Teaching how to Listen. Blended Learning for the Development and Assessment of Listening Skills in a Second Language

This paper discusses the integration and effectiveness of blended learning for the development and assessment of listening skills in a second language. The development of oral abilities (listening and speaking) is one of the most challenging and neglected aspects of second language learning (Vandergrift & Goh 2012, Graham & Santos 2015). Listening comprehension work in particular is crucial in the early stages of second language acquisition, and, therefore, for ab-initio language students, for whom processing and decoding auditory input can be very challenging. In 2014 a set of online listening quizzes was created and integrated into two ab-initio Italian courses. The aim was to offer engaging, flexible listening comprehension practice and assessment, which would extend the students’ learning experience, stimulate their learning motivation and allow for a better use of face-to-face teaching in the classroom environment. Having conceptualised listening as a process rather than a product we designed tasks to teach learners how to listen, rather than merely test their comprehension. The validity of the quizzes as a means for the development of listening skills and as a tool for formative and summative assessment was subjected to systematic analysis via an online student survey. The large amount of data collected reveals that the quizzes were a key element in the development of listening skills and the delivery mode did not only meet the students’ learning needs but it was clearly preferred to in-class assessment

On 'Crisis' and the pessimism of disciplinary discourse in foreign languages: An Australian perspective

This article investigates how the disciplinary discourse on the contemporary state of foreign languages in universities hastily refers to these disciplines as being in 'crisis'. This practice is nearly as old as the Humanities itself, and has been employed periodically since at least the 1940s. Despite a period of increasing foreign language enrolment in the first decade of the twenty-first century in Australia, calls of 'crisis' came from across the languages sector. In tracing the use of the term 'crisis', we show how the sector has long been characterised by such alarmist terminology, even when reality suggests otherwise. The article traces this usage in the recent disciplinary discourse in foreign languages. A topical report of the Australian Academy of the Humanities, which shows increased language enrolment over the period 2002-11, leads one to believe that things at universities may not be as bad as first thought. This finding has implications for language enrolments not just in Australia, but around the world

Dual task-related gait changes in patients with mild cognitive impairment

Mild cognitive impairment (MCI) entails a high risk of developing Alzheimer’s dementia. In MCI patients gait impairment, which increases the risk of falls and institutionalization, is an early motor sign. A dual-task (DT) paradigm might improve the observation of this phenomenon. The aim of this study was to investigate motor-cognitive interference in a sample of MCI patients and a group of matched healthy controls submitted to DT conditions. To this end, three different cognitive tasks were used: counting backwards, short story recall and a phonemic fluency task. Overall, the patients, compared with the healthy participants, performed worse on the cognitive tasks and showed some degree of gait impairment. In the DT conditions, both groups showed significant gait disruption independently of the concomitant cognitive task. As regards cognitive performance, counting backwards worsened during dual tasking, while short story recall improved in both groups. Overall, our results suggest that the use of a DT paradigm does not improve the early detection of MCI. Our findings of enhanced story recall during walking might have interesting implications for rehabilitation of memory function

Role of 17β-Estradiol on Cell Proliferation and Mitochondrial Fitness in Glioblastoma Cells

Gliomas are the most common primary tumors of the central nervous system (CNS) in the adult. Previous data showed that estrogen affects cancer cells, but its effect is cell-type-dependent and controversial. The present study aimed to analyze the effects of estradiol (E2, 5 nM) in human glioblastoma multiforme U87-MG cells and how it may impact on cell proliferation and mitochondrial fitness. We monitored cell proliferation by xCELLigence technology and mitochondrial fitness by assessing the expression of genes involved in mitochondrial biogenesis (PGC1α, SIRT1, and TFAM), oxidative phosphorylation (ND4, Cytb, COX-II, COX IV, NDUFA6, and ATP synthase), and dynamics (OPA1, MNF2, MNF1, and FIS1). Finally, we evaluated Nrf2 nuclear translocation by immunocytochemical analysis. Our results showed that E2 resulted in a significant increase in cell proliferation, with a significant increase in the expression of genes involved in various mechanisms of mitochondrial fitness. Finally, E2 treatment resulted in a significant increase of Nrf2 nuclear translocation with a significant increase in the expression of one of its target genes (i.e., heme oxygenase-1). Our results suggest that E2 promotes proliferation in glioblastoma cells and regulate the expression of genes involved in mitochondrial fitness and chemoresistance pathway