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The 23rd Annual Graduate Student Conference of the College of Languages, Linguistics & Literature (LLL) at the University of Hawai'i at Manoa was held on Saturday, April 20th, 2019. As in past years, this conference offered the students in the six departments across the college, East Asian Languages and Literatures, English, Indo-Pacific Languages and Literatures, Languages and Literatures of Europe and the Americas, Linguistics, and Second Language Studies, the opportunity to come together and build a stronger community across the college by sharing their work with one another. This annual conference provides an opportunity for students to become socialized into academic practices, such as presenting at a conference and producing a paper for publication in these proceedings. It also allows students to take on various roles in the academic community, as the conference chairs, proceedings editors, coordinators, and volunteers for the conference are graduate students predominantly. As the twenty-third iteration of this conference, it was the perfect opportunity to celebrate all the outstanding achievements of LLL graduate students. This year's conference theme, "Storytelling: The Art of Translation" well attests to the importance of all the creative and intellectual work done and the stories told through languages, literature, media, and more in the college. [Cover title varies: "Storytelling: The Art of Translation. 2019 Proceedings. 23rd Annual Graduate Student Conference, College of Languages, Linguistics & Literature." For the 2018 proceedings, see ED598972.]

The 22nd Annual Graduate Student Conference of the College of Languages, Linguistics & Literature (LLL) at the University of Hawai'i at Manoa was held on Saturday, April 7th, 2018. As in past years, this conference offered the students in the six departments across the college, East Asian Languages and Literatures, English, Indo-Pacific Languages and Literatures, Languages and Literatures of Europe and the Americas, Linguistics, and Second Language Studies, the opportunity to come together and build a stronger community across the college by sharing their work with one another. This annual conference provides an opportunity for students to become socialized into academic practices, such as presenting at a conference and producing a paper for publication in these proceedings. It also allows students to take on various roles in the academic community, as all conference chairs, proceedings editors, coordinators, and volunteers for the conference are themselves graduate students. As the twenty-second iteration of this conference, it was the perfect opportunity to celebrate all the outstanding achievements of LLL graduate students. This year's conference theme, "L[superscript 4] : Languages, Linguistics & Literature for Life," well attests to the importance of all the creative and intellectual work done at the University of Hawai'i that contributes toward lifelong learning and enrichment. Following a preface (Mitsuko Suzuki) and plenary highlights (Gary Holton), papers in these proceedings include: (1) Taking a Knee: Colin Kaepernick's Pursuit of Stasis (Justin Clapp); (2) The Significance of Queer Specificity in Kim Sa-Ryang's "Into the Light" (1939) (Yijun Ding); (3) Learner Self-Evaluation for Developing English Communicative Competence: A Pilot Study (Hoa T. V. Le); (4) Yamben: A Previously Undocumented Language of Papua New Guinea (Andrew Pick); and (5) Examining the Validity of Conversation Tasks in the AP Japanese Exam: A Discourse Analytic Perspective (Nana Suzumura). [Cover title varies: "L[superscript 4]: Languages, Linguistics & Literature for Life. 22nd Annual Graduate Student Conference College of Languages, Linguistics & Literature. 2018 Proceedings."]

This year's conference theme, "Be Seen, Be Heard," reflected not only our goal of celebrating our achievements but also represented our intent of making sure everyone's voices are heard, especially during 2017's difficult political climate. The conference opened with a motivating address from Dean Laura E. Lyons, followed by an inspirational keynote by Jamaica Heolimeleikalani Osorio, a PhD candidate in English at UH Manoa, widely published poet and professional performer. A special addition to this year's program were talks delivered by five featured speakers: Dr. Christina Bacchilega, Dr. Mary Shin Kim, PhD candidate Victoria Chen, PhD candidate Gavin Lamb and PhD candidate Michael Pak. Throughout the day, there were 36 graduate student presentations. Contents of these proceedings include: (1) What Can We Say about the Languages of Ancient Europe? (A. Douglas Callender); (2) An Evolving Mainstream: A Linguistic Landscapes Analysis of Migration in Cary, NC (Lucas John Edmond); (3) Reduplication in Oroha: The Multifaceted Process and its Effects within the Language's Grammar (Darren Flavelle); (4) Novel Morphophonological Derivational Patterns in Korean Onomatopoeic and Mimetic Neologisms (Bonnie Fox); (5) 'Give' in Sasak: Voice and Alignment in Ditransitive Constructions (Ryan E. Henke); (6) The Possibilities of Detaching '-E Hata' from Korean Psych Adjectives (Dianne Juhn); (7) Conversation Between Sasak Speakers in Cultural Context (Khairunnisa); (8) "Good Job!" Language Focus and Instruction in a Research Interview (Yu-Han Lin); (9) An Exploration Of Tonogenesis In Oceania (Leah Pappas); (10) From TBLT to PBLL: An Ecological Perspective (Huy V. Phùng); (11) Examining Effects of Revitalization on Pronunciation of Southern Tutchone Ejectives (Ashleigh Smith); (12) Intransitive Sentences with Floating Quantifiers in Child Japanese (Maho Takahashi); (13) Stance And Engagement Features in Academic Writing in Korean: A Corpus-Based Comparison (Lee Seunghye Yu); and (14) An Ecological Approach to an Online Second Language Writing Course (Lin Zhou). Individual papers contain references. [For the 2016 proceedings, see ED586378.]

This issue includes the following articles: "Vowel Epenthesis in Vimeu Picard: A Preliminary Investigation" (Julie Auger, Jeffrey Steele); "Lexical Borrowings from French in Written Quebec English: Perspectives on Motivation" (Pamela Grant-Russell and Celine Beaudet); "Variable Article Use in Korean Learners of English" (Hikyoung Lee); "The Loss of Auxiliary Selection in English" (Mimi Lipson); "Syntactic Change in Progress: Semi-Auxiliary Busy in South African English" (Rajend Mesthrie); "The Emergence of Creole Subject-Verb Agreement" (Miriam Meyerhoff); "Double Subject Marking in L2 Montreal French" (Naomi Nagy, Helene Blondeau); "Testing the Creole Continuum" (Peter Patrick); "Going Younger To Do Difference: The Role of Children in Language Change" (Julie Roberts); and"Situated Ethnicities: Constructing and Reconstructing Identity in the Sociolinguistic Interview" (Natalie Schilling-Estes). References are appended to each article. (KFT)

