Literatura académica sobre el tema "Language Representations and Practices"
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Artículos de revistas sobre el tema "Language Representations and Practices"
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Spanier, Adam y William Mahoney. "Static Vulnerability Analysis Using Intermediate Representations: A Literature Review". European Conference on Cyber Warfare and Security 22, n.º 1 (19 de junio de 2023): 458–65. http://dx.doi.org/10.34190/eccws.22.1.1154.
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Analysis (SA) in Cybersecurity is a practice aimed at detecting vulnerabilities within the source code of a program. Modern SA applications, though highly sophisticated, lack programming language agnostic generalization, instead requiring codebase specific implementations for each programming language. The manner in which SA is implemented today, though functional, requires significant man hours to develop and maintain, higher costs due to custom applications for each language, and creates inconsistencies in implementation from SA-tool to SA-tool. A source of programming language generalization occurs within compilers. During the compilation process, source code is converted into a grammatically consistent Intermediate Representation (IR) (e.g. LLVM-IR) before being converted to an output format. The grammatical consistencies provided by the IR theoretically allow the same program written in different languages to be analyzed using the same mechanism. By using the IRs of compiled programming languages as the codebase of SA practices, multiple programming languages can be encompassed by a single SA tool. To begin understanding the possibilities the combination of SA and IRs may reveal, this research presents the following outcomes: 1) a systematic literature search, 2) a literature review, and 3) the classification of existing work pertaining to SA practices using IRs. The results of the study indicate that generalized Static Analysis using the LLVM IR is already a common practice in all compilers, but that the extended use of the LLVM IR in Cybersecurity SA practices aimed at finding vulnerabilities in source code remains underdeveloped.
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Amsler, Mark. "History of linguistics". Historiographia Linguistica 20, n.º 1 (1 de enero de 1993): 49–66. http://dx.doi.org/10.1075/hl.20.1.05ams.
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Summary Recent work in the history of early medieval linguistics has challenged a number of assumptions about the representation of Latin and language usage during the period. Given the way Latin is often positioned as a standard for literacy and schooling, these revisions of early medieval linguistics also raise questions for teaching literacy, language arts, and standard English. Late classical and early medieval grammatical discourse presents not a monolithic view of Latin but various accounts of pronunciation, spelling, and semantics. Some stigmatize contemporary usage, others do not. In addition, historical texts such as the 9th-century History of the Langobards represent heterogeneous and bilingual speech communities in which Latin and Germanic languages are used in different contexts. Rather than constraining the history of linguistics as a ‘specialist’s add on’, we can reconceptualize writing histories of linguistics as contributions to a critical cultural history, uncovering the assumptions and practices of not only linguistic theory and description but also language teaching practices, ideological constructions of national languages, representations of language differences and identity, and attitudes toward language usage and standardization.
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Barontini, Alexandrine y Karima Ziamari. "Sociolinguistic representations of variation in Moroccan spoken Arabic: discourses, practices and internet memes". International Journal of the Sociology of Language 2022, n.º 278 (1 de noviembre de 2022): 155–80. http://dx.doi.org/10.1515/ijsl-2022-0010.
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Abstract This paper explores metalinguistic representations of Moroccan Arabic, through speakers’ discourses – taken from various spontaneous recordings and interviews with Moroccan Arabic speakers, of various ages, social backgrounds, and, for the most part, living in Meknes – and humoristic images and memes mocking local accents to be found on social media. By comparing language practices and metalinguistic representations with internet memes related to language stereotypes, our objective is to highlight indexicality, iconization and rhematization, in the circulation of metalinguistic representations, especially their reproduction through copy and imitation, which is the main attribute of memes that interests us. Markers, values, meanings associated with variation constantly change and shift through speakers’ practices and discourses, interacting with language ideologies, representations and stereotypes. With that in mind, we examine metalinguistic discourses and sociolinguistic variables in parallel to each other in order to study old and new representations along with social categories such as young/old, virile/effeminate, as well as regional stereotypes.
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Москвичева, Светлана Алексеевна y Маммадали Магсад оглы Гасанов. "LANGUAGE PRACTICES AND LANGUAGE IDEOLOGIES IN THE TRANSMISSION OF THE LANGUAGE IN THE AZERBAIJANI COMMUNITY IN MOSCOW". Tomsk Journal of Linguistics and Anthropology, n.º 3(33) (28 de noviembre de 2021): 59–69. http://dx.doi.org/10.23951/2307-6119-2021-3-59-69.
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Целью настоящей статьи является анализ условий и факторов, влияющих на передачу и сохранение азербайджанского языка в азербайджанской общине города Москвы в среде хорошо интегрированных и социально успешных мигрантов первого и второго поколения. Работа вписывается в проблематику языковых контактов в городе в аспекте социолингвистической динамики поддержания и сохранения языка. Выбор азербайджанской общины был обусловлен сложностью ее социальной структуры, развитыми связями внутри сообщества, наличием языковой среды в различных доменах, сложной социолингвистической конфигурацией используемых языков, включающей отношения между литературными и диалектными формами азербайджанского языка и русским языком. Использование и передача языка молодыми азербайджанцами рассматривалась с учетом символического и инструментального измерений языковой ситуации. Анализ как реальных языковых практик, так и языковых идеологий носителей идиома позволил решить две задачи: выявить направления динамики использования и передачи азербайджанского языка в условиях миграции и проанализировать, насколько желания носителей языка, их аттитюды и языковые репрезентации соответствуют реальным усилиям по поддержке и сохранению языка. Методология исследования включала проведение социолингвистического анкетирования (70 анкет) и серии исследовательских интервью с представителями общины (6 интервью). Интерес к уровню владения и передачи языка в молодом поколении обусловил деление информантов по критерию возраста на две когорты: от 18 до 29 лет и от 30 до 65+ лет. Далее анализировались и сравнивались языковые практики этих когорт. Результаты исследования показывают высокую сохранность и уровень передачи языка, высокую лояльность его носителей и положительный тип репрезентаций в обеих когортах. Вместе с тем в молодом поколении отмечается повышение роли русского языка, сдвиг в использовании диалектных и литературной форм азербайджанского языка, в социальном образе языка отмечено превалирование символических репрезентации и оценки языка аффективного типа. The purpose of this article is to analyze the conditions and factors influencing the transmission of the Azerbaijani language in the Azerbaijani community in Moscow among well-integrated and socially successful migrants of the first and second generation. The research complies with the problem of linguistic contacts in the city in the aspect of the sociolinguistic dynamics of maintaining and preserving the language. The choice of the Azerbaijani community was due to the complexity of its social structure, developed connections within the community, the presence of linguistic environment in various domains, a complex sociolinguistic configuration of the languages used, including the relationship between the literary and dialectal forms of the Azerbaijani language and the Russian language. The use and transmission of the language by young Azerbaijanis was considered taking into account symbolic and instrumental dimensions of the language situation. The analysis of both real linguistic practices and linguistic representations of native speakers of the idiom made it possible to solve two problems: to identify the directions of the dynamics of the use and transmission of the Azerbaijani language in conditions of migration and to analyze how the desires of native speakers, their attitudes and linguistic representations correspond to their real efforts to support and preserve the language. The research methodology involved a sociolinguistic questionnaire (70 questionnaires in total) and a series of research interviews with community representatives (6 interviews). Interest in the level of language proficiency and transmission in the younger generation led to the division of informants according to the age criterion into two cohorts: from 18 to 29 years old and from 30 to 65+ years old. Further, we analyzed and compared the language practices of these cohorts. The results of the study show a high preservation and level of language transmission, strong loyalty of its speakers and a positive type of representations in both cohorts. Meanwhile, among the younger generation we observe the dynamics of linguistic practices towards increasing the role of the Russian language and a shift in the use of dialectal and literary forms of the Azerbaijani language; symbolic representations and overvaluation of the affective type prevail in the social image of the language.
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Moskvitcheva, Svetlana A., Alain Viaut y Radif R. Zamaletdinov. "Language representations and language attitudes in the Mishar dialect continuum". Russian Journal of Linguistics 27, n.º 3 (30 de septiembre de 2023): 687–714. http://dx.doi.org/10.22363/2687-0088-34933.
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To forecast the sociolinguistic dynamics of the language, to determine the level of its vitality and to provide adequate measures of language policy and planning, it seems important to analyze the structures of the symbolic components of the language situation, which include language representations and language attitudes, that is, social attitudes towards language. The article presents the results of the analysis of the main types of Tatar language representations and linguistic attitudes among speakers of the Mishar idiom of the Tatar language. The data were collected in the regions where the Mishary Tatars live, namely in the Middle Volga region and in Prisurie. The main research method was a semi-structured interview with subsequent analysis of the obtained data, its classification and interpretation. The paper proposes five clusters of language representations in the minority situation: representations related to the instrumental, symbolic and regulative functions of language, on the one hand, and representations related to the actualized identity structures and to the deontic attitudes of the individual, on the other. In connection with these classes of representations and taking into account language forms, language competences and language practices, a typology of language loyalty is proposed, which includes instrumental loyalty, symbolic loyalty, loyalty according to the forms of language used, loyalty according to language competences and prescriptive loyalty. The material analysis showed the prevalence of positive representations of the Mishar idiom among its speakers, the presence of active positive loyalty in oral spheres of communication at the local level, a high level of idiom preservation, and the integrative nature of sociolinguistic dynamics. At the same time, the situation should be regarded as diglossic both in relation to the Russian language and to the literary Tatar language, which is considered to be prestigious.
