A Comparison Of Two Secondary Literature Units. Literary Duo A: Twain And Knowles Vs. Literary Duo B: Twain And Hentoff (Volumes I And Ii)

Purpose. This seven-week high school English literature study purported to compare the effects of two combinations of novels and their collateral curricular treatments. DUO A combined Twain\u27s The Adventures of Huckleberry Finn with Knowles\u27 A Separate Peace. DUO B combined the same Twain novel with Hentoff\u27s I\u27m Really Dragged But Nothing Gets Me Down. A key question in the inquiry was which of the two modern works would increase the appeal and accessibility of the 19th century classic. Specifically, the study posed nine null hypotheses focusing on these areas: (1) knowledge of literary terms and figurative language; (2) literary analysis and inference or interpretation; (3) empathy and social awareness; (4) imaginative writing; (5) literary discrimination; (6) expository writing; (7) classroom discussion; (8) creative productions; and (9) student involvement and satisfaction. A tenth area was teacher reaction to the theory and implementation of the DUOS. Procedures. Extensive curricular materials for each DUO were created, (Volume II). The study was located in two high schools in two different districts; each school furnished two classes with one studying DUO A and the other DUO B. The total sample was divided in this manner: 52 students in DUO A and 50 students in DUO B. At School No. 1 a different teacher taught each DUO; at School No. 2 the same teacher taught both. The seven-week investigation included four days of pretesting and five days of posttesting in areas 1-5 above. The investigator created thirteen instruments; a fourteenth instrument was the California Achievement Test 1977. Eight analyses of covariance (ANCOVA) were employed to test the hypotheses bearing on the areas listed as 1-8. The covariates were: pretests and previous English grade (1-5); previous English only (6); previous English grade and California Achievement Test 1977 Test 2, Form C only for (7); and CAT \u2777 to test area (8). A factorial design implemented the inquiry making it possible to detect possible interaction effects between treatment, school, and sex. To test for area (9), 17 chi square analyses were used. Finally, a tally was computed of the responses on the twenty-seven-item questionnaire and content analyses were devised for the student and teacher self-reports. Findings. The latter instruments revealed that the teachers appreciated the curricular materials and grew professionally through using them. For the most part, the students enjoyed the curricula. The only two objections to the DUOs were the number of tests and the shortness of time. A noticeable reaction was the interest in the creative productions. Of the nine null hypotheses tested, six were rejected and three retained. DUO B made higher significant mean gains than DUO A in: knowledge of literary terms and figurative language, literary analysis, empathy and social awareness, creative productions, and classroom discussion. It appeared that the pairing of a non-literary and a 19th century classic was the more effective combination. All the students preferred Huck Finn over the modern works. Recommendations. It is recommended that this Literary DUOS study be replicated. The following are certain conditions which should be provided for: (1) increase the time from seven to nine weeks and administer the pre- and post-tests before and after this nine-week treatment period; (2) allow at least one hour for Pre- and Post-tests II, III, IV, and V, and one-half hour for Pre- and Post-test I; (3) allow a teacher to teach only one DUO due to the heavy requirements of the research aspects; (4) include more academically talented students among the subjects; (5) encourage the schools to purchase the books; (6) allow for pre-service training of the teachers in both the research and curricular aspects; (7) encourage the teachers to begin emphasizing the creative opportunities right at the start; (8) acquaint the school counselors with the research constraints

Rehabilitation In Bilingual Aphasia: Evidence For Within- And Between-Language Generalization

Purpose: The goal of this study was to examine if there was a principled way to understand the nature of rehabilitation in bilingual aphasia such that patterns of acquisition and generalization are predictable and logical. Method: Seventeen Spanish-English bilingual individuals with aphasia participated in the experiment. For each participant, three sets of stimuli were developed for each language: (a) English Set 1, (b) English Set 2 (semantically related to each item in English Set 1), (c) English Set 3 (unrelated control items), (d) Spanish Set 1 (translations of English Set 1), (e) Spanish Set 2 (translations of English Set 2; semantically related to each item in Spanish Set 1), and (f) Spanish Set 3 (translations of English Set 3; unrelated control items). A single-subject experimental multiple baseline design across participants was implemented. Treatment was conducted in 1 language, but generalization to within- and between-language untrained items was examined. Results: Treatment for naming on Set 1 items resulted in significant improvement (i.e., effect size >4.0) on the trained items in 14/17 participants. Of the 14 participants who showed improvement, within-language generalization to semantically related items was observed in 10 participants. Between-language generalization to the translations of trained items was observed in 5 participants, and between-language generalization to the translations of the untrained semantically related items was observed in 6 participants. Conclusion: The results of this study demonstrated within- and between-language patterns that were variable across participants. These differences are indicative of the interplay between facilitation (generalization) and inhibition.Communication Sciences and Disorder

Language ability assessment of Spanish-English bilinguals: Future directions

The objectives of this paper are to a) summarize relevant research on bilingual language development and discuss the implications for bilingual language assessment, b) discuss limitations in current language ability testing practices for bilinguals, c) propose future directions for the development of assessment tools and practices with bilinguals. Accessed 64,765 times on https://pareonline.net from May 18, 2002 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right