This issue includes the following articles: "Towards a Sociolinguistics of Style" (Alan Bell, Gary Johnson); "Engendering Identities: Pronoun Selection as an Indicator of Salient Intergroup Identities" (Miriam Meyerhoff); "A Majority Sound Change in a Minority Community" (Carmen Fought); "Addressing the Actuation Question for Local Linguistic Communities" (Lisa Ann Lane); "Typologizing the Sociolinguistic Speech Community" (Otto Santa Ana and Claudia Parodi); "Symbolic Identity and Language Change: A Comparative Analysis of Post-Insular /ay/ and /aw/" (Natalie Schilling-Estes, Walt Wolfram); "The Geolinguistics of Sound Change in Progress: /l/ Vocalization in Australia" (Barbara M. Horvath, Ronald J. Horvath); "Urban Sound Change beyond the Cities: The Spread of the Northern Cities Chain Shift" (Matthew J. Gordon); "Dialect Contact, Focusing and Phonological Rule Complexity: The Koineisation of Fenland English" (David Britain); "Sociolinguistic Coherence of Changes in Standard Dialect" (J. K. Chambers); "Adaptive Sociophonetic Strategies and Dialect Accommodation: /ay/ Monophthongization in Cherokee English" (Bridget L. Anderson); "Phonetic Realization of Final Engma in Taipei Mandarin" (Fu-Dong Chiou); "Frequency Effects in Variable Lexical Phonology" (James Meyers, Gregory R. Guy); "Variation in the Nativization of Foreign [a] in English" (Charles Boberg); "Rule Inversion in British English Dialect: A Sociolinguistic Investigation of [r]-sandhi in Newcastle upon Tyne" (Paul Foulkes); "Optimality and the Syntax of Lectal Variation" (Rakesh M. Bhatt); "The Truth about Codeswitching in Insular Acadian" (Ruth King, Terry Nadasdi); "Empirical Analysis of Anti-Immigrant Metaphor in Political Discourse" (Otto Santa Ana); "Is There an Authentic African American Speech Community: Carla Revisited" (Lanita Jacobs-Huey); "Yorkville Crossing: A Case Study of the Influence of Hip-Hop Culture on the Speech of a White Middle Class Adolescent in New York City" (Cecilia A. Cutler); and "Modeling Contact-Induced Language Change" (Naomi Nagy). Tables, figures, charts, graphs, and references are included in individual articles. (KFT)

This issue includes the following articles: "Assimilation to the Unmarked" (Eric Bakovic); "On the Non-Universality of Functional Projections and the Effects on Parametrized Variation: Evidence from Creoles" (Marlyse Baptista); "What Turkish Acquisition Tells Us about Underlying Word Order and Scrambling" (Natalie Batman-Ratyosyan, Karin Stromswold); "Constituting Context: Null Objects in English Recipes Revisited" (Emily Bender); "Decomposing French Questions" (Cedric Boeckx); "A Conspiracy Argument for Optimality Theory: Emakhuwa Dialectology" (Farida Cassimjee, Charles W, Kisseberth); "Light-Headed Relatives" (Barbara Citko); "Semantically Charged Syntax and the Construction of Meaning" (Kristin M. Eide and Tor A. Afarli); "'Punctuality' and Verb Semantics" (Stefan Engelberg);"Acquisition of Default Inflectional Suffixes: Japanese Adjectives" (Miho Fujiwara); "Possessor Extraction in Child English: A Minimalist Account" (Elena Gavruseva, Rosalind Thornton); "The Long Distance Anaphora Conspiracy: The Case of Korean" (Kook-Hee Gill); "Topic, Focus, and the Grammar-Pragmatics Interface" (Jeanette K. Gundel); "Two Ways of Describing Distributive Readings" (J.R. Hayashishita); "The Reduplicative Nature of the Bulgarian Definite Article" (Ben Hermans); "The Origin of the Pre-Ossetic Oblique Case Suffix and Its Implications" (Ronald Kim); "A Hierarchy of Phonetic Constraints on Palatality in Russian" (Alexei Kochetov); "Japanese Floating Classifiers" (William McClure); "A-Scrambling Exists!" (Martha McGinnis); "Perception and Production of American English Tense and Lax Vowels by Japanese Speakers" (Michelle Minnick Fox, Kazuaki Maeda); "The Syntax of Adjunct Wh-NPs" (Masao Ochi, Tien-Hsin Hsin); "Reflexives and Constraints on the Borrowing of Discourse Function: Creoles and Tahitian French" (Kieran Snyder); and "Two Types of Verb Particle Constructions" (Mikael Vinka). References are appended to each article. (KFT)

This issue includes the following articles: "A Multi-Modal Analysis of Anaphora and Ellipsis" (Gerhard Jager); "Amount Quantification, Referentiality, and Long Wh-Movement" (Anthony Kroch); "Valency in Kannada: Evidence for Interpretive Morphology" (Jeffrey Lidz); "Vietnamese 'Morphology' and the Definition of Word" (Rolf Noyer); "The Conflict between Future Tense and Modality: The Case of 'Will' in English" (Anoop Sarkar); and "Predemonstrative Modifiers in Mandarin" (Alexander Williams). References are appended to each article. (KFT)

This issue includes the following articles: "Detaching Discourse Functions from Functional Projections" (Dora Alexopoulou); "Interface Conditions on Child Language: A Crosslinguistic Look at Genitives" (Sharon Armon-Lotem, Stephen Crain); "Formal Features and Movement at PF" (Ralph C. Blight); "Semantic Features of Determiners: Toward an Account for Complements of D" (Jocelyn Cohan); "Discourse Deixis and Anaphora Resolution in German" (Miriam Eckert); "The Syntax of IPP-Constructions and the Structure of the Lower Middlefield in Westgermanic" (Roland Hinterholzl); "Pre-Boundary Lengthening: Universal or Language Specific? The Case of Hungarian" (Beth Ann Hockey, Zsuzsanna Fagyal); "Some Reconstruction Riddles" (Howard Lasnik); "The Life and Death of Derivational Morphology: Reduplication in Oroqen (Fengxiang Li, Lindsay J. Whaley); "Chains and Phono-Logical Form" (Jeffrey Lidz, William J. Idsardi); "Deixis and Interactional Construction of Context" (Simona Pekarek); "Complex Small Clauses" (Joan Rafel); "Sloppy Definites (Ann M. Reed); "An Event Syntactic Account of Delimitation in Mandarin" (Chuanchih Wang); and "Restructuring Control" (Susi Wurmbrand). References are appended to each article. (KFT)

This issue contains the following articles: "Was Mir Wisse: A Review of the Literature on the Languages of the Pennsylvania Germans" (David Bowie); "Tigrinya Root Consonants and the OCP" (Eugene Buckley); "Duration of Onset Consonants in Gay Male Stereotyped Speech" (Sean Crist); "PRO, the EPP and Nominative Case: Evidence from Irish Infinitivals" (Heidi Harley, Andrew Carnie); "Palatalization and Umlaut in Korean" (Soonhyun Hong); "Exceptional Case Marking in the Xtag System" (Seth Kulick); "Functional and Pair-List Embedded Questions" (Yael Sharvit); and "The Perfect, Contingency, and Temporal Subordination" (Beverly Spejewski). (KFT)

