Some uses of natural language interfaces in computer assisted language learning

It has often been proposed that computer programs simulating written conversation could be effective in language teaching and remediation. This paper presents a theoretical rationale for this approach, and reports empirical studies of its potential. Although the studies were concemed mainly with language-impaired children, their findings should have some relevance for the wider field of computer assisted language learning in general.Several microcomputer programs were developed to hold written dialogue with children about screen graphics. Studies of the software in use over several months by two different groups of language-impaired children produced evidence to suggest that experiences associated with the software led to improved skills in the language covered by the programs. The studies also produced new ideas about the kinds of language learning activities which might be promoted by this kind of software.The paper concludes with suggestions about how these ideas might form the basis of future intelligent tutoring systems able to prescribe a variety of language learning activities, over a range of language materials.     

Education sector reform: The Ugandan experience

In 1998 the Government of Uganda (GoU) began implementing an ambitious reform programme called the Education Strategic Investment Plan (ESIP) in order to effect Universal Primary Education (UPE). This paper offers a perspective on how the GoU has met the challenge of financing education reform, addressed the need to improve the quality of basic education and increased access and equity while improving efficiency at primary and post-primary levels of education. The development model described in this paper privileges good governance and donor co-operation within a Sector Wide Approach. Important lessons have been learned in Uganda including the need for political commitment to universal primary education within a clear conception of whole sector reform. However, the discourse of SWAPs tends to function primarily in the formal sphere and not at the level of the experience of most teachers, pupils and their families, yet it is at this level that national education policies have to be mediated in practice. More attention needs to be given in education sector reform to the processes as well as the context of change.     

Low Cost but Effective: Staff Development Activities in Community College Student Affairs

This study examines staff development practices in community college student affairs. Nineteen interviews were conducted with supervisors in a variety of departments at community colleges. We found that supervisors frequently used multiple practices such as conducting staff meetings, attending institutional training, or viewing topical webinars were frequently used by supervisors to provide professional development opportunities. We also highlight distinct approaches including the concept of active listening and after-hours activities. Finally, we explore implications for staff development in community colleges and identify potential future practices and improvements.     

Pre‐service confidence through microteaching

The techniques of methods course instruction through microteaching are described thoroughly in this article. Some supervisors might want to employ these techniques with their student teachers.