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Cowan, Kay y Peggy Albers. "Semiotic Representations: Building Complex Literacy Practices Through the Arts". Reading Teacher 60, n.º 2 (octubre de 2006): 124–37. http://dx.doi.org/10.1598/rt.60.2.3.
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Dubrovskaya, Tatiana V. "«…It was done by Soviet scientists»: Representations of scientific social practices in Soviet magazines for children (the 1980s)". Media Linguistics 10, n.º 3 (2023): 357–75. http://dx.doi.org/10.21638/spbu22.2023.305.
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The author explores the texts of Soviet periodicals for children and sets the task to reveal how science is represented in relation to state policy, as well as defining the semiotic resources that convey grown-ups’ social practices to children’s audience. Methodologically, the study builds on content analysis and discourse analysis of the publications drawn from the magazines “Pioneer” and “Kostyor”. It has been found that publications on science occupied an important place in the magazines, sections on science were regular, and most of them had exact and natural sciences as their subject. Specific features of representations have been discovered, including references to experts’ opinions, channeling of agonality, emotions and ideologies. The validity of scientific information provided was guaranteed by the expert status of the author or commentator: their professionalism and public recognition. The texts contained argumentation tactics that were typical of academic communication, and thus, grown-ups’ social practices were transferred to children’s magazines. The author claims that the rational sphere of science was discursively constructed as a source of emotional experience, specifically — the feeling of wonder. The factual component was complemented by the emotional modus and actualized through the lexical markers of wonder, evaluative elements and stylistic devices. The journals were used as an instrument of dialogue between the state and a younger generation, and the representations of scientific social practices contained markers of ideology. The author claims that convergence of scientific, media and political discourses is taking place in the process of representation of scientific practices. The resulting representations build axiological attitudes of a younger generation, maintain ideological guidelines, and determine a scientific and ideological worldview.
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Harvey, Keith. "Describing camp talk: language/pragmatics/politics". Language and Literature: International Journal of Stylistics 9, n.º 3 (agosto de 2000): 240–60. http://dx.doi.org/10.1177/096394700000900303.
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This article uses literary examples from English-language and French-language postwar fiction to elaborate a descriptive framework for representations of camp talk. The framework is based on four underlying semiotic strategies that produce a variety of surface textual effects (stylistic and pragmatic). The strategies are called Paradox, Inversion, Ludicrism and Parody. The effects they generate range from register play, through puns, to innuendo. The article argues that these effects contribute to the development of fictional representations of homosexual/gay/queer characters in postwar fiction and also to the elaboration of a gay critique of dominant cultural norms and practices. As such, the four strategies may also, it is suggested, underpin other (visual, gestural) semiotic regimes.
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Pinto, Susana y Maria Helena Araújo e Sá. "Scientific research and languages in Portuguese Higher Education Institutions". Language Problems and Language Planning 44, n.º 1 (1 de julio de 2020): 20–44. http://dx.doi.org/10.1075/lplp.00054.pin.
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Abstract This paper reports on a study that looked at Portuguese public universities setting out to identify and discuss institutional stakeholders’ social representations concerning the use of languages in scientific research and the development of institutional language policies within this area of higher education activity. In order to do so, institutional stakeholders responsible for research activities at six Portuguese public universities completed a questionnaire and participated in in-depth interviews. The findings indicate there are common tendencies regarding the identified social representations that point, mainly, to a tension between, on one hand, the existence of reported practices that centre on “English-mainly” research language policies, reflecting the current monolingual scenario of global science and, on the other hand, the need for a more plurilingual science and the privileging of Portuguese as a science language.
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McDonald, Susan, Elizabeth Warren y Eva DeVries. "Refocusing on Oral Language and Rich Representations to Develop the Early Mathematical Understandings of Indigenous Students". Australian Journal of Indigenous Education 40 (2011): 9–17. http://dx.doi.org/10.1375/ajie.40.9.
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This article examines the nature of oral language and representations used by teachers as they instruct young Indigenous Australian students at the beginning of formal schooling during play-based activities in mathematics. In particular, the use of Standard Australian English (SAE), the mathematical register used, and the interplay with mathematical representations during classroom instruction are analysed based upon the teachers' selfreported practices. The data are drawn from structured telephone interviews with 40 teachers in 15 schools from rural and remote or multicultural settings in Queensland at the initial stage of a large, longitudinal study. The specific aim of the study was the identification of effective pedagogical practices that may assist young Australian students from diverse ethnic and cultural backgrounds to negotiate western mathematical understanding. The findings indicate that despite experience in these settings and focused professional learning sessions, the majority of these teachers report practices which reflect a strong emphasis on literacy acquisition rather than mathematical understanding. It is the contention of the researchers that the use of oral language with a rich selection of mathematical representations strongly supports mathematical understanding.
Tesis sobre el tema "Language Representations and Practices"
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Petringa, Natascia. "Science Literacy for English Language Learners: A Qualitative Study of Teacher Practices in European Private International Schools". Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42499.
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Worldwide, an influx of immigration, has increased the heterogeneity of our classrooms. In light of today’s heightened teacher accountability, standards and high-stakes assessment, traditional ways of teaching need to change in order to effectively serve the needs of our culturally and linguistically diverse students. Therefore, a qualitative-interpretive study was conducted with ten science teachers working in six private, international schools based in Portugal, Spain, Switzerland, and Belgium with a focus on teacher perceptions, beliefs, teaching practices, and instructional resources used to teach science to English Language Learners (ELLs).
Emphasis was placed on the specific teaching modalities and resources that science teachers use to support ELLs in their classrooms. It also addressed the needs of teachers to effectively teach science to ELLs. In response to the research questions, the thematic analysis revealed that the teachers working in these schools had a good awareness of ELL needs in science and wanted to make a difference for these learners. They perceived ELLs as quiet, but hardworking and motivated students. To some degree, the teachers used all seven modalities of teaching: reading, writing, speaking, listening, doing, interpreting, and representing, with or without the use of technology, and considered multimodality to be the most effective way to make science accessible to ELLs.
Though not exhaustive, this research offers a set of pedagogical tools and resources for pre-service and in-service teachers to meet the needs of their ELLs in science. Furthermore, based on the teacher responses, the research identifies five key areas which are necessary for science literacy development of culturally and linguistically diverse students. These include: (i) teachers’ positive mindset and awareness towards ELLs in science; (ii) school leadership and administrative support for ELLs; (iii) time, multimodality, and specialized professional development (PD) to scaffold science for ELLs; (iv) the provision of realistic opportunities to collaborate with the ELL or English Language Development (ELD) teacher; and (v) co-teaching science with an ELL/ELD teacher. I would hereby like to share the findings of this thesis and make these accessible to fellow science teachers in the hope that they will refer and/or utilize the proposed strategies and resources in their daily practice.
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Sloss, Jay. "Meaning : the move from minds to practices". Thesis, University of Canterbury. Philosophy and Religious Studies, 2007. http://hdl.handle.net/10092/984.
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For centuries referential theories of language and meaning have dominated Western philosophy. The idea that noises and scratches become meaningful words and writing by virtue of a mental grasp one has on the referents they are talking about has become deeply entrenched. Starting with Plato, and reinvented by Locke, contemporary theorists continue to reproduce this mental fix requirement (MFR) in their philosophies of language and intentionality-Physicalists, such as Paul and Patricia Churchland are typical. Plato, Locke and the Churchlands all share the view that bits of language reach out to extra-linguistic entities by some act of mind (for Plato the mind grasped referents via the Forms, for Locke Ideas bridged the relation, and the Churchland's, brain states). In each case a self-referential mental act gets language up and running, i.e. mental connections (or representations) to referents do the trick. My question also concerns what makes squiggles and noises meaningful. The question is a nested one-ancillary to it are questions of what makes language work? How do words mean or relate to the world? How do speakers mean certain things and not others? I will approach the question from a contextualist perspective where roles in rule-governed activities are the bottom line, not representations in the mind/brain.
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Gurgel, Manoelito Costa. "Social representations of mother tongue teachers in initial training about the student teaching practicum". Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11139.
