Search results for: multilingual medium of instruction

Authors: Piyanut Sujit

Abstract:

The purposes of this study were to: 1) create knowledge and develop web based instruction on the puppet show, 2) evaluate the effectiveness of the web based instruction on the puppet show by using the criteria of 80/80, and 3) compare and analyze the achievement of the students before and after learning with web based instruction on the puppet show. The population of this study included 53 students in the Program of Library and Information Sciences who registered in the subject of Reading and Reading Promotion in semester 1/2011, Suansunandha Rajabhat University. The research instruments consisted of web based instruction on the puppet show, specialist evaluation form, achievement test, and tests during the lesson. The research statistics included arithmetic mean, variable means, standard deviation, and t-test in SPSS for Windows. The results revealed that the effectiveness of the developed web based instruction was 84.67/80.47 which was higher than the set criteria at 80/80. The student achievement before and after learning showed statistically significant difference at 0.05 as in the hypothesis.

Keywords: puppet, puppet show, web based instruction, library and information sciences

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Authors: Chen-Ya Juan

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In recent years, the increasing number of children with special needs has brought a lot of attention by many scholars and experts in education, which enforced the preschool teachers face the harsh challenge in the classroom. To protect the right of equal education for all children, enhance the quality of children learning, and take care of the needs of children with special needs, the special education paraprofessional becomes one of the future employment trends for students of the department of the early childhood care and education. Problem-based learning is a problem-oriented instruction, which is different from traditional instruction. The instructor first designed an ambiguous problem direction, following the basic knowledge of early intervention, students had to find clues to solve the problem defined by themselves. In the class, the total instruction included 20 hours, two hours per week. The primary purpose of this paper is to investigate the relationship of student academic scores, self-awareness, learning motivation, learning attitudes, and early intervention knowledge. A total of 105 college students participated in this study and 97 questionnaires were effective. The effective response rate was 90%. The student participants included 95 females and two males. The average age of the participants was 19 years old. The questionnaires included 125 questions divided into four major dimensions: (1) Self-awareness, (2) learning motivation, (3) learning attitudes, and (4) early intervention knowledge. The results indicated (1) the scores of self-awareness were 58%; the scores of the learning motivations was 64.9%; the scores of the learning attitudes was 55.3%. (2) After the instruction, the early intervention knowledge has been increased to 64.2% from 38.4%. (3) Student’s academic performance has positive relationship with self-awareness (p < 0.05; R = 0.506), learning motivation (p < 0.05; R = 0.487), learning attitudes (p < 0.05; R = 0.527). The results implied that although students had gained early intervention knowledge by using PBL instruction, students had medium scores on self-awareness and learning attitudes, medium high in learning motivations.

Keywords: college students, children with special needs, problem-based learning, learning motivation

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Authors: Yong Wook Kim

Abstract:

The diversity of students in regular classrooms is increasing due to expand inclusive education and increase multicultural students in South Korea. In this diverse classroom environment, the universal design for learning (UDL) has been proposed as a way to meet both the educational need and social expectation of student achievement. UDL offers a variety of practical teaching methods, one of which is a differentiating instruction. The differentiating instruction has been pointed out resource limitation, organizational resistance, and lacks easy-to-implement framework. However, through the framework provided by the UDL, differentiating instruction is able to be flexible in their implementation. In practice, the UDL and differentiating instruction are complementary, but there is still a lack of research that suggests specific implementation methods that apply both concepts at the same time. This study was conducted to investigate the effects of differentiating instruction strategies according to learner characteristics (readiness, interest, learning profile), components of differentiating instruction (content, process, performance, learning environment), especially UDL principles (representation, behavior and expression, participation) existed in differentiating instruction, and implementation of UDL-based differentiating instruction through the Planning for All Learner (PAL) and UDL Lesson Plan Cycle. It is meaningful that such a series of studies can enhance the possibility of more concrete and realistic UDL-based teaching and learning strategies in the classroom, especially in inclusive settings.

Keywords: universal design for learning, differentiating instruction, UDL lesson plan, PAL

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Authors: Mihaela Mocanu

Abstract:

The Romanian multilingual dictionaries – also named polyglot, plurilingual or polylingual dictionaries, have known a slow yet constant development starting with the end of the 17th century, when the first such work is attested, to the present time, when we witness a considerable increase of the number of polyglot dictionaries, especially the terminological ones. This paper aims at analyzing the context in which the first Romanian multilingual dictionaries were issued, as well as and the organization and structure particularities of the first lexicographic works of this type. The irretrievable loss of some of these works as well as the partial conservation of others renders the attempt to retrace the beginnings of Romanian lexicography extremely difficult. The research methodology is part of a descriptive and analytical approach based on two types of sources, subject to contrastive analysis: the notes made by the initiators of lexicographic projects and the testimonies of their contemporaries, respectively, along with the specialized studies regarding the history of the old Romanian lexicography. The analysis of the contents has indicated that these dictionaries lacked a scientific apparatus in the true sense of the phrase, failed to obey unitary organizational criteria, being limited, most of the times, to mere inventories of words, where the Romanian term was assigned its correspondent in other languages. Motivated by practical reasons, the first multilingual dictionaries were aimed at the clerics their purpose being to ensure the translators’ fidelity towards the original religious texts, regarded as sacred.

