From arithmetical thought to algebraic thought: The role of the “variable”

The introduction of the concept of the variable represents a critical point in the arithmetic–algebraic transition. This concept is complex because it is used with different meanings in different situations. Its management depends on the particular way of using it in problem-solving. The aim of this paper was to analyse whether the notion of “unknown” interferes with the interpretation of the variable “in functional relation” and the kinds of languages used by the students in problem-solving. We also wanted to study the concept of the variable in the process of translation from algebraic language into natural language. We present two experimental studies. In the first one, we administered a questionnaire to 111 students aged 16–19 years. Drawing on the conclusions of this research we carried out the second study with two pairs of students aged 16–17 years.

When a Bilingual Child Describes Living Things: An Analysis of Conceptual Understandings from a Language Perspective

With increasing numbers of students learning science through a second language in many school contexts, there is a need for research to focus on the impact language has on students’ understanding of science concepts. Like other countries, Brunei has adopted a bilingual system of education that incorporates two languages in imparting its curriculum. For the first three years of school, Brunei children are taught in Malay and then for the remainder of their education, instruction is in English. This research is concerned with the influence that this bilingual education system has on children’s learning of science. The purpose was to document the patterns of Brunei students’ developing understandings of the concepts of living and non-living things and examine the impact in the change in language as the medium of instruction. A cross-sectional case study design was used in one primary school. Data collection included an interview (n = 75), which consisted of forced-response and semi-structured interview questions, a categorisation task and classroom observation. Data were analysed quantitatively and qualitatively. The results indicate that the transition from Malay to English as the language of instruction from Primary 4 onwards restricted the students’ ability to express their understandings about living things, to discuss related scientific concepts and to interpret and analyse scientific questions. From a social constructivist perspective these language factors will potentially impact on the students’ cognitive development by limiting the expected growth of the students’ understandings of the concepts of living and non-living things. A paper accepted by Research in Science Education, August, 2006.     

也议体态语在跨文化交际中的应用

人类交际是语言交际和非语言交际的结合。非语言交际是整个交际中不可缺少的组成部分。它在交际中的作用是不可忽视的。[1]萨莫瓦尔说:"在面对面交际中,信息的社交内容只有35%左右时语言行为,其他都是通过非语言行为传递的。"[2]在跨文化交际中,很多人往往重视语言的正确运用,而忽略非语言交际行为的文化差异及其影响,导致文化误解和文化冲突频频发生。实际上非语言交际行为和手段比语言交际行为所起的交际作用更大,它的差异比语言行为的差异所引起的文化冲突还要严重。根据毕继万在《跨文化非语言交际》中将非语言交际粗略地分成四大类:1)体态语;2)副语言;3)客体语;4)环境语,本文试从手势语、眼神交流、体触行为等方面研究体态语在跨文化交际中的应用,减少由此导致的文化差异的干扰,以促进人们之间成功地进行跨文化交际。     

The Force Concept Inventory as a Measure of Students Conceptual Coherence

The Force Concept Inventory (FCI) is a multiple choice test designed to monitor students’ understanding of the conceptual domain of force and related kinematics (Hestenes et al. Physics Teacher 30:141–158 1992; Halloun et al., 1995, Online at http://modeling.asu.edu/R&E/Research.html). It has gained wide popularity among both researchers and physics instructors in the United States and elsewhere. The FCI has also been criticized, and its validity as a measure of the coherence of a student’s understanding of the force concept has been questioned. In this paper we provide a characterization of students’ conceptual coherence and a way to evaluate it using the FCI. We divide students’ conceptual coherence into three aspects: representational coherence (the ability to use multiple representations and move between them), contextual coherence (the ability to apply a concept across a variety of contexts), and conceptual framework coherence (the ability to fit related concepts together, i.e. to integrate and differentiate between them). Postinstruction FCI results and interview data from two Finnish high school groups (n=49 total) are discussed; the data provide evidence that the FCI can be used to evaluate students’ conceptual coherence—especially contextual coherence—of the force concept.     