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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgicoCada vez mais, os professores vÃm exercendo um papel de destaque na ressignificaÃÃo das prÃticas de ensino-aprendizagem de lÃngua materna. Nesse contexto, os cursos de formaÃÃo continuada e inicial de professores de lÃngua materna vÃm sendo repensados. Nesta pesquisa, entÃo, identificamos e reconhecemos o acervo de representaÃÃes sociais (doravante RS) de oito estagiÃrias da disciplina de EstÃgio em Ensino de LÃngua Portuguesa do curso de Letras-PortuguÃs da UFC sobre o estÃgio de regÃncia, engendradas, mobilizadas e ressignificadas na e pela disciplina. Considerando a premissa de que o estÃgio à o espaÃo privilegiado de ressignificaÃÃo de representaÃÃes docentes, analisamos se hÃ, de fato, ressignificaÃÃes nesse espaÃo. Essa proposta à crucial para (re)pensarmos o estÃgio de regÃncia como etapa do percurso formativo do professor de lÃngua materna. Em uma abordagem discursiva e ideolÃgica das RS, na qual destacamos a funÃÃo da linguagem no engendramento e na circulaÃÃo de representaÃÃes,delineamos, a partir das tomadas de posiÃÃo das estagiÃrias frente ao objeto de representaÃÃo âestÃgio de regÃnciaâ, (re)veladas pelas modalizaÃÃes no seu discurso durante a interaÃÃo com os seus pares em grupos focais, os sentidos e os valores que elas, as estagiÃrias, atribuem ao estÃgio de regÃncia, antes e durante a disciplina. Para isso, apoiamo-nos nos quadros teÃrico-metodolÃgicos da Teoria das RepresentaÃÃes Sociais (MOSCOVICI, 1961, 1978, 2009 ; JODELET, 1984, 2001, 2005; DOISE, 2001 ), do Interacionismo SÃcio-discursivo (BRONCKART, 2006, 2008, 2009) e nos conceitos de grupo social e de ideologia (VAN DIJK, 1999, 2003, 2009). Como procedimentos de coleta de dados, adotamos um questionÃrio e dois Grupos Focais (doravante GFs), situaÃÃes de aÃÃo de linguagem em que as estagiÃrias se engajaram e mobilizaram suas RS sobre o estÃgio de regÃncia. Como categoria de anÃlise, adotamos as modalizaÃÃes (BRONCKART, 2009), pois materializam linguisticamente avaliaÃÃes e julgamentos. A partir da anÃlise das modalizaÃÃes, identificamos as tomadas de posiÃÃo do grupo frente Ãs atividades e Ãs prÃticas da disciplina. Em nossa anÃlise qualitativa-interpretativista, percebemos que as estagiÃrias representam o estÃgio de regÃncia, tanto antes quanto durante a disciplina, a) como aprendizagem da profissÃo e como aplicaÃÃo da teoria e de tÃcnicas de ensino, b) como feedback/avaliaÃÃo da prÃtica e c) como atividade final para conclusÃo do curso e como Ãltima etapa para certificaÃÃo. Sendo assim, as estagiÃrias, durante a disciplina, nÃo ressignificaram suas RS e, marcadas por essas RS, participaram das atividades da disciplina apenas para cumprirem aspectos burocrÃticos, sem refletirem significativamente sobre, por exemplo, o seu agir. Nesse sentido, o estÃgio de regÃncia pouco contribuiu para a ressignificaÃÃo das RS das estagiÃrias sobre as atividades e sobre as prÃticas do estÃgio de regÃncia, dado o carÃter transitÃrio da disciplina. Nossa pesquisa, entÃo, lega à reflexÃo dos responsÃveis pela formaÃÃo de novos professores resultados que devem inquietÃ-los: se professores em formaÃÃo inicial representam o espaÃo do estÃgio de regÃncia nÃo como o espaÃo propiciador de ressignificaÃÃes do fazer/ser docente, mas como o espaÃo de cumprimento de obrigaÃÃes burocrÃticas para efeito de obtenÃÃo de Diploma de Licenciatura, que docente estamos formando?
Increasingly, teachers have played a prominent role in the redefinition of teaching practices and language learning (L1). Within this context, continuing education programs and certification courses for first language teachers are being rethought. In this research, it is intended to identify and recognize the collective social representations (SR) achievements of eight student teachers in regards of Portuguese Teaching Practicum at UFC Language and Arts major. Through a discursive and ideological view of RS, we sought to delineate from the positions taken by the student teachers of the object of representation " student teaching practicumâ unfolds in their discourse during the interaction with their peers in focus groups of the meanings and values that they attach to student teaching practicum, before and during the discipline. For this, we rely on the theoretical and methodological frameworks of social representations theory(MOSCOVICI, 1961, 1978, 2009 ; JODELET, 1984, 2001, 2005; DOISE, 2001 )and socio-discursive interactionism ( BRONCKART , 2006, 2008, 2009). We also support the concepts of group and social ideology proposed by van Dijk (1999, 2003, 2009). As data collection procedures we adopted a questionnaire and two focus groups ( FG ), language -action situations by which the student-teachers engaged and mobilized their RS during the practicum experience. As for the analysis, we have adopted the modalizations, from which the actions taken by the group were identified and in face of the activities required for the course. Using a qualitative -interpretive lens, we found that the student teachers represent the practicum experience as: a) the learning of the profession and as the application of theory and of teaching techniques via practice, b ) as feedback[assessment]of their practice and, c ) as the final requirement for the undergraduate course completion or as a last step towards certification. Thus, the student teachers, during the course did not reformulate the RS. Marked by these RS, the student teachers participate in the activities of the course only to fulfill bureaucratic aspects without significantly reflecting on, for example, theirteaching actions.
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Bastos, Charles Lourenço de. "Representações em matemática: observações para o ensino e a aprendizagem em geometria". Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6296.
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This work observations are made about some ways in which it is possible to teach and learn geometry through the representations. For this, we treat the mathematical language, understanding of the modes of representation and the teaching of geometry combined with other areas of Mathematics in Basic Education. The literature search included a brief study of geometry teaching in the public schools, exploring the presence in textbooks of history of mathematics, problem solving and representations. We note also, some of my teaching practices that relate dierent ways of representing and representations through real objects and computing resources.
Neste trabalho são feitas observações sobre algumas formas em que se é possível ensinar e aprender geometria através das representações. Para isso, tratamos da Linguagem matemática, do entendimento dos modos de representação e do ensino de geometria aliado a outras áreas da Matemática no Ensino Básico. A pesquisa bibliográfica contemplou um breve estudo sobre o ensino de geometria nas escolas públicas, explorando a presença em livros didáticos da história da matemática, da resolução de problemas e das representações. Indicamos também, algumas das minhas práticas de ensino que relacionam diferentes formas de representar e de representações através de objetos reais e de recursos Computacionais.
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Perez, Gabriel Mendes Hernandez. "Mooi misi no taki "taki-taki" / Moça bonita não fala "taki-taki": gênero, práticas e representações linguísticas de imigrantes brasileiros no Suriname". Niterói, 2017. https://app.uff.br/riuff/handle/1/5116.
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Faperj
Colégio Cruzeiro, CRUZEIRO, Brasil
A imigração de brasileiros no Suriname é um fenômeno relativamente recente que começou a ser percebido em meados dos anos 80, quando as primeiras modestas ondas de migração, formadas sobretudo por garimpeiros e prostitutas, se instalaram principalmente no interior do país. Estima-se que atualmente vivam na antiga Guiana Holandesa cerca de 16.000 brasileiros, concentrados particularmente na zona norte da capital Paramaribo, onde exercem atividades diversas nos setores de mineração, prestação de serviços, comércio e prostituição. Esta pesquisa se propõe a analisar as práticas e representações linguísticas de imigrantes brasileiros residentes na capital do Suriname, país onde coexistem cerca de 20 línguas faladas por distintas etnias, sendo o holandês a única com status de idioma oficial. Por entender, assim como Calvet ([1999] 2004), que as práticas linguísticas e as representações, ou seja, as imagens que os sujeitos constroem em torno das línguas, são não só interdependentes, mas se relacionam com os contextos sociais, ideologias e relações de poder nas quais estão inseridas, discuto neste trabalho os conceitos de mercado linguístico e violência simbólica conforme Bourdieu ([1982] 1996) e, naturalmente, contextualizo a imigração brasileira e apresento o panorama sociolinguístico observado no país, com ênfase na capital Paramaribo. A pesquisa in loco que constitui o corpus desta investigação demonstrou ainda que o gênero dos falantes exerce forte influência sobre as práticas e, sobretudo, sobre as representações linguísticas dos sujeitos, o que apontou para a necessidade de se discutir as interações entre linguagem e essas duas categorias. Assim, o presente trabalho apresenta ainda uma revisão bibliográfica das pesquisas sociolinguísticas mais relevantes que se dispuseram a analisar tais relações, como as pioneiras contribuições variacionistas de Labov (1966, 1990), Trudgill (1972) e Eckert (1989), os estudos centrados em contato linguístico de Piller & Pavlenko (2001, 2006) e, ainda, as desconstruções de um emergente campo dos estudos da linguagem, a linguística queer (LIVIA. A; HALL, K, 1997; BORBA, 2015). A reflexão teórica aqui proposta visará a discutir não só como esses dois fatores afetam as escolhas dos falantes, mas como os indivíduos constroem e afirmam seu gênero e outras identidades através da linguagem.
