Computer-Aided Value-Assessment Model: Review for Bilingual Teaching Courses Quantitative Analysis

AbstractIn order to review the effect on the bilingual teaching courses aided by computer, the comprehensive evaluation on the bilingual teaching course and research results of the bilingual teaching is required in the university. A full range system for bilingual teaching course performance assessment that is a novel quantized method is researched in this paper. Furthermore, the comprehensive evaluation processing and evaluation model have been accomplished. The application results for bilingual teaching course performance review assessment which is developed as a computer management system demonstrated its high operability and achieved accurate can be convenient for the same requirements

Literacy intervention for adolescents: A review of Spanish language heritage instruction

This study is a systematic review of current research regarding Spanish language heritage instruction with a focus on middle and high school. With substantial evidence in the field at the elementary level indicating that literacy development of L1 supports the literacy development of L2, this study seeks to determine what current research shows regarding Spanish heritage instruction in middle and high school. Is there evidence of literacy gains in L2 English due to L1 Spanish instruction during adolescence? The final selection of studies from the systematic review includes a broad range of methodology, and correspondingly produces a broad range of results. Through thematic analysis, the key findings with evidence of L2 literacy gains include best practice strategies of collaboration, culturally relevant literature, and a specific connection to career pathway

ファミリー ランゲージ ポリシー コロナ ジダイ ニ オケル セイチョウ ノ イタミ ト アラタナ ホウコウセイ

この10年間、「ファミリー・ランゲージ・ポリシー」(Family Language Policy、以下FLP) という旗印のもとに、大規模かつ多様な研究が集結してきた。本講演では、FLP 研究の近年の発展と進歩を振り返り、この分野に対する批判、成長期に生じる成長痛、新しい方向性について考える。重要な批判としては、過去の研究に誰が参加したのか、何をもって「家族」としたのか、どのようにデータを収集し、分析したのか、などについての限界があげられる。FLPの研究者がコロナ禍の文脈で研究を進めるなかで、これらの成長の痛みが、方法論と研究の焦点における新たな方向性、新たな問いへと向かわせている。例をあげると、「長引く隔離期間は子どもの母語/ 継承語や、学校/ 社会の言語の習得にどのような影響を与えるか」、「今や至る所に存在するビデオ技術は、私たちが交流する相手とその方法にどう影響しているか」、「多くの文脈でパンデミックを特徴づけているサービスへのアクセスが不均等であることを考えると、教育の公平性にどのような持続的影響が生じるだろうか」などである。実際、FLPに関する問題は、新型コロナの大流行がもたらした無数の社会的、経済的、精神的危機に照らして考えると、より重要性を増していると思われる。新型コロナ感染拡大による隔離期間は、世界中で「家族」という単位を強固なものにしたが、同時に「家族」に非常に大きなストレスを与え、ジェンダー、経済、人種的平等におけるここ数十年の成果を、覆さないまでも脅かすことになった。この講演で示されるように、パンデミックとそれに伴う社会的、文化的、経済的な変化は、これまで以上に、FLPを現実的な課題に直結させ、重要で不可欠なものにしている。 この10年間、「ファミリー・ランゲージ・ポリシー」(Family Language Policy、以下FLP) という旗印のもとに、大規模かつ多様な研究が集結してきた。本講演では、FLP 研究の近年の発展と進歩を振り返り、この分野に対する批判、成長期に生じる成長痛、新しい方向性について考える。重要な批判としては、過去の研究に誰が参加したのか、何をもって「家族」としたのか、どのようにデータを収集し、分析したのか、などについての限界があげられる。FLPの研究者がコロナ禍の文脈で研究を進めるなかで、これらの成長の痛みが、方法論と研究の焦点における新たな方向性、新たな問いへと向かわせている。例をあげると、「長引く隔離期間は子どもの母語/ 継承語や、学校/ 社会の言語の習得にどのような影響を与えるか」、「今や至る所に存在するビデオ技術は、私たちが交流する相手とその方法にどう影響しているか」、「多くの文脈でパンデミックを特徴づけているサービスへのアクセスが不均等であることを考えると、教育の公平性にどのような持続的影響が生じるだろうか」などである。実際、FLPに関する問題は、新型コロナの大流行がもたらした無数の社会的、経済的、精神的危機に照らして考えると、より重要性を増していると思われる。新型コロナ感染拡大による隔離期間は、世界中で「家族」という単位を強固なものにしたが、同時に「家族」に非常に大きなストレスを与え、ジェンダー、経済、人種的平等におけるここ数十年の成果を、覆さないまでも脅かすことになった。この講演で示されるように、パンデミックとそれに伴う社会的、文化的、経済的な変化は、これまで以上に、FLPを現実的な課題に直結させ、重要で不可欠なものにしている。Over the last decade, a large and diverse body of research has coalesced under the banner of ‘family language policy’ (FLP). This talk reviews recent advances and developments in FLP research, considering critiques of the field, growing pains and new directions. Important critiques include limitations of who participated in past studies, what counted as‘ family’, and how that data was collected and analyzed. As FLP researchers advance their work in COVID contexts, these growing pains have prompted new directions in methodology and focus as well as new questions. These include: ‘What will the impact of extended quarantines be on child acquisition of home/heritage languages and on school/societal languages?’,‘ How does now near ubiquitous video technology shape who we interact with and how?’, and ‘What will be lasting impacts on educational equity given the uneven access to services that have defined the pandemic in many contexts?’ Indeed, questions of family language policy seem all the more crucial in light of the myriad social, economic and psycho-emotional crises brought on by the COVID-19 pandemic. Worldwide, COVID-19 quarantines have centralized the family unit, but simultaneously put it under huge stress, threatening if not reversing the gains of recent decades in gender, economic, and racial equality. As this talk demonstrates, the pandemic and the social, cultural and economic shifts it entails, has made FLP more relevant, central, and crucial than ever.講演録Plenary Lectur