Science Teaching as a Dialogue – Bakhtin,Vygotsky and some Applications in the Classroom

The theory of dialogism, developed by the Russian linguist Mikhail Bakhtin (1895–1975) with regard to literature and everyday communication, can be used to improve the teaching of science. Some of Bakhtin's conceptual instruments are helpful in analysing the teaching process, and it is interesting to compare them with former ideas about teaching and learning, especially with the points of view of other constructivists. Together with Lev Vygotsky's analysis of thought and language, Bakhtin's dialogism shows how teachers can support students effectively by addressing them as producers of a meaningful picture of the world. The differences between ‘dialogic’ teaching and the well-known ‘Socratic’ method are shown and analysed, as are Bakhtin’s discussions of a ‘carnivalistic’ approach to the students.     

Innovation and development of foreign language teaching in China

Foreign language teaching has been playing a dominant role in China’s curriculum reform, especially in the present globalization of Chinese society and economy. However, the insufficient research into foreign language teaching and blindly adopting western theory demand China learn from its own experience and also develop western foreign language teaching theories that innovate and promote its education system and research. __________ Translated from Foreign Language Teaching & Research in Basic Education, 2004 (10)     

Dutch dyslexic adolescents: phonological-core variable-orthographic differences

The phonological-core variable-orthographic differences (PCVOD) model [van der Leij, & Morfidi (2006). Journal of Learning Disabilities, 39, 74–90] has been proposed as an explanation for the heterogeneity among dyslexic readers in their profiles of reading-related subskills. The predictions of this model were investigated in a sample of 72 Dutch secondary school students (dyslexics and controls). First, the PCVOD assumption was confirmed that phonological processing and orthographic competence are independent contributors to the prediction of reading fluency and spelling. Among the phonological processing tasks, phonological recoding explained substantial unique variance, but not phonemic awareness or rapid serial naming. Next, the dyslexic readers were divided into two subgroups based on high (ORTH⁺) and low levels (ORTH⁻) of orthographic competence. Both subgroups performed below controls on all measures tapping phonological processing, reading and spelling but the ORTH⁺ group performed as well as non-disabled controls on Dutch and English orthographic choice. As predicted by the model, there were no differences between the subgroups on the tasks that depend on phonological processing, with or without reading. There were differences on Dutch word reading fluency and spelling. Furthermore, the ORTH⁺ subgroup outperformed ORTH⁻ on tasks demanding speeded word processing such as ‘flashed’ presentation. This finding was independent of lexicality (words or pseudowords), language (Dutch or English) or response mode (lexical decision or typing), but restricted to silent reading. This supports the view that the ORTH⁺ subgroup is better at identifying larger orthographic units. There was no indication of differences between the subgroups in reading experience. Our data, therefore, support the PCVOD model.

语言的隐喻性特征及其对英语教学的启示

隐喻性是语言的自身特性 ,来自于认知的隐喻性。语言的隐喻性 ,具体表现为词语产生的隐喻性、词义发展的隐喻性和语言运用的隐喻性。从语言的隐喻性出发 ,探讨语言的隐喻性特征对英语教学的启示 ,从而说明隐喻思维能力与语法能力和交际能力一样 ,是人们熟练掌握一种语言的重要标志     

Teaching and Learning about Language Change (Part One)

With particular reference to recent developments (including some in communication‐technology), this first of two papers explores the nature of ‘language change’ – its kinds, mechanisms and effects – and some attitudes towards it. It then suggests a case for teaching and learning about language change (bearing in mind, particularly, students in the 11–16 age range). The second paper, which will appear in Changing English 18:2, suggests approaches of two broad kinds and contexts: (1) as opportunities arise in undertaking other work; and (2) within planned, ‘set‐piece’ activities. Extensive notes/references are offered as support to teachers.     

论典籍注释对语言传意研究的拓展

典籍注释是注释家运用书面语言,把典籍中的意义进行了一次转换(传、注)或二次转换(疏)传递给多数读者理解的语言行为,也是古代最典型、最有代表性的复杂传意行为。古代学者对注释传意的沟通功能、对注释传意与语境的依赖关系、对注释传意的各种表达体式、对所传之意与文本之意二者的关系以及形成之原因等问题进行了一定的分析与研究。将典籍注释纳入语言传意研究的轨道,可拓展目前语言传意研究以言语交际为主要研究对象的局面,使古代与现代相沟通,传统与现代相辉映,既使中国语言传意研究在国际化的轨道上不断向前发展,又不失其本土化、民族化的基本特色。     