The Brazilian immigration in Suriname is a relatively recent phenomenon that came into prominence in the mid-80's, when the first modest waves of immigrants, most of them miners and prostitutes, settled mainly in the countryside. Around 16,000 Brazilians are currently living in the former Dutch Guiana, particularly in the northern part of the capital Paramaribo, where they work mostly in retail, the service industry, mining and prostitution. This research aims to analyze the language practices and representations of Brazilian immigrants living in the capital of Suriname, where about 20 languages are spoken by different ethnic groups and Dutch remains the only one with an official status. In our understanding, language representations, that means, the images that speakers have about languages, and language practices are, as defined by Calvet ([1999] 2004) not only interdependent, but are also related to social contexts, ideologies and power relationships. Thus, we discuss in this work the concepts of linguistic market and symbolic violence according to Bourdieu ([1982] 1996) and contextualize the Brazilian immigration and the current sociolinguistic panorama observed in the country, with an emphasis on the capital Paramaribo. The data collected in the field research also demonstrated that the gender of the speakers exerts a strong influence on their language practices and, above all, on their language representations. These observations led to the discussion on the relationships between language and gender. Thus, this work presents a bibliographical review of the most relevant sociolinguistic researches that discussed these relations, such as the first contributions of Labov (1966, 1990), Trudgill (1972) and Eckert (1989), the studies based on language contact by Piller & Pavlenko (2001, 2006) and the deconstructions of an emerging field of language studies: the Queer Linguistics (LIVIA. A; HALL, K, 1997; BORBA, 2015). The reflection on the theories presented in this work aims to discuss not only how gender affects the speakers' choices, but also how individuals construct and affirm their gender and other identities through language.
De immigratie van Brazilianen in Suriname is een vrij recent fenomeen en verscheen halfweg de jaren 80. De eerste golf van migranten bestonden voornamelijk uit mijnwerkers en prostituees die zich vestigden op het platteland in Suriname. Ongeveer 16.000 Brazilianen leven momenteel in het voormalige nederlanstalige Guyana, hoofdzakelijk in het noordelijke deel van de hoofdstad Paramaribo, waar ze voornamelijk werken in de kleinhandel, dienstensector, de mijnindustrie en prostitutie. Dit onderzoek richt zich op het analyseren van de taalgebruiken en representaties van Braziliaanse immigranten die leven in de hoofdstad van Suriname, waar ongeveer 20 talen gesproken worden door verschillende etnische groepen waarvan het Nederlands de enige taal is met een officiële status. Taalrepresentaties, d.i. het beeld dat sprekers hebben over een taal, en taalgebruiken worden door Calvet (1999, 2004) gedefinieerd als niet alleen onderling afhankelijk, maar gerelateerd tot de sociale context, ideologieën en krachtige relaties. Om deze reden onderzoeken we in dit werk de concepten van de taalkundige markt en het symbolisch geweld dat daarmee gepaard gaat volgens Bourdieu ([1982] 1996). Verder onderzoeken we ook de Braziliaanse immigratie en het huidig sociolinguistisch panorama dat geobserveerd wordt in het land, met de nadruk op de hoofdstad Paramaribo. De data dat werd verworven door het veldwerk toont ons dat de gender van de spreker een sterke invloed uitoefent op de taalgebruiken en bovenal op de taalrepresentatie. Deze observaties brengen ons naar de discussie van de relatie tussen taal en gender. Omwille van die reden focust dit werk zich op een bibliografische kijk op de meest relevante, sociolinguïstieke onderzoeken die deze relaties reeds aangehaald hebben. We kijken naar de eerste bijdragen van Labov (1966, 1990), Trudgill (1972) en Eckert (1989) en alsook de studies die gebaseerd zijn op taal contact door Piller en Pavlenko (2001,2006) en ook de bijdragen van een opkomend gebied van taalstudies: Queer linguistics (LIVIA. A; HALL, K, 1997; BORBA, 2015). De theorieën die we aanhalen in dit werk brengen ons naar de discussie hoe het geslacht van de spreker zijn keuzes beïnvloedt, maar ook hoe individuen hun geslacht en andere identiteiten vormen en bevestigen door middel van taal.
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Souliou, Lelouda. "L'activation d'une autre langue que celle attendue : pratiques et représentations des apprenants d’une troisième langue". Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030005.
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Cette étude relève de la didactique des langues et s´inscrit dans la réflexion sur le plurilinguisme et l’acquisition d’une troisième langue. Plus particulièrement, cette étude examine le phénomène de l’activation d’une autre langue que celle attendue dans la production orale en français d’étudiants grecs suivant des cours dans le secteur LANSAD à l’Université d’Athènes. Nous avons envisagé le développement d’une troisième langue comme un processus émergentiste et la démarche adoptée dans notre travail suppose de se focaliser à sa dimension psycholinguistique. Dans le présent travail, nous tenterons de décrire un microcontexte, celui de l’acquisition du français comme troisième langue, auprès d’adultes apprenant cette langue dans un milieu guidé et hétéroglotte. Notre objectif est de décrire dans un premier temps le phénomène de l’activation d’une autre langue que celle attendue, tel qu’il se manifeste dans la production orale du discours en français L/C3, ainsi que l’activité métalinguistique chez les apprenants. Ensuite, la langue y est envisagée dans notre travail comme un ensemble de pratiques et de représentations.Nous avons réuni un corpus oral afin d’explorer l’activation du grec L/C1 et de l’anglais L/C 2, lors de la production orale en français L/C3 d’apprenants grecs. La recherche de terrain a été conduite en Grèce, au sein d’un établissement public d’enseignement supérieur, auprès d’étudiants suivant des cours de français à l’Université d’Athènes. Il s’agit d’une population plurilingue où le français constitue au moins la troisième langue : ils ont comme première langue le grec et ont déjà appris l’anglais, l’allemand et d’autres langues au cours de leur scolarisationThis study lies in the field of foreign language education, but it also refers to multilingualism and third language acquisition. In particular, this study examines the activation of another language in the speech production of greek-speaking learners of french as a foreign language. The study refers to ESP learners at university level. We postulate third language development as an emergent process and the approach adopted is focused in the psycholinguistique dimension. In this rechearch we are trying to describe a microcontext, this of the acquisition of French as a third language, whith adults learning the language in a guided and heteroglossic environment. Our goal is to describe the phenomenon of the activation of a language other than expected, manifested in oral speech production in French L/C3, as well as the metalinguistic activity that accompanies. Also, the language is considered in our work as a set of practices and representations. We have assembled an oral corpus to explore the activation of L/C1 Greek and English L / C 2 in the oral production of L/C3 French Greek learners. Field research was conducted in Greece, in a public institution of higher education, with students taking courses in French at the University of Athens. It is a multilingual population where French is at least the third language as their first language is Greek and they have learned English, German and other languages during their schooling
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Soares, Maria Vilani. "As representaÃÃes da escrita e do ensino da escrita na perspectiva dos relatos de vida do professor". Universidade Federal do CearÃ, 2009. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3273.
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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgicoCoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
PropÃe uma reflexÃo sobre as representaÃÃes que o professor tem da escrita e do ensino da escrita, verificando atà que ponto estas representaÃÃes influenciam as orientaÃÃes didÃticas propostas pelos professores para o ensino da escrita em sala de aula. Utiliza como procedimento metodolÃgico a perspectiva dos relatos de vida de nove professores de PortuguÃs do Ensino Fundamental II (7Â), de escolas da rede pÃblica estadual, que atuam na cidade de Teresina-PiauÃ. Considera como suporte teÃrico o conceito de representaÃÃo social tal qual desenvolvido pelo pesquisador Serge Moscovici e seus colaboradores, bem como as teorias da linguagem e as diferentes concepÃÃes de lÃngua e texto produzidas no interior da LingÃÃstica. Levando em conta que a relaÃÃo com todo objeto de conhecimento nÃo se dà num vazio, antes encontra-se ancorada em uma dada realidade social, busca uma aproximaÃÃo dos estudos atuais sobre o letramento. Mostra com a anÃlise dos dados que, embora os relatos dos professores entrevistados tenham revelado a reproduÃÃo de antigas prÃticas de ensino, eles tambÃm revelam atos desses docentes que demonstram a preocupaÃÃo e tentativa de eles mesmos introduzirem outras prÃticas que apontam para a direÃÃo de uma outra representaÃÃo do ato de escrever e de ensinar a escrever.
