Applying Theories in Language Programs

Selected Topics in Applied Linguistics: How to Choose a Theory. I offer a critical exploration of some of the conditions involved in Instructed Second Language Acquisition (ISLA), as well as of the paradoxical approaches in the theoretical questions, methods, categories, and perspectives of ISLA. The discussion proceeds with a very short overview of prevalent theories of ISLA generally. Then I add a contrastive look in more depth at only two “theories” and their possible applications in language programs. I emphasize some of the discussions in our profession concerning processing instruction, e.g. (VanPatten "Processing Instruction") or VanPatten ("Why Explicit Knowledge Cannot Become Implicit Knowledge" ), and the multiliteracies framework, e.g. (Paesani, Allen and Dupuy). I conclude with an invitation to a set of questions we might pose to any theory, framework, or approach as we consider its efficacy and applications for our own specific contexts

Mary\u27s Little Anagram

May and her little lamb were lipogrammed in August 1969, univocalized in August 1986, and subjected to a variety of other logological indignities in November 1988. Here are six more way in which their story can be tortured, taken from my Word Row article in the January 1977 issue of the British magazine Games & Puzzles. See if you can figure out each modus operandi before reading the explanation at the end of the article

The Isaqueena - 1913, January

Contributors include: Mary C. Judson, Edith Brooker, Louise Cunningham, Isbell Beacham, Lucia Watson, Marguerite Marshall, E. D. Watson, Violet Askins, Alpha Durham, Ella Dupont, Irene Workman, Mary Stansellhttps://scholarexchange.furman.edu/isaqueena/1036/thumbnail.jp

Iowa Workforce Monthly, January 2010, Issue 12

Highlights: * Over 150 participants attended a valuable career development seminar on January 26th titled “Rise Above the Crowd - Getting Hired in Today’s Economy.”..........................pg. 2 * Joanne McKeog sent a letter in December thanking the New Iowan Center for the services they provide..........................pg. 2 * Scott Shaw, an ex-offender, went to the Newton Workforce Center and tested for the Career Readiness Certificate..........................pg. 2 * Iowa’s Unemployment Insurance Tax program is getting a new online filing system, called My Iowa UI..........................pg. 3 * The Davenport Veteran’s Outreach Program Representative presented a $500 donation check to help the Humility of Mary Shelter in helping veterans..........................pg.

Mother of God, Mother of Christianity: The Development of the Marian Tradition in Early Modern Japan

The Christian figure of the Virgin Mary, first introduced as Jesus’ mother in the Bible, has since been repeatedly reinterpreted in various roles and imagery through her incorporation into different cultures. This project analyses the historical adoption and adaptation of Mary among Christian converts in Japan, from the arrival of Jesuit missionaries in 1549 to the end of the Tokugawa era in the nineteenth century. An examination of doctrinal prayers, the rosary, and Marian iconography within Japan illustrates Mary’s role as the Mother of God and compassionate intercessor for early Japanese Christians. Moreover, their affinity for Mary enabled Christianity to endure centuries of religious oppression under the Tokugawa shogunate as the hidden believers accommodated Mary within preexisting Buddhist traditions and Japanese customs. In studying the primacy of Mary and her roles within Japanese Christianity, this research explains a main reason behind the religion’s survival in early modern Japan

A summary of research in reading readiness

Thesis (Ed.M.)--Boston UniversityPurpose: To measure the various abilities presented in the readiness workbooks of basal reading series and to relate the findings to reading achievement of Grade One in January; to measure, also, the knowledge of letter names and sounds and relate the findings to reading achievement of Grade One in January. Materials Used: Workbooks of nine systems were analyzed to discover types and frequency of suggested exercises. Four general areas were in evidence; auditory discrimination, language development, motor skills, and visual discrimination. Groups tests were constructed to include exercises comparable to the published ones with ceilings in all areas beyond the workbook material. In addition to these four tests, the Boston University Individual Test and the Boston University First Grade Success Study (January Test) were given. Intelligence was measured by the Otis Quick Scoring Mental Ability Test which had been given in October [TRUNCATED

Perceptions of Administrators and Teachers as Facilitators of Students’ Socioemotional Learning

Current conditions in the United States have resulted in an increasing number of middle and high school students experiencing trauma. To improve positive learning environments and graduation rates, a Southern school district transitioned from punitive, exclusionary consequences to restorative practices such as socioemotional learning (SEL). A bounded qualitative case study was used to explore the perceptions of administrators and teachers regarding teachers’ facilitation of SEL, the most effective strategies to facilitate SEL, and teacher preparedness to facilitate SEL. The study was guided by the Collaborative for Academic, Social, and Emotional Learning framework. Data were collected from 5 teachers and 3 administrators through semistructured interviews. The data analysis process included sorting interview responses, member checking, peer debriefing, and identification of codes and common. Thematic findings indicated the need for ongoing professional learning; support and relevant resources; SEL, restorative practices, and trauma-informed curricula, behavioral plans, and service learning; support staff; and support from educational leaders. The project deliverable was a professional development training that provided SEL, restorative practices, and trauma-informed curricula. Results may be used by administrators and teachers to promote the components of SEL (self-awareness, self-management, social awareness, responsible decision-making, and relationship skills) to cultivate more positive learning environments in schools