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The Resistance Movement of the Mareko People against the Fascist Aggression and Occupation in South-central Ethiopia
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In: Ufahamu: A Journal of African Studies, vol 43, iss 1 (2022)
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From Disrupted Classrooms to Human-Machine Collaboration? The Pocket Calculator, Google Translate, and the Future of Language Education
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In: L2 Journal, vol 14, iss 1 (2022)
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Abstract:
This article argues that consumer-oriented machine translation software applications are disrupting foreign language education. In order to mitigate this impact, the article provides guidance on how to transform teachers’ perceptions of online translators. This process is a critical precondition for the gradual and thoughtful implementation of online translators in the foreign language classroom. The first part of the articles will define the concept of disruption and use the pocket calculator as an historical example to illustrate challenges and solutions for an educational setting that was fundamentally impacted by a new technology. The second part will turn to the present and focus on the impact of online translators not only on ways humans communicate across languages in authentic real-world settings, but also on the foreign language classroom. In the third part, we will argue that a careful recalibration of educational objectives that will have to include the students’ ability to engage effectively in tasks that rely on human-machine collaboration will provide an opportunity to integrate online translators and related technologies into foreign language curricula. To this end, we propose that future generations of language learners need to develop specific competencies that will qualify them to effectively collaborate with online translators and related technologies. The conclusion will outline future leadership priorities for professional organizations and teacher training programs while acknowledging the limitations associated with the integration of the machine translation technologies into language learning environments.
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Keyword:
disruptive innovations; foreign language education; human-machine collaboration; instructional technology; Machine translation; second-language acquisition; teacher beliefs; teacher training
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URL: https://escholarship.org/uc/item/97s0t7wj
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Un dictionnaire peul encyclopédique de l’agriculture et de la nature
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In: Cahiers du CEDIMES ; https://halshs.archives-ouvertes.fr/halshs-03648615 ; Cahiers du CEDIMES, 2022, 17 (2), pp.165-178 (2022)
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Déterminants internes et externes de la performance à l'exportation : analyse conceptuelle ...
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Déterminants internes et externes de la performance à l'exportation : analyse conceptuelle ...
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EMAKG: an enriched version of the Microsoft Academic Knowledge Graph ...
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EMAKG: an enriched version of the Microsoft Academic Knowledge Graph ...
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CLIL e recursos hipersensoriais personalizados: simbiose perfeita de ensino e aprendizagem de Inglês no 1.º Ciclo do Ensino Básico
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Building MultiStories: A Framework to Diversify the Curriculum in Higher Education
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In: Other (2022)
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Improving English Writing Performance for High School Students through the Think-Pair-Share Technique ...
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Improving English Writing Performance for High School Students through the Think-Pair-Share Technique ...
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Un dictionnaire peul encyclopédique de l’agriculture et de la nature
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In: Cahiers du CEDIMES ; https://halshs.archives-ouvertes.fr/halshs-03648615 ; Cahiers du CEDIMES, 2022, 17 (2), pp.165-178 (2022)
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Too Many Cooks Spoil the Broth: Infobesity in Multicultural Firms During Covid-19
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Monitoring Collective Intelligence in Lithuania’s Online Communities
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Teaching social studies in Spanish in dual immersion middle schools: A biliterate approach to history
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Analysis of Language Change in Collaborative Instruction Following
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In: Proceedings of the Society for Computation in Linguistics (2022)
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Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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Grounding and knowledge elaboration across cultural and geographical contexts: An exploratory case study
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In: ISSN: 2210-6561 ; Learning, Culture and Social Interaction ; https://hal.telecom-paris.fr/hal-03044452 ; Learning, Culture and Social Interaction, Elsevier, 2021, 28, pp.100477. ⟨10.1016/j.lcsi.2020.100477⟩ (2021)
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