8 research outputs found
Recommended from our members
Northern Welsh:Illustrations of the IPA
Open access articleThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at [email protected]
Category-specific effects in Welsh mutation
In this paper we investigate category-specific effects through the lens of Welsh mutation. Smith (2011) and Moreton et al. (2017) show that English distinguishes nouns and proper nouns in an experimental blending task. Here we show that Welsh distinguishes nouns, verbs, personal names, and place names in the mutation system. We demonstrate these effects experimentally in a translation task designed to elicit mutation intuitions and in several corpus studies. In addition, we show that these effects correlate with lexical frequency. Deeper statistical analysis and a review of the English data suggests that frequency is a more explanatory factor than part of speech in both languages. We therefore argue that these category-specific effects can be reduced to lexical frequency effects.Open access journalThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at [email protected]
Recommended from our members
So Far So Good: Building the Evidence Base to Promote a Successful Future for the Curriculum for Wales
This Executive Summary presents high level messages which emerge from the analysis and synthesis
of the findings of surveys and interviews with members of every Area of Learning Experience Group
(Section 1) and interviews with senior policy makers (Section 2).
Section 3 of this report (using evidence to promote a Successful Future for the Curriculum for Wales)
provides more detail on ideas that are important for The Curriculum for Wales to be successful in
future. In the spirit of co-construction, all readers are invited to consider this Section 3 and to discuss
within their own communities possible implications for sustainable long term change:
• what contributions they might make to ensure that currently successful aspects within an
existing programme are sustained and
• how participants might work collaboratively to address areas likely to raise the level of risk
to programme success.
Findings
The worldwide COVID pandemic has resulted in unprecedented levels of change in education
systems internationally. However, the purposes-led approach that Curriculum for Wales seeks to
build has never seemed more relevant. These purposes are relevant not only for learners but for
everyone involved in the Curriculum for Wales.
Building a successful future for a Curriculum for Wales: so far so good
• There is much that is positive in the findings that emerge from this report.
• There remains strong commitment to critical engagement with Curriculum for Wales
amongst all communities
What is it crucial to sustain in the next phase of development?
• A clear focus on the purposes
• The use of evidence from policy, practice and research to inform thinking
• A focus on learning with curriculum, pedagogy and assessment promoting and supporting
progression in learning
• All programme participants as learners
• Co-construction and subsidiarity as the modus operandi of Curriculum for Wales.
What might need further thinking or greater emphasis?
The authors of this report acknowledge that the research focus may have led to a concentration on
particular aspects of the programme. However, six themes emerged for either further thinking or
greater emphasis
• Shared understanding of key ideas
• Progression
• Assessment
• Co-construction and subsidiarity
• Coherence, policy and systemic integrity
• Professional learning.
Given its potential impact on education in Wales, it can be argued that the Curriculum for Wales
represents exceptional value for money
Recommended from our members
So Far So Good: Building the Evidence Base to Promote a Successful Future for the Curriculum for Wales
This Executive Summary presents high level messages which emerge from the analysis and synthesis of the findings of surveys and interviews with members of every Area of Learning Experience Group (Section 1) and interviews with senior policy makers (Section 2).
Section 3 of this report (using evidence to promote a Successful Future for the Curriculum for Wales) provides more detail on ideas that are important for The Curriculum for Wales to be successful in future. In the spirit of co-construction, all readers are invited to consider this Section 3 and to discuss within their own communities possible implications for sustainable long term change:
• What contributions they might make to ensure that currently successful aspects within an existing programme are sustained and
• How participants might work collaboratively to address areas likely to raise the level of risk to programme success
CAMAU Project: Research Report (April 2018)
‘Learning about Progression’ is a suite of research-based resources designed to provide evidence to support the building of learning progression frameworks in Wales. ‘Learning about Progression’ seeks to deepen our understanding of current thinking about progression and to explore different purposes that progression frameworks can serve to improve children and young people’s learning. These resources include consideration of how this evidence relates to current developments in Wales and derives a series of principles to serve as touchstones to make sure that, as practices begin to develop, they stay true to the original aspirations of A Curriculum for Wales – A Curriculum for Life. It also derives, from the review of evidence, a number of fundamental questions for all those involved in the development of progression frameworks to engage
CAMAU Project: Research Report (April 2018)
‘Learning about Progression’ is a suite of research-based resources designed to provide evidence to support the building of learning progression frameworks in Wales. ‘Learning about Progression’ seeks to deepen our understanding of current thinking about progression and to explore different purposes that progression frameworks can serve to improve children and young people’s learning. These resources include consideration of how this evidence relates to current developments in Wales and derives a series of principles to serve as touchstones to make sure that, as practices begin to develop, they stay true to the original aspirations of A Curriculum for Wales – A Curriculum for Life. It also derives, from the review of evidence, a number of fundamental questions for all those involved in the development of progression frameworks to engage