For the people-- : U.S. citizenship education and naturalization information : an English as a second language text.

"M-302."

Journal // of // the Senate // of the // United States of America; // being the // first session // of // the Tenth Congress, // begun and held in the city of Washington, // October 26, 1807, // and // in the thirty-second year of the sovereignty of // the said United States. //

"Senators of the United States, whose seats will be vacated 1809, 1811, 1813": 1 .

The use of Venire and Andare as auxiliary verbs in early Florentine prose. Part 1: The use with past participles. A. Venire. With and introduction.

Thesis - John Hopkins university.

Second language and international studies : policy study and recommentations /

"February, 1986."

The Mulfuzāt Timūry; or, Autobiographical memoirs of the Moghul emperor Timūr, written in the Jagtay Turky language;

Bound with this is Report of the proceedings of the third annual meeting of the Oriental translation fund. London, 1830.

Verbal contents of repetitions in Swedish child-directed speech

Repetitions in child-directed speech (CDS) have been shown to vary over time, and are suggested to affect first language acquisition. Correlations between verbal contents of repetitions in CDS and children’s language development have been suggested. The verbal contents of repetitions in Swedish CDS have not yet been investigated. The aim of this study was to examine the verbal contents of repetitions in Swedish CDS during the child’s first 2 years and possible changes in proportions of repetitions during the same time span. Verbal contents of repetitions in parents’ speech in 10 parent-child dyads as the children were 3, 6, 9, 12 and 24 months old were investigated focusing on word classes, sentence types and whole-constituent change. The results were compared to the children’s productive vocabularies at the age of 30 months. Possible occurrences of item-based constructions and frequent frames in the repetitions were also examined. The overall results revealed patterns concerning change in verbal contents in repetitions over time and correlations between verbal contents in repetitions and child language development. Two proposals were made: parents adjust the complexity of their speech to linguistic developmental stages of their children, and linguistic variation in the input increases as the child grows older.

An investigation into the comparable effectiveness of two tests of writing administered to college-level English as a Second Language students: The Computerized Placement Test and holistically scored essay exams

This dissertation describes the findings and implications of a correlational analysis. Scores earned on the Computerized Placement Test (CPT), sentence skills, were compared to essay scores of advanced English as a Second Language (ESL) students. As the CPT is designed for native speakers of English, it was hypothesized that it could be an invalid or unreliable instrument for non-native speakers. Florida community college students are mandated to take the CPT to determine preparedness, as are students at many other U.S. and Canadian colleges. If incoming students score low on the CPT, they may be required to take up to three semesters of remedial coursework. It is essential that scores earned by non-native speakers of English accurately reflect their ability level. They constitute a large and growing body of non-traditional students enrolled at community colleges.^ The study was conducted at Miami-Dade Community College, Wolfson Campus, fall 1997. Participants included 106 advanced ESL students who took both the CPT sentence skills test and wrote final essay exams. The essay exams were holistically scored by trained readers. Also, the participants took the Placement Articulation Software Service (PASS) exam, an alternative form of the CPT. Scores on the CPT and essays were compared by means of a Pearson product-moment correlation to validate the CPT. Scores on the CPT and the PASS exam were compared in the same manner to verify reliability. A percentage of appropriate placements was determined by comparing essay scores to CPT cutoff score ranges. Finally, the instruments were evaluated by means of independent-samples t-tests for performance differences between gender, age, and first language groups.^ The results indicate that the CPT sentence skills test is a valid and reliable placement instrument for advanced- level ESL students who intend to pursue community college degrees. The correlations demonstrated a substantial relationship between CPT and essay scores and a marked relationship between CPT and PASS scores. Appropriate placements were made in 86% of the cases. Furthermore, the CPT was found to discriminate equally among the gender, age, and first language groups included in this study. ^

Receptive Vocabulary of CLIL and Non-CLIL Primary and Secondary School Learners

CLIL instruction has been reported to be beneficial for foreign language vocabulary learning since CLIL students show higher vocabulary profiles than students of their same age in traditional EFL contexts. However, to our knowledge, the receptive vocabulary knowledge of CLIL and non-CLIL learners at the end of primary and secondary education has not been examined yet. Hence, this study aims at comparing the receptive vocabulary size 79 CLIL primary learners with the receptive vocabulary knowledge of 331 non-CLIL learners at the end of primary and secondary school. Sex-based differences were also analysed. The 2k Vocabulary Levels Test (VLT) was used for the purposes of the study. Results revealed that learners’ receptive vocabulary sizes lie within the most frequent 1000 words, non-CLIL secondary school students throw better results than primary students but the differences between the secondary group and the CLIL group are not statistically significant. As for sex-based differences, we found no significant differences among the groups. These findings led us to believe that the CLIL approach offers a benefit for vocabulary acquisition since CLIL learners have been exposed to the foreign language for a shorter period of time and the results are quite similar to their non-CLIL secondary school partners.