This issue contains the following articles: "The Pragmatics of Wh-Question Intonation in English" (Christine Bartels); "The Nature of Object Agreement in Hungarian" (Huba Bartos); "Voah Mei Daett Sei Deitsh: Developments in the Vowel System of Pennsylvania German" (David Bowie); "Event Time Properties" (Gerhard Brugger); "Polarity in Spanish, French, and English" (Dee Cain, Renee J. O'Brien); "Chanting Intonation in French" (Zsuzsanna Fagyal); "Sui Generis Genericity" (Hana Filip, Greg Carlson); "South Slavic Clitic Placement Is Still Syntactic" (Steven Franks); "Permission Sentences in Dynamic Semantics" (Javier Gutierrez-Rexach); "Do I Sound 'Asian' to You? Linguistic Markers of Asian American Identity" (David B. Hanna); "Subcategorization Semantics and the Naturalness of Verb-Frame Pairings" (Edward Kako); "Extraction, Gradedness, and Optimality" (Frank Keller); "A Non-Scalar Account of Apparent Gradience: Evidence from Yo and Ne" (Yuriko Suzuki Kose); "No Escape from Syntax: Don't Try Morphological Analysis in the Privacy of Your Own Lexicon" (Alec Marantz); "What Does the Copula Do?" (Kunio Nishiyama); "Disyllabic Requirement in Swahili Morphology" (Jae-Ick Park); "Aspectual Shifting in the Perfect and Progressive" (Laura Wagner); "A Model-Theoretic Approach to A-Not-A Questions" (Jianxin Wu); and "Against Overt Particle Incorporation" (Jochen Zeller). Diagrams, tables, and references appear throughout the articles. (KFT)

The articles included in these proceedings are presented in order to give some insight into the meaning and scope of bilingualism and bilingual education. The volume is divided into sections respresenting the following five areas of concern in bilingual education: philosophy, legal aspects, language and linguistics, culture, and techniques and teaching strategies. The papers dealing with these areas are: (1) "A New Philosophy of Education," by A. Castaneda, P.L. Howard and M. Ramirez; (2) "Lau v Nichols: Implications for Bilingual-Bicultural Education," by E.H. Steinman; (3) "Language and Linguistics in Bilingual Education," by R. C. Troike; (4) "Spanish Usage in the United States," by L. B. Kiddle; (5) "Spanish Speakers' Linguistic Interference on Their English" by D. A. Thomas; (6) "Arguments in Support of Bilingual-Bicultural Education," by S. Betances; (7) "The Cultural, Social, and Educational Backgrounds of the Chaldean and Arabic Students in Michigan Schools," by G. H. Sesi; (8) "The Community: A Neglected Resource for Bilingual Program Effectiveness," by R. Martinez; (9) "Appropriate Models for Bilingual-Bicultural Instruction in Michigan," by W. Katra and W. Cline; (10) "The Implementation of the Bilingual Program for the Vietnamese Children at Palmer Elementary School, Grand Rapids, Michigan," by T. C. Xuan; and (11) "Strategies for the Implementation of Bilingual Programs," by J. Thomas. The appendices give the texts of the U. S. Supreme Court Decision, Lau v. Nichols, and the Michigan Bilingual Education Act. (AMH)

Papers from the proceedings are: "Cultural Universals in the Acquisition of Language;""The Acquisition of Locative Constructions in Cantonese Children"; "The Acquisition of VOT: Is It Language-Dependent?"; "Flexibility in Semantic Representations: Children's Ability To Switch among Different Interpretations of 'Big' and 'Little'"; "Multifunctional 'Se': Course of Development in Spanish Children"; "Performance Constraints in Early Language: The Case of Subjectless Sentences"; "Object Affectedness and the Acquisition of Novel Verbs"; "Acquiring Proper Names for Familiar and Unfamiliar Animate Objects: Evidence from Two-Year-Olds"; "Early Relations Between Mother Talk and Language Development: Masked and Unmasked"; "Implementations Are Not Conceptualizations: Revising the Verb Learning Model"; "The Acquisition of V Movement"; "Semantic Inferences: The Role of Count/Mass Syntax"; "Distributional Analyses of Parent-Child Conversational Interaction"; "What's Missing in Dutch?"; "Do Young Children Linguistically Encode the Notion of Agent?"; "Crosslinguistic Evidence for the Structure of the Agent Prototype"; "Bootstrapping from Agency: Early Notions of Agency According to Pinker's Semantic Bootstrapping Hypothesis"; and "Semantic Roles and Grammatical Relations." (MSE)

A historical review of mathematics textbooks suggests a canonical method to solving equations that teachers often see as "the" way to solve equations. In this paper, we examine data from a nationally-distributed sample of 524 secondary mathematics teachers who responded to scenario-based survey items that represent the instructional situation of solving equations. The items featured scenarios in which students presented non-canonical solution methods and asked participants to share how they would respond. Using a framework that draws on systemic functional linguistics, we describe the linguistic resources teachers used. While closed moves are frequently used to avoid discussion of non-canonical solutions, our results suggest that teachers find ways to make regular use of: (1) closed moves for accommodating non-canonical solutions; and (2) open moves when steering the conversation back to the canonical method. [For the complete proceedings, see ED630060.]

This paper proposes the addition of two new terms, "afinite" and "unfinite" to supplement the current terminology of "finite" and "infinite." The restrictions of the current terminology used in science, math, and linguistics result in inaccurate conclusions. The new terms are defined both linearly and through the medium of a Punnett Square, and explained through both theoretical and applied uses. Articles using only the traditional terms reveal the shortcomings of using two narrowly defined terms. Using four terms, instead of the traditional two, results in more accurate and truthful knowledge. This paper does not attempt to determine whether specific theories, including Cantor's set theory, Baye's Theorem, or Chomsky's Discrete Infinity Theory are correct or incorrect: it simply argues for the addition of two new terms in order to more accurately define ideas. [For the complete proceedings, see ED625798.]

This study aims to examine the postgraduate theses in the field of verbal communication skills, which have an important place in the individual's cognitively healthy, effective, and positive communication. In line with this purpose of the research, 24 full-text postgraduate theses in the National Thesis Database of the Council of Higher Education were examined and a content analysis was made by scanning the literature for researchers. The data of the research were collected through document analysis. The obtained data were analyzed by content analysis. Examined theses were examined and categorized according to the gender of the author, year of publication, distribution by the university, Institute and department, research method, sample of the research, type of the thesis, and advisor. The number of female authors was significantly higher than male authors in 1 medical specialty, 18 masters and 6 doctoral theses, in which the concept of "verbal communication" was included in the research title. It has been determined that these studies are generally carried out within the Institute of Educational Sciences. The target audience of the studies is mostly university students, the least participating academics, and administrators. At the same time, the studies are mostly in the field of English Language Education, the least studies are prepared in the departments of Linguistics, Communication Management, and Public Relations, and the advisors of the theses are mostly Ph. D. It has been determined that it consists of faculty members with the title of Lecturer and Associate Professor. [For the full proceedings, see ED630948.]

