A Content and Language Integrated Learning (CLIL) Project : opportunities and challenges in the context of heritage language education

Content and Language Integrated Learning (CLIL) is gaining momentum in the European field of language education. However, to date, research seems to be dominated by studies into English. Further, in the UK, CLIL initiatives in general have been limited, and this is particularly so in respect to community or heritage languages. This paper reports on a CLIL project on environmental pollution and the science of climate change with a community/heritage language, namely Greek, as the vehicular language. The project was implemented in the Greek supplementary school of Leicester, UK, and aimed at teaching students aged 11 to 17 scientific concepts (including those relating to the greenhouse effect, carbon cycle, climate change) while at the same time advancing language acquisition. It included various in-class activities and a visit to the Science Museum in London. Data collection included questionnaires, interviews, materials used in the activities and field notes to investigate the perceived impact of the project on heritage language learners. The ultimate aim of the research was to examine whether CLIL had a role to play in heritage language education, a field with distinct challenges. Gains were reported across language and content learning, cognition and attitudes. Perhaps the most significant finding was that the approach facilitated the building of linguistic and cognitive bridges between the students’ linguistic heritage and their mainstream education. The article links classroom practice to research and argues for the inclusion of CLIL in supplementary schools, as an effective pedagogy for the teaching and learning of heritage languages

Building Bridges with Boats: Preserving Community History through Intra- and Inter-Institutional Collaboration

This chapter discusses Launching through the Surf: The Dory Fleet of Pacific City, a project which documents the historical and contemporary role of dory fishers in the life of the coastal village of Pacific City, Oregon, U.S. Linfield College’s Department of Theatre and Communication Arts, its Jereld R. Nicholson Library, the Pacific City Arts Association, the Pacific City Dorymen\u27s Association, and the Linfield Center for the Northwest joined forces to engage in a collaborative college and community venture to preserve this important facet of Oregon’s history. Using ethnography as a theoretical grounding and oral history as a method, the project utilized artifacts from the dory fleet to augment interview data, and faculty/student teams created a searchable digital archive available via open access. The chapter draws on the authors’ experiences to identify a philosophy of strategic collaboration. Topics include project development and management, assessment, and the role of serendipity. In an era of value-added services where libraries need to continue to prove their worth, partnering with internal and external entities to create content is one way for academic libraries to remain relevant to agencies that do not have direct connections to higher education. This project not only developed a positive “town and gown” relationship with a regional community, it also benefited partner organizations as they sought to fulfill their missions. The project also serves as a potential model for intra- and inter-agency collaboration for all types of libraries

A New Materials and Design Approach for Roads, Bridges, Pavement, and Concrete

Increased understanding of demand for transport energy and how to improve road pavement materials would enable decision makers to make environmental, financial, and other positive changes in future planning and design of roads, bridges, and other important transportation structures. This research comprises three studies focused on pavement materials and a fourth study that examines energy demand within the road transportation sector. These studies are as follows: 1. A techno-economic study of ground tire rubber as an asphalt modifier; 2. A computational fluid dynamics analysis comparing the urban heat island effect of two different pavement materials – asphalt and Portland Cement Concrete; 3. A new approach that modifies the surface of ground tire rubber using low-cost chemicals and treatment methods to be used in asphalt applications; and 4. Analysis of road transport energy demand in California and the United States. The findings of these studies include that 1. GTR is an effective and economically suitable additive for modified asphalt, 2. the suitability of PCC pavements in urban settings should be reexamined, 3. Surface modification of GTR materials can improve compatibilization of particles for the manufacture of asphalt materials, and 4. gasoline sales are generally price inelastic in both the U.S. and California. Ultimately, these four studies improve understanding of road pavement materials and transport energy demand. They lay out important information about the future of the relationship between materials and design in the transportation industry. These findings may be used by engineers, policymakers, and others in the industry to better consider implications of decisions involved in design, creation, and modification of structures using pavement and concrete, including roads, bridges, etc

Using knowledge: the dilemmas of 'bridging research and policy'

The 'knowledge agenda' has become a central part of development discourse. This paper addresses one aspect of this discourse - the use of policy research in the social sciences - and the dilemmas that have been encountered by both development agencies and researchers in communicating and making use of that research. Development agencies as well as NGOs have initiated work to evaluate and document the effectiveness of research partnerships, knowledge capacity building and (social) science policy impact. As a multilateral initiative, the Global Development Network (GDN), and especially its 'Bridging Research and Policy' project, provides a vehicle to address issues related to research impact. Twelve perspectives on improving research and policy linkages are outlined to reveal that how the problem is defined shapes policy responses. Taken together, these explanations provide a multifaceted picture of the research-policy nexus indicating that there are many possible routes to 'bridging' research and policy. These diverse perspectives will be categorised into three broad categories of explanation: (i) supply-side; (ii) demand-led; and (iii) policy currents. However, knowledge is part of the solution to many development problems but not of itself a panacea

The Revolution Will Be Televised But Not Supported: Student Protest at Marquette University

This project examines the factors that affect the presence of student activism and student protest at Marquette University. The current social and political environment of the United States has created an exigence to discuss how students at Marquette critique their surroundings. Data is collected from a variety of sources including the author’s auto-ethnography, a review of historical and scholarly data, institutional data, and student and faculty interviews. Overall, the data shows that student protest and student activism at Marquette University exists amid a series of conflicting influences. The prioritization of donor-based funding and positive publicity, the ambiguity in the meaning of Marquette values, and the prevalence of repressive tolerance create an environment in which meaningful student activism is stifled.https://epublications.marquette.edu/english_3210ur/1036/thumbnail.jp

Shifting Gears: State Innovation to Advance Workers and the Economy in the Midwest

Outlines five states' policy actions to expand access to postsecondary credentials and careers and innovations implemented through Joyce's initiative, including combining basic skills content with workforce readiness, support services, and specialization

Engineering - young people want to be informed

Young people in developed nations recognise the contribution that science and technology make to society and acknowledge their importance now and in the future, yet few view their study as leading to interesting careers. Some countries are taking action to raise interest in science, technologies, engineering and mathematics and increase the number of students studying these subjects. One of the barriers to young people pursuing engineering is their limited or distorted perception of it - they associate it only with building and fixing things. Young people rarely encounter engineers, unlike other professionals, engineering has little or no advocacy in the media and there are few opportunities to experience engineering. Many of the pupils surveyed at the start of Engineering the Future, a three year EPSRC-funded project, wrote “don’t know what engineering is” and/or “would like more information”. This paper reports on work with researchers, policy makers and practitioners in Scotland to develop a sustainable model of activities and interactions that develops pupils’ understanding of the nature of engineering, embeds experiences of engineering within the school classroom and curriculum and promotes engineering as a career. After learning about engineering through the activities the pupils’ perceptions had improved. Almost all considered it important that young people know about engineering, because it is an essential part of everyday life and, in the words of one pupil - “If we know more about it, our minds wouldn’t stay closed to it. We would maybe take it up.