Relevant bibliographies by topics / Learning through language

Academic literature on the topic 'Learning through language'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Learning through language.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Learning through language"

1

Dr. S., Rajeswari. "EXPANDING LANGUAGE LEARNING OPPORTUNITIES THROUGH COMICS." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 2636–40. http://dx.doi.org/10.37200/ijpr/v24i4/pr201370.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kalpana Priyadharshini, T., and T. Krithika. "Enhancing Language Learning Through Modern Gadgets." Bonfring International Journal of Industrial Engineering and Management Science 6, no. 3 (June 30, 2016): 75–77. http://dx.doi.org/10.9756/bijiems.7439.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Met, Myriam. "Learning Language through Content: Learning Content through Language." Foreign Language Annals 24, no. 4 (September 1991): 281–95. http://dx.doi.org/10.1111/j.1944-9720.1991.tb00472.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Değirmenci Uysal, Nuriye, and Fatih Yavuz. "Language Learning Through Drama." International Journal of Learning and Teaching 10, no. 4 (October 30, 2018): 376–80. http://dx.doi.org/10.18844/ijlt.v10i4.766.

Full text
Abstract:
This study presents a review of the literature regarding the impact of drama on dimensions of second/ foreign language learning. The paper first discusses the importance of integrating drama into the second/ foreign language learning process and the role of teachers and students in the learning process. Then, after introducing the pedagogical and linguistic aspects of using drama techniques in the language classroom in a broader perspective, it focuses on the drama-oriented verbal and nonverbal exercises. Next, the paper reviews the studies on the language learning through drama, and concludes that using drama in language teaching would facilitate emotional and social development in addition to language development of students while it points out that the number of studies on the issue is limited.
APA, Harvard, Vancouver, ISO, and other styles
5

Pica, Teresa, Lloyd Holliday, Nora Lewis, Dom Berducci, and Jeanne Newman. "Language Learning Through Interaction." Studies in Second Language Acquisition 13, no. 3 (September 1991): 343–76. http://dx.doi.org/10.1017/s0272263100010020.

Full text
Abstract:
This investigation of NS–NNS interaction in same- and cross-gender dyads on four information exchange tasks revealed that male and female NNSs made and received a comparable number of opportunities to request L2 input and modify interlanguage output during interaction with female NSs, but during interaction with male NSs, these opportunities were significantly lower for female than for male NNSs. In addition, more request-response exchanges were found on tasks in which either the NS or the NNS was given initial control over task-related information. Findings of the study were attributed to cultural similarities and differences in the interactional behaviors of the participants.
APA, Harvard, Vancouver, ISO, and other styles
6

Leier, Vera Monika. "Learning Language Through Facebook." International Journal of Computer-Assisted Language Learning and Teaching 7, no. 3 (July 2017): 40–57. http://dx.doi.org/10.4018/ijcallt.2017070103.

Full text
Abstract:
This article seeks to account for the experiences of tertiary students of German when a Facebook group and associated tasks is introduced as an assessed element of their language course. Ethnographic methods were applied, such as pre-, post questionnaires, interviews and fieldnotes. The data was collected by the instructor/researcher and subjected to thematic analysis. The students (n = 23) enjoyed Facebook but mostly used the site passively and only actively posted when required. This led to a flurry of posts at deadlines and less engagement between deadlines. Students wanted more feedback than the instructor was giving them, in an effort to make the interaction feel more authentic and spontaneous, as it is in non-educational, social Facebook.
APA, Harvard, Vancouver, ISO, and other styles
7

Bai, G. Reeta, and Dr Robinson C.S. "Second Language and Its Significance in Teaching and Learning through Task-based Learning: Literature Review." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 712–18. http://dx.doi.org/10.9756/int-jecse/v14i1.221083.