This volume includes three sections of the 2022 NORDSCI international conference proceedings: (1) Education and Educational Research; (2) Language and Linguistics; and (3) Sociology and Healthcare. Education and Educational Research includes 7 papers covering a full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. The category covers also pedagogy and special education. Language and Linguistics includes 3 papers related to theoretical, literary and historical linguistics as well as stylistics and philology. Sociology and Healthcare includes 11 papers related to human society, social structures, and social change, healthcare systems and healthcare services. [Individual papers from the Education and Educational Research section of these proceedings are indexed in ERIC.]

A selection of the papers from a symposium on the application of linguistic concepts to teaching composition are contained in this document. The papers and authors are as follows: "Introduction: Coherence, Composition, and Text Linguistics" (Nils Erik Enkvist); "TUAP and the Teaching of Writing in Sweden" (Lennart Bjork): "Discourse-Level Interlanguage Studies" (Lars Sigfred Evensen); "Cohesion, Conference Patterns, and EFL Essay Evaluation" (Ann-Charlotte Lindeberg); and "Types of Coherence Breaks in University Student Writing" (Eleanor Wikborg). Notes on contributors are included. (EL)

Papers sponsored by the Language Awareness Working Party, a task force of Great Britain's National Congress on Languages in Education concerned with common concerns of professionals in all areas of native and second language instruction, include: "The Report of the Language Awareness Working Party"; "Language Awareness in Six Easy Lessons" (J. M. Sinclair); "Methodology Related to Language Awareness Work" (A. J. Tinkel); "Requirements of a Language Awareness Programme for the Primary to Middle Years" (Florence Davies); "Language Awareness in a Child Development Course--A Case Study" (P. J. Downes); "Evaluation and Assessment" (B. G. Donmall, J. M. Sinclair, A. J. Tinkel); "Some Implications of Language Awareness Work for Teacher Training (Pre-Service and In-Service)" (B. G. Donmall); "Transfer, Knowledge, and Skill in Second Language Development" (S. H. McDonough); "The Relationship between Graded Objectives and Testing in Foreign Language Teaching and Language Awareness Work" (M. Byram); "Some Aspects of Australian Experience with Language Awareness Courses" (T. J. Quinn, M. Trounce); and reports of courses and initiatives in participating schools. Appendices include a 16-page bibliography, maps showing where language awareness activities are taking place, and a list of schools carrying out language awareness work. (MSE)

Presentations at this seminar on distance education focused on the different types of speech in multimedia presentations which contribute to the elaboration (simulated or substituted) of a situation involving different relationships. In addition to opening and closing remarks by Marcel de Greve and a final report by the Scientific Committee of DIMED 86, 24 papers are presented: (1) "Recit Litteraire et Recit Televisuel: Une Concurrence Loyale" (Claude de Greve); (2) "Fiction Audio-Visuelle et Enseignement a Distance" (Luis de Pina); (3) "La Classe de Suggestopedie et les Comportements Non Verbaux des Ensignants" (Maria Clara Ferrao Tavares); (4) "Caractere Conversationnel du Medium Ecrit dans l'Enseignement a Distance" (Alice Gouveia and Edite Ferreira); (5) "La Contraction du Temps" (Rocha Trindade); (6) "Un Laboratoire de Langue des Annees 80" (Arnout Horemans); (7) "Lecture Semiotique d'un Cours Universitaire Televise: Diversite et Complementarite Discursives des Medias en Situation d'Enseignement a Distance" (Renee Legris); (8) "Videogramme Didactique et Operation d'Intellection" (Monique Mahieu); (9) "La Simulation: Un Outil a Integrer dans l'Enseignement" (Louise Sauve); (10) "Des Perceptions Oubliees" (Maria Emilia Ricardo Marques); (11) "Contribution a l'Elaboration d'un Modele de Perception du Discours" (Dulce Rebelo); (12) "Antenne Ouverte: Animation, Imaginaire et Creativite" (Vasco Granja); (13) "Language Teaching by Video: Spontaneous Language at Beginners' Level. Presentation of a Technique for Indirect Elicitation of Language" (Eva dam Jensen); (14) "How Not to Drown the Baby in the Bathwater" (Ashok Kelkar); (15) "Les Materiels Educatifs: Masques d'un Reel Imaginaire (Gabriel La Rocque); (16) "Argumentation et Persuasion" (Max Egly); (17) "Les Systemes Audio-Visuels Interactifs" (Maria Clara Nunes); (18) "Pour un Poetique des Media" Melo e Castro); (19) "Notice Pedagogique--Documents d'Appui" (Paul Lavaud); (20) "Logo: Langage et Philosophie, Role dans le Processus de l'Enseignement-Apprentissage (Candida Moreira); (21) "L'Image au Service de l'Enseignement" (Olga Grabovsky); (22) "A l'Ecoute du Journal Radio. Etude teleologique" (Stanislaw Jakobczyk); (23) "Applied Linguistic Methods for Teaching Sino-Tibetan Boro Mishing, etc., to Non-Speakers" (Pramod Bhattacharya); and (24) "Biocybernetic Approach to the Media Speech in Programmed Teaching" (M. F. Malik). Abstracts of each presentation are provided. (EW)

Since 1979, the Education Information Network in the European Community (EURYDICE) has been conducting seminars designed to improve understanding of the different educational systems of the member states and to facilitate network cooperation. The papers in this document were given by speakers both from the Irish Department of Education and other educational institutions and cover a variety of educational issues in Ireland including recent developments and data. Topics included are: "School Administration in Ireland" (primary and secondary); "Curriculum, Examinations, Schools, Inspection" (primary and secondary); "Special Education in Ireland"; "Teacher Training and Recruitment" (primary and secondary); "Vocational Guidance in Ireland"; "Transition from School to Working Life";"Temporary Grant Scheme for Youth Employment"; "Youth Employment Agency"; "Overall View of State Involvement in Higher Education"; "Higher Education and the Role of the Higher Education Authority"; "Third Level Education Outside the Universities"; "The National Council for Educational Awards"; "The Teaching of French in Ireland"; "Instituid Teangeolaiochta Eireann/The Linguistics Institute of Ireland"; and "Adult Education in Ireland." (BZ)

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2021), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year had to be transformed into a fully Virtual Conference as a result of the Coronavirus (COVID 19) pandemic. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2021 received 478 submissions, from more than 40 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters and Workshops. The conference accepted for presentation 160 submissions (34% acceptance rate), from which, 151 submissions are published in full text in this book. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. [This document contains the proceedings of the International Conference on Education and New Developments (END 2021) (Virtual Conference). The proceedings were published by inScience Press. For the 2020 proceedings, see ED607570.]

