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In her doctoral dissertation, M.Sc. (Tech) Khazar Khorrami explored the development of early language perception skills using computational modeling. In her research, she applied self-supervise
WIDA-based ESOL programs face significant challenges in aligning with state laws that emphasize structured literacy and the science of reading.
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Dual Language Education of New Mexico
September 20, 2024 2:45 PM
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Data from two states show that certain English learners tend to have less access to core academic courses they need to graduate.
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Dual Language Education of New Mexico
September 4, 2024 3:42 PM
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If students aren't interested in a topic vital to their education, present them with chances to discuss, understand, and dissect "the WHY."
The "United Nations Strategic Framework on Multilingualism" reaffirms our commitment to multilingualism by integrating language considerations into every aspect of the Secretariat’s work.
A new study by researchers from Harvard University, the Massachusetts Institute of Technology (MIT) and Carleton University has found the brain’s language network responds differently to a native language, than additional languages. The study published in academic journal Cerebral Cortex, further explored existing findings on the language center in the brains of people who speak five or more languages, otherwise known as polyglots. Researchers primarily examined what happens in the brains of polyglots when they listen to familiar languages in which they have varying levels of knowledge and proficiency. Using functional magnetic resonance imaging (fMRI) and a group of 34
The University of New Mexico Department of Linguistics recently received a $494,659 National Science Foundation (NSF) grant for their project titled, “Addressee effects in demonstrative systems across bilingual communities.” This three-year project, funded by NSF, will be housed in UNM’s Department of Linguistics and led by Professors Naomi Shin and Rosa Vallejos-Yopán in collaboration with Amalia Skilton from the University of Edinburgh, Scotland.
Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute. https://doi.org/10.54300/122.311. Garcia, A. (2020). Grow Your Own Teachers: A 50-State Scan of Policies and Programs. New America. Retrieved from website: https://d1y8sb8igg2f8e.cloudfront.net/documents/Grow_Your_Own_Teachers_.pdf Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Greenwood Publishing Group. Hattie, John. (2019). Visible Learning for Teachers. 10.4324/9781003024477. Howard, E. R., Lindholm-Leary, K. J., Rogers, D., Olague, N., Medina, J., Kennedy, B., Sugarman, J., & Christian, D. (2018). Guiding Principles for Dual Language Education (3rd ed.). Washington, DC: Center for Applied Linguistics. Mitchell,C. (2020, February
A new study finds that science and social studies classes may also help young students learn English, even when those classes include difficult and technical vocabulary. The paper is published in the Journal of Educational Psychology.
The language of community Humanities June 6, 2024 - Katy DeCoste Share: Facebook Twitter LinkedIn Email As a student in Mandarin classes at UVic, Mina Guan approached the material as someone who grew up with Mandarin and Cantonese in the home—what’s known as a heritage language learner.
Sara Kangas, associate professor of special education, presents policy brief to special education state agency leaders from across the U.S.
(The Conversation is an independent and nonprofit source of news, analysis an
Learning a new language is perhaps more popular than ever, with the rise of language apps, but is it realistic to learn them quickly? Here are some creative ways to learn language
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Dual Language Education of New Mexico
September 20, 2024 2:50 PM
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The internet sphere has become a disruptive platform for education, leading to a reworking of the language instruction scene. This research investigates the intersection of Translanguaging Pedagogy with the dynamic digital platform DingTalk, with the objective of enhancing the English grammar learning experience for Chinese undergraduate students. The goal of this study, which is multilingual context-based, is to investigate the as-yet-unexplored field of using students’ linguistic repertoires in virtual environments. Utilising a mixed-methods methodology, this work incorporates a quasi-experimental design and qualitative investigation to elucidate the complex interaction between Translanguaging Pedagogy and the immersive potential of DingTalk. The study involved a population of 58 Chinese undergraduate students, with qualitative insights further enriched through interviews with 4 participants. The results reveal notable enhancements in English grammatical skills among individuals who participated in the Translanguaging method using DingTalk. These findings underscore the effectiveness of incorporating Mandarin as a cognitive bridge. Qualitative observations shed light on the cognitive and emotional aspects of this new method, unveiling its profound influence on the acquisition of language. The present study aims to alter educational paradigms by illustrating the mutually beneficial connection between pedagogy and technology in the context of improving language acquisition. In light of the global shift towards remote education, this research presents a groundbreaking approach that paves the way for a future characterised by comprehensive and skill-oriented language instruction, fostering inclusivity.
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Dual Language Education of New Mexico
September 9, 2024 11:49 AM
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A new federal report found key characteristics associated with English learners' academic success.
Study builds empathy by guiding teachers to explore identities.
Reading wars or reading reconciliation: A critical examination of robust research evidence, curriculum policy and teachers' practices for Teaching phonics and reading
The primary objective of this research was to investigate the determinants influencing bilingual instruction at the tertiary level in the Chinese educational context. A complex network analysis was adopted for this study. Twenty-one factors were first identified using the Delphi method, a qualitative research method. A complex network was then designed for analysis of the factors. The results indicate that the network is a scale-free network with certain key factors. The findings further reveal that the subject language feature and bilingual instruction models have more connections with other factors, and thus they are the most significant factors to ensure the effective implementation of bilingual instruction. The findings of this research may provide implications for bilingual education.
Transcutaneous vagus nerve stimulation (tVNS) is a promising technique for enhancing cognitive performance and skill acquisition. Yet, its efficacy for enhancing learning rate and long-term retention in an ecologically valid learning environment has not been demonstrated. We conducted two double-blind sham-controlled experiments examining the efficacy of auricular tVNS (taVNS: Experiment (1) and cervical tVNS (tcVNS: Experiment (2), on a 5 day second-language vocabulary acquisition protocol among highly selected career linguists at the US Department of Defense’s premier language school. tcVNS produced accelerated recall performance during training (Day 2–4), benefits of which were maintained across a 24 h retention interval with no stimulation at the final test. Consistent with prior work, tcVNS also produced fatigue-mitigating and focus-promoting effects as measured by the Air Force Research Laboratory Mood Questionnaire. Based on the current and the previous findings supporting tVNS’ efficacy on performance, training enhancement, and fatigue mitigation, we believe tcVNS to be an effective learning acceleration tool that can be utilized at language-teaching and other institutions focused on intensive training of cognitive skills.
Often, schools under-identify multilinguals with dyslexia because they think the issue is language-based, so they don’t evaluate the student. There are places where multilingual students are overrepresented because we think we’ve given them the right kind of intervention when we actually haven’t. So, the relationship between multilingual students and special education is complicated.
/PRNewswire/ -- Amplify, a publisher of next-generation curriculum and assessment programs, today released a first-of-its-kind research brief tha
Babies of bilingual mothers found to respond to wider range of sounds
A look back at Lau v. Nichols, a seminal case for English learner students, and how to continue advancing language rights..
As the nation’s English-learner population continues to grow , researchers look to the Title III for how to best support these students.
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