Full text
Abstract:
Learning a second language is not as simple as learning a regional language or mother tongue. Students can acquire the regional language faster because of the environment and usage of the language for survivors, where they get the opportunity to learn and get corrected. Whereas learning a second language without much reflection in routine will stress the learners to retain the language in the long run. To remove the barriers and learn the language better, task-based learning is one of the approaches that help the learners use the language without any intervention. Mistakes are rectified through observation and learning. It also indirectly helps the students to learn a second language faster. This review aims to define the character of task-based learning, the role of a teacher and the students, and to indicate the research carried out by various researchers. This literature review also states the effective usage of comics in task-based learning to improve the students’ learning outcomes. Reading has a great impact on an individual because many leaders were voracious readers and that was reflected in their speech, daily life, and the book they published.
APA, Harvard, Vancouver, ISO, and other styles
8

Rakhimova, Dilrabo Pulatovna. "LEARNING RUSSIAN LANGUAGE THROUGH READING." Theoretical & Applied Science 108, no. 04 (April 30, 2022): 528–30. http://dx.doi.org/10.15863/tas.2022.04.108.59.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Lidz, J., and L. Pearl. "LINGUISTICS: Language Learning Through Selection." Science 315, no. 5810 (January 19, 2007): 332. http://dx.doi.org/10.1126/science.1135673.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Ludwig, Christian, and Kris Van de Poel. "Language learning through social media." Dutch Journal of Applied Linguistics 4, no. 2 (December 31, 2015): 141–43. http://dx.doi.org/10.1075/dujal.4.2.002int.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Learning through language"

1

Babarsad, Omid Bakhshandeh. "Language Learning Through Comparison." Thesis, University of Rochester, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10618060.

Full text
Abstract:

Natural Language Understanding (NLU) has been one of the longest-running and the most challenging areas in artificial intelligence. For any natural language comprehension system having a basic understanding of entities and concepts is a primary requirement. Comparison, where we name the similarities and differences between entities and concepts, is a unique cognitive ability in humans which requires memorizing facts, experiencing things and integration of concepts of the world. Clearly, developing NLU systems that are capable of comprehending comparison is a crucial step forward in AI. In this thesis, I will present my research on developing systems that are capable of comprehending comparison, through which, systems can learn world knowledge and perform basic commonsense reasoning.

APA, Harvard, Vancouver, ISO, and other styles
2

Harwath, David F. (David Frank). "Learning spoken language through vision." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/118081.

Full text
Abstract:
Thesis: Ph. D., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2018.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 145-159).
Humans learn language at an early age by simply observing the world around them. Why can't computers do the same? Conventional automatic speech recognition systems have a long history and have recently made great strides thanks to the revival of deep neural networks. However, their reliance on highly supervised (and therefore expensive) training paradigms has restricted their application to the major languages of the world, accounting for a small fraction of the more than 7,000 human languages spoken worldwide. This thesis introduces datasets, models, and methodologies for grounding continuous speech signals at the raw waveform level to natural image scenes. The context and constraint provided by the visual information enables our models to efficiently learn linguistic units, such as words, along with their visual semantics. For example, our models are able to recognize instances of the spoken word "water" within spoken captions and associate them with image regions containing bodies of water. Further, we demonstrate that our models are capable of learning cross-lingual semantics by using the visual space as an interlingua to perform speech-to-speech retrieval between English and Hindi. In all cases, this learning is done without linguistic transcriptions or conventional speech recognition - yet we show that our methods achieve retrieval scores close to what is possible when transcriptions are available. This offers a promising new direction for speech processing that only requires speakers to provide narrations of what they see.
by David Frank Harwath.
Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
3

Khatibi, Miandouab Ece, and Eva Cowie. "Language learning through interactive games." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29804.

Full text
Abstract:
The purpose of this study was to investigate language learning through the use of interactive games. A research synthesis was considered to be the most effective method as it was our intention to explore the research available on language learning and gaming. Although various studies have investigated the employment of interactive games in language learning, this field of research is still in its infancy. We juxtaposed neural correlates of language learning with that of interactive gaming and the findings indicated that there are both similarities and differences in the brain structures activated by gaming and those that are activated by language learning. Furthermore, we set out to investigate the employment of interactive games in the language classroom. Our findings indicated that interactive games are highly underused tools in language learning. In addition, we were able to identify techniques which could be used to employ interactive games in language learning. The technological advancement in our society which has shown to have a great impact on the youth of today has given rise to an increasing need for incorporating technology such as interactive games in education and for this reason it is necessary for teachers to receive education in implementing interactive games in the language classroom.
APA, Harvard, Vancouver, ISO, and other styles
4

Zhao, Yifan. "Language Learning through Dialogs:Mental Imagery and Parallel Sensory Input in Second Language Learning." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1396634043.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Pouke, S. (Saara). "Learning English through Finnish as a foreign language." Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201905302269.