Keywords: Romanian lexicography, multilingual dictionary, terminology, language

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Authors: Tiedan Huang, Chun Zhang, Caitlin Coe

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This study investigated the quality of instructional support for young Emergent Multilingual Learners (EMLs) in 50 Universal Prekindergarten (UPK) classroom in New York City (NYC). This is one of the first empirical studies examining the instructional support for this student population. We collected data using a mixed method of structured observations of teacher-child interactions in 50 classrooms, and surveys and interviews with program leaders and the teaching teams. We found that NYC’s UPK classrooms offered warm and supportive environments for EMLs. Nevertheless, in general, instructional support was relatively low. This study identified large mindset, knowledge, and practice gaps—and a real opportunity—among NYC early childhood professionals, specifically in the areas of providing adequate instructional and linguistic support for EMLs as well as partnering with families in capturing their cultural and home literacy assets. Consistent, rigorous, and meaningful use of data is necessary to support both EMLs’ language and literacy development and teachers’/leaders’ professional development.

Keywords: high quality instruction, culturally and linguistically responsive practices, professional development, workforce development

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Authors: Derya Duran, Christine Jacknick

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Despite a growing body of research on classroom, especially language classroom interactions, much more is yet to be discovered on how interaction is organized in higher education settings. This study investigates how the discourse marker 'I mean' in teacher questioning turns functions as a resource to promote student participation as well as to enhance collective understanding in whole-class discussions. This paper takes a conversation analytic perspective, drawing on 30-hour video recordings of classroom interaction in an English as a medium of instruction university in Turkey. Two content classrooms (i.e., Guidance) were observed during an academic term. The course was offered to 4th year students (n=78) in the Faculty of Education; students were majoring in different subjects (i.e., Early Childhood Education, Foreign Language Education, Mathematics Education). Results of the study demonstrate the multi-functionality of discourse marker 'I mean' in teacher questioning turns. In the context of English as a medium of instruction classrooms where possible sources of confusion may occur, we found that 'I mean' is primarily used to indicate upcoming adjustments. More specifically, it is employed for a variety of interactional purposes such as elaboration, clarification, specification, reformulation, and reference to the instructional activity. The study sheds light on the multiplicity of functions of the discourse marker in academic interactions and it uncovers how certain linguistic resources serve functions to the organization of repair such as the maintenance of understanding in classroom interaction. In doing so, it also shows the ways in which participation is routinely enacted in shared interactional events through linguistic resources.

Keywords: conversation analysis, discourse marker, English as a medium of instruction, repair

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Authors: Piyanut Suchit

Abstract:

The purposes of this study was to investigate students’ satisfaction learning with the web based instruction on the puppet show. The population of this study includes 53 students in the Program of Library and Information Sciences who registered in the subject of Puppet for Assisting Learning Development in semester 2/2011, Suansunandha Rajabhat University, Bangkok, Thailand. The research instruments consist of web based instruction on the puppet show, and questionnaires for students’ satisfaction. The research statistics includes arithmetic mean, and standard deviation. The results revealed that the students reported very high satisfaction with mean = 4.63, SD = 0.52, on the web based instruction.

Keywords: puppet show, web based instruction, satisfaction, Suansunandha Rajabhat University

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Authors: F. Abdelhamid

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Algeria is a multilingual speech community where individuals constantly mix between codes in spoken discourse. Code is used as a cover term to refer to the existing languages and language varieties which include, among others, the mother tongue of the majority Algerian Arabic, the official language Modern Standard Arabic and the foreign languages French and English. The present study explores whether Algerians mix between these codes in online communication as well. Facebook is the selected platform from which data is collected because it is the preferred social media site for most Algerians and it is the most used one. Adopting the notion of translanguaging, this study attempts explaining how users of Facebook use multilingual messages to communicate meaning. Accordingly, multilingual interactions are not approached from a pejorative perspective but rather as a creative linguistic behavior that multilingual utilize to achieve intended meanings. The study is intended as a contribution to the research on multilingualism online because although an extensive literature has investigated multilingualism in spoken discourse, limited research investigated it in the online one. Its aim is two-fold. First, it aims at ensuring that the selected platform for analysis, namely Facebook, could be a source for multilingual data to enable the qualitative analysis. This is done by measuring frequency rates of multilingual instances. Second, when enough multilingual instances are encountered, it aims at describing and interpreting some selected ones. 120 posts and 16335 comments were collected from two Facebook pages. Analysis revealed that third of the collected data are multilingual messages. Users of Facebook mixed between the four mentioned codes in writing their messages. The most frequent cases are mixing between Algerian Arabic and French and between Algerian Arabic and Modern Standard Arabic. A focused qualitative analysis followed where some examples are interpreted and explained. It seems that Algerians mix between codes when communicating online despite the fact that it is a conscious type of communication. This suggests that such behavior is not a random and corrupted way of communicating but rather an intentional and natural one.

