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Object is a formal language for cellular automatons behavior description. The main tasks are 1) to describe variety of possible events that cell can experience in cellular automaton; 2) to define possible attributes that can cause these events (over/under population leads to death, neighboring cell has state that affects next state of current cell, etc.); 3) to describe language that describes connections between states and events. Program environment for cell automaton and conduct research on existing rules for cellular automatons are created in order to learn about events that can occur with cell and attributes of cell that can lead to these events. In this way information that is required to build terminal vocabulary of language can be found. Then main non-terminal symbol of the language must be discovered and grammar terms it consists of. Thus, grammar structure of formal language will be defined and it becomes possible to build grammar-recognizing automaton. It will provide possibility of recognizing sentences written in our informal language and interpretation of written information will become possible. Ref. 3, pic. 4, tabl. 1.

Despite the significance given to code-switching as a common linguistic phenomenon among bilinguals around the world, the reasons for which teachers in Turkish Persian classes–which are supposed to be run in Persian–resort to code-switching have not been intimately explored. In the first section of the present study, the data were collected from a primary school by tape recording and note taking from interactions taking place between bilingual teachers (n = 4) and their students. It was found that bilingual teachers in this study tended to use students L1 to serve a number of pedagogic and social functions. For the second section of the study, however, a questionnaire was developed to elicit bilingual teachers (n = 305) reasons for resorting to code-switching in elementary classes. The Friedman test run on the data collected from the questionnaire indicated that the majority of respondents agreed with code-switching in elementary schools, but they appeared to credit different reasons for such a change from Persian to Turkish in their classes. Code-switching mostly occurrs in the classroom to cater for the needs of the students. Code-switching functions justify its use in the class, but it shoud be used in some restricted activities.

The introduction of mother tongue languages in primary schools in Togo has been stopped since 25 years because the different projects concerning that policy has not grown. But we all know that the question of mother tongue languages in the schools is very important for any human being community. It means that any community cannot run away from that important question. This paper wants to show the very important place of mother tongue languages in school in Togo according to the point of view of the teachers in the primary schools. [ABSTRACT FROM AUTHOR]

The introduction of mother tongue languages in primary schools in Togo has been stopped since 25 years because the different projects concerning that policy has not grown. But we all know that the question of mother tongue languages in the schools is very important for any human being community. It means that any community cannot run away from that important question. This paper wants to show the very important place of mother tongue languages in school in Togo according to the point of view of the teachers in the primary schools. [ABSTRACT FROM AUTHOR]

La enseñanza de segundas lenguas para fines académicos constituye, junto con los profesionales, uno de los dos ámbitos de actuación de la denominada enseñanza para fines específicos. En este artículo abordamos las claves del aprendizaje de la lengua meta no ya desde una perspectiva comunicativa general, sino como lengua de instrucción a través de la que los alumnos no nativos, en contexto de inmersión, aprenden las materias de estudio que establece su currículo. Y ello tanto por lo que se refiere al uso de la lengua en el ámbito universitario (tipos de texto, léxico especializado, entornos de aprendizaje), como en el contexto de la enseñanza secundaria. En el primer caso, su importancia es indudable, dado el elevado número de estudiantes extranjeros que llegan a nuestras universidades y su previsible incremento con el proceso de convergencia europea. En el segundo, la presente propuesta se inserta en la línea de la enseñanza de la lengua a alumnos inmigrantes, si bien en lo que tiene que ver con el aprendizaje del español académico.

La enseñanza de segundas lenguas para fines académicos constituye, junto con los profesionales, uno de los dos ámbitos de actuación de la denominada enseñanza para fines específicos. En este artículo abordamos las claves del aprendizaje de la lengua meta no ya desde una perspectiva comunicativa general, sino como lengua de instrucción a través de la que los alumnos no nativos, en contexto de inmersión, aprenden las materias de estudio que establece su currículo. Y ello tanto por lo que se refiere al uso de la lengua en el ámbito universitario (tipos de texto, léxico especializado, entornos de aprendizaje), como en el contexto de la enseñanza secundaria. En el primer caso, su importancia es indudable, dado el elevado número de estudiantes extranjeros que llegan a nuestras universidades y su previsible incremento con el proceso de convergencia europea. En el segundo, la presente propuesta se inserta en la línea de la enseñanza de la lengua a alumnos inmigrantes, si bien en lo que tiene que ver con el aprendizaje del español académico. //// The Second Language Teaching for Academic Purposes represents, along with the professionals, one of the two fields in the Teaching for Specific Purposes. In this paper, I tackle the keys of the language target learning, non in a general communicative perspective, but as the instruction language that the students need to know to learn the content of their curriculum. And this with regard to the use of the language at the university (text types, specialized vocabulary, learning environment) as well as with regard to the Secundary School. On the one hand, in the first case, there is a great number of foreign students who arrive at our universities, fact that will probably increase within the European Higher Education Area. On the other hand, my proposal is included in the second language learning for immigrant students, but only as regards the Academic Spanish Learning.