Full text
Abstract:
Abstract. The purpose of this case study is to investigate how English language learning happens in an environment where the language used to facilitate learning is a foreign language for the learner. The research uses sociocultural theory as basis for understanding the phenomenon as students and teacher in a multilingual classroom bring their own language and culture to an environment to engage in acquisition of a third language. The method for research was a semi-structured group interview of six individuals who all spoke a dialect of Persian and had spent two years in Finland. A thematic analysis of the interview yielded eight themes that were divided to two groups; one focused on the community level of language learning and the other on multilingualism in language learning. The community level focused on classroom and student interaction, and analysis showed that both Finnish and the L1 were used as a tool for understanding what was being taught in the classroom. Learning happened in the classroom, between peers and autodidactically, and attitudes towards learning were brought from the home country to the classroom. Motivators, outside the aim, were mostly positively related to the teacher and negatively related to competition between peers. The aim for language acquisition was English as a lingua franca. Multilingualism on the individual level was equally present in both in language acquisition and use. Finnish was used as a support for learning grammar and vocabulary especially in relation to its link as a language used in a Western culture, however the L1 was the preferred language for learning especially when students studied on their own as this language too had similarities to English to draw from. Students’ choice in language in speech reflected both preference due to proficiency as well as word choice due to linking languages to various environments. Translation was the most important tool in learning and Finnish was a useful language in this regard due to the translation programmes yielding better results in this language. Language loss was related to the proficiency in the specific language as well as how demanding the environment was as Finnish and English were both prone to language loss though Finnish less so due to being used at a school environment. The L1 was susceptible to language loss as everyday interaction did not demand as high a level of language use.Tiivistelmä. Tämän tapaustutkimuksen päämääränä on selvittää, kuinka englanninkielen opiskelu tapahtuu ympäristössä, jossa opetuskieli on oppilaalle vieras. Tutkimus käyttää lähtökohtana sosiokulttuurista teoriaa, jolloin tarkastelussa tärkeänä pidetään näkökulmaa, jossa oppilas ja opettaja tuo oman kulttuurin ja kielensä opiskeluun ja nämä yhdistyvät kieliluokassa kolmannen kielen opiskeluun. Tutkimusmetodina käytössä oli kuuden henkilön puolistrukturoitu ryhmähaastattelu, jossa kaikki osallistujat puhuivat jotain persiankielen murretta ja olivat olleet Suomessa kaksi vuotta. Haastattelun temaattisen analyysin avulla syntyi kahdeksasta teemasta kaksi suurempaa ryhmää; yksi keskittyi opiskeluun yhteisötasolla ja toinen monikielisyyteen. Opiskelu yhteisötasolla keskittyi vuorovaikutukseen sekä luokassa että oppilaiden välillä. Haastattelun analyysi osoitti, että sekä L1 että suomen kieli olivat luokassa työvälineinä, joiden avulla opetettavaa materiaalia pystyttiin ymmärtämään. Oppimista tapahtui luokassa, oppilaiden välillä, sekä autodidaktisesti ja oppilaat toivat kotimaastaan oppimiseen liittyviä asenteita. Motivaattorit, itse kielen oppimisen syyn lisäksi, liittyivät enimmäkseen positiivisesti opettajaan ja negatiivisesti oppilaiden väliseen kilpailuun. Englannin oppimisessa oppilaat tähtäsivät kielen käyttöön yhteiskielenä. Monikielinen taso keskittyy yksilön kielen opiskeluun ja oli myös näkyvissä yksilöiden kielenkäytössä. Suomea opiskelijat käyttivät sanaston ja kieliopin opiskeluun varsinkin koska suomen kieltä, kuten myös englantia, käytetään länsimaissa. Oppilaiden L1 oli silti käytössä varsinkin yksin opiskelussa, sillä myös tässä kielessä on kielellisiä yhteyksiä englannin kieleen. Oppilaiden kielivalintaan vaikutti se mitä oli mukavinta käyttää. Tämä näkyi yksittäisissä sanavalinnoissa, riippuen siitä mitä kieltä oppilas käytti tietyssä kontekstissa. Kääntäminen oli kielen oppimisessa tärkein työkalu ja suomen kieli oli tähän liittyen käytännöllinen käännösvälineiden tarkkuuden vuoksi. Kielen häviäminen liittyi paitsi kielitaitoon, myös siihen kuinka vaativaa kielenkäyttöä ympäristö vaati, sillä englanti ja suomi molemmat saattoivat kärsiä huonon kielitaidon takia, vaikkakin suomi vähemmän koska se oli koulukieli. Häviäminen näkyi myös L1-kielessä koska ympäristö ei vaatinut korkeatasoista kielenkäyttöä.
APA, Harvard, Vancouver, ISO, and other styles
6