Keywords: Algerian speech community, computer mediated communication, languages in contact, multilingualism, translanguaging

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Authors: Sidi Ahmed Berrabah

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English as a Medium of Instruction (EMI) is expanding rapidly in the world. A growing volume of research has been dedicated to investigating its introduction, with findings that describe a complex picture and suggest that the practicality and effectiveness of EMI are still the subjects of debate. However, considerably less attention has been given to understanding EMI in a context where its introduction has been discussed but not yet put into practice. One such context is Algeria, where discourses about a potential introduction of EMI have been going on for some time. It is likely that the first courses where EMI is introduced are Business degree programmes. This study aims to examine the current discourses and attitudes towards the potential implementation of EMI and the language practices in Business degree programmes in three Algerian universities. The research is conducted in three different universities in three different regions in Algeria with the aim of including both ‘centre’ and ‘periphery’ Algerian universities. In order to achieve the previous aims, a mixed research paradigm is used. Questionnaires, semi structured interviews, and classroom observations are used to gather data from three participant cohorts: university students of Business, lecturers of Business, and lecturers of English for specific purposes. The findings showed that students and lecturers of Business are found in favour of the introduction of English instead of French or standard Arabic as a medium of instruction. The reason is that English is seen as having internationalisation and instrumental benefits, while French was too closely linked to the colonial history of the country. The favourable attitudes towards EMI, however, seem to contrast with the daily classroom practices at the departments of Business studies, where students and lecturers make practical choices of using their language repertoire based on their linguistic background and skills. Classrooms in the three Algerian universities featured fluid and translanguaging practices that cannot be reduced to a monolingual EMI policy.

Keywords: EMI, Algerian universities, business degree programmes, translanguaging

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Authors: Bipasha Sen, Aditya Agarwal

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Multilingual automatic speech recognition (ASR) system is a single entity capable of transcribing multiple languages sharing a common phone space. Performance of such a system is highly dependent on the compatibility of the languages. State of the art speech recognition systems are built using sequential architectures based on recurrent neural networks (RNN) limiting the computational parallelization in training. This poses a significant challenge in terms of time taken to bootstrap and validate the compatibility of multiple languages for building a robust multilingual system. Complex architectural choices based on self-attention networks are made to improve the parallelization thereby reducing the training time. In this work, we propose Reed, a simple system based on 1D convolutions which uses very short context to improve the training time. To improve the performance of our system, we use raw time-domain speech signals directly as input. This enables the convolutional layers to learn feature representations rather than relying on handcrafted features such as MFCC. We report improvement on training and inference times by atleast a factor of 4x and 7.4x respectively with comparable WERs against standard RNN based baseline systems on SpeechOcean's multilingual low resource dataset.

Keywords: convolutional neural networks, language compatibility, low resource languages, multilingual automatic speech recognition

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Authors: Todd Enslen

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In order to attract more international students to study for undergraduate degrees in Japan, many universities have been developing English-Medium Instruction degree programs. This means that many faculty members must now teach their courses in English, which raises a number of concerns. A common misconception of English-Medium Instruction (EMI) is that teaching in English is simply a matter of translating materials. Since much of the teaching in Japan still relies on a more traditional, teachercentered, approach, continuing with this style in an EMI environment that targets international students can cause a clash between what is happening and what students expect in the classroom, not to mention what the Scholarship of Teaching and Learning (SoTL) has shown is effective teaching. A variety of considerations need to be taken into account in EMI classrooms such as varying English abilities of the students, modifying input material, and assuring comprehension through interactional checks. This paper analyzes the effectiveness of the English-Medium Instruction (EMI) undergraduate degree programs in engineering, agriculture, and science at a large research university in Japan by presenting the results from student surveys regarding the areas where perceived improvements need to be made. The students were the most dissatisfied with communication with their teachers in English, communication with Japanese students in English, adherence to only English being used in the classes, and the quality of the education they received. In addition, the results of a needs analysis survey of Japanese teachers having to teach in English showed that they believed they were most in need of English vocabulary and expressions to use in the classroom and teaching methods for teaching in English. The result from the student survey and the faculty survey show similar concerns between the two groups. By helping the teachers to understand student-centered teaching and the benefits for learning that it provides, teachers may begin to incorporate more student-centered approaches that in turn help to alleviate the dissatisfaction students are currently experiencing. Through analyzing the current environment in Japanese higher education against established best practices in teaching and EMI, three areas that need to be addressed in professional development workshops were identified. These were “culture” as it relates to the English language, “classroom management techniques” and ways to incorporate them into classes, and “language” issues. Materials used to help faculty better understand best practices as they relate to these specific areas will be provided to help practitioners begin the process of helping EMI faculty build awareness of better teaching practices. Finally, the results from faculty development workshops participants’ surveys will show the impact that these workshops can have. Almost all of the participants indicated that they learned something new and would like to incorporate the ideas from the workshop into their teaching. In addition, the vast majority of the participants felt the workshop provided them with new information, and they would like more workshops like these.