Exploring critical literacy in Swedish education : Introductory notes

This article is an introductory note to The thematic section in this issue of Education Inquiry has its background in the need for research interpreting literacy from a critical perspective. Teaching literacy is not solely about technical reading skills but is also about understanding and the making of meaning. From that point of view, teaching must also consider the use of language, the context within which language is used, and issues of power. The thematic section includes five articles about critical literacy in Swedish education. The contributions were developed after a workshop conducted by Professor Hilary Janks, University of the Witwatersrand, Johannesburg. She introduces the framework of a critical literacy theory in the first article of the issue. Further, the contributions of Swedish scholars are united in their interest in applying a mode of critical literacy designed by Janks to different practices, sites and speech-events, for example policy documents, home reading, teaching and learning practices. The articles offer a wide perspective of critical literacy in education and further understanding of the complex processes in teaching.

Accessible Immersion Metrics (AIM) for Second Language Acquisition : A Constructivist Innovation for the ESL Classroom

Abstract: This study was designed to validate a constructivist learning framework, herein referred to as Accessible Immersion Metrics (AIM), for second language acquisition (SLA) as well as to compare two delivery methods of the same framework. The AIM framework was originally developed in 2009 and is proposed as a “How to” guide for the application of constructivist learning principles to the second language classroom. Piloted in 2010 at Champlain College St-Lambert, the AIM model allows for language learning to occur, free of a fixed schedule, to be socially constructive through the use of task-based assessments and relevant to the learner’s life experience by focusing on the students’ needs rather than on course content.||Résumé : Cette étude a été principalement conçu pour valider un cadre d'apprentissage constructiviste, ci-après dénommé Accessible Immersion Metrics - AIM, pour l'acquisition d'une langue seconde - SLA. Le cadre de l'AIM est proposé comme un mode d'emploi pour l'application des principes constructivistes à l'apprentissage d’une langue seconde. Créé en 2009 par l'auteur, et piloté en 2010 au Collège Champlain St-Lambert, le modèle de l'AIM permet l'apprentissage des langues à se produire, sans horaire fixe et socialement constructive grâce à l'utilisation des évaluations alignées basées sur des tâches pertinentes à l'expérience de vie de l'étudiant en se concentrant sur les besoins des élèves plutôt que sur le contenu des cours.

The Holy Bible in the Oríyá language : a new translation, with the former versions in Bangálí and Oríyá diligently compared and revised.

Added title in Oriya.

Advanced neuroimaging methodologies to improve connectivity detection in normal and abnormal language brain networks

The language connectome was in-vivo investigated using multimodal non-invasive quantitative MRI. In PPA patients (n=18) recruited by the IRCCS ISNB, Bologna, cortical thickness measures showed a predominant reduction on the left hemisphere (p<0.005) with respect to matched healthy controls (HC) (n=18), and an accuracy of 86.1% in discrimination from Alzheimer’s disease patients (n=18). The left temporal and para-hippocampal gyri significantly correlated (p<0.01) with language fluency. In PPA patients (n=31) recruited by the Northwestern University Chicago, DTI measures were longitudinally evaluated (2-years follow-up) under the supervision of Prof. M. Catani, King’s College London. Significant differences with matched HC (n=27) were found, tract-localized at baseline and widespread in the follow-up. Language assessment scores correlated with arcuate (AF) and uncinate (UF) fasciculi DTI measures. In left-ischemic stroke patients (n=16) recruited by the NatBrainLab, King’s College London, language recovery was longitudinally evaluated (6-months follow-up). Using arterial spin labelling imaging a significant correlation (p<0.01) between language recovery and cerebral blood flow asymmetry, was found in the middle cerebral artery perfusion, towards the right. In HC (n=29) recruited by the DIBINEM Functional MR Unit, University of Bologna, an along-tract algorithm was developed suitable for different tractography methods, using the Laplacian operator. A higher left superior temporal gyrus and precentral operculum AF connectivity was found (Talozzi L et al., 2018), and lateralized UF projections towards the left dorsal orbital cortex. In HC (n=50) recruited in the Human Connectome Project, a new tractography-driven approach was developed for left association fibres, using a principal component analysis. The first component discriminated cortical areas typically connected by the AF, suggesting a good discrimination of cortical areas sharing a similar connectivity pattern. The evaluation of morphological, microstructural and metabolic measures could be used as in-vivo biomarkers to monitor language impairment related to neurodegeneration or as surrogate of cognitive rehabilitation/interventional treatment efficacy.