Responding to national curriculum goals for English language learners : enhancing reading strategies in high school content areas

The official need for content teachers to teach the language features of their fields has never been greater in Australia than now. In 2012, the recently formed national curriculum board announced that all teachers are responsible for the English language development of students whose first language or dialect is not Standard Australian English (SAE). This formal endorsement is an important juncture regarding the way expertise might be developed, perceived and exchanged between content and language teachers through collaboration, in order for the goals of English language learners in content areas to be realised. To that end, we conducted an action research project to explore and extend the reading strategies pedagogy of one English language teacher who teaches English language learners in a parallel junior high school Geography program. Such pedagogy will be valuable for all teachers as they seek to contribute to English language development goals as outlined in national curricula.

English language teacher education in Cuba : context, pedagogy and identity

In this study, I investigate the model of English language teacher education developed in Cuba. It includes features that would be considered innovative, contemporary, good practice anywhere in the Western world, as well as having distinctly Cuban elements. English is widely taught in Cuba in the education system and on television by Cuban teachers who are prepared in five-year courses at pedagogical universities by bilingual Cuban teacher educators. This case study explores the identity and pedagogy of six English language teacher educators at Cuba’s largest university of pedagogical sciences. Postcolonial theory provides a framework for examining how the Cuban pedagogy of English language teacher education resists the negative representation of Cuba in hegemonic Western discourse; and challenges neoliberal Western dogma. Postcolonial concepts of representation, resistance and hybridity are used in this examination. Cuban teacher education features a distinctive ‘pedagogy of tenderness’. Teacher educators build on caring relationships and institutionalised values of solidarity, collectivism and collaboration. Communicative English language teaching strategies are contextualised to enhance the pedagogical and communicative competence of student teachers, and intercultural intelligibility is emphasised. The collaborative pedagogy of Cuban English language teacher education features peer observation, mentoring and continuing professional development; as well as extensive pre-service classroom teaching and research skill development for student teachers. Being Cuban and bilingual are significant aspects of the professional identity of case members, who regard their profession as a vocation and who are committed to preparing good English language teachers.

Socio-Spatial Approaches To Literacy Studies: Rethinking the Social Constitution and Politics of Space

Literacy studies have begun to examine the spatial dimension of literacy practices in a way that foregrounds space, and that considers space as constitutive to human relations and practices. This chapter provides an introduction to spatial literacy research, providing a guide to key theorists, themes, and studies that have shaped historical and new developments in spatial approaches to literacy practice and pedagogy. It begins by reconceptualising socio-spatial approaches to literacy research and defines terms. Intersections with related social theories are examined, with an emphasis on critical approaches and the politics of space. It clarifies the relationship between socio-spatial and socio-cultural paradigms, revisiting the spatial in seminal socio-cultural research. It covers new ground,including networks, flows, and deterritorialisation of literacy practice. The chapter concludes with challenges and recommendations for future language research and educational practice.

Language identification using parallel sub-word recognition

Parallel sub-word recognition (PSWR) is a new model that has been proposed for language identification (LID) which does not need elaborate phonetic labeling of the speech data in a foreign language. The new approach performs a front-end tokenization in terms of sub-word units which are designed by automatic segmentation, segment clustering and segment HMM modeling. We develop PSWR based LID in a framework similar to the parallel phone recognition (PPR) approach in the literature. This includes a front-end tokenizer and a back-end language model, for each language to be identified. Considering various combinations of the statistical evaluation scores, it is found that PSWR can perform as well as PPR, even with broad acoustic sub-word tokenization, thus making it an efficient alternative to the PPR system.

Digging into signs: Developing standard annotation practices for cross-linguistic, quantitative analysis of sign language data. Final Report.

For sign languages used by deaf communities, linguistic corpora have until recently been unavailable, due to the lack of a writing system and a written culture in these communities, and the very recent advent of digital video. Recent improvements in video and computer technology have now made larger sign language datasets possible; however, large sign language datasets that are fully machine-readable are still elusive. This is due to two challenges. 1. Inconsistencies that arise when signs are annotated by means of spoken/written language. 2. The fact that many parts of signed interaction are not necessarily fully composed of lexical signs (equivalent of words), instead consisting of constructions that are less conventionalised. As sign language corpus building progresses, the potential for some standards in annotation is beginning to emerge. But before this project, there were no attempts to standardise these practices across corpora, which is required to be able to compare data crosslinguistically. This project thus had the following aims: 1. To develop annotation standards for glosses (lexical/word level) 2. To test their reliability and validity 3. To improve current software tools that facilitate a reliable workflow Overall the project aimed not only to set a standard for the whole field of sign language studies throughout the world but also to make significant advances toward two of the world’s largest machine-readable datasets for sign languages – specifically the BSL Corpus (British Sign Language, http://bslcorpusproject.org) and the Corpus NGT (Sign Language of the Netherlands, http://www.ru.nl/corpusngt).

Preliminary studies on the effects of light duration on the growth and performance of Clarias gariepinus fingerlings

The effects of light duration on the growth and performance of Clarias gariepinus fingerlings were investigated using artificial methods to simulate continuous day length and absolute darkness. The normal day length (12-H Light and 12-H Darkness) served as the control. Among some of the factors affected by the varying photoperiods there were body coloration, feeding efficiency, survival rate and Specific Growth Rate (SGR). There was notably no significant difference between the SGR of the 0-photoperiod culture and the control (P>0.05) but there was significant difference between the 0-photoperiod and the 24-H photoperiod experiment (P<0.05). The haematological profile analysed showed various degrees of changes in the blood parameters of fish cultured under different photoperiods. These changes however, did not show significant differences when subjected to statistical analysis

African Studies and the Postcolonial Challenge

Abrahamsen, Rita, 'African Studies and the Postcolonial Challenge', African Affairs (2003) 102(407) pp.189-210 RAE2008

Folklore Studies and Popular Film and Television: A Necessary Critical Survey

Koven, M. (2003). Folklore Studies and Popular Film and Television: A Necessary Critical Survey. Journal of American Folklore. 116(460), pp.176-195. RAE2008

DFT studies of long-chain FAMEs: theoretical justification for determining chain length and unsaturation from experimental Raman spectra

Density functional calculations, using B3LPY/6-31G(d) methods, have been used to investigate the conformations and vibrational (Raman) spectra of a series of long-chain, saturated fatty acid methyl esters (FAMEs) with the formula CH2nO2 (n = 5-21) and two series of unsaturated FAMEs. The calculations showed that the lowest energy conformer within the saturated FAMEs is the simple (all-trans) structure and, in general, it was possible to reproduce experimental data using calculations on only the all-trans conformer. The only exception was C6H12O2, where a second low-lying conformer had to be included in order to correctly simulate the experimental Raman spectrum. The objective of the work was to provide theoretical justification for the methods that are commonly used to determine the properties of the fats and oils, such as chain length and degree of unsaturation, from experimental Raman data. Here it is shown that the calculations reproduce the trends and calibration curves that are found experimentally and also allow the reasons for the failure of what would appear to be rational measurements to be understood. This work shows that although the assumption that each FAME can simply be treated as a collection of functional groups can be justified in some cases, many of the vibrational modes are complex motions of large sections of the molecules and thus would not be expected to show simple linear trends with changes in structure, such as increasing chain length and/or unsaturation. Simple linear trends obtained from experimental data may thus arise from cancellation of opposing effects, rather than reflecting an underlying simplicity.