Interoperability Framework: The FLaReNet action plan proposal

Standards are fundamental to ex-change, preserve, maintain and integrate data and language resources, and as an essential basis of any language resource infrastructure. This paper promotes an Interoperability Framework as a dynamic environment of standards and guidelines, also intended to support the provision of language-(web)service interoperability. In the past two decades, the need to define common practices and formats for linguistic resources has been increasingly recognized and sought. Today open, collaborative, shared data is at the core of a sound language strategy, and standardisation is actively on the move. This paper first describes the current landscape of standards, and presents the major barriers to their adoption; then, it describes those scenarios that critically involve the use of standards and provide a strong motivation for their adoption; lastly, a series of actions and steps needed to operationalise standards and achieve a full interoperability for Language Resources and Technologies are proposed

Standards Resources for Engineering and Technology

This webliography is a selective compilation of the following: major standards bodies that create or approve standards frequently used by engineers and technologists, standards database aggregators, web sites that provide free or low cost, full-text access to standards, and standards education resources. Only major standards bodies that operate in the U.S. or on an international level are incorporated, excluding non-U.S. national and regional bodies that create or coordinate standards activities in other countries. The standards education resources listed are appropriate for university-level students. All of the resources included are English language web sites. Additionally, all of the resources included are free to search; however, most standards bodies and standards aggregators charge fees for full-text access to standards documents. The Free (or Low Cost) Full-Text Access to Standards section highlights resources that provide full access to standards documents for free, or at significantly reduced costs for educators

Online Professional Learning for Science Teachers of Multilingual Learners

In its 2009 position statement Science for English Language Learners, the National Science Teachers Association (NSTA) recommended “that teacher preparation and professional development programs for teachers, regardless of area of certification, focus on science content and pedagogy for English language learners” (p. 2). Since that time, widespread adoption of both English language developments standards such as WIDA (https://www.wida.us) and comprehensive, rigorous science standards such as NGSS (http://www.nextgenscience.org) have provided extensive support in describing what bilingual students can and should be doing in science. While most science teachers have access to professional development to support the teaching practices described in either NGSS or WIDA resources, there are few opportunities to support the integration of both language and science standards. Without specific support for integration of language and science, teachers may perceive rigorous science standards as beyond the capabilities of bilingual students with emerging English proficiency (Cho and McDonnough 2009; Lee et al. 2013; Verplaetse 1998). In crafting the Next Generation Science Standards (NGSS Lead States 2013), the National Academy of Sciences made it clear that the standards apply to all learners, including “students who have traditionally struggled to demonstrate mastery” (v 25, 25). Language and literacy instruction is embedded into the NGSS, and the shift toward greater emphasis on science and engineering practices allows for even greater opportunity for language acquisition. (Lee et al. 2013). Since 2011, the e-Learning Communities for Academic Language Learning in Mathematics and Science (eCALLMS) 1 project has been working to craft professional learning opportunities that support the integration of language instruction in science as is called for by the NGSS standards and the NSTA recommendations. By creating innovative online resources that support professional learning communities of teachers to explore various aspects of language development in relationship to content teaching, eCALLMS (see http://ecallms.ucdsehd.net/) is offering rigorous opportunities for science teachers to meaningfully integrate both language and science content development

Online Professional Learning for Science Teachers of Multilingual Learners

In its 2009 position statement Science for English Language Learners, the National Science Teachers Association (NSTA) recommended “that teacher preparation and professional development programs for teachers, regardless of area of certification, focus on science content and pedagogy for English language learners” (p. 2). Since that time, widespread adoption of both English language developments standards such as WIDA (https://www.wida.us) and comprehensive, rigorous science standards such as NGSS (http://www.nextgenscience.org) have provided extensive support in describing what bilingual students can and should be doing in science. While most science teachers have access to professional development to support the teaching practices described in either NGSS or WIDA resources, there are few opportunities to support the integration of both language and science standards. Without specific support for integration of language and science, teachers may perceive rigorous science standards as beyond the capabilities of bilingual students with emerging English proficiency (Cho and McDonnough 2009; Lee et al. 2013; Verplaetse 1998). In crafting the Next Generation Science Standards (NGSS Lead States 2013), the National Academy of Sciences made it clear that the standards apply to all learners, including “students who have traditionally struggled to demonstrate mastery” (v 25, 25). Language and literacy instruction is embedded into the NGSS, and the shift toward greater emphasis on science and engineering practices allows for even greater opportunity for language acquisition. (Lee et al. 2013). Since 2011, the e-Learning Communities for Academic Language Learning in Mathematics and Science (eCALLMS) 1 project has been working to craft professional learning opportunities that support the integration of language instruction in science as is called for by the NGSS standards and the NSTA recommendations. By creating innovative online resources that support professional learning communities of teachers to explore various aspects of language development in relationship to content teaching, eCALLMS (see http://ecallms.ucdsehd.net/) is offering rigorous opportunities for science teachers to meaningfully integrate both language and science content development

Arabic Language Arts Standards: Revolution or Disruption?

