Theory and practice reflected in interaction in the Scottish Modern Languages classroom: four early career Modern Languages teachers' ideal-selves stories

In Second Language Acquisition (SLA) theory, Modern Language (ML) classroom research is characterised by interaction analysis and anthropological observation, with the aim to interpret the complexity of learning processes ‘inside the black box’. Yet, most of the recent interaction analysis which underpins SLA theory takes place in laboratory studies - outside the black box intending to replicate the conditions for learning inside the black box. The first aim of this thesis was to see whether SLA interaction theory was consonant with the observed ML secondary Scottish schools classrooms. I observed four early career ML teachers in four comprehensive secondary schools over a year. Linked to the first aim, as a teacher educator I was also interested in their Pedagogical Content Knowledge (PCK) development in terms of interaction in the target language. Semi-structured formal and informal interviews sought to elicit the four teachers’ perceptions of their PCK development in Communicative Teaching. Dörnyei’s Principled Communicative Approach (2009a) and Gass and Mackey’s Interaction Approach (2006) provided frameworks to explore the ways in which SLA theory was consonant with these four teachers’ practices. For the second research aim, I created an Early Career ML Teacher Development Framework to look into the four teachers’ pedagogical development. The study showed that SLA interaction theory was consonant with the studied classrooms, but with some caveats: I coined the term ‘ping-pong’ to capture the interaction observed, as an alternative to the IRF/IRE frameworks. In the field of SLA theory in the post-method era, the findings provide an important contribution to the understanding of the impact the alignment of Curriculum, Assessment and Pedagogy has in ML learning; the significance of the flow of language skills for classroom interaction and the role of target language use within Assessment is for Learning pedagogy. In the field of ML early career PCK development in interaction, this study is of great importance as it has provided a deep and detailed investigation of teachers’ interaction over one year, and it explored their development of understanding of the concepts underpinning their practices. The findings highlight the importance of agency and professional space as these aspects were crucial for the emergence of ML PCK in the field of interaction. This research has important implications for those involved in teacher education as well as teachers, schools and policy makers

NLP-Based Techniques for Cyber Threat Intelligence

In the digital era, threat actors employ sophisticated techniques for which, often, digital traces in the form of textual data are available. Cyber Threat Intelligence~(CTI) is related to all the solutions inherent to data collection, processing, and analysis useful to understand a threat actor's targets and attack behavior. Currently, CTI is assuming an always more crucial role in identifying and mitigating threats and enabling proactive defense strategies. In this context, NLP, an artificial intelligence branch, has emerged as a powerful tool for enhancing threat intelligence capabilities. This survey paper provides a comprehensive overview of NLP-based techniques applied in the context of threat intelligence. It begins by describing the foundational definitions and principles of CTI as a major tool for safeguarding digital assets. It then undertakes a thorough examination of NLP-based techniques for CTI data crawling from Web sources, CTI data analysis, Relation Extraction from cybersecurity data, CTI sharing and collaboration, and security threats of CTI. Finally, the challenges and limitations of NLP in threat intelligence are exhaustively examined, including data quality issues and ethical considerations. This survey draws a complete framework and serves as a valuable resource for security professionals and researchers seeking to understand the state-of-the-art NLP-based threat intelligence techniques and their potential impact on cybersecurity

CLARIN

The book provides a comprehensive overview of the Common Language Resources and Technology Infrastructure – CLARIN – for the humanities. It covers a broad range of CLARIN language resources and services, its underlying technological infrastructure, the achievements of national consortia, and challenges that CLARIN will tackle in the future. The book is published 10 years after establishing CLARIN as an Europ. Research Infrastructure Consortium