The Linguacuisine Project: A Cooking-based Language Learning Application

[EN] In this article, we present the Linguacuisine app, which was a product of the Erasmus Plus-funded project ‘Linguacuisine’.Erasmus Plus-funded project ‘Linguacuisine’.Seedhouse, P. (2019). The Linguacuisine Project: A Cooking-based Language Learning Application. The EuroCALL Review. 27(2):75-97. https://doi.org/10.4995/eurocall.2019.13663OJS7597272Ayeomoni, M.O. (2011). Language, food and culture: Implications for language development and expansion in Nigeria. International Journal of Educational Research and Technology, 2(2), 50-55.Barcroft, J. (2002). Semantic and Structural Elaboration in L2 Lexical Acquisition, Language Learning, 52(2), pp. 323-363. https://doi.org/10.1111/0023-8333.00186Carretero, S. Vuorikari, R. & Punie. Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use. EUR 28558. https://doi.org/10.2760/388Dix, A., Finlay, J., Abowd, G. & Beale, R. (2003). User-Centred Design. London: Prentice Hall.Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford University Press.Johnson, K. (2003). Designing language teaching tasks. Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9780230596672Paterson, A. & Willis, J. (2008), English through music. Oxford: Oxford University Press.Samuda, V. & Bygate, M. (2008). Tasks in Second Language Learning. Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9780230596429Schmitt, N. & McCarthy, M. (Eds.) (1997), Vocabulary: Description, Acquisition, and Pedagogy. Cambridge: Cambridge University Press.Seedhouse, P. (Ed.) (2017). Task-Based Language Learning in a Real-World Digital Environment: The European Digital Kitchen. London: Bloomsbury.Seedhouse, P., Preston, A., Olivier, P., Jackson, D., Heslop, P., Plötz, T., Balaam, M. & Ali, S. (2013). The French Digital Kitchen: Implementing Task-Based Language Teaching beyond the Classroom. International Journal of Computer Assisted Language Learning and Teaching, 3(1), 50-72. https://doi.org/10.4018/ijcallt.2013010104Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press. https://doi.org/10.1177/003368829802900209Skehan, P. (2003). Task-based instruction. Language Teaching, 36, 1-14. https://doi.org/10.1017/S026144480200188XThomas, M. & Reinders, H. (Eds.) (2010), Task-Based Language Learning and Teaching with Technology. London, New York: Continuum International Publishing Group.Willis, J. (1996). A framework for task-based learning. Harlow, U.K.: Longman

Applying digital sensor technology: A problem-solving approach

There is currently an explosion in the number and range of new devices coming onto the technology market that use digital sensor technology to track aspects of human behaviour. In this article, we present and exemplify a three-stage model for the application of digital sensor technology in applied linguistics that we have developed, namely, Technology–Problem–Iterative Development and Research. We present three projects that have used this model. In the first and second, a language learning environment was facilitated and tracked by digital sensor technology, while in the second and third projects, the technology enabled multimodal data collection and analysis. All projects investigated how a digital learning environment might be designed, implemented, and evaluated. The research focus has been on how to record and analyse the process of language learning through spoken interaction using digital sensor technology. This model is amenable to a variety of methodological approaches, as we see conversation analysis used in the first two projects and multimodal corpus linguistics in the third

The European Digital Kitchen Project

This article reports on the European Digital Kitchen, an EU-funded language learning project which promotes learning of languages, cultures and cuisines in digital interactive kitchens. The project involves taking a normal kitchen and specifically adapting it for language learning using the next generation of digital technology, namely activity recognition and sensor technology. We intend that learners will be able to learn aspects of the language whilst performing a meaningful real-world task and will simultaneously experience the cultural aspect of learning to cook a foreign dish. The article starts by outlining the project background, including rationale, motivation and aims. We then explain in detail how the technology works (using photographs) and outline our design methodology, which blends Task-Based Language Teaching (TBLT) and Human-Computer Interaction (HCI). We then present 3 extracts of Digital Kitchen interaction to illustrate the type of learning which takes place.Cet article rend compte de la 'European Digital Kitchen', un projet d'apprentissage de la langue financé par l'UE qui favorise l'apprentissage des langues, des cultures et des cuisines dans les cuisines interactifs digitales. Le projet consiste à prendre une cuisine normale et l'adapter spécifiquement pour l'apprentissage des langues à l'aide de la prochaine génération de la technologie digitale, à savoir la reconnaissance de l'activité et de la technologie de capteur. Nous avons l'intention que les apprenants seront en mesure d'apprendre les aspects de la langue tout en effectuant une tâche utile dans le monde réel et auront simultanément l'expérience de l'aspect culturel d'apprendre à cuisiner un plat étrangère.Dieser Artikel berichtet über die 'European Digital Kitchen', ein EU-geförderten Sprachlernprojekt , das Lernen von Sprachen, Kulturen und Küchen in digitalen interaktiven Küchen fördert . Das Projekt modifiziert eine normale Küche speziell für Sprachlern mit der nächsten Generation der digitalen Technologie, nämlich Aktivitätserkennung und Sensortechnik. Wir wollen , dass die Lernenden in der Lage sind , Aspekte der Sprache lernen, während der Durchführung eine sinnvolle reale Aufgabe und gleichzeitig erleben sie den kulturellen Aspekt des Lernens, indem sie eine ausländische Gericht kochen

Can the Revised UK Code Direct Practice?

The Nursing and Midwifery Council, the United Kingdom regulator of nursing and midwifery has recently revised its professional code of practice. This paper begins by arguing that a professional code must be capable of sustaining close reading and of action guidance. Using four exemplar clauses it is argued that the new revised code does not met this purpose. First, I show that in setting out requirements for consent and documentation, the meaning of the relevant clause has changed significantly during the editing process so that a literal reading of the final document bears little relation to established professional practice. Second, I argue that the clause concerning the nature of professional relationships has also been altered during the editing process so that it is inconsistent with other professional groups and established accounts of the professional nurse-patient relationship. Third, I argue that the clause concerning disclosure of confidential information, which survived revision and editing with its meaning intact is nevertheless factually incorrect and inconsistent with UK law and authoritative guidance. Finally, fourth, I argue that use of the word ‘inappropriate’ is inappropriate as it amounts to meaningless circularity, discussed in relation to a clause on expressing personal beliefs. Taken together, these examples demonstrate that the Code is seriously flawed and does not fulfil its purpose. One way that simple prescriptive clauses in the Code can be usefully understood is through the provision of detailed guidance. I argue that the NMC has changed its position on its view of the value of guidance and has significantly reduced the amount of written guidance and advice is provides. The paper concludes by arguing that in order to meet its action directing function, further clarifying revision and the provision of detailed guidance is required

It's money that matters: the financial context of ethical decision-making in modern biomedicine

While the importance of patient autonomy is widely acknowledged and discussed in the bioethics literature, clinicians' autonomy, their ability to make the best choices about patients' care free from outside interference, is far less debated. This paper takes one form of external influence over clinical decisions - the cost of drugs - and applies it to a specific case, that of HER2 positive breast cancer and the use of the drug Herceptin in the UK. Drawing on interviews with clinicians, researchers and policymakers, I explore the way financial decisions about Herceptin shape clinicians' autonomy, and how clinicians as individuals and as professional groups respond to these limits and seek to provide treatment to the highest number of the most deserving patients they can. The point of this paper is not to castigate bioethicists for misguidedly focusing on patient autonomy but point out that clinicians' autonomy may be so circumscribed by external factors that it may make no sense to speak of their actions as stemming from ethical decisions. At the same time, I suggest that financial constraints create areas at the margin of clinical practice which are deserving of bioethical consideration

Can a kitchen teach languages? : Linking theory and practice in the design of context-aware language learning environments