Arêas, da Luz Fontes Ana B. "Developing lexical competition resolution mechanisms through reading experience." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Dickinson, Ethan Charles. "Analyzing Language Change and Cue Correlation Through an Iterated Language Learning Paradigm." Thesis, The University of Arizona, 2011. http://hdl.handle.net/10150/144335.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Westenskow, Florencia. "Experiences in Professional Development Through Project-Based Language Learning." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7047.

Full text
Abstract:
Project-based Language Learning (PBLL) provides students with opportunities to use the target language purposefully and to interact with culturally authentic materials. Because PBLL holds critical benefits for its students, it is important that teachers learn best practices for implementation and how to overcome the challenges that PBLL brings. This study focuses on the experiences of 15 world language teachers as they participated in a PBLL professional development series developed by the National Foreign Language Resource Center (NFLRC) at the University of Hawai'i at Mānoa. Findings from this study are based on data gathered from surveys and interviews with a diverse group of educators for the purpose of gaining an understanding of what participants learned and the activities that impacted learning of PBLL. Results show that learning about gold standard elements of PBLL made the biggest impact on participants' pedagogical beliefs and motivated them to change their practice. Activities that positively impacted learning were those that were active, social, and related to practice. Participants were overwhelmed with the amount of content and needed help making connections between the content and their teaching contexts. Overall, participants' experiences in the professional development series led to a change in pedagogical beliefs and a desire to alter their implementation of PBLL.
APA, Harvard, Vancouver, ISO, and other styles
9

Lyu, Yeonhwan. "Simulations and Second / Foreign Language Learning: Improving communication skills through simulations." See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2006. http://www.ohiolink.edu/etd/view.cgi?toledo1147363791.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Lessing, Sara. "ComPron : Learning Pronunciation through Building Associations between Native Language and Second Language Speech Sounds." Thesis, Uppsala universitet, Människa-datorinteraktion, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-414819.

Full text
Abstract:
Current computer-assisted pronunciation training (CAPT) tools are too focused on what technologies can do, rather than focusing on learner needs and pedagogy. They also lack an embodied perspective on learning. This thesis presents a Research through Design project exploring what kind of interactive design features can support second language learners’ pronunciation learning of segmental speech sounds with embodiment in mind. ComPron was designed: an open simulated prototype that supports learners in learning perception and production of new segmental speech sounds in a second language, by comparing them to native language speech sounds. ComProm was evaluated through think-aloud user tests and semi-structured interviews (N=4). The findings indicate that ComPron supports awareness of speech sound-movement connections, association building between sounds, and production of sounds. The design features that enabled awareness, association building, and speech sound production support are discussed and what ComPron offers in comparison to other CAPT-tools.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Learning through language"

1

Asher, James J. Learning another language through actions. Los Gatos,Calif: Sky Oaks Publications: California, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Carol, Adamski, ed. Learning another language through actions. 7th ed. Los Gatos, Calif: Sky Oaks Productions, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Bygate, Martin, ed. Learning Language through Task Repetition. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/tblt.11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Carol, Adamski, ed. Learning another language through actions. 4th ed. Los Gatos, Calif: Sky Oaks, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Elizabeth, Hanson-Smith, and Rilling Sarah, eds. Learning languages through technology. Alexandria, Va., USA: Teachers of English to Speakers of Other Languages, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Learning through language in early childhood. London: Cassell, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Learning through language in early childhood. London: Continuum, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ellis, Rod. Learning a second language through interaction. Amsterdam: J. Benjamins, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Learning a second language through interaction. Amsterdam: Benjamins, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Hanlin, Jayne I. Learning Latin through mythology. Cambridge: Cambridge University Press, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Learning through language"