This paper presents selected findings from an assessment of university students' moment-by-moment reading of mathematical proof. This method, adapted from an assessment of narrative reading validated by psychologists, yields novel insights into the strategies students use to construct meaning for the equations in a proof text. In particular, we present evidence that novice readers constructed meanings for the equations using mathematical practices familiar from non-proof oriented courses -- substituting and solving for variables -- while more experienced readers drew upon practices native to proof-oriented mathematics -- inferring properties of quantities. We refer to these as computational and inferential orientations, respectively. We interpret this mismatch of practices in terms of Systemic Functional Linguistic's notion of textual metafunction and briefly discuss its implications for proof-oriented instruction. [For the complete proceedings, see ED606531.]

"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES) which took place on July 15-19, 2020 in Washington, DC, USA. The aim of the conference is to offer opportunities to share your ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of humanities, education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The iHSES invites submissions which address the theory, research or applications in all disciplines of humanities, education and social sciences. The iHSES is organized for: faculty members in all disciplines of humanities, education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in humanities, education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2020), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year had to be transformed into a fully Virtual Conference as a result of the Coronavirus (COVID 19) pandemic. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2020 received 459 submissions, from more than 40 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Virtual Presentations and Posters. The conference accepted for presentation 125 submissions (27% acceptance rate), from which, 106 submissions are published in full text in this book. The conference also includes a keynote presentation from an internationally distinguished researcher, Prof. Dr. Joy Kutaka-Kennedy (Ed. D., Department of Special Education, Sanford College of Education, National University, San Jose Campus, USA), to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program, we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Critical Thinking; Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2020: International Conference on Education and New Developments (Virtual Conference).]

This volume includes four sections of the 2020 NORDSCI international conference proceedings: (1) Education and Educational Research; (2) Language and Linguistics; (3) Philosophy; and (4) Sociology and Healthcare. Education and Educational Research includes 15 papers covering the full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. This section also covers pedagogy and special education. Language and Linguistics includes 6 papers covering topics related to theoretical, literary and historical linguistics, as well as stylistics and philology. The Philosophy section includes 2 papers and covers the full spectrum of philosophy history, methods, foundation, society studies and the interpretation of philosophy. The Sociology and Healthcare section has 9 papers covering topics related to human society, social structures, and social change, healthcare systems and healthcare services. [Individual papers from the Education and Educational Research section of these proceedings are indexed in ERIC.]

New market realities in the translation industry and elsewhere require an innovative approach to the content of higher education and a refocus on soft and hard skills. A prospective translator shall possess communicative skills, be capable of critical thinking, self-management, teamwork, engage in project activities, as well be creative, intellectually flexible, and digitally literate. New trends in the profession are conducive to revising educational strategies for graduation papers (GP) written by undergraduates. GPs are still theory-oriented, thus failing to meet the pragmatic needs of the translation industry, and lack correlation with hands-on professional activities. Bachelor GPs seem especially challenging, since neither Russian education authorities, nor academic instructors have a clear-cut vision of the bachelor's degree training and its specific nature. Most often, the bachelor's degree is deemed as a simplified version of the specialist's degree. The professional standard and the Federal State Educational Standard on Linguistics provide that graduates shall have general cultural, general professional, and professional competences (PCs). If mastered, these competences will qualify graduates for independent professional activities outside the academic institution. This paper presents feasibility study results for practice-oriented GPs. These results are analyzed to see if such GPs match relevant translation problems and if a new practice-oriented method can be used as a tool to assess graduates' professional aptitude for independent translation activities. The authors discourse upon effectiveness of this tool in education based on LUNN case study. The selection scope covers GPs written in 2015-2020, their number exceeding 200. [ABSTRACT FROM AUTHOR]

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 7-10, 2019, in Denver, Colorado. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]

The article attempts to explain the features of the phenomenon of euroscepticism typical for the countries of Central and Eastern Europe (Visegrad group--Poland, Czech Republic, Slovakia, Hungary) based on linguistic methods of research. This approach is due to the close relationship of ethno-cultural and value elements that manifest themselves ambiguously in the international field, and expressed mainly through language. System-typological concept of the language of the outstanding linguist, philosopher, culturologist and Cybernetics, G. P. Melnikov, who developed the ideas of V. von Humboldt, A. A. Potebna, I. A. Baudouin de Courtenay proposes to allocate the main characteristic or the main feature of the language (determinant), depending on how the communication function. Such a determinant, that is, the leading grammatical trend in the linguistic consciousness of the Indo-European peoples is the presentation of any plan according to the scheme of the developing event. This form is most developed in the Slavic languages, as the language technique that helps to preserve the inflection depends on the size of the language group, its homogeneity and the length of the information transmission chains, which provided the experience of settled agricultural Slavic peoples inhabiting the plains of Europe. The change in the ethno-cultural landscape associated with the influx of migrants meant recognition of the need to find new strategies in relation to migrants and the resulting cultural, linguistic and religious heterogeneity of the population. At the same time, it exacerbated the confrontation between the "supranational structure" - "national state", the EU -- member States, showing disappointment in mutual expectations. The phenomenon of euroscepticism, formed in the countries of the "Visegrad group", often defined as populism and known by statements of politicians and precedent texts broadcasted through the media, should be considered in connection with the system of values developed by the centuries-old way, and fixed oral and written tradition in the languages of these countries. The protagonists of euroscepticism under the pressure of the population declare the protection of morality, religion, traditional family and criticize same-sex marriage, sex education, liberal interpretation of reproductive rights and quotas for refugees, positioning themselves as an alternative to the liberal project. Based on the systematic approach, which states that the properties of the element included in the structure can be understood only on the basis of its links with other elements of this structure, the authors conclude that the Visegrad four countries represent a mild version of euroscepticism. According to the authors, the most complete reflection of the socio-cultural reality in the consciousness of a native speaker, which can be traced both on the actual grammatical material, and taking into account external factors, provides system linguistics, the main directions of which were outlined by V. von Humboldt. In Russian linguistics this direction is represented by the works of G. P. Melnikov, whose scientific school is developed by a number of research centers, as well as his students and followers in the RUDN, where G. P. Melnikov taught and wrote the main works. [For "NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2," see ED603411.]

This volume includes two sections of the 2019 NORDSCI international conference proceedings: (1) Education and Educational Research; and (2) Language and Linguistics. Education and Educational Research includes 11 papers covering scientific topics in the full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. This section also covers pedagogy and special education. Language and Linguistics includes 11 papers covering scientific topics related to theoretical, literary and historical linguistics, as well as stylistics and philology.

The theme of 'embodiment' has become an important approach in current mathematics education research, growing in significance from the mid-1990s onward. However terminology of 'body' and 'embodiment' is used to signal multiple, widely varying meanings in this research. Studies are grounded in a number of radically different theoretical bases, with the result that mathematics education researchers do not necessarily mean the same thing at all when they refer to 'body', 'embodiment' and 'embodied mathematics learning'. In this theoretical paper, the author offers a framework for interpreting these polysemous terms in relation to their theoretical groundings, with examples from the mathematics education literature. [For the complete proceedings, see ED597799.]

