Languages learning at Key Stage 2: a longitudinal study

This is the final report of a 3 year longitudinal study of the teaching of French, German and Spanish at Key Stage 2, funded from 2006-2009 by the Department for Children Schools and Families. The report covers the attitudes of teachers and children towards languages; the organisation and administration of languages within primary schools; current practice in the teaching of languages; the development of children's intercultural understanding; children's attainment in target language oracy and literacy; and concludes with a discussion of the future sustainability of languages in the primary curriculum and steps needed to secure this

Frequency drives lexical access in reading but not in speaking: the frequency-lag hypothesis

To contrast mechanisms of lexical access in production versus comprehension we compared the effects of word frequency (high, low), context (none, low constraint, high constraint), and level of English proficiency (monolingual, Spanish-English bilingual, Dutch-English bilingual) on picture naming, lexical decision, and eye fixation times. Semantic constraint effects were larger in production than in reading. Frequency effects were larger in production than in reading without constraining context but larger in reading than in production with constraining context. Bilingual disadvantages were modulated by frequency in production but not in eye fixation times, were not smaller in low-constraint contexts, and were reduced by high-constraint contexts only in production and only at the lowest level of English proficiency. These results challenge existing accounts of bilingual disadvantages and reveal fundamentally different processes during lexical access across modalities, entailing a primarily semantically driven search in production but a frequency-driven search in comprehension. The apparently more interactive process in production than comprehension could simply reflect a greater number of frequency-sensitive processing stages in production

Reanalyzing language expectations: Native language knowledge modulates the sensitivity to intervening cues during anticipatory processing

Issue Online:21 September 2018We investigated how native language experience shapes anticipatory language processing. Two groups of bilinguals (either Spanish or Basque natives) performed a word matching task (WordMT) and a picture matching task (PictureMT). They indicated whether the stimuli they visually perceived matched with the noun they heard. Spanish noun endings were either diagnostic of the gender (transparent) or ambiguous (opaque). ERPs were time-locked to an intervening gender-marked determiner preceding the predicted noun. The determiner always gender agreed with the following noun but could also introduce a mismatching noun, so that it was not fully task diagnostic. Evoked brain activity time-locked to the determiner was considered as reflecting updating/reanalysis of the task-relevant preactivated representation. We focused on the timing of this effect by estimating the comparison between a gender-congruent and a gender-incongruent determiner. In the WordMT, both groups showed a late N400 effect. Crucially, only Basque natives displayed an earlier P200 effect for determiners preceding transparent nouns. In the PictureMT, both groups showed an early P200 effect for determiners preceding opaque nouns. The determiners of transparent nouns triggered a negative effect at similar to 430 ms in Spanish natives, but at similar to 550 ms in Basque natives. This pattern of results supports a "retracing hypothesis" according to which the neurocognitive system navigates through the intermediate (sublexical and lexical) linguistic representations available from previous processing to evaluate the need of an update in the linguistic expectation concerning a target lexical item.Spanish Ministry of Economy and Competitiveness (MINECO), Agencia Estatal de Investigación (AEI), Fondo Europeo de Desarrollo Regional (FEDER) (grant PSI2015‐65694‐P to N. M.), Spanish Ministry of Economy and Competitiveness “Severo Ochoa” Programme for Centres/Units of Excellence in R&D (grant SEV‐2015‐490

CreaTable Content and Tangible Interaction in Aphasia

Multimedia digital content (combining pictures, text and music) is ubiquitous. The process of creating such content using existing tools typically requires complex, language-laden interactions which pose a challenge for users with aphasia (a language impairment following brain injury). Tangible interactions offer a potential means to address this challenge, however, there has been little work exploring their potential for this purpose. In this paper, we present CreaTable – a platform that enables us to explore tangible interaction as a means of supporting digital content creation for people with aphasia. We report details of the co-design of CreaTable and findings from a digital creativity workshop. Workshop findings indicated that CreaTable enabled people with aphasia to create something they would not otherwise have been able to. We report how users’ aphasia profiles affected their experience, describe tensions in collaborative content creation and provide insight into more accessible content creation using tangibles

