Mobilizing in borderline citizenship regimes : a comparative analysis of undocumented migrants’ collective actions

This article seeks to explain how and why groups and networks of undocumented migrants mobilizing in Berlin, Montréal, and Paris since the beginning of the 2000s construct different types of claims. The authors explore the relationship between undocumented migrants and state authorities at the local level through the concept of the citizenship regime and its specific application to undocumented migrants (which they describe as the “borderline citizenship regime”). Despite their common formal exclusion from citizenship, nonstatus migrants experience different degrees and forms of exclusion in their daily lives, in terms of access to certain rights and services, recognition, and belonging within the state (whether through formally or nonformally recognized means). As a result, they have an opportunity to create different, specific forms of leeway in the society in which they live. The concurrence of these different degrees of exclusion and different forms of leeway defines specific conditions of mobilization. The authors demonstrate how the content of their claims is influenced by these conditions of mobilization

L2 Vocabulary Teaching by Social Robots: The Role of Gestures and On-Screen Cues as Scaffolds

Social robots are receiving an ever-increasing interest in popular media and scientific literature. Yet, empirical evaluation of the educational use of social robots remains limited. In the current paper, we focus on how different scaffolds (co-speech hand gestures vs. visual cues presented on the screen) influence the effectiveness of a robot second language (L2) tutor. In two studies, Turkish-speaking 5-year-olds (n = 72) learned English measurement terms (e.g., big, wide) either from a robot or a human tutor. We asked whether (1) the robot tutor can be as effective as the human tutor when they follow the same protocol, (2) the scaffolds differ in how they support L2 vocabulary learning, and (3) the types of hand gestures affect the effectiveness of teaching. In all conditions, children learned new L2 words equally successfully from the robot tutor and the human tutor. However, the tutors were more effective when teaching was supported by the on-screen cues that directed children's attention to the referents of target words, compared to when the tutor performed co-speech hand gestures representing the target words (i.e., iconic gestures) or pointing at the referents (i.e., deictic gestures). The types of gestures did not significantly influence learning. These findings support the potential of social robots as a supplementary tool to help young children learn language but suggest that the specifics of implementation need to be carefully considered to maximize learning gains. Broader theoretical and practical issues regarding the use of educational robots are also discussed

L2 vocabulary teaching by social robots: the role of gestures and on-screen cues as scaffolds

Social robots are receiving an ever-increasing interest in popular media and scientific literature. Yet, empirical investigation on the use of social robots in education remains limited. In two studies, we examined the effectiveness of a social robot in second language (L2) education, specifically in teaching English measurement terms (e.g., big, wide) to Turkish-speaking 5-year-olds (n=72). We also compared two scaffolding techniques in evaluating the effectiveness of the robot tutor: co-speech hand gestures and on-screen cues. In all conditions, children successfully learned the new L2 words from the robot tutor. However, the effectiveness of the tutor was higher when teaching was supported by on-screen cues that directed children’s attention to the referents of target words, compared to when the robot performed co-speech hand gestures representing the target words (iconic gestures) or pointing at the referents (deictic gestures). The type of gesture (iconic versus deictic) did not significantly influence learning. Findings were replicated with a human tutor. Findings contribute to theoretical and practical discussions on the potential of social robots in education

L2 vocabulary teaching by social robots: the role of gestures and on-screen cues as scaffolds

Social robots are receiving an ever-increasing interest in popular media and scientific literature. Yet, empirical investigation on the use of social robots in education remains limited. In two studies, we examined the effectiveness of a social robot in second language (L2) education, specifically in teaching English measurement terms (e.g., big, wide) to Turkish-speaking 5-year-olds (n=72). We also compared two scaffolding techniques in evaluating the effectiveness of the robot tutor: co-speech hand gestures and on-screen cues. In all conditions, children successfully learned the new L2 words from the robot tutor. However, the effectiveness of the tutor was higher when teaching was supported by on-screen cues that directed children’s attention to the referents of target words, compared to when the robot performed co-speech hand gestures representing the target words (iconic gestures) or pointing at the referents (deictic gestures). The type of gesture (iconic versus deictic) did not significantly influence learning. Findings were replicated with a human tutor. Findings contribute to theoretical and practical discussions on the potential of social robots in education

L2 Vocabulary Teaching by Social Robots: The Role of Gestures and On-Screen Cues as Scaffolds

Social robots are receiving an ever-increasing interest in popular media and scientific literature. Yet, empirical evaluation of the educational use of social robots remains limited. In the current paper, we focus on how different scaffolds (co-speech hand gestures vs. visual cues presented on the screen) influence the effectiveness of a robot second language (L2) tutor. In two studies, Turkish-speaking 5-year-olds (n = 72) learned English measurement terms (e.g., big, wide) either from a robot or a human tutor. We asked whether (1) the robot tutor can be as effective as the human tutor when they follow the same protocol, (2) the scaffolds differ in how they support L2 vocabulary learning, and (3) the types of hand gestures affect the effectiveness of teaching. In all conditions, children learned new L2 words equally successfully from the robot tutor and the human tutor. However, the tutors were more effective when teaching was supported by the on-screen cues that directed children's attention to the referents of target words, compared to when the tutor performed co-speech hand gestures representing the target words (i.e., iconic gestures) or pointing at the referents (i.e., deictic gestures). The types of gestures did not significantly influence learning. These findings support the potential of social robots as a supplementary tool to help young children learn language but suggest that the specifics of implementation need to be carefully considered to maximize learning gains. Broader theoretical and practical issues regarding the use of educational robots are also discussed