We applied techniques from systemic functional linguistics to examine how a student and a tutor construed meaning related to linear functions during a 1-1 tutoring session. The student and tutor varied in how they discussed rates of change. This difference highlights that there are multiple correct ways to use this term in algebra, although small differences in speakers' use may create the potential for confusion. Additionally, the different ways that the student and tutor spoke about rates of change illuminate how any scenario may be represented by multiple different linear functions. This study has implications for providing teachers in a variety of settings information about how students construct meaning through their discussions. [For the complete proceedings, see ED583608.]

Detailing is a linguistic tool for mathematical argumentation in which given mathematical information is operationalized through one's warrants to support a claim. Recent literature suggests that students' detailing is related to their early algebraization. This study examined 168 elementary students' use of detailing in two mathematical argumentative tasks in relation to their enacted scheme of multiplicative unit coordination. A convergent mixed methods approach was used to analyze students' argumentative writing qualitatively, and merge these findings with quantitative indicators for students' multiplicative reasoning. Results suggest a statistically significant relationship between students' detailing and their multiplicative unit coordination. [For the complete proceedings, see ED583608.]

This conference presentation is offered as a prolegomenon, or introduction, to a paper and research project. The issues of whether prolegomena are modernist explanatory devices and whether postmodern prolegomena are possible are discussed. The paper proposes a research inquiry into "postmodern teaching" initiated through the metaphor of conversations. The idea of conversations epitomizes postmodernity, as they are based in language; relational to persons, locations, and times; interpretive; and open-ended. Groups of persons engaged in conversations about teaching and teaching reform are recorded as they talk about their work. What teaching looks like depends on the conception of teaching from which any teacher begins. Themes and concepts from these recordings frame the analysis (modernism) and disrupt it, pushing and interrupting boundaries (postmodernism). Various analyses of teaching have explored structural, linguistic or semantic, epistemological, and ethical dimensions. These modernist analyses utilize attention to language and to particular forms of logical inquiry to explain the meaning of teaching. Three other concepts characterizing modernist analysis include lucidity, progress, and emancipation. Postmodern teaching is characterized by the contingencies of situation, position, and relation; dissonance; fallibility; irony; and humility. (Contains 25 references.) (JDD)

The theoretical and educational perspective presented in this paper offers a foundation for the way in which communication becomes a tool to promote social economic expansion and awareness of multiple international cultural realities. Part I examines the philosophies of Paulo Freire and Peter Drucker which provide the core of the paper. Part II defines communication as a semiotic language device, one among other systems with which the individual participates to organize, conceptualize, and change history. In Part III the role of communication in international business is examined as it provides a tool to clear the way toward bringing peoples' views together. Part IV describes traditional parameters of language beliefs, comparing them to a more progressive semiotic/psycholinguistic parameter. The five main language parameters are described under the following headings: (1) physiological; (2) the nature versus nurture controversy; (3) the concept of equilibrium; (4) the constructivist versus the creative; and (5) the concept of history. In Part V, 7 general and 15 specific objectives are recommended for business communications educators to integrate and/or develop into communication courses. Contains 10 references. (NH)

This paper focus on how localization is addressed in research on game development processes. The research aim is to get an understanding of how localization, game localization and its subsets of content and cultural issues, linguistic issues and technical issues are addressed and discussed in game development research. This has been done through a literature study, where 488 papers regarding game development processes have been scrutinized in order to identify game localization related research. The results shows that localization is rarely addressed in game development research, but regional aspects and relevant concepts related to game localization can be found. [ABSTRACT FROM AUTHOR]

New media shape the intensity of intercultural contacts not only through content consumption but also through content creation with modern technologies. Enabling citizens to participate in the content exchange via the Web 2.0 paradigm (audiences as both media consumers and media creators, which is prevalent in modern online services) results in greater than ever before heterogeneity of modern societies. This study demonstrates an application of portable multimedia devices (smartphones) for content creation and sharing in the context of situated, in-the-field cultural diversity investigation aimed at intercultural competence development in the context of local environment, i.e. a location familiar to students. The paper shows how m-learning can be employed to create new forms of acquiring knowledge by application of mobile devices in Linguistic Landscape examination of multilingualism. The application is shown from the pedagogical perspective of situated, authentic, informal learning tasks conducted in the framework of connectivism. This study presents a ready-made scenario of m-learning activities that demonstrate that cultural awareness is often biased by personal perspectives and stereotypes. Conducting such activities results in the change of learners' attitudes toward other cultures, which is a sound starting point for further intercultural competence development. [For the full proceedings, see ED562140.]

This paper describes a series of interactive, synchronous online training workshops in which linguistics graduate students studying in Australia, UK, USA and Saudi Arabia participated. The aim of the workshops was to develop graduate students' research skills in linguistics, to introduce them to latest trends and developments in linguistic research, and to communicate with expert linguists worldwide. The workshops were initiated, organized and hosted by the Saud Linguists' Society (SAL) created by a Saudi Ph.D. student. Since SAL has a limited budget, free web conferencing software were tried out such as PalTalk, "Skype," "How-to Geek" and "WEbex." Registration in the workshops was made free for graduate students. SAL's workshop coordinator invited the speakers, selected the workshop theme, prepared the workshop poster, announced the workshops online, scheduled the workshops, and registered participants. A detailed description of the steps in preparing for and conducting online workshops will be given. Participants' views on the benefits and shortcomings of synchronous online workshops are reported and recommendations for conducting effective, interactive, synchronous online workshops and for extending free web conferencing and webinar tools to other educational settings in Saudi Arabia are given.

It has previously been shown that the effective use of dialogic instruction has a positive impact on student achievement. In this study, we investigate whether linguistic features used to classify properties of classroom discourse generalize across different subpopulations. Results showed that the machine learned models perform equally well when trained and validated on different subpopulations. Correlation-Based Feature Subset evaluation revealed an inclusion relationship between different subsets in terms of their most predictive features. [For complete proceedings, see ED560503.]

Many K-12 teachers struggle to meet the needs of diverse learners as school reforms promote new disciplinary literacy requirements. In response, language education scholars have argued that teachers must develop "disciplinary linguistic knowledge" (DLK), or an understanding of language in their content area and an ability to design curriculum and instruction that is responsive to their professional contexts and students' disciplinary literacy needs. This literature review explores recent uses of systemic functional linguistics (SFL) as a basis for teachers' development of DLK and the implications of SFL-based professional development for teachers' classroom practice. Findings indicate the potential of SFL for this purpose and have implications for the design of future professional development and research in the area of language education.