Keywords: English-medium instruction, materials development, professional development, teaching effectiveness

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Authors: Argyro-Maria Skourmalla

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Today’s reality is characterized by diversity in different levels and aspects of everyday life. Focusing on the aspect of language and communication in Higher Education (HE), the present paper draws on the example of the University of Luxembourg as a multilingual and international setting. The University of Luxembourg, which is located between France, Germany, and Belgium, adopted its new multilingualism policy in 2020, establishing English, French, German, and Luxembourgish as the official languages of the Institution. In addition, with around 10.000 students and staff coming from various countries around the world, linguistic diversity in this university is seen as both a resource and a challenge that calls for an inclusive and multilingual approach. The present paper includes data derived from semi-structured interviews with lecturing staff from different disciplines and an online survey with undergraduate students at the University of Luxembourg. Participants shared their experiences and point of view regarding linguistic diversity in this context. Findings show that linguistic diversity in this university is seen as an asset but comes with challenges, and even though there is progress in the use of multilingual practices, a lot needs to be done towards the recognition of staff and students’ linguistic repertoires for inclusion and education equity.

Keywords: linguistic diversity, higher education, Luxembourg, multilingual practices, teaching, learning

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Authors: Othmane Touri, Sanaa El Filali, El Habib Benlahmar

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Natural Language Processing (NLP) has gained significant attention lately. It has proved its ability to analyze and extract insights from unstructured text data in various languages. It is found that one of the most popular NLP applications is sentiment analysis which aims to identify the sentiment expressed in a piece of text, such as positive, negative, or neutral, in multiple languages. While there are several multilingual NLP models available for sentiment analysis, there is a need to investigate their effectiveness in different contexts and applications. In this study, we aim to investigate the effectiveness of different multilingual NLP models for sentiment analysis on a dataset of online product reviews in multiple languages. The performance of several NLP models, including Google Cloud Natural Language API, Microsoft Azure Cognitive Services, Amazon Comprehend, Stanford CoreNLP, spaCy, and Hugging Face Transformers are being compared. The models based on several metrics, including accuracy, precision, recall, and F1 score, are being evaluated and compared to their performance across different categories of product reviews. In order to run the study, preprocessing of the dataset has been performed by cleaning and tokenizing the text data in multiple languages. Then training and testing each model has been applied using a cross-validation approach where randomly dividing the dataset into training and testing sets and repeating the process multiple times has been used. A grid search approach to optimize the hyperparameters of each model and select the best-performing model for each category of product reviews and language has been applied. The findings of this study provide insights into the effectiveness of different multilingual NLP models for Multilingual Sentiment Analysis and their suitability for different languages and applications. The strengths and limitations of each model were identified, and recommendations for selecting the most performant model based on the specific requirements of a project were provided. This study contributes to the advancement of research methods in multilingual NLP and provides a practical guide for researchers and practitioners in the field.

Keywords: NLP, multilingual, sentiment analysis, texts

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Authors: Kathaleeya Chanda, Panupong Chanplin, Suppara Charoenpoom

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This purposes of the development of creative instruction model through digital media are to: 1) enable learners to learn from instruction media application; 2) help learners implementing instruction media correctly and appropriately; and 3) facilitate learners to apply technology for searching information and practicing skills to implement technology creatively. The sample group consists of 130 cases of secondary students studying in Bo Kluea School, Bo Kluea Nuea Sub-district, Bo Kluea District, Nan Province. The probability sampling was selected through the simple random sampling and the statistics used in this research are percentage, mean, standard deviation and one group pretest – posttest design. The findings are summarized as follows: The congruence index of instruction media for occupation and technology subjects is appropriate. By comparing between learning achievements before implementing the instruction media and learning achievements after implementing the instruction media, it is found that the posttest achievements are higher than the pretest achievements with statistical significance at the level of .05. For the learning achievements from instruction media implementation, pretest mean is 16.24 while posttest mean is 26.28. Besides, pretest and posttest results are compared and differences of mean are tested, the test results show that the posttest achievements are higher than the pretest achievements with statistical significance at the level of .05. This can be interpreted that the learners achieve better learning progress.