Three Pictures of Contract: Duty, Power and Compound Rule

A fundamental divide among theories of contract law is between those that picture contract as a power and those that picture it as a duty. On the power-conferring picture, contracting is a sort of legislative act, in which persons determine what law will apply to their transaction. On the duty-imposing picture, contract law puts duties on persons entering into agreements for consideration whether they want them or not. Until now, very little attention has been paid to the problem of how to tell whether a given rule is power conferring or duty imposing -- a question that should lie at the center of contract theory. This Article argues that two characteristic features of legal powers are an expectation that actors will satisfy the rule with the purpose of achieving the legal consequences and legal rules designed to facilitate such uses. A law might exhibit these features in either of two ways, which define two types of legal powers. Many power-creating laws employ conditions of legal validity, such as legal formalities, designed to ensure the actor\u27s legal purpose. The presence of such validity conditions is strong evidence that the law\u27s sole function is to create a legal power, and I suggest reserving the term power-conferring for such laws. Other laws anticipate and enable their purposive use without conditioning an act\u27s legal consequences on the actor\u27s legal purpose. The structure of such laws suggests that they function both to create powers and to impose duties. I coin the term compound for laws that satisfy this description, and argue that the contract law we have is a compound rule. The dual function of compound rules provides empirical support for pluralist justifications of contract law. An example of such a theory can be found in Joseph Raz’s comments on the relationship between contract law and voluntary obligations

Strategies for promoting autonomous reading motivation: a multiple case study research in primary education

It is important to reveal strategies which foster students’ reading motivation in order to break through the declining trend in reading motivation throughout children’s educational careers. Consequently, the present study advances an underexposed field in reading motivation research by studying and identifying the strategies of teachers excellent in promoting fifth-grade students’ volitional or autonomous reading motivation through multiple case study analysis. Data on these excellent teachers were gathered from multiple sources (interviews with teachers, SEN coordinators, and school leaders; classroom observations; teacher and student questionnaires) and analysed. The results point to the teaching dimensions of autonomy support, structure, and involvement – as indicated by self-determination theory – as well as to reading aloud as critical strategies to promote students’ autonomous reading motivation in the classroom. A school culture supporting students’ and teachers’ interest in reading is also an essential part of reading promotion. The theoretical and practical significance of the study is discussed

幼稚園児向けストーリーテリングタスクの分析

日本で保育園が不足している問題に応じて代替教育のオプションが増えています。一つは幼児園というの早期教育の学校という可能性です。いくつかの幼児園で運動技能から英語に至るまで，さまざまなカリキュラムに焦点があてられています。本研究では，東京にある英語幼児園におけるストーリーテリングタスクの説明や分析を行います。この学校では，探究教学法「Inquiry Learning」を用いて児童に教えています。英語イマージョンの環境ですべての科目を英語を用いて教えています。アメリカの小中学校の学科「Language Arts」言語技術に基づく科目もカリキュラムに入っています。一学期で三才児から四才児のクラスで毎日ストーリーテリングタスクを行い，それを録音したものを書き起こし，そのデータを収集・分析しました

Cultural Engagement in California's Inland Regions

Cultural Engagement in California's Inland Regions explores patterns of cultural engagement in the San Joaquin Valley and the Inland Empire. Two major data collection efforts were undertaken. The first was a door-to-door intercept survey of more than 1,000 randomly selected households in six distinctly different neighborhoods, three in the Fresno area and three in Riverside and San Bernardino. The second was a self-administered survey of more than 5,000 residents of the two regions, promoted as the "California Cultural Census" and conducted online and through intercept work at various locations and events. It is important to note that this second data set aggregates multiple samples, including respondents who were selected at the convenience of outreach organizations. Although weighted to reduce potential biases, these data are not representative of all adults in the two regions. Results paint a detailed picture of the breadth and depth of cultural engagement in the two regions and reveal a range of activity in music, theater and drama, reading and writing, dance, and visual arts and crafts -- much of which occurs off the radar" of the traditional infrastructure of nonprofit arts organizations and facilities. The study identifies specific types of activities which, if supported at higher levels, might equitably raise participation levels and achieve higher levels of cultural vitality in millions of homes and hundreds of communities. It concludes that cultural providers and funders should look deeper into the fabric of their communities for new partners, new settings and innovative approaches to drawing residents into cultural experiences. This briefing provides a high level summary of the study's key findings, as well as discussion questions for cultural providers and funders. Comprehensive results are available at www.irvine.org, including an executive summary and detailed results by artistic discipline