We welcome you to the International Conference on Education and New Developments 2014, taking place in Madrid, Spain, from 28 to 30 of June, 2014. Education, as an important right in our contemporary world, began since we exist. Knowledge and skills were passed by adults to the young, and cultures began to extend their experiences through various forms. Schools and academies were formed since the most ancient civilizations. Although between innumerous difficulties, these experiences were capable to teach us how to develop better formative effects and to turn education a generalized and global right. Formal education and other educational practices are used by all of us in the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. This international conference seeks to provide explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2014 received over more 292 submissions, from 40 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It were accepted for presentation in the conference, 83 submissions (28% acceptance rate). The conference also includes a keynote presentation from the distinguished Professor Hanna David, Tel Aviv University (Emerita), Israel, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2014), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and co-sponsored by the respected partners we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extracurricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)

Little research has examined individual linguistic features that influence English language learners (ELLs) test performance. Furthermore, research has yet to explore the relationship between the science strand of test items and the types of linguistic features the items include. Utilizing Differential Item Functioning, this study examines ELL performance on 162 Grade 5 large-scale science multiple-choice test items and its relationship to two discourse features, as well as the distribution of these features across three science strands. We also interviewed 52 ELLs to examine their interaction with these two features. Results indicate that these two features were most frequent on items under the Life Science strand. Additionally, both of these features were significantly correlated with DIF disfavoring ELLs indicating that the presence of these features potentially hinder ELLs' abilities to understand test items containing these features. Interviews confirmed that these two features in combination interfered with ELLs' abilities to make sense of the items, which often resulted in students answering incorrectly, even when they demonstrated knowledge of the content. Because the features are most frequent on Life Science items, ELLs' content knowledge on these topics may be severely underestimated for this strand.

Aim: The purpose of this study is to assess the efficiency of teaching styles and methods from students' and teachers' points of view. Methods: The design of the study is an analytic cross-sectional study. Different teaching styles and methods were compared through opinions of students and teachers. Two focus groups were conducted: (1) a group of 27 students from the College of Health Studies in Cuprija and the Faculty of Philology in Belgrade and (2) a group of 18 teaching staff from the same institutions. Results: The two focus groups (students and teaching staff) discussed two domains of teaching style: teacher-centered (TC) and student-centered (SC), and four sub domains: teaching methods (TM), classroom milieu (CM) (the social environment in the class), use of questions (UQ), and use of assessment (UA). The majority of students (91,1%) prefers SC style, and the third-year students more than first-year students and this difference is, statistically significant (X[superscript 2] =4,62; df=1; p<0,05). The majority of students (89,1% of first-year and 96,4% of third and four-year students) knew the learning outcomes of the study program, although there is no statistically significant difference between students (X[superscript 2] =2,62; df=1; p>0,05). About 58% of the students perceive the risk of TC styles for their way of making conclusions and usefulness for everyday life and future work. About 80% of students estimated that the additional lectures about some fields are needed during the studies in order to be applicable in real life, but only 24% of teaching staff thinks the same, and this difference is statistically significant (X[superscript 2] =17,77; df=1; p<0,01). Approximately 40% of the teaching staff surveyed thinks that they need knowledge about new teaching methods and there is always room for improvement in teaching, but 75% of them do not know how to acquire that knowledge. Findings revealed that there was a significant difference between the group of students and group of teachers in their preferred teaching style. The group of students reported a greater preference for interactive and dynamic learning than the group of teachers. Discussion: The study revealed that the students preferred 'interactive learning', because this method engages students into thinking for themselves and trying to reach a conclusion without the teacher providing them with information from the beginning. This is a method which belongs to the 'student-centered' model of teaching. The authors believe it is appreciated by the students mainly because it deviates from what they were used to in their previous education -- mainly teacher-centered learning where a teacher would give information while standing in front of the class and occasionally ask a student to answer a question. Furthermore, the student-centered model provides the teacher with a more relaxed atmosphere to converse with students less formally which in turn enables the students to speak what is on their mind freely and without fear of getting the answer wrong. However, even though the method of interactive learning is the first choice of the students, for the teachers it is not completely unproblematic. Conclusion: Every teacher develops his or her own teaching style. It is advisable that he or she stays true to it, but simultaneously to further develop and improve it. During pre- and in-service training (future) teachers are given the opportunity to experience the challenges of teaching from the very beginning of their career. Moreover, younger teachers can shadow their more experienced colleagues, and learn all aspects of the job and some tricks of the trade, thus helping to improve their teaching style and in improve the quality of their work. [For the complete Volume 12 proceedings, see ED597979.]

Designed for secondary school English teachers who want to help their students develop enthusiasm for words, their histories, and the way language structures words to produce meaning, this paper offers suggestions for a program of study employing dictionary projects and personal experience. The paper describes making a class dictionary of teen language, involving such activities as the following: (1) posting words on a class bulletin board; (2) interviewing students and parents to gather words; (3) examining dictionaries to see what words they contain; (4) examining textbooks for ways to present new terms; (5) examining dictionary histories; (6) deciding how to select words; (7) writing definitions; (8) determining spellings and variant spellings as well as pronunciation and usage; (9) debating decisions of correctness versus majority rule; and (10) accounting for changes in meanings of various words. The paper argues that this broader, deeper type of language study remedies past problems of paying exclusive attention to memorization and mechanical skill, because students begin to understand the nature of the language system they have mastered. The paper suggests additional language lesson plans based on different areas of linguistic studies, including units on generating spelling rules from observations of spelling patterns, proposing a reform of English spelling, illustrating a definition, compiling lists of morphemes, and compiling sequences of words with relative shades meaning. (JG)

For the last six years, the university has been offering a Tutorial Programme for learning French, combining intensive courses and highly individualised learning activities. The programme is based on an ethnolinguistic approach and it is continuously monitored. It aims at rapid progress through contact with the local population, real-life experience in the urban environment and confrontation to cultural differences. The 6-week programme, highly regarded by the attendees who enjoy learning French "in situ," also grants students 6 ECTS, if all requirements are met. It is facilitated by a supporting team of tutors and an online learning environment allowing for distance pedagogical interaction. The target audience includes actual or to-be university students and immigrants in professional integration (20-40y). [For full proceedings, see ED565044.]