Meertaligheid en onderwijs in Caribisch Nederland : community-based onderzoek gericht op een duurzaam taalonderwijsbeleid op St. Eustatius

B

Naming treatment and crosslinguistic generalization

Current research on bilingual aphasia has only begun to inform us about the optimal rehabilitation for bilingual aphasic patients and the literature is still sparse in terms of interpreting impairment and recovery in these individuals. Two recent reviews (Faroqi-Shah, Frymark, Mullen, & Wang, 2010; Lorenzen & Murray, 2008) highlight the beneficial effects of rehabilitation in bilingual aphasic patients, however, both reviews underscore the need for theoretically motivated and well controlled rehabilitation studies. There are still several unanswered questions about outcomes in bilingual aphasia rehabilitation, including (a) is it sufficient to rehabilitate only one language, (b) what are the nature of gains in the trained language, and (c) does rehabilitation in one language have beneficial effects in the untreated language? The present experiment attempts to address these questions with a relatively large set of Spanish-English bilinguals with aphasia, all of whom receive therapy in one language at a time. The extent of improvements in the trained language items, semantically related untrained items in the trained language, and between-language transfer to untrained items is examined. In addition to picture naming, changes in the evolution of naming errors and category fluency are also examined in this study

Effects on L1 During Early Acquisition of L2: Speech Changes in Spanish at First English Contact

Spanish phonological development was examined in six sequential bilingual children at the point of contact with English and eight months later. We explored effects of the English vowel and consonant inventory on Spanish. Children showed a significant increase in consonant cluster accuracy and in vowel errors. These emerging sequential bilingual children showed effects of English on their first language, Spanish. Cross-linguistic transfer did not affect all properties of the phonology equally. Negative transfer may occur in specific areas where the second language is more complex, requiring reorganization of the existing system, as in the transition from the Spanish five-vowel to the English eleven-vowel system

Eindrapportage ELO-project 1.1. - Nadere uitwerking onderwijsconcept

Dit verslag vormt de eindrapportage van ELO project 1.1 'Uitwerking onderwijsconcept'. De activiteiten die hebben geleid tot deze rapportage zijn uitgevoerd in de periode van 15 januari 2000 tot 1 april 2000. Een deel van deze activiteiten zal in een andere vorm ook na 1 april 2000 worden voortgezet. In vorige fases van het ELO-programma is gewerkt aan een onderwijsconcept in het kader van het innoveren van totale opleidingen (Koper, et al, 1998). Hierbij is het begrip competentiegericht onderwijs verkend en gedefinieerd, is een opzet voor competentiekaarten bedacht (Westera, et al, 1999), en zijn didactische scenario's (Manderveld, et al, 1999) tot op zekere hoogte uitgewerkt. Al deze zaken bleken nog verre van 'uitontwikkeld'. In het project waarover hier wordt gerapporteerd, is vooral in concrete zin een vervolg gegeven op deze activiteiten

Characterization of iodothyronine sulfatase activities in human and rat liver and placenta

In conditions associated with high serum iodothyronine sulfate concentrations, e.g. during fetal development, desulfation of these conjugates may be important in the regulation of thyroid hormone homeostasis. However, little is known about which sulfatases are involved in this process. Therefore, we investigated the hydrolysis of iodothyronine sulfates by homogenates of V79 cells expressing the human arylsulfatases A (ARSA), B (ARSB), or C (ARSC; steroid sulfatase), as well as tissue fractions of human and rat liver and placenta. We found that only the microsomal fraction from liver and placenta hydrolyzed iodothyronine sulfates. Among the recombinant enzymes only the endoplasmic reticulum-associated ARSC showed activity toward iodothyronine sulfates; the soluble lysosomal ARSA and ARSB were inactive. Recombinant ARSC as well as human placenta microsomes hydrolyzed iodothyronine sulfates with a substrate preference for 3,3'-diiodothyronine sulfate (3,3'-T(2)S) approximately T(3) sulfate (T(3)S) >> rT(3)S approximately T(4)S, whereas human and rat liver microsomes showed a preference for 3,3'-T(2)S > T(3)S >> rT(3)S approximately T(4)S. ARSC and the tissue microsomal sulfatases were all characterized by high apparent K(m) values (>50 microM) for 3,3'-T(2)S and T(3)S. Iodothyronine sulfatase activity determined using 3,3'-T(2)S as a substrate was much higher in human liver microsomes than in human placenta microsomes, although ARSC is expressed at higher levels in human placenta than in human liver. The ratio of estrone sulfate to T(2)S hydrolysis in human liver microsomes (0.2) differed largely from that in ARSC homogenate (80) and human placenta microsomes (150). These results suggest that ARSC accounts for the relatively low iodothyronine sulfatase activity of human placenta, and that additional arylsulfatase(s) contributes to the high iodothyronine sulfatase activity in human liver. Further research is needed to identify these iodothyronine sulfatases, and to study the physiological importance of the reversible sulfation of iodothyronines in thyroid hormone metabolism