Keywords: teaching learning model, digital media, creative instruction model, Bo Kluea school

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Authors: Nicole Pyle, Daniel Pyle, Christa Haring, Marty Hougen

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Effective special education teachers utilize evidence-based practices for adolescent reading instruction and target the skills needed to improve the reading of older struggling readers. High-Leverage Practices (HLPs) are critical to helping students with disabilities learn important content. Therefore, special education teachers are encouraged to implement HLPs to maximize the learning of students with disabilities, including students with reading difficulties. Teachers’ implementation of HLPs in reading comprehension instruction should aim to develop adolescents’ understanding of grade-level narrative texts and informational texts, including content area texts. Instruction High-Leverage Practices (11-22) that ensure effective implementation of evidence-based practice in reading comprehension instruction for adolescents are presented. Effective reading comprehension activities within the 12 Instruction HLPs are illustrated.

Keywords: high-leverage practices, adolescent, instructional activities, students with disabilities

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Authors: M. Sarrab, M. Elbasir

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Most of mobile learning applications currently available are developed for the formal education and learning environment. Those applications are characterized by the improvement of the interaction process between instructors and learners to provide more collaboration and flexibility in the learning process. Despite the long history and large amount of research on Instruction design model and mobile learning there is no complete and well defined set of steps to follow in designing mobile learning applications. Based on this scenario, this paper focuses on identifying instruction design phases considerations and influencing factors in developing mobile learning application. This set of instruction design steps includes analysis, design, development, implementation, evaluation and continuous has been built from a literature study with focus on standards for learning and mobile application software quality and guidelines. The effort is part of an Omani-funded research project investigating the development, adoption and dissemination of mobile learning in Oman.

Keywords: instruction design, mobile learning, mobile application

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Authors: Souhila Belabbas

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This paper focuses on the Kabyles’ multilingual practices in the UK, within the Kabyle/Amazigh Cultural Organisation in London, on online platforms and at home. The Kabyles have roots in northern Algeria and associate their language, Kabyle, with a pre-Arabized history of northern Africa. Drawing on ethnographic research with this community, this study brings together their post-migration language preservation activisms as well as their dynamic multilingual practices and situational language choice into a dialogue. This shows the enduring significance of the heritage language for social, cultural and historical identity. It also demonstrates that the current survival of the “mother tongue” hinges on multilingual and multi-sited language activisms, which bear the hallmarks of both new creativities and diminishing fluencies in multilingual spaces. These multilingual repertoires also included a range of ideological stances, expressed as cultural, moral, and political attitudes to the “mother tongue” and to other, potentially more dominant, languages in their lives, involving both inclusive and exclusive instances. The Kabyles in the UK practice everyday forms of multilingualism in the dynamic terms whilst making strong identity claims to an endangered heritage language. Crucially, their language contact experiences were not a post-migration novelty but part of their pre-migration lifeworlds. The participants involved in this study shared a commitment to Kabyle identity activism. They expressed this differently, varyingly foregrounding cultural, social or political issues. These differences were related to their North-African cultural background, live, gender, religious and/or political affiliation, as well as to their different migratory trajectories. Among these ethno-conscious individuals, the use of Kabyle was often particularly vibrant in informal domains of casual conversations and mixed in with French, English and often Arabic. During community events and festivals, though, many made special efforts to converse in Kabyle as if to make a point about their commitment to a shared identity.

Keywords: ethnography, language ideology, language choice, heritage language, migration trajectories, multilingual repertoires

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Authors: Souhila Belabbas

Abstract:

This paper focuses on the Kabyles’ multilingual practices in the UK, within the Kabyle/Amazigh Cultural Organisation in London, on online platforms and at home. The Kabyles have roots in northern Algeria and associate their language, Kabyle, with a pre-Arabized history of northern Africa. Drawing on ethnographic research with this community, this study brings together their post-migration language preservation activisms as well as their dynamic multilingual practices and situational language choice into a dialogue. This shows the enduring significance of the heritage language for social, cultural and historical identity. It also demonstrates that the current survival of the “mother tongue” hinges on multilingual and multi-sited language activisms, which bear the hallmarks of both new creativities and diminishing fluencies in multilingual spaces. These multilingual repertoires also included a range of ideological stances, expressed as cultural, moral, and political attitudes to the “mother tongue” and to other, potentially more dominant, languages in their lives, involving both inclusive and exclusive instances. The Kabyles in the UK practice everyday forms of multilingualism in the dynamic terms whilst making strong identity claims to an endangered heritage language. Crucially, their language contact experiences were not a post-migration novelty but part of their pre-migration lifeworlds. The participants involved in this study shared a commitment to Kabyle identity activism. They expressed this differently, varyingly foregrounding cultural, social or political issues. These differences were related to their North-African cultural background, live, gender, religious and/or political affiliation, as well as to their different migratory trajectories. Among these ethno-conscious individuals, the use of Kabyle was often particularly vibrant in informal domains of casual conversations and mixed in with French, English and often Arabic. During community events and festivals, though, many made special efforts to converse in Kabyle as if to make a point about their commitment to a shared identity.