Proposes a reflection on the representations that the teacher has the writing and the teaching of writing, noting the extent to which these representations influence the guidelines proposed by teachers teaching to the teaching of writing in classroom. Methodological procedure used as the perspective of the reported life of nine teachers of Portuguese in Elementary School (7th), the network of state public schools, which operate in the city of Teresina, PiauÃ. Considered to support the theoretical concept of social representation as is done by researcher Serge Moscovici and his collaborators, as well as theories of language and the different conceptions of language and texts produced within the linguistics. Taking into account that the relationship with any object of knowledge is not in a vacuum, but is anchored in a particular social reality, seeking an approximation of the current studies on literacy. Shows the analysis of data that, although the reports of the teachers interviewed have been playing the old practice of teaching, they also show acts of those teachers who demonstrate the concern and attempt to introduce themselves to other practices that indicate the direction of another representation of the writing and teaching to write.
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Andrade, Alexandra Karla Rodrigues. "CIÊNCIA, SENSO COMUM E PRÁTICAS DE ENSINO DE LÍNGUA PORTUGUESA". Pontifícia Universidade Católica de Goiás, 2018. http://tede2.pucgoias.edu.br:8080/handle/tede/4038.
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ALEXANDRA KARLA RODRIGUES DE ANDRADE.pdf: 1174074 bytes, checksum: 7a91a1b7c4a454018a9121723bb9123e (MD5)Made available in DSpace on 2018-09-27T19:40:51Z (GMT). No. of bitstreams: 1 ALEXANDRA KARLA RODRIGUES DE ANDRADE.pdf: 1174074 bytes, checksum: 7a91a1b7c4a454018a9121723bb9123e (MD5) Previous issue date: 2018-08-20
This dissertation investigates the relationship between Science, Common Sense and Portuguese language teaching practices for teachers. For this, we seek to evidence the concepts of Science, Common Sense and practices in the Theory of Social Representations, proposed by Moscovici among other scholars. Such support made it possible to understand that scientific knowledge is indispensable for the teaching and learning process of teachers, but they do not structure themselves. In teaching practice, as well as in TRS, common sense plays an important role, since it is necessary to value the experience and the practical way of practicing these professionals. We are researching a group of professionals who know and dominate the theme: teaching. The way they appropriate scientific knowledge and relate to their practical experience leads us to have a group that associates different theoretical fields in favor of the teaching and learning of its students, often joining theoretical contributions with different lines of research. For this, the field research has two groups of Portuguese Language teachers of the state public network: the first exploratory and constructed through the focal group and the second systematized. We think of three categories of analysis: teaching, how to teach and learning the Portuguese language. We tried to verify the similarities and the differences of the voices between the components of the groups. Finally, we cross the similarities of thought between the two groups in order to give teachers a voice about the practice of teaching.
Esta dissertação investiga a relação entre Ciência, Senso Comum na construção das práticas de ensino de Língua Portuguesa para os professores. Para isso, buscamos evidenciar os conceitos de Ciência, Senso Comum e práticas na Teoria das Representações Sociais, proposta por Moscovici entre outros estudiosos. Tal suporte possibilitou compreender que os conhecimentos científicos são indispensáveis para o processo de ensino e aprendizagem dos professores, porém não se estruturam por si só. Na prática de ensino, assim como na TRS, o Senso Comum ocupa importante contribuição, pois precisa - se valorizar a experiência e a forma de atuação prática desses profissionais. Estamos pesquisando um grupo de profissionais que sabem e dominam a temática: o ensino. A forma como se apropriam dos conhecimentos científicos e relacionam com sua experiência prática faz com que tenhamos um grupo que associa diferentes campos teóricos a favor do ensino e aprendizagem dos seus alunos, muitas vezes unindo aportes teóricos com linhas de pesquisa diferentes. Para isso, a pesquisa de campo tem dois grupos de professores de Língua Portuguesa da rede pública estadual: o primeiro exploratório e construído por meio do grupo focal e o segundo sistematizado. Pensamos em três categorias de análise: ensino, como ensinar e aprender a Língua Portuguesa. Procuramos verificar as semelhanças e as diferenças das vozes entre os componentes dos grupos. Por fim, cruzamos as semelhanças de pensamento entre os dos dois grupos com o intuito de dar voz aos professores sobre suas práticas do ensino.
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Santean, Nicolae. "Towards a minimal representation for finite languages, theory and practice". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ58079.pdf.
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Wehbe, Oula. "Questions que pose une didactique plurilingue au Liban, pratiques et représentations". Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA040/document.
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Notre recherche relève de la didactique des langues et s´inscrit dans la réflexion sur le plurilinguisme et l’acquisition des langues. Cette étude examine le processus d’activation partielle d’une langue autre que la langue cible pendant l’apprentissage des langues. Notre étude a été conduite dans deux établissements scolaires au Liban auprès des apprenantes des classes d’EB7, possédant un répertoire langagier plurilingue et ayant appris la diglossie arabe comme l’arabe (dans une version dialectale à la maison et standard à l’école) comme L1 et la langue française comme L2 et l’anglais comme L3. Lors de leur apprentissage et production du français L2 et de l’anglais L3, ils mettent en œuvre leur compétence plurilingue à travers l’activation partielle de leur potentiel plurilingue. Nous allons montrer quelles sont les processus cognitifs qui entrent en jeu lors de l’apprentissage de la nouvelle langue l’anglais L3. Ainsi que les facteurs qui conditionnent l’activation des langues connues par les apprenantes et à quel niveau linguistique se réalise le plus fréquemment l’activation partielle de la langue autre langue que la langue cibleOur research comes from the didactics of languages and is part of the reflection on plurilingualism and the acquisition of languages. This study examines the process of partial activation of a language other than the target language during language learning.Our study was carried out in two schools in Lebanon with students of EB7 classes, having a multilingual language repertoire and having learned the Arabic diglossic language as L1 and the French language as L2 and English as L3.During their apprenticeship and production of the French L2 and the English L3, they apply their plurilingual competence through the partial activation of their plurilingual potential.We will show what are the cognitive processes that come into play when learning the new L3 English language. As well as the factors that condition the activation of the languages known by the learners, and at which linguistic level, is most frequently realised, the partial activation of the language other than the target language
Libros sobre el tema "Language Representations and Practices"
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International Conference on Conceptual Structures (7th 1999 Blacksburg, Va.). Conceptual structures: Standards and practices : 7th International Conference on Conceptual Structures, ICCS'99, Blacksburg, VA, USA, July 12-15, 1999 : proceedings. Berlin: Springer, 1999.
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Fuchs, Catherine y Stéphane Robert, eds. Language Diversity and Cognitive Representations. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/hcp.3.
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White, Lyndon, Roberto Togneri, Wei Liu y Mohammed Bennamoun. Neural Representations of Natural Language. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-0062-2.
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Catherine, Fuchs y Robert Stéphane, eds. Language diversity and cognitive representations. Amsterdam: John Benjamins Pub., 1999.
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Hanks, William F. Language & communicative practices. Boulder: Westview Press, 1996.
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Peter, Aggleton, Hart Graham 1957-, Davies Peter y UK Conference on Social Aspects of AIDS (2nd : 1987 : South Bank Polytechnic), eds. AIDS: Social representations, social practices. New York: Falmer Press, 1989.
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Ralf, Klabunde y Stutterheim Christiane von, eds. Representations and processes in language production. Wiesbaden: DUV, Deutscher UniversitätsVerlag, 1999.
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Klabunde, Ralf y Christiane von Stutterheim, eds. Representations and Processes in Language Production. Wiesbaden: Deutscher Universitätsverlag, 1999. http://dx.doi.org/10.1007/978-3-322-99290-1.
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Krulee, Gilbert K. Two-level representations for natural language. Bloomington, Ind: Indiana University Linguistics Club, 1985.
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Krulee, Gilbert K. Two-level representations for natural language. Bloomington: Indiana University Linguistics Club, 1985.
Buscar texto completoCapítulos de libros sobre el tema "Language Representations and Practices"
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Stratilaki, Sofia. "Discourse, representation and language practices". En Hamburg Studies on Linguistic Diversity, 139–60. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/hsld.3.10str.
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Silva, Gláucia V., Cristiane Soares y Eduardo Viana da Silva. "Teaching Practices of Inclusive Language in Portuguese". En Representation, Inclusion and Social Justice in World Language Teaching, 51–70. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003361787-5.
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Bever, Olga y Mahmoud Azaz. "An Educational Perspective on Community Languages in Linguistic Landscapes: Russian and Arabic". En Educational Linguistics, 179–98. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-39578-9_8.
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AbstractThis chapter brings a fresh view on engagements with linguistic landscapes as learning environments and learning tools through the lenses of language and literacy studies and community-based language learning. We discuss the local linguistic landscape as naturally occurring and strategically constructed linguistic and semiotic representations of community languages and cultures. This approach highlights the link between learners, texts, social practices, and social environments, involving both dominant and minority community languages. The chapter focuses on the multilingual multimodal linguistic landscape involving two local immigrant community languages, Russian and Arabic, in Tucson, Arizona, a city in the southwest of the United States. It shows how the linguistic landscape, as a fusion of the social space and a social practice, stimulates language learning through everyday social experiences, and how these social experiences can integrate with the learning process. We discuss how engagements and interactions with both the linguistic landscape and the representatives of those language communities as sign makers and sign readers, reinforce negotiation of linguistic and cultural meaning of the linguistic landscapes. Thus, the local linguistic landscape as a learning tool and discursive space, inspires the exploration, production, and interpretation of public signs, offers a learning context, and stimulates language and cultural learning in naturally occurring contexts.