Cross-cultural language learning and web design complexity

Accepting the fact that culture and language are interrelated in second language learning (SLL), the web sites should be designed to integrate with the cultural aspects. Yet many SLL web sites fail to integrate with the cultural aspects and/or focus on language acquisition only. This study identified three issues: (1) anthropologists’ cultural models mostly adopted in cross-cultural web user interface have been superficially used; (2) web designers deal with culture as a fixed one which needs to be modeled into interface design elements, so (3) there is a need for a communication framework between educators and design practitioners, which can be utilized in web design processes. This paper discusses what anthropology can contribute to language learning, mediated through web design processes and suggests a cultural user experience framework for web-based SLL by presenting an exemplary matrix. To evaluate the effectiveness of the framework, the key stakeholders (learners, teachers, and designers) participated in a case scenario-based evaluation. The result shows a high possibility that the framework can enhance the effective communication and collaboration for the cultural integration.     

A question of competing paradigms?

There are some fundamental—i.e., essential—differences between conceptual change theory and a rigorously applied discourse approach to the question of what and how people know. In this rejoinder, I suggest that the differences are paradigmatic because, among others, the units of analysis used and the data constructed are irreconcilably different. I now have abandoned my hopes for a collaborative extension of the two approaches, which I articulated not so long ago. I conclude that as alternative paradigms, conceptual change and discursive approaches will co-exist until one of them dies with its proponents.

Paddington Bear: A Case Study of Immigration and Otherness

This paper seeks to explore issues of immigration and Otherness through a study of the first of Michael Bond’s Paddington books. I will argue that this book and those which follow in the series, intended for a readership of young children, deal with the issue of immigration at a more subtle level than more recent books which are largely aimed at older children who, it is assumed, are better able to cope with the complex political and psychological issues involved. Paddington, as a series of books begun in the late 1950s, presents issues of anti-racism and ‘Otherness’ which can be revealed through a close textual analysis of the introductory chapters of the first book in series, A Bear Called Paddington (1958)¹, whilst also showing how the dominant culture retains its superior status. Angela Smith is Senior Lecturer in Language and Culture at the University of Sunderland, where she teaches in the areas of sociolinguistics and children’s language acquisition. She has published articles on issues relating to language and gender and language and the media. Van Dijk, ‘sDiscourse, ethnicity, culture and racism’s Smith, National Identity     

Reading Disabilities Among Hebrew-speaking Children in Upper Elementary Grades: The Role of Phonological and Nonphonological Language Skills

The purpose of the present study was to examine the contribution of phonological and nonphonological language skills to reading among Hebrew-speaking children with and without reading disabilities (RD) aged 10–13. We expected that the performance of children with RD would be significantly poorer in all of the language processes compared with those of chronological age-matched children with no RD. Also, we expected that nonphonological language skills would contribute unique variance to reading level. The results showed that the most marked predictor for all reading measures was the phonological awareness measure. However, nonphonological language skills also showed a significant contribution to variance in accuracy and rate of reading real words but not to variance in pseudoword reading. The discussion highlights how investigating different orthographic systems can deepen our understanding of the role of the different language processes at play in reading. Our results further stress the importance of using multi-componential reading measures (i.e., pseudowords, real words and reading rate) when analyzing the relationship between reading and language skills.     

Using the known to chart the unknown: A review of first-language influence on the development of English-as-a-second-language spelling skill

Currently, there is a practical demand and necessity for research on how English-as-a-second language (ESL) learners acquire literacy skills, such as spelling. One important issue of this research agenda is how ESL learners apply first-language knowledge to learning to spell in English. Twenty-seven studies were reviewed that investigated the influence of the first language on ESL learners’ development of English spelling skill. Evidence was found for both positive and negative transfer of first-language knowledge and processes to ESL learners’ English spelling. These results are in agreement with theoretical propositions about the interdependence between first- and second-language academic skills [e.g., Cummins, J. (1981). In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework (pp. 3–49). Los Angeles: Evaluation, Dissemination, and Assessment Center, California State University, Los Angeles]. The findings are discussed in relation to the ESL learner’s first-language proficiency level and distance between first language and English. Comparisons are drawn between ESL learners’ and English monolinguals’ spelling development and suggestions for future research are provided.     