Keywords: ethnography, language ideology, language choice, heritage language, migration trajectories, multilingual repertoires

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Authors: Ahmed Tawfik, Fausto Giunchiglia, Vincenzo Maltese

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Ontologies provide a common understanding of a specific domain of interest that can be communicated between people and used as background knowledge for automated reasoning in a wide range of applications. In this paper we address the design of multilingual ontologies following well-defined knowledge engineering methodologies with the support of novel collaborative development approaches. In particular, we present a collaborative platform which allows ontologies to be developed incrementally in multiple languages. This is made possible via an appropriate mapping between language independent concepts and one lexicalization per language (or a lexical gap in case such lexicalization does not exist). The collaborative platform has been designed to support the development of the Universal Knowledge Core, a multilingual ontology currently in English, Italian, Chinese, Mongolian, Hindi, and Bangladeshi. Its design follows a workflow-based development methodology that models resources as a set of collaborative objects and assigns customizable workflows to build and maintain each collaborative object in a community driven manner, with extensive support of modern web 2.0 social and collaborative features.

Keywords: knowledge diversity, knowledge representation, ontology, development

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Authors: Salome Labeh

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Diverse Languages that exist in Nigeria, gave rise to the need to choose among these languages, which one or ones to be used as the National Language(s) in Nigeria. The Multilingual Nature of Nigeria has been examined, in relation to the provisional result of 1991 census conducted in Nigeria and the status of language policy in the country, which eventually led to the discovery of the fact that Hausa, Igbo, Yoruba languages have the highest speaker in terms of population, and are already made co-official languages in Nigeria, alongside with English language. Then, these languages should be considered as the National Languages, if eventually a language policy emerges in Nigeria.

Keywords: multilingual, languages, culture, Nigeria

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Authors: Rudinë Fetahaj, Flaka Isufi, Kristina Hansson

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While evidence shows that in most European countries’ multilingualism is rising, unfortunately, the focus of Speech and Language Therapy (SLT) is still monolingualism. Furthermore, there is sparse information on how the needs of multilingual children with language disorders such as Developmental Language Disorder (DLD) are being met and which factors affect the intervention approach of SLTs when treating DLD. This study aims to examine the relationship and correlation between the number of languages SLTs speak, years of experience, and length of education with the advice they give to parents of multilingual children with DLD regarding which language to be spoken. This is a cross-sectional study where a survey was completed online by 2608 SLTs across Europe and data has been used from a 2017 COST-action project. IBM-SPSS-28 was used where descriptive analysis, correlation and Kruskal-Wallis test were performed.SLTs mainly advise the parents of multilingual children with DLD to speak their native language at home. Besides years of experience, language status and the level of education showed to have no association with the type of advice SLTs give. Results showed a non-significant moderate positive correlation between SLTs years of experience and their advice regarding the native language, whereas language status and length of education showed no correlation with the advice SLTs give to parents.

Keywords: quantitative study, developmental language disorders, multilingualism, speech and language therapy, children, European context

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Authors: Yong Wook Kim

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The purpose of this study is to develop an instruction analysis checklist applicable to inclusive setting based on the Universal Design for Learning Guideline 2.0. To do this, two self-validation reviews, two expert validity reviews, and two usability evaluations were conducted based on the Universal Design for Learning Guideline 2.0. After validation and usability evaluation, a total of 36 items consisting of 4 items for each instruction was developed. In all questions, examples are presented for the purpose of reinforcing concrete. All the items were judged by the 3-point scale. The observation results were provided through a radial chart allowing SWOT analysis of the universal design for learning of teachers. The developed checklist provides a description of the principles and guidelines in the checklist itself as it requires a thorough understanding by the observer of the universal design for learning through prior education. Based on the results of the study, the instruction criteria, the specificity of the criteria, the number of questions, and the method of arrangement were discussed. As a future research, this study proposed the characteristics of application of universal design for learning for each subject, the comparison with the observation results through the self-report teaching tool, and the continual revision and supplementation of the lecture checklist.