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Wehrmeyer, Ella. "Chapter 1. Sign language corpus linguistics". En Advances in Sign Language Corpus Linguistics, 1–27. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/scl.108.01weh.
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Taking the 2004 LREC Workshop on the Representation and Processing of Sign Languages (Streiter & Vettori 2004) as the watershed, this chapter takes stock of the development of sign language corpus linguistics over the past twenty years. After dispelling myths about sign languages, the chapter gives an overview of practices and challenges in building and annotating sign language corpora. The chapter then tracks the historical development of sign language linguistic corpora across the globe, noting the leading role that EU countries still play in this regard. Online archiving and the availability of sign language linguistic corpora to researchers and other users are then discussed. The chapter then explores their contributions in terms of research, education, interpreting, and avatar creation, before reflecting on their role in documenting and preserving sign languages, and their potential benefit for national Deaf communities. Finally, summaries of the chapters that make up this volume are presented.
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Gomez-Perez, Jose Manuel, Ronald Denaux y Andres Garcia-Silva. "Building Hybrid Representations from Text Corpora, Knowledge Graphs, and Language Models". En A Practical Guide to Hybrid Natural Language Processing, 57–89. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44830-1_6.
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Thanitsukkarn, Thanwadee y Anthony Finkelstein. "Multiperspective Analysis of the Sisyphus-I Room Allocation Task Modelled in a CG Meta-Representation Language". En Conceptual Structures: Standards and Practices, 272–96. Berlin, Heidelberg: Springer Berlin Heidelberg, 1999. http://dx.doi.org/10.1007/3-540-48659-3_18.
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Harklau, Linda. "Chapter 5. Representational Practices and Multi-modal Communication in US High Schools: Implications for Adolescent Immigrants". En Language Socialization in Bilingual and Multilingual Societies, editado por Robert Bayley y Sandra Schecter, 83–97. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596377-008.
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Ciula, Arianna, Øyvind Eide, Cristina Marras y Patrick Sahle. "Metaphoric Reasoning and Pragmatic Modelling". En Modelling Between Digital and Humanities, 43–62. Cambridge, UK: Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0369.02.
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Chapter 2, Modelling and metaphoric reasoning, discusses the act of modelling, especially, its representative and descriptive functions and how it operates within a context which includes a metaphorical language. Metaphors adapt to and at the same time transform this language. The concept of “pragmatic modelling” is discussed further and is connected to how metaphorical language operates in Digital Humanities (DH) as well as other (mainly interdisciplinary) modelling contexts. Furthermore, the chapter exemplifies how metaphors themselves are models of knowledge, as they define the schemes within which specific concepts operate and knowledge is established and expressed. In particular, in a DH context, the use of metaphors can have practical outcomes in how affordances influence data processing, storage, and design, and in how data are presented and interfaces are built. In this chapter, we propose to consider modelling as a creative and usually highly pragmatic process of thinking and reasoning in which metaphors assume a central role and where meaning is negotiated through the creation and manipulation of external representations combined with an imaginative use of formal and informal languages.
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Clark, Julie S. Byrd y Sylvie A. Lamoureux. "3. Rethinking Multilingualism: Complex Identities, Representations and Practices of Multilingual Student Teachers Moving through Plurilingual Times in University French Language Teacher Education Programs". En Teaching and Learning in Multilingual Contexts, editado por Agnieszka Otwinowska y Gessica De Angelis, 32–49. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783091263-005.
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Ciula, Arianna, Øyvind Eide, Cristina Marras y Patrick Sahle. "Model and Modelling in Digital Humanities". En Modelling Between Digital and Humanities, 19–42. Cambridge, UK: Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0369.01.
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Chapter 1, Towards a new language for modelling, proposes a selection of lexical ramifications and a semantic excursus on the terms model/modelling. Some etymological reflections on these terms and selected occurrences in the Western history of thought are mapped out. The focus of the chapter is on the history and the polysemy characterising the terms model and modelling with the aim to offer some reflections on their current use, and to foreground the pragmatic elements implied by the concept of model in modelling practices and by the use of language (metalanguage). The underlying assumption is that by analysing this metalanguage, we can acquire a deeper understanding of the practices of modelling and the related processes of conceptualisation, representation, visualisation and communication. In addition, the concept of “pragmatic modelling” (further discussed in chapter 2), is introduced and contextualised.
Actas de conferencias sobre el tema "Language Representations and Practices"
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Chen, Zhenpeng, Sheng Shen, Ziniu Hu, Xuan Lu, Qiaozhu Mei y Xuanzhe Liu. "Emoji-Powered Representation Learning for Cross-Lingual Sentiment Classification (Extended Abstract)". En Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/649.
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Sentiment classification typically relies on a large amount of labeled data. In practice, the availability of labels is highly imbalanced among different languages. To tackle this problem, cross-lingual sentiment classification approaches aim to transfer knowledge learned from one language that has abundant labeled examples (i.e., the source language, usually English) to another language with fewer labels (i.e., the target language). The source and the target languages are usually bridged through off-the-shelf machine translation tools. Through such a channel, cross-language sentiment patterns can be successfully learned from English and transferred into the target languages. This approach, however, often fails to capture sentiment knowledge specific to the target language. In this paper, we employ emojis, which are widely available in many languages, as a new channel to learn both the cross-language and the language-specific sentiment patterns. We propose a novel representation learning method that uses emoji prediction as an instrument to learn respective sentiment-aware representations for each language. The learned representations are then integrated to facilitate cross-lingual sentiment classification.
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Ni, Qianfu, Prasad K. D. V. Yarlagadda y Wen Feng Lu. "Semantic Representations for Configurable Enterprise Systems". En ASME 2006 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/detc2006-99032.
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Due to the variation of business practices from one company to another and the lack of flexibility to support different business practices, enterprise systems need to be customized based on the requirements of individual companies. Customization is one the major activities in the enterprise system implementation. It is mainly a process of redesigning and redeveloping functions of an enterprise information system for a particular company. The extra time required for customization definitely stretches the deployment cycle and increases the implementation cost. It is also a barrier that hampers companies to change their business practices for new business opportunities. Therefore, technologies for developing configurable enterprise systems with flexibility to adapt to business practices in different companies are gaining the attention of solution vendors and researchers. In this research, semantic representations were developed for configurable enterprise systems. These representations can enhance the flexibility of enterprise systems and make enterprise systems able to be rapidly tailored for different companies. The core of the concept is to decouple various logics from systems and represent the logics in a semantic manner. To achieve semantic representations, XML-based declarative language has been developed for representing a diversity of logics. The paper elaborates semantic representations of information entities, entity relationships, functional components and graphical environments. A business process management system based on the semantic representations is also briefly presented.
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Fan, Zhihao, Zhongyu Wei, Siyuan Wang, Ruize Wang, Zejun Li, Haijun Shan y Xuanjing Huang. "TCIC: Theme Concepts Learning Cross Language and Vision for Image Captioning". En Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/91.
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Existing research for image captioning usually represents an image using a scene graph with low-level facts (objects and relations) and fails to capture the high-level semantics. In this paper, we propose a Theme Concepts extended Image Captioning (TCIC) framework that incorporates theme concepts to represent high-level cross-modality semantics. In practice, we model theme concepts as memory vectors and propose Transformer with Theme Nodes (TTN) to incorporate those vectors for image captioning. Considering that theme concepts can be learned from both images and captions, we propose two settings for their representations learning based on TTN. On the vision side, TTN is configured to take both scene graph based features and theme concepts as input for visual representation learning. On the language side, TTN is configured to take both captions and theme concepts as input for text representation re-construction. Both settings aim to generate target captions with the same transformer-based decoder. During the training, we further align representations of theme concepts learned from images and corresponding captions to enforce the cross-modality learning. Experimental results on MS COCO show the effectiveness of our approach compared to some state-of-the-art models.
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Ionita, Mirela, Veronica Pastae y Ciprian Pripoaeserbanescu. "COMMON VISUALITY PRACTICES IN E-LEARNING". En eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-016.
