“Showing off” your mobile device:adult literacy learning in the classroom and beyond

For a very large number of adults, tasks such as reading. understanding, and using everyday items are a challenge. Although many community-based organizations offer resources and support for adults with limited literacy skills. current programs have difficulty reaching and retaining those that would benefit most. In this paper we present the findings of an exploratory study aimed at investigating how a technological solution that addresses these challenges is received and adopted by adult learners. For this, we have developed a mobile application to support literacy programs and to assist low-literacy adults in today's information-centric society. ALEX© (Adult Literacy support application for Experiential learning) is a mobile language assistant that is designed to be used both in the classroom and in daily life in order to help low-literacy adults become increasingly literate and independent. Through a long-term study with adult learners we show that such a solution complements literacy programs by increasing users' motivation and interest in learning, and raising their confidence levels both in their education pursuits and in facing the challenges of their daily lives.

Authority in the classroom: dictionaries and corpora, COBUILD and the Bank of English

Language learners ask a variety of questions about words and their meanings and uses: “What does X mean? What is the word for X in English? Can you say X? When do you use X and when do you use Y (e.g. synonyms, grammatical structures, prepositional choices, variant phrases, etc)?”

English-for-teaching:rethinking teacher proficiency in the classroom

The expansion of English teaching in state education systems places increasing demands on English language teachers and how they are trained. A major thrust of these efforts has focused on improving teachers' English language proficiency. This expectation is manifested in policy and pedagogical directives that teachers 'teach English in English'. We argue for a reconceptualization of teacher language proficiency, not as general English proficiency but as a specialized subset of language skills required to prepare and teach lessons. This concept of English-for-Teaching as a bounded form of English for Specific Purposes (ESP) for the classroom builds on what teachers know about teaching, while introducing and confirming specific classroom language. This article describes how the construct was developed and then describes sample classroom tasks and the language needed to enact them in three major areas: managing the classroom, understanding and communicating lesson content, and assessing students and giving feedback.

Teacher use of personal narratives in the Japanese university english language classroom

While storytelling in conversation has been extensively investigated, much less is known about storytelling in the English language classroom, particularly teachers telling their personal experience stories, termed teacher personal narratives in this study. Teacher personal narratives, a combination of the ancient art of human storytelling and the current practices of teaching, offer an innovative approach to language teaching and learning. This thesis examines teacher personal narrative use in Japanese university English language classrooms and is of relevance to both practicing classroom teachers and teacher educators because it explores the role, significance, and effectiveness of personal stories told by teachers. The pedagogical implications which the findings may have for language teaching and learning as well as for teacher education programs are also discussed. Four research questions were posed: 1. What are the characteristics of teacher personal narratives? 2. When, how, and why do language teachers use personal narratives in the classroom? 3. What is the reaction of learners to teacher personal narratives? 4. How do teacher personal narratives provide opportunities for student learning? A mixed methods approach using the tradition of multiple case studies provided an in-depth exploration of the personal narratives of four teachers. Data collection consisted of classroom observations and audio recordings, teacher and student semi-structured interviews, student diaries, and Japan-wide teacher questionnaires. Ninety-seven teacher personal narratives were analyzed for their structural and linguistic features. The findings showed that the narrative elements of orientation, complication, and evaluation are almost always present in these stories, and that discourse and tense markers may aid in student noticing of the input which can lead to eventual student output. The data also demonstrated that reasons for telling narratives mainly fall into two categories: affectiveoriented and pedagogical-oriented purposes. This study has shown that there are significant differences between conversational storytelling and educational storytelling.

Enhancing employability in the "ME generation"

Purpose – The purpose of this paper is to place all of the contributions to this special issue into a theoretical framework and to highlight the role that the so-called “information age mindset” has in the facilitation of employability skills. Design/methodology/approach – The paper discusses the major themes of this special issue. Findings – Undergraduate students do see the importance of technological innovation in the classroom but they see the development of experiential or work-based skills to be more important. Practical implications – Future curriculum design should consider the expectations and attitudes of the modern day undergraduate student to ensure that potential employability is maximised. Originality/value – The findings are placed into the wider context of the emerging field of evolutionary educational psychology.

Bernstein's theory of pedagogic discourse: linguistics, educational policy and practice in the UK English/literacy classroom

In “The English Patient: English Grammar and teaching in the Twentieth Century”, Hudson and Walmsley (2005) contens that the decline of grammar in schools was linked to a similar decline in English universities, where no serious research or teaching on English grammar took place. This article argues that such a decline was due not only to a lack of research, but also because it suited educational policies of the time. It applies Bernstein’s theory of pedagogic discourse (1990 & 1996) to the case study of the debate surrounding the introduction of a national curriculum in English in England in the late 1980s and the National Literacy Strategy in the 1990s, to demonstrate the links between academic theory and educational policy.

Classification of oximetry signals using Bayesian neural networks to assist in the detection of obstructive sleep apnoea syndrome

In the present study, multilayer perceptron (MLP) neural networks were applied to help in the diagnosis of obstructive sleep apnoea syndrome (OSAS). Oxygen saturation (SaO2) recordings from nocturnal pulse oximetry were used for this purpose. We performed time and spectral analysis of these signals to extract 14 features related to OSAS. The performance of two different MLP classifiers was compared: maximum likelihood (ML) and Bayesian (BY) MLP networks. A total of 187 subjects suspected of suffering from OSAS took part in the study. Their SaO2 signals were divided into a training set with 74 recordings and a test set with 113 recordings. BY-MLP networks achieved the best performance on the test set with 85.58% accuracy (87.76% sensitivity and 82.39% specificity). These results were substantially better than those provided by ML-MLP networks, which were affected by overfitting and achieved an accuracy of 76.81% (86.42% sensitivity and 62.83% specificity). Our results suggest that the Bayesian framework is preferred to implement our MLP classifiers. The proposed BY-MLP networks could be used for early OSAS detection. They could contribute to overcome the difficulties of nocturnal polysomnography (PSG) and thus reduce the demand for these studies.

Learner initiative in the language classroom

This article looks at learner initiative in teacher-fronted activities and how this can influence classroom interaction. Extracts from lesson transcripts of adult evening classes in Italy are used to give a precise definition of what is meant by learner initiative and to illustrate how it can change interaction patterns. It is suggested that learner initiative could have an important role to play in promoting comprehensible input and output and therefore language learning. It will be seen how, by giving learners more space and time, initiative can be actively encouraged. However, there are direct implications for teacher training as it is necessary to change traditional interaction patterns and make learner initiative more effective.

Genetic characterization of clinical isolates of Clostridium difficile using an optimized RAPD protocol and PCR ribotyping reveals strain diversity between two tertiary referral Trusts in the West Midlands, UK

Epidemiological investigations of Clostridium difficile often focus on differences between separate geographical areas. In this investigation, two populations of C. difficile recovered from separate tertiary referral Trusts within the West Midlands, UK, were characterized using both PCR ribotyping and an optimized RAPD (random amplification of polymorphic DNA) protocol. The PCR ribotyping and RAPD methodologies identified differences between the two C. difficile populations, in both the prevalence and the diversity of types identified. The use of PCR ribotyping in conjunction with RAPD further categorized different types within defined PCR ribotypes, identifying different types within the same PCR ribotype and therefore providing a greater discriminatory power than either of the methods when used alone. The differences observed in this study between the two Trusts in the distribution of both RAPD 'type' and PCR ribotype demonstrate the diversity that is present amongst isolates of C. difficile within a relatively small geographical area and warrants a need for further investigation into the local epidemiology of C. difficile.