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ELT corpus: The French Polynesian elementary school context ; ELT corpus: The French Polynesian elementary school context: Mendeley Data, V1
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In: https://halshs.archives-ouvertes.fr/halshs-03375667 ; 2018, ⟨10.17632/tzgght78xm.1⟩ (2018)
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Discussion on Bilingual Cognition in International Exchange Activities
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In: IFIP Advances in Information and Communication Technology ; 2nd International Conference on Intelligence Science (ICIS) ; https://hal.inria.fr/hal-02118842 ; 2nd International Conference on Intelligence Science (ICIS), Nov 2018, Beijing, China. pp.167-177, ⟨10.1007/978-3-030-01313-4_17⟩ (2018)
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Le dispositif Diwan en Bretagne : une inscription paradoxale ?
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In: L’immersion : 40 ans d’expériences pour l’avenir de nos langues ; https://hal.univ-reunion.fr/hal-01953813 ; L’immersion : 40 ans d’expériences pour l’avenir de nos langues, Réseau Diwan, Mar 2018, Quimper, France (2018)
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Narrative competence of bilingual children: an exploratory study of Franco-Chinese children aged 5 to 10 years old in France
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In: ISSN: 0718-9397 ; REVISTA AKADÈMEIA (ISSN: 0718-9397) ; https://hal.inria.fr/hal-02073570 ; REVISTA AKADÈMEIA (ISSN: 0718-9397), Universidad Gabriela Mistral.- Chili, 2018, 17 (2), pp.4-23 ; http://revistas.ugm.cl/index.php/rakad/index (2018)
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Mathematics learners' behaviour in CLIL bilingual lessons within L2 external setting
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In: Proceedings of the IV ERME Topic Conference on Classroom-based research on mathematics and language (pp. 117-123) ; https://hal.archives-ouvertes.fr/hal-01856535 ; Proceedings of the IV ERME Topic Conference on Classroom-based research on mathematics and language (pp. 117-123), Mar 2018, Dresde, Germany ; http://www.mathematik.uni-dortmund.de/~prediger/ERME/18-ETC4_Proceedings-Complete.pdf (2018)
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Spanish Language Topics Course Curriculum Proposal
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In: Construction Management (2018)
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The influence of pre-stroke proficiency on post-stroke lexical semantic performance in bilingual aphasia
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Verbal fluency as a measure of lexico-semantic access and cognitive control in bilingual aphasia
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Study Abroad in the Neoliberal Academy: Shifting Geographies
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In: Scholarship and Professional Work - LAS (2018)
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[Un]consciously [Dis]serving English Learners: A Reflection of Bilingual Teacher Educators on the Border
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In: Educational Technology Faculty Publications and Presentations (2018)
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Congolese Refugee Students in Higher Education: Equity and Opportunity
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In: Boise State University Theses and Dissertations (2018)
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Looking for a Needle in a Haystack: CALL and Advanced Language Proficiency
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In: World Languages Faculty Publications and Presentations (2018)
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Abstract:
The goal of this meta-analysis is to evaluate how instructional technology has impacted advanced second language (AL2) development. Although numerous meta-analyses have been conducted within the CALL literature over the past two decades, they primarily focus upon learning outcomes and related effect sizes. None focus on advanced learning per se. Where AL2 is even mentioned, which is only rarely, little or no attention is paid to critical research parameters within the studies that are analyzed. Most notably, in summarizing learning outcomes, the linguistic competence of learners claimed to be at advanced level is simply taken at face value. So, too, no consideration is given to the difficulty level of tasks undertaken by students or their appropriateness to students’ claimed proficiency. It is the intent of this general overview of the contribution of CALL to AL2 to address these issues through a comprehensive analysis of the publications in four prominent CALL journals (CALICO, CALL, Language Learning & Technology, and ReCALL) over some 30 years. In so doing, the Performance Descriptors (PD) and NCSSFL- Can-Do Statements (CDS) of the American Council on the Teaching of Foreign Languages’ (ACTFL) are adopted as external criteria for establishing student competence level, task difficulty and appropriateness. This study concludes that not only are CALL AL2 studies extremely limited in number and focus, but also that they suffer from serious design flaws that call into question a great portion of the claims made regarding the contribution of instructional technology to the furthering of advanced-level foreign language competence.
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Keyword:
ACTFL; advanced; and Multicultural Education; Bilingual; Instructional Media Design; instructional technology; meta-analysis; Modern Languages; Multilingual; proficiency
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URL: https://scholarworks.boisestate.edu/lang_facpubs/77 https://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=1076&context=lang_facpubs
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The Space Beyond – Academic quality renaissance: Case studies within Māori, Mapuche and Mocoví tertiary education organisations
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A Case for Inclusion: A study of the Relationship between students of Color in Private Progressive Institution
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In: Senior Projects Spring 2018 (2018)
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¿Puedes Anagramar?: A Game That Helps Heritage Speakers Master Spanish Accentuation
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In: Senior Projects Spring 2018 (2018)
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Bilingual Lexical Acquisition. On the crossroads of early word production and grammar: Evidence from a French-Russian bilingual child aged from 2;0 to 4;0
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In: International Conference on Multilingual Awareness and Multilingual Practices ; https://hal.archives-ouvertes.fr/hal-02366413 ; International Conference on Multilingual Awareness and Multilingual Practices, Tallinn University, School of Humanities, Nov 2018, Tallinn, Estonia (2018)
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Processing Tools for Greek and Other Languages of the Christian Middle East
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In: EISSN: 2416-5999 ; Journal of Data Mining and Digital Humanities ; https://hal.archives-ouvertes.fr/hal-01671592 ; Journal of Data Mining and Digital Humanities, Episciences.org, 2018, Special Issue on Computer-Aided Processing of Intertextuality in Ancient Languages (2018)
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Automatic and social effects on accommodation in monolingual and bilingual speech
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Exploring the Perceptions of Novice Spanish Students in Blended Courses
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In: World Languages, Literatures, and Cultures Faculty Publications (2018)
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Translating Intercultural Bilingual Education into Practice: The Rights of Indigenous Peoples in Mexico City
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