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Despite the fact that images have always been an important part of our daily lives, many contemporary didactic approaches stem from the view that verbal communication is the primary source of information. Given this deeply rooted belief, methodologists (designers of educational content) continue to act as if visual elements could only play a secondary role in the teaching process. Nonetheless, these specialists admit that the perceptions of present-day students, who belong to the digital native generation are inclined to the visual, especially due to the popularity of the digital media, which mainly rely on images. Ever since the 17th century pedagogue Comenius, it has been known that images arouse one’s curiosity and enhance students' pleasure to learn. Whether spoken or written, bulk texts are tedious and tiring if they lack illustrations. Now that we live in an image-based society, researchers should be concerned with how to use the huge potential of visuality in the teaching-learning process. Behavioral psychology studies have shown that images are processed by the brain quicker than text and they are retained more easily than words. Furthermore, research results have proved that with both preschoolers and adults, learning is more effective if images are used as memory aids to acquire information. In the present article we shall reassess the didactic importance of visuality in the context of an image-dominated society. First, we shall define visuality from several pedagogy-related perspectives in order to reveal its usefulness for didactic approaches, based on the inventory of visual typology in the digital environment. Thus, we shall explain the concept of image, starting from the polysemy of the term (which includes optical, mental, sociological, psychological aspects, etc.) and we shall deal with “visual language”. We shall emphasize the intentionality behind images, namely that they are designed to carry information, social values and representations. Then, we shall provide a basis for further analysis by reviewing image typology and the principles of visual representations. The socio-communicative functions of images will provide us with the premises for reconsidering the use of visual elements in contemporary didactic approaches, in the context of the multimedia trend. Next we shall deal with the contextual significance of image as a visual argument in the didactic approach. Finally, we shall highlight the role of visuality in learning, starting from the explicit vs. implicit nature of images, and we shall put forward some criteria for assessing image use in order to prove the effectiveness of the visual component in contemporary pedagogy.
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Borgwardt, Stefan, Jörg Hoffmann, Alisa Kovtunova y Marcel Steinmetz. "Making DL-Lite Planning Practical". En 18th International Conference on Principles of Knowledge Representation and Reasoning {KR-2021}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/kr.2021/61.
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Planning in the presence of background ontologies is a topic of long-standing interest in AI. It combines the problems of (1) belief update complexity and (2) state-space combinatorics. DL-Lite offers an attractive solution to (1), with belief updates possible at the ABox level. Indeed, it has been shown that DL-Lite planning can be compiled into the commonly used planning language PDDL. Yet that compilation was previously found to be infeasible for off-the-shelf planning systems. Here we analyze the reasons for this problem and find that the bottleneck lies in the planner pre-processes, in particular in the naïve DNF transformations used to compile the PDDL input into the planners' internal representations. Consequently, we design a PDDL pre-compiler realizing a polynomial DNF transformation. We leverage a particular PDDL language feature ("derived predicates") to avoid the need for excessive control structure. Our pre-compiler turns out to be quite effective: the previous bottleneck disappears, and experiments on a broad range of benchmarks demonstrate the first practical technology for DL-Lite planning.
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Druta, Inga. "Semantic-Stylistic Valences of the Verb to eat in some Romanian Phraseological Expressions". En Conferinta stiintifica nationala "Lecturi în memoriam acad. Silviu Berejan", Ediția 6. “Bogdan Petriceicu-Hasdeu” Institute of Romanian Philology, Republic of Moldova, 2023. http://dx.doi.org/10.52505/lecturi.2023.06.11.
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The starting point of the expressions treated in communication is the polysemantic verb to eat, the core of which generates multiple fixed constructions of particular plasticity in the Romanian language. A microuniverse of figurative representations of the popular mind focused on the verb to eat will be outlined. The motivation of the expressiveness of some Romanian idiocies will be sought in the concrete of some things, activities and practices, beyond the sublimated or metamorphosed image from contemporaneity, an approach that requires the analysis of the archaic marks of the language, the effects of ellipsis and the substitution of terms, of the context, of contamination or interference. A distinction will be made between expressions of the „imaginary” type and those representing „copies of reality”, which illustrate autochthonous aspects of mentalities and manifestations in terms of social-cultural life and spirituality. The research of the origin of some phraseological expressions is part of the history of the language, of the various elements and structures of its vocabulary.
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Li, Zuchao, Xingyi Guo, Letian Peng, Lefei Zhang y Hai Zhao. "iRe2f: Rethinking Effective Refinement in Language Structure Prediction via Efficient Iterative Retrospecting and Reasoning". En Thirty-Second International Joint Conference on Artificial Intelligence {IJCAI-23}. California: International Joint Conferences on Artificial Intelligence Organization, 2023. http://dx.doi.org/10.24963/ijcai.2023/570.
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Refinement plays a critical role in language structure prediction, a process that deals with complex situations such as structural edge interdependencies. Since language structure prediction usually modeled as graph parsing, typical refinement methods involve taking an initial parsing graph as input and refining it using language input and other relevant information. Intuitively, a refinement component, i.e., refiner, should be lightweight and efficient, as it is only responsible for correcting faults in the initial graph. However, current refiners add a significant burden to the parsing process due to their reliance on time-consuming encoding-decoding procedure on the language input and graph. To make the refiner more practical for real-world applications, this paper proposes a lightweight but effective iterative refinement framework, iRe^2f, based on iterative retrospecting and reasoning without involving the re-encoding process on the graph. iRe^2f iteratively refine the parsing graph based on interaction between graph and sequence and efficiently learns the shortcut to update the sequence and graph representations in each iteration. The shortcut is calculated based on the graph representation in the latest iteration. iRe^2f reduces the number of refinement parameters by 90% compared to the previous smallest refiner. Experiments on a variety of language structure prediction tasks show that iRe^2f performs comparably or better than current state-of-the-art refiners, with a significant increase in efficiency.
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Kurariya, Pavan, Prashant Chaudhary, Jahnavi Bodhankar, Lenali Singh y Ajai Kumar. "Unveiling the Power of TAG Using Statistical Parsing for Natural Languages". En 4th International Conference on NLP Trends & Technologies. Academy & Industry Research Collaboration, 2023. http://dx.doi.org/10.5121/csit.2023.131407.
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The Revolution of the Artificial Intelligence (AI) has started when machines could decipher enigmatic symbols concealed within messages. Subsequently, with the progress of Natural Language Processing (NLP), machines attained the capacity to understand and comprehend human language. Tree Adjoining Grammar (TAG) has become powerful grammatical formalism for processing Large-scale Grammar. However, TAG mostly rely on Grammar which is created by Languages expert and due to structural ambiguity in Natural Languages computation complexity of TAG is very high o(n^6). We observed that rules-based approach has many serious flaws, firstly, language evolves with time and it is impossible to create grammar which is extensive enough to represent every structure of language in real world. Secondly, it takes too much time and language resources to develop a practical solution. These difficulties motivated us to explore an alternative approach instead of completely rely on the rule-based method. In this paper, we proposed a Statistical Parsing algorithm for Natural Languages (NL) using TAG formalism where Parser makes crucial use of data driven model for identifying Syntactic dependencies of complex structure. We observed that using probabilistic model along with limited training data can significantly improve both the quality and performance of TAG Parser. We also demonstrate that the newer parser outperforms previous rule-based parser on given sample corpus. Our experiment for many Indian Languages, also provides further support for the claim that above mentioned approach might be an awaiting solution for problem that require rich structural analysis of corpus and constructing syntactic dependencies of any Natural Language without much depending on manual process of creating grammar for same. Finally, we present result of our on-going research where probability model will be applying to appropriate selection of adjunction of any given node of elementary trees and state chart representations are shared across derivation.
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Nikitina, Jekaterina. "The Discourse of the European Court of Human Rights: the Role of Case Communications in the Introduction of System-bound Elements". En Language for International Communication. University of Latvia Press, 2023. http://dx.doi.org/10.22364/lincs.2023.08.
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This study overviews how national terms are added to the case-law of the European Court of Human Rights. Contributing to previous literature on the European Court of Human Rights (ECtHR) discourse which focussed on judgments, the study proposes a system of genres approach (Bazerman, 1994), analysing how system-bound elements (SBEs), i.e. those terms and phrases that need to maintain their national embedding, move across multiple procedural genres of the ECtHR (application, case communication, written pleadings, decision and judgment) in four cases against Ukraine, Latvia, Italy and Russia. Against the theoretical-methodological framework of discourse analysis, legal terminology and Legal Translation Studies, the analysis emphasises a critical role of case communications. Case communications recontextualise national elements in a supranational context, translate SBEs, and transform lay representation of applicants into legal discourse. The findings demonstrate how factual reconstruction and SBEs migrate verbatim from case communications into judgments, despite different variants exist in other documents. The study identified some country-specific differences in the rendition of SBEs concerning the use of alphabet and the national caseload. SBEs using Cyrillic tend to omit Cyrillic in judgments. SBEs from high-caseload countries seem to have consolidated versions, both translated (from Ukrainian and Russian) and rendered using translation couplets with loanwords (Italy). SBEs from low-caseload countries (Latvia) are subject to noticeable variation. The study foregrounds the importance of the system of genres approach and problematises decision-making practices concerning SBEs at the supranational level.
