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Relevant bibliographies by topics / Bilingual education|Multicultural education|Educational software

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Academic literature on the topic 'Bilingual education|Multicultural education|Educational software'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Bilingual education|Multicultural education|Educational software"

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Chaikovska, Olha. "THE IMPACT OF PODCASTS DESIGNED THROUGH AUDACITY ON IMPROVING GRAMMAR SKILLS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 8 (2020): 1–7. http://dx.doi.org/10.28925/2414-0325.2020.8.1.

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The situation with the pandemic in the world showed that education in Ukraine will never be the same. Isolation turned out to be a big challenge for both teachers and students. This is explained primarily by a lack of theoretical knowledge and practical experience in providing distance learning. According to the EU recommendations, the education institution will work effectively if it provides the best use of digital technology for teaching and learning and develops teachers' and students' digital competences and skills. Educational technology tools include content management systems, language

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Pinos Montenegro, Judith Elizabeth. "La escuela en la memoria de sus agentes. Estudio de caso en población indígena migrante de Ambato, Tungurahua, Ecuador." Clivajes. Revista de Ciencias Sociales, no. 11 (July 10, 2019): 74. http://dx.doi.org/10.25009/clivajes-rcs.v0i11.2561.

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Este artículo describe la historia de una escuela de la ciudad de Ambato, cuya creación obedeció a las gestiones de un grupo de migrantes indígenas kichwa puruwaes. El período de análisis abarca de 1995 a 2018. Se trata del estudio cualitativo de un entorno educativo bilingüe (kichwa-español), para el cual se utilizó técnicas tales como entrevistas a profundidad y análisis documental del archivo institucional. La sistematización de datos se llevó a cabo con el software Tropes. Los principales hallazgos de la investigación muestran que a partir de su identidad étnica las y los indígenas ejercie

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Ramadani, Kujtim. "FOREIGN LANGUAGE TEACHING/LEARNING IN THE DIGITAL ERA." KNOWLEDGE INTERNATIONAL JOURNAL 31, no. 6 (2019): 1687–91. http://dx.doi.org/10.35120/kij31061687r.

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Language is generally perceived as the medium of communication of ideas and thoughts. Recent technological advancements have aided the processes of language communication. When we speak about technology, we normally refer to computers and digitalization. However, technology indeed refers to anything that is produced, assembled and that makes our lives easier. Social media previously related through television programs of any kind, can now be easily accessed through mobile devices, computers, and video conferencing software. Language teaching and learning in general, and foreign language teachi

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Bayanova, L. Ph, and E. O. Shishova. "Bilingual Education: The Model of Measuring Quality of Bilingual Learning Environment in Early Childhood." Психологическая наука и образование 24, no. 2 (2019): 37–49. http://dx.doi.org/10.17759/pse.2019240204.

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The article is devoted to the problem of bilingualism in preschool children living in bilingual and multilingual environments in Russia. The need to increase the effectiveness of the development of bilingualism and communicative competence in children in multicultural educational settings requires a system of integrated psychological and pedagogical support for the development of early bilingualism. The paper describes the main psychological conditions of bilingualism development and proposes an organizational model of expertise of the quality of bilingual educational environment in early chil

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Kim, So Jung, Su-Jeong Wee, and Soyeon Park. "Exploring multicultural books through predictions and social interactions: A case study with kindergarteners in the United States." Australasian Journal of Early Childhood 44, no. 1 (2019): 32–47. http://dx.doi.org/10.1177/1836939119841472.

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Although previous studies have underlined the importance of social interactions, multicultural education, prediction/imagination, and bilingual/bi-literacy learning, the intersection of all these four areas is yet to be explored. This qualitative case study explored how young bilingual readers create meanings and develop literary responses through prediction, imagination, and social interaction while reading multicultural literature. As part of a larger longitudinal study, this study focused on kindergarten-age Korean-English bilingual children at a Korean Language School in a Midwestern city

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Navegantes, Eva, Celeste Azulay Kelman, and Ana Iveniki. "Perspectivas multiculturais na educação de surdos." education policy analysis archives 24 (July 18, 2016): 76. http://dx.doi.org/10.14507/epaa.24.2237.

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Multicultural perspectives in Brazil, in school curriculum or in social practices, are still seen in a dichotomized way. Sometimes they are presented in the folk form, limited to only commemorative days, and at other times, they are presented in a more critical and postcolonial perspective where the curriculum focuses on issues related to the construction of prejudice, discrimination and identities (Canen, 2012). This essay addresses the multicultural perspectives present in the education of deaf people, discussing how the school institution is an issue. It aims to identify the multicultural p

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Schröter, Pauline, and Sascha Schroeder. "Exploring early language detection in balanced bilingual children: The impact of language-specificity on cross-linguistic nonword recognition." International Journal of Bilingualism 22, no. 3 (2016): 305–15. http://dx.doi.org/10.1177/1367006916672751.