1

Arnold, Wendy, Coralyn Bradshaw, and Kate Gregson. "Language learning through projects." In The Routledge Handbook of Teaching English to Young Learners, 288–302. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Routledge handbooks in applied linguistics: Routledge, 2018. http://dx.doi.org/10.4324/9781315623672-19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Nagata, Shoko. "Learning culture through language." In Somaesthetics and the Philosophy of Culture, 114–24. Abingdon, Oxon; New York, NY: Routledge, 2021. |: Routledge, 2021. http://dx.doi.org/10.4324/9781003009191-9-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Spence, Justin. "Learning Languages Through Archives." In The Routledge Handbook of Language Revitalization, 179–87. New York, NY : Routledge, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781315561271-23.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Sobhy, Nashwa Nashaat. "Investigating pragmatics in CLIL through students’ requests." In Language Learning & Language Teaching, 67–88. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/lllt.47.05sob.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Halliday, M. A. K. "Learning to Learn Through Language." In Aspects of Language and Learning, 35–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-47821-9_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Bennett, Richard, and Joseph E. Oliver. "Learning through language and cognition." In Acceptance and Commitment Therapy, 27–28. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351056144-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Rolls, Nicola, and Peter Wignell. "Learning and Teaching Through Language." In Successful University Teaching in Times of Diversity, 27–50. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-53669-3_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Hammersley, Laura. "Language Matters: Reciprocity and Its Multiple Meanings." In Learning Through Community Engagement, 115–31. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0999-0_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Laur, Dayna, and Jill Ackers. "Language Learners: Projects and English Language and Dual Language Learners." In Developing Natural Curiosity through Project-Based Learning, 131–50. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315528410-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Bygate, Martin, and Virginia Samuda. "2. Integrative planning through the use of task repetition." In Language Learning & Language Teaching, 37–74. Amsterdam: John Benjamins Publishing Company, 2005. http://dx.doi.org/10.1075/lllt.11.05byg.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Learning through language"

1

Chrupała, Grzegorz, Àkos Kádár, and Afra Alishahi. "Learning language through pictures." In Proceedings of the 53rd Annual Meeting of the Association for Computational Linguistics and the 7th International Joint Conference on Natural Language Processing (Volume 2: Short Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.3115/v1/p15-2019.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Wang, Sida I., Percy Liang, and Christopher D. Manning. "Learning Language Games through Interaction." In Proceedings of the 54th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/p16-1224.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Oberemko, Olga G. "The Language Worldview Formation Through Learning Several Foreign Languages." In International Scientific Forum «National Interest, National Identity and National Security». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.02.02.113.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Pérez-Femenía, Esther, and Mar Iglesias-García. "MOTIVATING LANGUAGE LEARNING THROUGH ONLINE RADIO." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1241.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Karamcheti, Siddharth, Dorsa Sadigh, and Percy Liang. "Learning Adaptive Language Interfaces through Decomposition." In Proceedings of the First Workshop on Interactive and Executable Semantic Parsing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.intexsempar-1.4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Syamsudin, Oom Rohmah. "Glorifying Indonesian Language through Online Learning." In Proceedings of the 1st Konferensi Internasional Berbahasa Indonesia Universitas Indraprasta PGRI, KIBAR 2020, 28 October 2020, Jakarta, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.28-10-2020.2315346.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kulaeva, Fariza Akhmetovna. "Learning German Language Through Its History." In International Scientific Congress «Knowledge, Man and Civilization». European Publisher, 2022. http://dx.doi.org/10.15405/epsbs.2022.12.87.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Launganggoon, Nuchwana. "Language Skill Assessment Through Content and Language Integrated Learning." In International Conference on Educational Assessment and Policy. Kementerian Pendidikan dan Kebudayaan, 2018. http://dx.doi.org/10.26499/iceap.v2i1.101.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Kanayama, Hiroshi, Youngja Park, Yuta Tsuboi, and Dongmook Yi. "Learning from a Neighbor: Adapting a Japanese Parser for Korean Through Feature Transfer Learning." In Proceedings of the EMNLP'2014 Workshop on Language Technology for Closely Related Languages and Language Variants. Stroudsburg, PA, USA: Association for Computational Linguistics, 2014. http://dx.doi.org/10.3115/v1/w14-4202.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Fomina, Zinaida. "TEACHING A FOREIGN LANGUAGE THROUGH ART." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2232.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Learning through language"

1

Siskind, Jeffrey M. Emergent Intelligent Behavior through Integrated Investigation of Embodied Natural Language, Reasoning, Learning, Computer Vision, and Robotic Manipulation. Fort Belvoir, VA: Defense Technical Information Center, October 2011. http://dx.doi.org/10.21236/ada551162.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

GORSHKOVA, K. V., and L. N. LUBOZHEVA. PRACTICE-ORIENTED NATURE OF TEACHING A FOREIGN LANGUAGE AT THE UNIVERSITY THROUGH THE «FLIPPED CLASS» METHOD. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-16-25.