Keywords: inclusion, universal design for learning, instruction analysis, instruction checklist

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Authors: Marziyeh Yousefi, Hossein Nassaji

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This paper reports the results of a meta-analysis of studies on the effects of instruction mode on learning second language pragmatics during the last decade (from 2006 to 2016). After establishing related inclusion/ exclusion criteria, 39 published studies were retrieved and included in the present meta-analysis. Studies were later coded for face-to-face and computer-assisted mode of instruction. Statistical procedures were applied to obtain effect sizes. It was found that Computer-Assisted-Language-Learning studies generated larger effects than Face-to-Face instruction.

Keywords: meta-analysis, effect size, L2 pragmatics, comprehensive meta-analysis, face-to-face, computer-assisted language learning

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Authors: Jaypee Limueco

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This research focused on the impact of Peer Instruction and PhET Simulations on the level of motivation and Physics anxiety of Grade 9 students. Two groups of students were used in the study. The experimental group involved 65 registered students while the control group has 64 registered students. To determine the level of motivation of students in learning physics, the Physics Motivation Questionnaire was administered. On the other hand, to determine the level of Physics anxiety of the students in each group, Physics Anxiety Rating Scale was used. Peer Instruction supplemented with PhET simulations was implemented in the experimental group while the traditional lecture method was used in the control group. Both instruments were again administered after the implementation of the two different teaching approaches. “Wilcoxon Signed Rank test” was used to test the significant difference between pretest and posttest of each group. “Mann Whitney U” was used to test if significant differences exist between each group before and after instruction. Results showed that there is no significant difference between the level of motivation and anxiety of the experimental and control group before the implementation at p<0.05 significance level. It implies that the students have the same level of motivation and physics anxiety before instruction. However, the results of both tests have significant differences between the groups after instruction. It is also found that there is a significant positive change in the responses of the students in the experimental group while no change was evident on the control. The result of the analysis of the Mann Whitney U shows that the change in the attributes of the students is caused by the treatment. Therefore, it is concluded that Peer Instruction and PhET simulation helped in alleviating motivation of students and minimizing their anxiety towards Physics.

Keywords: anxiety, motivation, peer instruction, PhET simulations

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Authors: Stefanie Siebenhütter

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Men and women use minority and majority languages differently and with varying confidence levels. This paper contrasts gendered differences in language use with socioeconomic status and age factors of minority language speakers in Southeast Asia. Language use and competence are conditioned by the variable of gender. Potential reasons for this variation by examining gendered language awareness and sociolinguistic attitudes will be given. Moreover, it is analyzed whether women in multilingual minority speakers’ society function as 'leaders of linguistic change', as represented in Labov’s sociolinguistic model. It is asked whether the societal role expectations in collectivistic cultures influence the model of linguistic change. The findings reveal speaking preferences and suggest predictions on the prospective language use, which is a stable situation of multilingualism. The study further exhibits differences between male and females identity-forming processes and shows why females are the leaders of (socio-) linguistic change.

Keywords: gender, identity construction, multilingual minorities, linguistic change, social networks

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Authors: Aita Bishowkarma

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Ensuring quality education in primary level in multi-ethnic, multi- religious, multi-cultural and multilingual country Nepal which accommodates 123 ethnic languages (CBS 2011) has come across a big challenge. The discourse on the policies and practices to take advantage of the rich heritage of cultural and linguistic diversity in the pursuit of quality primary education to ethnic/linguistic minority children in Nepal gives in a critical observation of Nepalese perspective in the global academia. Situating the linguistic diversity of Nepal, primary education to children is better through mother tongue. Nepali as official or national language is another important language to be taught to the children. Similarly, craze for English has been inevitable for international communication and job opportunity in the global markets. This paper critically examines the current use of trilingual policy in mother tongue based multilingual education (MT-MLE) in Nepal from the perspective of exploiting linguistic diversity in classroom pedagogy. The researcher adopted mixed method research design applying descriptive measure and explanatory research methods. 24 teachers and 48 students from 6 multilingual schools were selected purposively to dig out their language use, language attitude and language preferences to reveal their preference and attitude towards mother tongue, Nepali and English through questionnaire, interview and focus group discussion. The study shows, in a true multilingual system, all languages (mother tongue, languages of region, nation and wider communication) can have their legitimate place; bridging from the mother tongue to the regional language and national to international language; further leading to meaningful participation in the wider democratic global context. Trilingual policy of mother tongue, national language and international language seemed pertinent however, not sufficient. The finding of the study shows that for quality education in primary education mother tongue based critical multilingual pedagogy through language coexistence approach with contextual variation seems enviable.