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Xu, Yongxin, Kai Yang, Chaohe Zhang, Peinie Zou, Zhiyuan Wang, Hongxin Ding, Junfeng Zhao, Yasha Wang y Bing Xie. "VecoCare: Visit Sequences-Clinical Notes Joint Learning for Diagnosis Prediction in Healthcare Data". En Thirty-Second International Joint Conference on Artificial Intelligence {IJCAI-23}. California: International Joint Conferences on Artificial Intelligence Organization, 2023. http://dx.doi.org/10.24963/ijcai.2023/547.
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Due to the insufficiency of electronic health records (EHR) data utilized in practical diagnosis prediction scenarios, most works are devoted to learning powerful patient representations either from structured EHR data (e.g., temporal medical events, lab test results, etc.) or unstructured data (e.g., clinical notes, etc.). However, synthesizing rich information from both of them still needs to be explored. Firstly, the heterogeneous semantic biases across them heavily hinder the synthesis of representation spaces, which is critical for diagnosis prediction. Secondly, the intermingled quality of partial clinical notes leads to inadequate representations of to-be-predicted patients. Thirdly, typical attention mechanisms mainly focus on aggregating information from similar patients, ignoring important auxiliary information from others. To tackle these challenges, we propose a novel visit sequences-clinical notes joint learning approach, dubbed VecoCare. It performs a Gromov-Wasserstein Distance (GWD)-based contrastive learning task and an adaptive masked language model task in a sequential pre-training manner to reduce heterogeneous semantic biases. After pre-training, VecoCare further aggregates information from both similar and dissimilar patients through a dual-channel retrieval mechanism. We conduct diagnosis prediction experiments on two real-world datasets, which indicates that VecoCare outperforms state-of-the-art approaches. Moreover, the findings discovered by VecoCare are consistent with the medical researches.
Informes sobre el tema "Language Representations and Practices"
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Goodwin, Sarah, Yigal Attali, Geoffrey LaFlair, Yena Park, Andrew Runge, Alina von Davier y Kevin Yancey. Duolingo English Test - Writing Construct. Duolingo, marzo de 2023. http://dx.doi.org/10.46999/arxn5612.
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Assessments, especially those used for high-stakes decision making, draw on evidence-based frameworks. Such frameworks inform every aspect of the testing process, from development to results reporting. The frameworks that language assessment professionals use draw on theory in language learning, assessment design, and measurement and psychometrics in order to provide underpinnings for the evaluation of language skills including speaking, writing, reading, and listening. This paper focuses on the construct, or underlying trait, of writing ability. The paper conceptualizes the writing construct for the Duolingo English Test, a digital-first assessment. “Digital-first” includes technology such as artificial intelligence (AI) and machine learning, with human expert involvement, throughout all item development, test scoring, and security processes. This work is situated in the Burstein et al. (2022) theoretical ecosystem for digital-first assessment, the first representation of its kind that incorporates design, validation/measurement, and security all situated directly in assessment practices that are digital first. The paper first provides background information about the Duolingo English Test and then defines the writing construct, including the purposes for writing. It also introduces principles underpinning the design of writing items and illustrates sample items that assess the writing construct.
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Armas, Elvira, Magaly Lavadenz y Laurie Olsen. Falling Short on The Promise to English Learners: A Report on Year One LCAPs. Center for Equity for English Learners, 2015. http://dx.doi.org/10.15365/ceel.lcap2015.2.
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California’s Local Control Funding Formula was signed into law in California in 2013 and allowed districts the flexibility to meet their student needs in locally appropriate manners. One year after its implementation, a panel of 26 reviewers, including educators, English Learner (EL) advocates, and legal services staff reviewed the Local Control and Accountability Plans (LCAPs) to understand how districts employ this flexibility to address the needs of ELs. The report uses the English Learner Research-Aligned LCAP Rubrics with 10 focus areas, and reviews sample LCAPs from 29 districts, including districts with the highest numbers/percentages of English Learners in the state, districts representative of California’s geographic Regions, and districts providing quality EL services. The review centers around four questions of the extent to which first-year LCAPs: (1) specify goals and identify outcomes for ELs, (2) identify action steps and allocate funds for increased or improved services for all types of ELs, (3) reflect research-based practices for achieving language proficiency and academic achievement for English Learners in their actions, programs and services, and (4) are designed and implemented with EL parent input as reflected in stakeholder engagement. The results indicate that overall, the LCAP is inadequate as part of the state’s public accountability system in ensuring equity and access for ELs. Six key findings were: (1) difficulty in discerning funding allocations related to EL services and programs; (2) inability to identify districts’ plans for increased services for ELs; (3) lack of explicitly specified services and programs aligned to EL needs; (4) weak approach or missing English Language Development (ELD) or implementation of ELD standards in most LCAPs; (5) weak/inconsistent representation of EL parent engagement; and (6) lack of EL student outcome measures. The authors also present detailed findings for each focus topic and offer district and state level recommendations.
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Trimano, Luciana. Social Representations and Citizenship Practices in a Rural Community: A Strategic Communication Contribution. Revista Latina de Comunicación Social, diciembre de 2012. http://dx.doi.org/10.4185/rlcs-2012-965en.
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Cao, Larry. II. Natural Language Understanding, Processing, and Generation: Investment Applications. CFA Institute Research Foundation, marzo de 2023. http://dx.doi.org/10.56227/23.1.8.
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Executives from AllianceBernstein, Two Centuries Investments, Applied AI, and Off-Script Systems share a litany of foundational and state-of-the-art natural language processing. Learn best practices for open-source models and proprietary fine tuning.
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Groarke, Sarah, Michał Polakowski, Emma Quinn y Frances McGinnity. Supporting integration? International practices on civics and language requirements linked to naturalisation: policy implications for Ireland. ESRI, septiembre de 2020. http://dx.doi.org/10.26504/bkmnext398.
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EdTech Hub, EdTech Hub. Minoritised languages, education, and technology: Current practices and future directions in low- and middle-income countries. EdTech Hub, octubre de 2022. http://dx.doi.org/10.53832/edtechhub.0127.
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This article explores the current status and future directions of minoritised language education and the use of technology in low- and middle-income countries. Our literature review of available academic sources in multiple languages reveals a lack of evidence on the use of technology in minoritised language education across different countries, especially multilingual contexts with greater linguistic diversity. To understand the issue in greater detail and to offer recommendations informed by current practice, we then conducted interviews and a collaborative workshop with four organisations with relevant EdTech initiatives. The analysis covers facilitating and limiting factors these organisations have encountered, as well as the impact of good practice initiatives on learners and society at large. We conclude by identifying the practical, policy, and research properties in the development of minoritised language education and technology. Keywords: minoritised languages, mother tongue, educational technology, LMIC, multilingualism, language of instruction An output of the EdTech Hub, https://edtechhub.org
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Estrada-Miller, Jeimee, Leni Wolf, Elvira Armas y Magaly Lavadenz. Uplifting the Perspectives and Preferences of the Families of English Learners in Los Angeles Unified School District and Charter Schools: Findings from a Representative Poll. Loyola Marymount University, 2022. http://dx.doi.org/10.15365/ceel.policy.11.
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This research and policy brief uplifts findings from a 2021 poll of 129 LAUSD and affiliate charter school English Learner families. The poll covers a broad range of topics including families’ pandemic experiences in and outside of school, communication with schools, levels of engagement and representation in school-based decisions, and expectations of schools for the future. Findings indicate that: (1) a majority of EL families are engaged and report that they attend school activities; (2) EL families report feeling heard at their school sites and would like more personalized communication like home visits and calls; (3) EL families want more information about their child’s academic and English language development; and (4) EL Families want schools to rethink how they educate students, including more one-on-one academic support and wrap-around services. Based on these findings, the authors make both short- and long-term recommendations for policy and practice. This brief is intended to be used as a supplement to the full report—a joint effort by Great Public Schools Now, Loyola Marymount University’s Center for Equity for English Learners, and Families in Schools which captures perspectives of 500 English learner and non-English learner families.
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Dawson, Elsa. Current Assessment and Treatment Practices for Children with Autism and Suspected Childhood Apraxia of Speech: A Survey of Speech-Language Pathologists. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.29.
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Bando, Rosangela, Florencia López Bóo y Xia Li. Sex-Differences in Language and Socio-emotional Skills in Early Childhood. Inter-American Development Bank, julio de 2016. http://dx.doi.org/10.18235/0011759.
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This study explores sex differences in language and socio-emotional skills. It focuses on children 7 months old to 6 years old in Chile in 2012 and Nicaragua in 2013. A focus on young children allowed for ruling out a set of environmental and identity effects to explain the gap. Females had an advantage in both countries and both dimensions. Males in Chile scored at -0.13 standard deviations (SD) in language in the distribution of females. In addition, males scored at -0.20 SD in socio-emotional skills. The gaps in Nicaragua were not statistically different to those in Chile. Thus geographical and cultural variation across the two countries did not affect the gap. Within countries, variation in family characteristics, parenting practices and health investments did not explain the gap either. These findings shed light on the role of biological and environmental factors to explain sex gaps. The identification of the role of these factors is necessary to inform policy.
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez y Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.
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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.