Full text
Abstract:
This study presents the study of the practise-oriented nature of teaching of a foreign language at a university. The work reveals the concept of “practice-oriented learning” and the principles of this approach. The study demonstrates the “Flipped class” method as the method that has the main characteristics of a student-centered approach to learning. Besides the results of the application of this method by foreign researchers are illustrated in this work. The main purpose of the article is to attract the interest of Russian researchers to the application of the “Flipped class” method in universities.
APA, Harvard, Vancouver, ISO, and other styles
3

Pérez, Francisco, and Alejandro Pérez. Journey through Colombian Co-Teaching Experiences. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.18.

Full text
Abstract:
Co-teaching is defined as a collaborative method of instruction (Murawski & Hughes, 2009), which implies co-teaching partnerships where educators make and effort in terms of joint instructional decisions and share responsibility as well as accountability for student learning (Shumway et all., 2011). This working paper is intended to illustrate the state-of-the-art concerning the implementation of co-teaching in EFL settings in Colombia over the last two decades. This manuscript is based on documentary research, in which primary source data were collected from data bases, university repositories, journals, and official reports. As an outcome, we expect to unveil co-teaching strategies, co-teachers' roles as well as collaborative teaching benefits in EFL in general, and foreign language student-teachers’ education, in particular.
APA, Harvard, Vancouver, ISO, and other styles
4

Dubeck, Margaret M., Jonathan M. B. Stern, and Rehemah Nabacwa. Learning to Read in a Local Language in Uganda: Creating Learner Profiles to Track Progress and Guide Instruction Using Early Grade Reading Assessment Results. RTI Press, June 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0068.2106.

Full text
Abstract:
The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in three languages (Ganda, Lango, and Runyankore-Rukiga), we explored a methodology that uses passage-reading results to create five learner profiles: Nonreader, Beginner, Instructional, Fluent, and Next-Level Ready. We compared learner profiles with results on other subtasks to identify the skills students would need to develop to progress from one profile to another. We then used regression models to determine whether students’ learner profiles were related to their results on the various subtasks. We found membership in four categories. We also found a shift in the distribution of learner profiles from Grade 1 to Grade 4, which is useful for establishing program effectiveness. The distribution of profiles within grades expanded as students progressed through the early elementary grades. We recommend that those who are discussing EGRA results describe students by profiles and by the numbers that shift from one profile to another over time. Doing so would help describe abilities and instructional needs and would show changes in a meaningful way.
APA, Harvard, Vancouver, ISO, and other styles
5

Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

Full text
Abstract:
Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
APA, Harvard, Vancouver, ISO, and other styles
6

Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

Full text
Abstract:
The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.
APA, Harvard, Vancouver, ISO, and other styles
7

Cassity, Elizabeth, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.

Full text
Abstract:
The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Support Program (VESP). The Australian Government's Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how the VESP is making a difference to the Government of Vanuatu’s ongoing primary education reforms. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. The purpose of this summary is to provide a brief overview of findings and recommendations from the first year (2019) of the Vanuatu study.
APA, Harvard, Vancouver, ISO, and other styles
8

Serneels, Pieter, and Stefan Dercon. Aspirations, Poverty and Education: Evidence from India. Research on Improving Systems of Education (RISE), October 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/053.

Full text
Abstract:
This paper investigates whether aspirations matter for education, which offers a common route out of poverty. We find that mother aspirations are strongly related to the child’s grade achieved at age 18. The relation is nonlinear, suggesting there is a threshold, and depends on caste, household income and the village setting. The coefficients remain large and significant when applying control function estimation, using firstborn son as instrument. A similar strong relation is observed with learning outcomes, including local language, English and maths test results, and with attending school, but not with attending private education. These results are confirmed for outcomes at age 15. The findings provide direct evidence on the contribution of mother aspirations to children’s education outcomes and point to aspirations as a channel of intergenerational mobility. They suggest that education outcomes can be improved more rapidly by taking aspirations into account when targeting education programmes, and through interventions that shape aspirations.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Learning through language' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography