A model-based approach to language integration

The interactions of several languages within a soft- ware system pose a number of problems. There is several anecdotal and empirical evidence supporting such concerns. This paper presents a solution to achieve proper language integration in the context of language workbenches and with limited effort. A simple example is presented to show how cross- language constraints can be addressed and the quality of the support attainable, which covers error-checking and refactoring. A research agenda is then presented, to support future work in the area of language integration, taking advantage of modern language workbenches features

Learning together: Lessons from a collaborative curriculum design project

Based on an action research project implemented at two South African universities, we argue that content and language integration (ICL) collaborative partnerships benefit not only from collaboration between language and content specialists, but in addition, from collaboration between language specialists, general education specialists and content specialists from a variety of disciplines. However, as we illustrate below, these benefits may be accompanied by substantial challenges. We make a further claim, for the value of a transformative approach towards collaboration for content and language integration, in which the teacher/researchers engage in their practice in a critical and reflexive manner, and by so doing, foster their own deep learning, as well as the deep learning of the students

SKOPE: A connectionist/symbolic architecture of spoken Korean processing

Spoken language processing requires speech and natural language integration. Moreover, spoken Korean calls for unique processing methodology due to its linguistic characteristics. This paper presents SKOPE, a connectionist/symbolic spoken Korean processing engine, which emphasizes that: 1) connectionist and symbolic techniques must be selectively applied according to their relative strength and weakness, and 2) the linguistic characteristics of Korean must be fully considered for phoneme recognition, speech and language integration, and morphological/syntactic processing. The design and implementation of SKOPE demonstrates how connectionist/symbolic hybrid architectures can be constructed for spoken agglutinative language processing. Also SKOPE presents many novel ideas for speech and language processing. The phoneme recognition, morphological analysis, and syntactic analysis experiments show that SKOPE is a viable approach for the spoken Korean processing.Comment: 8 pages, latex, use aaai.sty & aaai.bst, bibfile: nlpsp.bib, to be presented at IJCAI95 workshops on new approaches to learning for natural language processin

Integrated speech and morphological processing in a connectionist continuous speech understanding for Korean

A new tightly coupled speech and natural language integration model is presented for a TDNN-based continuous possibly large vocabulary speech recognition system for Korean. Unlike popular n-best techniques developed for integrating mainly HMM-based speech recognition and natural language processing in a {\em word level}, which is obviously inadequate for morphologically complex agglutinative languages, our model constructs a spoken language system based on a {\em morpheme-level} speech and language integration. With this integration scheme, the spoken Korean processing engine (SKOPE) is designed and implemented using a TDNN-based diphone recognition module integrated with a Viterbi-based lexical decoding and symbolic phonological/morphological co-analysis. Our experiment results show that the speaker-dependent continuous {\em eojeol} (Korean word) recognition and integrated morphological analysis can be achieved with over 80.6% success rate directly from speech inputs for the middle-level vocabularies.Comment: latex source with a4 style, 15 pages, to be published in computer processing of oriental language journa

Language Integration into Gastronomic Education: A Revolutionary Approach?

In an increasingly globalised world, hospitality and culinary arts educators seek to further internationalise the curriculum in an effort to better prepare graduates to work and live in a rapidly changing and intercultural workplace. Jane Knight’s commonly accepted working definition for internationalization is ‘the intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff, and to make a meaningful contribution to society’ (Knight, 2003). One of the main barriers to increased internationalisation in the epicurean world is that of language proficiency levels and the nature of teaching and learning engagement. Traditionally hospitality and culinary arts students have often had some difficulty accepting the relevance of modern languages despite the historic role that the language has played in gastronomic discourse down through the centuries. This paper explores a pilot initiative carried out among students on the Wine and Beverage Studies module of a BA programme in International Hospitality and Tourism Management. Students registered on this programme choose to study a language and in year three participate in an internship period abroad. Anecdotally some students in the past have perceived the study of language as something ‘apart’ from their core area of study. While these students are not language students, the pilot had as its objective to better integrate the language component into the core practical area of wine and beverage studies. The aim was to enhance the experience and ultimately improve performance while at the same time making the language more relevant to the student’s learning. As part of the pilot, language lecturers liaised with the programme team involved with delivering of core vocational modules. They designed lesson plans, and co-delivered parts of the module. Our language specialists were asked to leave the language laboratory behind and move into Real Work Environment (RWE) of the training bar and restaurant. This paper presents the qualitative and quantitative findings of this pilot initiative

The embodied penman: Effector-specific motor-language integration during handwriting

Several studies have yielded fine-grained insights on the embodied dynamics of language by revealing how processing of manual action verbs (MaVs) affects the programming or execution of concurrent hand movements. However, virtually all extant studies have relied on highly contrived dual tasks in which independent motoric and linguistic processes are arbitrarily related. To circumvent potential attentional confounds, we conducted the first assessment of motor-language integration during handwriting, an early acquired skill that necessarily integrates both types of processes. Using a digital pen, participants copied carefully matched MaVs, non-manual action verbs, and non-action verbs as we collected measures of motor programming (the time needed to start the writing routine after verb presentation) and motor execution (the time needed to write the whole verb). Whereas motor programming latencies were similar across conditions, the unfolding of motor routines was faster for MaVs than for the other two categories, irrespective of the subjects’ daily writing time. Moreover, this effect remained consistent regardless of whether word meanings were accessed implicitly or explicitly. In line with the Hand-Action-Network Dynamic Language Embodiment (HANDLE) model, such findings suggest that everyday manual movements can be primed by effector-congruent verbs, even in a highly automatized task that seamlessly combines linguistic and motoric processes. In addition, this effect differs from that observed for MaVs in a previous (keyboard-based) typing experiment, suggesting that language-induced sensorimotor resonance during writing depends on the motoric particularities of each production modality. More generally, our paradigm opens new avenues for fine-grained explorations of embodied language processes