ENGLISH LANGUAGE LEARNERS IN THE DANCE CLASSROOM: BUILDING BRIDGES TO RIGOROUS LANGUAGE ACQUISITION

The purpose of this study was to investigate several aspects of instructing English Learners (ELs) in the dance classroom. The researcher created three essential questions to guide her research: Q1 What specific strategies are currently being utilized by dance teachers to support English Learners in accessing dance-specific language? Q2 What are the opportunities for and barriers to incorporating these strategies? Q3 Does this teaching process have any effect on student engagement in dance class? Thirty dance educators discussed their experiences instructing English Learners in dance content in the form of a digital survey, and rated common strategies for ELs based on their frequency of use. Some limitations of this study were that EL student voices were not incorporated into the research, the sample size of participants who were teachers was relatively small and only reflected their respective experiences, and was therefore not completely comprehensive. Additionally, the research tool was created by the researcher and had not been verified for validity by other research. Analysis of the data showed that multi-modal educational approaches and peer collaboration were used frequently by the participants. The findings of this research suggested that opportunities for more linguistic rigor in dance class exist, especially in activities which relate to the Reflecting and Connecting aspects of the National Core Arts Standards for Dance. A major barrier to effective EL instruction reported by participants in this study was a lack of support and training which was either non-existent or generally irrelevant to the dance classroom. Finally, this study showed that the participants felt that students were engaged in dance class, and that the dance classroom was a place where they felt respected and safe

1976 - 1978 Bulletin

LOMA LINDA UNIVERSITY College of Arts and Sciences 1976-78 Bulletin Volume 7, Number 6, April 1976 (should be Volume 67)https://scholarsrepository.llu.edu/as_bulletin/1002/thumbnail.jp

1974 - 1976 Bulletin

LOMA LINDA UNIVERSITY College of Arts and Sciences 1974-76 Bulletin Volume 65, Number 6, June 1974https://scholarsrepository.llu.edu/as_bulletin/1001/thumbnail.jp

Handbook of the Cultural Foundations of Learning

Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting-edge research examining learning as entailing inherently cultural processes. Conceptualizing culture as both a set of social practices and connected to learner identities, the chapters synthesize contemporary research in elaborating a new vision of the cultural nature of learning, moving beyond summary to reshape the field toward studies that situate culture in the learning sciences alongside equity of educational processes and outcomes. With the recent increased focus on culture and equity within the educational research community, this volume presents a comprehensive, innovative treatment of what has become one of the field’s most timely and relevant topics

Handbook of the Cultural Foundations of Learning

Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting-edge research examining learning as entailing inherently cultural processes. Conceptualizing culture as both a set of social practices and connected to learner identities, the chapters synthesize contemporary research in elaborating a new vision of the cultural nature of learning, moving beyond summary to reshape the field toward studies that situate culture in the learning sciences alongside equity of educational processes and outcomes. With the recent increased focus on culture and equity within the educational research community, this volume presents a comprehensive, innovative treatment of what has become one of the field’s most timely and relevant topics

No One Can Whistle a Symphony: Analyzing Growth in Proficiency for English Learners in Coteaching

K-12 ELs in the U.S. are increasing in number and diversity (Park, et al., 2018), requiring schools to establish and grow language instruction education programs (LIEPs) that facilitate language acquisition for a wide range of learners, while also providing equitable opportunities to learn. The study used a quantitative, pretest-posttest, research design to address gaps in the literature noted by Takanishi & Menestrel (2017), regarding which LIEPs are most effective for various EL subgroups, and to explore the effects of Coteaching for ELs (COTEL) on growth in proficiency. Data from 723 ELs in two Midwestern districts was disaggregated three ways to determine if ELs of various home languages, grade levels, and starting proficiency levels grew more in COTEL or in other kinds of English instructed LIEPS (NO COTEL). Growth was calculated using ACCESS test scores from 2018 and 2019 to avoid pandemic effects. Several two-way analyses of covariance (ANCOVA) were conducted to control for pretest differences and to better isolate the effects of COTEL on growth in English amongst various subgroups. Results showed that overall ELs grew more in COTEL. Additionally, statistically significant, higher growth was discovered for 4th and 7th graders in COTEL, and for ELs with Developing (DEV) and Expanding (EXP) starting proficiency levels in Grades 3-5, and for all starting proficiency levels in Grades 6-8. Of particular interest, speakers of 33 lower incidence languages (MIX33) accelerated their growth in English in COTEL, while floundering in other kinds of English-instructed LIEPs (NO COTEL). Based on these findings, the researcher proposes that among English-instructed LIEPs, COTEL holds the most promise for implementing research-based practices with fidelity, for infusing a translanguaging stance, and for building the capacity of each classroom’s teachers to succeed with multilingual learners