Keywords: critical pedagogy, language co-existence, linguistic diversity, quality education

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Authors: Akram Hashemi

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This study provided an empirical evidence for learners of elementary level of language proficiency to investigate the potential role of contextualization in vocabulary learning. Prior to the main study, pilot study was performed to determine the reliability and validity of the researcher-made pretest and posttest. After manifesting the homogeneity of the participants, the participants (n = 90) were randomly assigned into three equal groups, i.e., two experimental groups and a control group. They were pretested by a vocabulary test, in order to test participants' pre-knowledge of vocabulary. Then, vocabulary instruction was provided through three methods of visual instruction, the use of context and the use of conventional techniques. At the end of the study, all participants took the same posttest in order to assess their vocabulary gain. The results of independent sample t-test indicated that there is a significant difference between learning vocabulary visually and learning vocabulary contextually. The results of paired sample t-test showed that different teaching strategies have significantly different impacts on learners’ vocabulary gains. Also, the contextual strategy was significantly more effective than visual strategy in improving students’ performance in vocabulary test.

Keywords: vocabulary instruction, explicit instruction, implicit instruction, strategy

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Authors: Ajda Osifo, Fatma Elshafie

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Mobile-assisted language learning favors social-constructivist and connectivist theories to learning and adaptive approaches to teaching. It offers many opportunities to differentiated instruction in meaningful ways as it enables learners to become more collaborative, engaged and independent through additional dimensions such as web-based media, virtual learning environments, online publishing to an imagined audience and digitally mediated communication. MALL applications can be a tool for the teacher to personalize and adjust instruction according to the learners’ needs and give continuous feedback to improve learning and performance in the process, which support differentiated instruction practices. This paper explores the utilization of Mobile Assisted Language Learning applications as a supporting tool for effective differentiation in the language classroom. It reports overall experience in terms of implementing MALL to shape and apply differentiated instruction and expand learning options. This session is structured in three main parts: first, a review of literature and effective practice of academically responsive instruction will be discussed. Second, samples of differentiated tasks, activities, projects and learner work will be demonstrated with relevant learning outcomes and learners’ survey results. Finally, project findings and conclusions will be given.

Keywords: academically responsive instruction, differentiation, mobile learning, mobile-assisted language learning

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Authors: Harper Staples

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A necessary outcome of today’s contemporary globalised reality, current views of multilingualism hold that it no longer represents the exception, but rather the rule. As such, the simultaneous acquisition of multiple languages represents a common experience for many of today's students and therefore represents a key area of inquiry in the domain of foreign language learner identity. Second and multilingual language acquisition processes parallel each other in many ways; however, there are differences to be found in the ways in which a student may learn a third language. A multilingual repertoire will have to negotiate complex change as language competencies dynamically evolve; moreover, this process will vary according to the contextual factors attributed to a unique learner. A developing multilingual identity must, therefore, contend with an array of potential challenges specific to the individual in question. Despite an overarching recognition in the literature that pluri-language acquisition represents a unique field of inquiry within applied linguistic research, there is a paucity of empirical work which examines the ways in which individuals construct a sense of their own identity as multilingual speakers in such contexts of learning. This study explores this phenomenon via a mixed-methods, comparative case study approach at four school sites based in Finland, France, Wales, and England. It takes a strongly individual-in-context view, conceptualising each adolescent participant in dynamic terms in order to undertake a holistic exploration of the myriad factors that might impact upon, and indeed be impacted by, a learner's developing multilingual identity. Emerging themes of note thus far suggest that, beyond the expected divergences in the experience of multilinguality at the individual level, there are contradictions in the way in which adolescent students in each site 'claim' their plurilingualism. This can be argued to be linked to both meso and macro-level factors, including the foreign language curriculum and, more broadly, societal attitudes towards multilingualism. These diverse emergent identifications have implications not only for attainment in the foreign language but also for student well-being more generally.

Keywords: foreign language learning, student identity, multilingualism, educational psychology

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Authors: Derya Duran, Christine Jacknick

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This study explores post-task reflections in an English as a Medium of Instruction (EMI) setting, and it specifically focuses on how a teacher performs pedagogical practices such as reformulating, extending and evaluating following students’ spontaneous experience tellings in EMI classrooms. The data consist of 30 hours of video recordings from two EMI content classes, which were recorded for an academic term at a university in Turkey. The course, Guidance, is offered to fourth year undergraduate students as a compulsory course in the Department of Educational Sciences. The participants (n=78) study at the Faculty of Education, majoring in different educational departments (i.e., Computer Education and Instructional Technology, Elementary Education, Foreign Language Education). Using conversation analysis, we demonstrate that the teacher employs a variety of interactional resources to elicit (i.e., asking specific questions) and also provides (i.e., giving scientific information) as much content as possible, which also sheds light on the institutional fingerprints of the current research context. The study contributes to the existing research by unpacking articulation of personal experiences and cultivation of collaborativeness in classroom interaction. Moreover, describing the dialogic nature of these specific occasions, the study demonstrates how teacher and students address learning tasks together (collectivity), how they orient to each other turns interactionally (reciprocity), and how they keep the pedagogical focus in mind (purposefulness).

Keywords: conversation analysis, English as a medium of instruction, higher education, post-task reflections

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