系统功能语言学理论与教师口语教学设计

教师口语教学普遍重视语音和一般口语交际训练,而忽略教师职业口语训练。系统功能语言学理论为教师口语的教学设计提供了新的视角。强化语域意识,可以训练教师口语的专业性;掌握人际意义,能够提高教师口语的得体性;解析语类结构,利于优化教师口语的适切性。重视这几方面的教学,才能使学生掌握教师口语的特征,实现日常口语向职业口语的转换。     

The overall knowledge of genetics in Serbian speech and language pathologists

ABSTRACT

An increase in the number of children with speech–language pathology also having a genetic disorder imposes the need for speech and language pathologists (SLPs) to have sufficient knowledge about genetic basis of speech–language disorders. Research aim was to estimate in Serbian SLPs different aspects of theoretical and practical knowledge about intercorrelation of genetics and speech and language pathology and to compare obtained results with the results of SLPs in the United States. The questionnaire from Tramontana’s study was used in our study. Comparison of the results that obtained in our study with those in Tramontana’s study has shown that our study respondents have higher General Knowledge Index (78.6%: 66.2%), higher mean confidence summary score (22.2: 16.7) and higher mean score of ‘overall’ attitudes about genetics and its relation with communication disorders (20.8: 13.6). Differences which emerge from educational programmes, educational levels and practical experience in the observed groups are indicated as possible causes of differences in the obtained results. On the basis of the obtained results, it may be concluded that it is necessary to elevate SLPs’ level of general knowledge about genetics and to acquire their knowledge through clinical practice.     

An institutional approach to English language proficiency

As the university student body becomes ever more diverse, the place and nature of English language provision is coming under unprecedented scrutiny and is the object of greater regulation. Today, more than ever before, institutions of higher education are being called to account for the way in which they support this diverse population in respect of their English language provision. Increasingly, auditing bodies are expecting universities to demonstrate a commitment to supporting students adequately in this area and to be able to articulate a systematic process for doing so, along with a sound rationale and conceptual framework. This has put pressure on English-medium universities everywhere to review their English language provision and to develop creative and theoretically-informed solutions to what is perceived by many in the sector as a complex and very pressing issue, particularly given its financial ramifications and its importance in terms of the student experience. This article describes one such initiative at the University of South Australia, outlining both its conceptualisation and issues around its implementation.     

A single-display groupware collaborative language laboratory

Language learning tools have evolved to take into consideration new teaching models of collaboration and communication. While second language acquisition tasks have been taken online, the traditional language laboratory has remained unchanged. By continuing to follow its original configuration based on individual work, the language laboratory fails to take advantage of the potential provided by collaborative learning. We propose the use of a language laboratory based on single-display groupware (SDG) for learning vocabulary, grammar, pronunciation, and listening comprehension. By adopting SDG, the language laboratory benefits from the advantages of small group collaborative learning. In this paper, we first describe the design and pedagogical merit of the SDG collaborative language laboratory. We then share the results of a quasi-experimental pre–post comparison study, and use an observation guideline to analyze whether the conditions for collaborative learning have been fulfilled. Based on the results of this study, we conclude that developing pronunciation skills can be more effective when using a collaborative language laboratory versus an individual language laboratory. In addition to this, it can also be concluded that collaborative learning is most effective when accompanied by adequate instructional design.     

Natural language as a tool for analyzing the proving process: the case of plane geometry proof

In the field of human cognition, language plays a special role that is connected directly to thinking and mental development (e.g., Vygotsky, 1938). Thanks to “verbal thought”, language allows humans to go beyond the limits of immediately perceived information, to form concepts and solve complex problems (Luria, 1975). So, it appears language can be studied as a cognitive process (Chomsky, 1975). In this investigation, I study language as a means for making the cognitive process explicit. In particular, I analyze the role of the verbalization produced by pairs of students solving a plane geometry problem. The basic idea of my research is that, during the resolution process of a plane geometry problem, natural language can play roles beyond that of communication: Natural language can be seen as a tool for supporting students’ cognitive processes (Robotti, 2008), and, at the same time, it can also be seen as a researchers’ tool which allows us to shed light on the evolution of students’ cognitive processes. With regard to language as researchers’ tool, I show how natural language (in our case, students’ verbalization during resolution of a plane geometry problem) can be used by the researcher to make explicit, to study, and to describe the development of the students’ cognitive processes during the resolution process. To this end, I present a model I have developed that allows us to identify, in students’ verbalization, different phases of their cognitive processes.