© The Author(s) 2018. Textbooks are major organizers of Arabic language instruction in most Arab countries (Faour, 2012). Textbooks approved by ministries of education have traditionally guided teaching of content knowledge, skills, and values to be taught at each grade level (Faour, 2012; Sabella, 2014; Taha-Thomure, 2008). This research is a foundation study into the use of Arabic Language Arts (ALA) standards in six schools in three countries in the Arabian Gulf region (Bahrain, Saudi Arabia, and United Arab Emirates). Fifty-eight teachers used the ALA standards adapted from the Ohio English Language Arts standards (Taha, 2017a) for at least one year. Results of the online survey indicated that 83.5% of teachers found the standards had a positive effect on their teaching, while 94.9% of teachers found that the standards helped them collaborate with each other in planning and finding suitable resources to use. This suggests that well-supported innovations can lead to teachers being aware of and using ALA to improve student learning and instruction. Results also highlight some of the challenges teachers faced to find the necessary Arab language resources that will help them implement a standards-based approach, in addition to the amount of time they needed to put into preparing for the lessons

Reusing Human Resources Management Standards for Employment Services

Employment Services (ESs) are becoming more and more important for Public Administrations where their social implications on sustainability, workforce mobility and equal opportunities play a fundamental strategic importance for any central or local Government. The EU SEEMP project aims at improving facilitate workers mobility in Europe. Ontologies are used to model descriptions of job offers and curricula; and for facilitating the process of exchanging job offer data and CV data between ES. In this paper we present the methodological approach we followed for reusing existing human resources management standards in the SEEMP project, in order to build a common “language” called Reference Ontology

Spanish Science Resources for a Kindergarten Dual Language Classroom

The high population of English Language Learners (ELL) in the United States has impacted the educational system. Accountability for meeting high stakes tests and state standards has been a constant pressure for many schools that have a high concentration of ELL. School districts have adopted different programs to meet the needs of ELL. These programs focus on making academic content more relevant and comprehensible so students can meet state standards. One of the programs that has proven to be successful in meeting ELL needs is dual language. However, a challenge for many dual language programs that target English and Spanish is the lack of Spanish resources. This project\u27s purpose is to reduce the impact that the lack of Spanish resources has on a dual language program. Ten Spanish science lessons on frogs will be developed to ameliorate the lack of Spanish resources and to help kindergarten teachers better serve their students. Research will be conducted to better understand the aims of this project

The Feedback on Alignment and Support for Teachers (FAST) Program

Over the last decade, most states have adopted new college- and career-readiness standards in math and English language arts (ELA), standards that call for the mastery of ambitious content and raise expectations for student success and classroom instruction. To support teachers in the implementation of these new, challenging standards, the Center on Standards, Alignment, Instruction, and Learning (C-SAIL) has developed the Feedback on Alignment and Support for Teachers (FAST) program. The FAST program is a virtual coaching program designed to support 4th grade math and 5th grade English language arts (ELA) teachers in fully understanding the college- and career-readiness standards in their states and implementing instruction aligned with these standards to foster learning for all students, including English language learners (ELLs) and students with disabilities (SWDs). The program includes three key program components: personalized instructional coaching, tools to support reflection, and an online library of resources

An Integrated Social Studies And Writing Curriculum Guide For Primary Grade English Language Learners

Two guiding questions are addressed in this project. The first is: How can primary teachers of English Language Learners (ELLs) use a Comprehensive Curriculum Integration Guide (CCIG) to integrate the teaching of social studies content and standards with ELD? The second questions: How can using Student Learning Experiences for Engagement (SLEE) provide support for English Language Development (ELD) in the domains of speaking and writing for ELLs in the primary grades? It provides the research and rationale for creating a guide, which includes instructions, templates and resources for unit planning, weekly lesson planning, SLEE and suggested scaffolds and supports for language learners for integrating ELD and social studies standards in primary grade classrooms. The guide is accessible in the appendix along with a list of web linked valuable resources