Abstract Smart learning environments offer rich opportunities for language learners. In particular, context-aware systems which allow learners’ progress to be sensed within and across an activity, enable instructed language learning to move beyond the traditional confines of the classroom walls. In this paper we present the European Kitchen, a real-world task-based environment for cooking and language learning. In doing so, we demonstrate how specific design decisions, in the development of this longer-term iterative design project, conjoin Human Computer Interaction practice and learning theory for situated language learning. We also show how this approach is combined with Conversation Analysis, which is used as a tool to measure the impact of these decisions on the interactions taking place in and with the kitchen. Our work reveals that in order to design for and evaluate effective and meaningful language learning, there should be more balance between technologically-driven theory and theory driven research which has a strong pedagogical foundation. Our work has implications for a transferable, interdisciplinary model of task-based, situated learning which can be applied and adapted to different skill and knowledge sets

Two-dimensional combinatorial screening and the RNA Privileged Space Predictor program efficiently identify aminoglycoside–RNA hairpin loop interactions

Herein, we report the identification of RNA hairpin loops that bind derivatives of kanamycin A, tobramycin, neamine, and neomycin B via two-dimensional combinatorial screening, a method that screens chemical and RNA spaces simultaneously. An arrayed aminoglycoside library was probed for binding to a 6-nucleotide RNA hairpin loop library (4096 members). Members of the loop library that bound each aminoglycoside were excised from the array, amplified and sequenced. Sequences were analyzed with our newly developed RNA Privileged Space Predictor (RNA-PSP) program, which analyzes selected sequences to identify statistically significant trends. RNA-PSP identified the following unique trends: 5′UNNNC3′ loops for the kanamycin A derivative (where N is any nucleotide); 5′UNNC3′ loops for the tobramycin derivative; 5′UNC3′ loops for the neamine derivative; and 5′UNNG3′ loops for the neomycin B derivative. The affinities and selectivities of a subset of the ligand–hairpin loop interactions were determined. The selected interactions have Kd values ranging from 10 nM to 605 nM. Selectivities ranged from 0.4 to >200-fold. Interestingly, the results from RNA-PSP are able to qualitatively predict specificity based on overlap between the RNA sequences selected for the ligands. These studies expand the information available on small molecule–RNA motif interactions, which could be useful to design ligands targeting RNA

Learning talk : a study of the interactional organisation of the L2 classroom from a CA institutional discourse perspective.

SIGLEAvailable from British Library Document Supply Centre-DSC:DXN008935 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

The Interactional Architecture of the Language Classroom

This article provides a summary of some of the key ideas of Seedhouse (2004). The study applies Conversation Analysis (CA) methodology to an extensive and varied database of language lessons from around the world and attempts to answer the question 'How is L2 classroom interaction organised?' The main thesis is that there is a reflexive relationship between pedagogy and interaction in the L2 classroom. This means that there is a two-way, mutually dependent relationship. Furthermore, this relationship is the foundation of the organisation of interaction in L2 classrooms. The omnipresent and unique feature of the L2 classroom is this reflexive relationship between pedagogy and interaction. So whoever is taking part in L2 classroom interaction and whatever the particular activity during which the interactants are speaking the L2, they are always displaying to one another their analyses of the current state of the evolving relationship between pedagogy and interaction and acting on the basis of these analyses. So interaction in the L2 classroom is based on the relationship between pedagogy and interaction. Interactants are constantly analysing this relationship and displaying their analyses in their talk. An example of data analysis is provided, including discussion of socially distributed cognition and learning

The Interactional Architecture of the Language Classroom

This article provides a summary of some of the key ideas of Seedhouse (2004). The study applies Conversation Analysis (CA) methodology to an extensive and varied database of language lessons from around the world and attempts to answer the question ‘How is L2 classroom interaction organised?’ The main thesis is that there is a reflexive relationship between pedagogy and interaction in the L2 classroom. This means that there is a two-way, mutually dependent relationship. Furthermore, this relationship is the foundation of the organisation of interaction in L2 classrooms. The omnipresent and unique feature of the L2 classroom is this reflexive relationship between pedagogy and interaction. So whoever is taking part in L2 classroom interaction and whatever the particular activity during which the interactants are speaking the L2, they are always displaying to one another their analyses of the current state of the evolving relationship between pedagogy and interaction and acting on the basis of these analyses. So interaction in the L2 classroom is based on the relationship between pedagogy and interaction. Interactants are constantly analysing this relationship and displaying their analyses in their talk. An example of data analysis is provided, including discussion of socially distributed cognition and learning