The 4th international conference "Nation and Language: Modern Aspects of Socio-Linguistic Development" continues an eight-year old tradition. The conference is organized by Kaunas University of Technology Panevezys Institute and aims to bring scientists and researchers together for a general scientific discussion on new trends in sociolinguistic, language research, teaching and learning. The general goal of the conference is to present an overview of the most current approaches to language attitudes and motivation, to illuminate the sociolinguistic and educational significance of the topics. It is necessary to understand how teachers and scientists can carry out their charge while respecting the languages and language varieties that students bring to school or universities and using existing language skills to build new ones, how teachers can enable students to achieve the linguistic mastery that would allow them to have more than grammatical competence in order to be able to communicate effectively in a language. Current theory and research have provided clear indications that the relationships between a person's prior linguistic and academic experience, the social context of instruction, and the results of formal language instruction have complex and reciprocal connections with each other. Positive attitudes about language and language learning may be as much the result of the success as the cause. The conference pays special attention to different aspects of languages and cultures, language contact and change, language maintenance, shift and loss, language and social inequalities, language learning and teaching and language planning and policy. The conference covers wide range of topics like: (1) Theoretical and practical aspects of language education; (2) Good practice and innovations in higher education language teaching; (3) Socio-linguistic aspects in language teaching and learning; (4) Applying new technologies in language teaching; (5) Research of language peculiarities and their integration into the teaching process and lexicographical practice; and (6) Problems of terminology and translation; international communication. The following papers are included in the proceedings: (1) Why Standard Spoken Language of Students Gets Poorer? (R. Bartkeviciene and N. Petniuniene); (2) On Foreign Language Teaching and Learning Conditions in Moldovan Higher Education Institutions (M. Fuciji); (3) Identity and Languages - Results of a Local Research (T. Hrivikova); (4) Computer Linguistics and Pragmatics (G. Klimoviene and J. Korsakas); (5) Social and Cultural Contexts in Teaching Foreign Languages of Young People (J. Kida); (6) Responsibility Development in Practical Foreign Language Classes (I. Kildiene and R. Lazauskiene); (7) Terms of Computer Science in Professional Environment, Texts and Dictionaries (I. Klijunaite and K. Karklius); (8) Developing Student Responsibility in the Process of Foreign Language Acquisition (G. Klimoviene, R. Barzdziukiene, and N. Vaitkiene); (9) Foreign Words and Foreign Words Significance in Children's Language Development (V. Kuzina); (10) People and Language - Slovenia (J. Lipnik); (11) The Systemic Approach to Emotional Potential Development and Language Acquisition in the Context of European Linguistic Unity (T. Lobanova-Shunina and Y. Shunin); (12) Teaching of English as a Second Language in ICT-Based Learning Settings (V. Narbutas); (13) Grammatical Variables in the Speeches of Barack Obama and Michelle Obama (A. Nauseda and I. Klijunaite); (14) Understanding the Impact of Culture on Economic Development (I. Nemethova); (15) The Impact of English on the Slovak Language Culture (M. Pauleova); (16) Benefiting from a Text-Oriented EFL/ESP Course (G. Snuviskiene); (17) Shaping Modern Serbian Ethnolinguistic Nation and National State-Building in the First Half of the 19th C (V. B. Sotirovic); (18) Terminology: The Term Variance in the English and Lithuanian Special Language of Economics (V. Stankeviciene and D. Svencioniene); (19) The Grammatical Metaphor as a Sociolinguistic Marker in Horror Stories (S. Susinskiene and E. Jurkoniene); (20) Insights on Problems of Public Speaking and Ways of Overcoming It (D. Susniene, R. Virbickaite, and O. Purvinis); (21) Sociology and Society: Towards Diversity (A. Vosiliute); and (22) Disabled People: The Problems of Identity (A. Vosiliute). An author index is also included. (Individual papers contain tables, figures, references, and footnotes.) [Abstract has been modified to meet ERIC guidelines.]

Two main viewpoints have been consistently implied in linguistic research on creativity. The externalist sees creativity as outside the normal language, and the internalist views creativity as a basic process of language use. In this paper, creativity is regarded as the adaptation of the potential of systems to the demands of a particular act of communication. Any modification must be motivated; it is also restricted by the tolerance level of language users. Creativity is not a matter of texts or a special focus on the message, but is a shared activity of speaker and hearer. The modification that the speaker performs on systems or on system correlation, as well as his motivation, must be recovered by the hearer. The basic mechanisms of creativity are means of recombination; new elements added to the repertory must appear in motivating combinations within or among systems. This definition of creativity is more general and flexible than are the older theories. Creativity is the process whereby we become aware of the present and the possible conditions for the organization of cognition, and whereby we enable others to reenact that awareness. In whatever modifications are performed on prevailing systems, language users gain new insights into both the standards of those systems and their potential for change. (DF)

The manner in which hermeneutics (the study of the interpretive process) has treated the phenomenon of interpretation is examined in this paper. Following a historical review of hermeneutics from its Hellenic roots through the phase of traditional hermeneutics to the major reformulation of the field by Friedrich Schleiermacher and Wilhelm Dilthey in the nineteenth century, the paper describes contemporary phenomenological hermeneutics. It points out that in phenomenological hermeneutics meaning is fundamental, subjectivity is redefined as being-interpreted, objectivity is redefined as historicity (the ongoingness of interpretation beyond the existential possibilities of individuals), language is an active presence in the constitutive structure of meaning or existence, understanding is an event of language, and communication is the ongoing process of interpretation within language. It then discusses Paul Ricoeur's theory of comprehension and his model that permits the isolation of major issues in any theory of interpretation; and it outlines the work of contemporary French "poststructuralists." The conclusion discusses stumbling blocks to the isolation and identification of the methodological implications of hermeneutical theorizing and discusses the implications of hermeneutics for current social theorizing and communication research. (GW)

In order to view the field of communication as a practical discipline, this paper examines the debate between linguistic prescriptivism (the belief that standards of correct language exist and can be warranted), and scientific linguistics (which rejects the idea of standards in the name of scientific objectivity). Following an introduction to the idea of a practical discipline and an overview of the controversy concerning linguistic prescriptivism, the paper argues that although prescriptivist attitudes are generally unsound, the practical usefulness of linguistic standardization has been facilitated by prescriptivism. The paper also acknowledges the prescriptivist premise that linguistic choices are matters of taste subject to reflection and critical judgment. The paper concludes both that linguistic science has failed to acknowledge aspects of language about which deliberation is possible and necessary, and that traditional prescriptivism has advocated choices that are not responsive to the full range of relevant considerations. Using D. G. McKay's linguistic research to evaluate the ramifications of replacing "he" with a singular generic pronoun "they," the paper illustrates that deliberation about linguistic rules is possible and can be informed systematically by linguistic research, yielding a modified prescriptivism that rejects the dogmatism, social intolerance and intellectual slackness of traditional prescriptivism, while retaining the essential idea that questions about how humans ought to speak are worthy of serious consideration. (JG)

Some insights into the nature of functional grammar can be useful for teachers of composition. There are four ways that functional grammar stands in opposition to common linguistics in the United States. First, for functionalists (those practicing functional grammar), the starting point is with kinds of meanings, not with kinds of structures; the movement then is toward the ways in which meanings can be realized in various kinds of structures. Second, functionalists study samples of language that people have actually used for a real purpose in the world, not sentences that they have made up. Third, functionalists focus on connected texts and how aspects of those texts can affect the structure of sentences; they study language in context, not in isolated sentences. Fourth, functionalists look at the social contexts of a particular text, that is, its purpose and the relationship assumed between the reader and writer. Of these four practices, it is the third one that seems to yield the most applications in the classroom. An attention to how sentences are connected in texts is a very useful way of helping students to notice how they are putting sentences together. One exercise centering on given and new information involves having students examine their written products to see if they have expressed given information before new. Another exercise involves having students use their knowledge of given and new information to check on the cohesion and coherence of paragraphs and longer prose stretches. (TB)