positively related to students' motivation to learn and to a positive class attitude. Conversely, language class risk‐taking was found to be negatively related to class discomfort which in turn was negatively related to student motivation to learn. The findings also indicated that none of the affective variables under study predicted the effect size of the proficiency gains realized by learners.

Research limitations/implications

The findings of this study suggest that language acquisition is a complex process determined by interaction among a number of learner‐related and contextual factors. Furthermore, the findings suggest that motivation for learning is related to learners' affective feelings and may impact their class participation. A limitation of the study is that it employed a one‐group experimental design and, as such, there was no control or comparison group.

Practical implications

Using humanistic/affective methods of teaching could decrease students' feelings of class discomfort and increase their motivation and class sociability.

Originality/value

The study provides insights into the language acquisition process of Arab college‐bound learners based on empirical evidence.

Details

Education, Business and Society: Contemporary Middle Eastern Issues, vol. 1 no. 4
Type: Research Article
ISSN: 1753-7983

Keywords

1 – 10 of over 105000