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Aims and objectives: Recent findings on the mechanisms of lexical access suggest that bilinguals are sensitive to the orthographic structure of their languages. Several studies have demonstrated that if presented with language-specific sub-lexical information, bilingual adults use this information to speed up word recognition, which provides evidence for language-selective lexical access. In the present study, we investigated the presence of such an early language detection mechanism in children. Methodology: Forty-six balanced bilingual third-graders performed two seemingly monolingual lexica

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Boufoy-Bastick, Béatrice. "Using Language Policies to Highlight and Contrast the Values that Shape Multicultural Societies: Examples from Singapore and Australia." Australian Journal of Education 41, no. 1 (1997): 59–76. http://dx.doi.org/10.1177/000494419704100105.

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THIS paper introduces the idea of using the foreign language teaching policies of multiracial societies as a means of highlighting the self-identified values that shape those societies and comparing these societal moulding values between countries. A country's foreign language policies relate to, and protect, the country's preferred indigenous social values from the foreign values of racial groups within and external to the country. This paper compares how Singapore and Australia differ in their methodological approaches and educational ideologies for implementing second and foreign language t

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Brown, Earl K., and Mary T. Copple. "Constructing two phonological systems: A phonetic analysis of /p/, /t/, /k/ among early Spanish–English bilingual speakers." International Journal of Bilingualism 22, no. 1 (2016): 51–68. http://dx.doi.org/10.1177/1367006916651983.

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Aims and objectives/purpose/research questions: Many early Spanish-English bilingual speakers in the USA learn Spanish as their first language at home and English in school. This paper seeks to elucidate whether these speakers develop a separate phonological system for English and, if so, the role of primary and secondary cues in the development of the second language (L2) system. Design/methodology/approach: The phonetic realization of the voiceless stops /p/, /t/, /k/ is analyzed among three groups: early Spanish-English bilinguals; L1 English speakers who are late learners of Spanish; and L

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Pahrudin, Agus, Syafrimen Syafril, and Heru Juabdin Sada. "LEARNING CONTENT OF ISLAMIC EDUCATION BASED ON MULTIKULTURAL IN SENIOR HIGH SCHOOL IN BANDAR LAMPUNG." Al-Tadzkiyyah: Jurnal Pendidikan Islam 9, no. 1 (2018): 81. http://dx.doi.org/10.24042/atjpi.v9i1.2614.

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The recent multicultural education is being discussed from the various problems that hinder it. In addition to social problems, multicultural education is also not free from problems in the process and learning content. This study aims to describe how Multicultural Content-Based Islamic Educational Content ?, The research is run using a descriptive-qualitative approach (multi-case multi-site). The data were collected through in-depth interviews to two experts of Islamic education and focus group interviews to four teachers who have had work experience of seven to twenty years. Furthermore, the

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Dissertations / Theses on the topic "Bilingual education|Multicultural education|Educational software"

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Orozco, Graciela Leon. "The education and empowerment of immigrant Latinos through talk radio." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/2600.

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This study looks to Spanish-language radio as a culturally appropriate tool for educating immigrant adults. Recognized extensively as an effective tool for educating and empowering individuals, many consider radio the medium of choice of the less literate. This descriptive study examines the only national Spanish-language talk show in public radio, Línea Abierta , to discover the educational benefits of this program and to determine whether it contributes to the empowerment of its listeners. Thirty-five Latino immigrant adults were interviewed across three states either by phone or face-to-fac

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Alvero, Aaron J. "Efficacy and Implementation of Automated Essay Scoring Software in Instruction of Literacies to High Level ELLs." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2569.

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This thesis explored the integration of automated essay scoring (AES) software into the writing curriculum for high level ESOL students (levels 3, 4, and 5 on a 1-5 scale) at a high school in Miami, Fl. Issues for Haitian Creole speaking students were also explored. The Spanish and Haitian Creole speaking students were given the option to write notes, outlines, and planning sheets in their L1. After using AES in the middle of the writing process as a revision assistant tool, 24 students responded to a Likert Scale questionnaire. The students responded positively to the AES based on the results

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Gaynor, Robert Lee. "Computer Grammar Checkers and ESL Writers." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4796.

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The use of word processors has become common in writing instruction for students of English as a second language (ESL). Recent developments in microcomputer technology have increased the number of "tools" or writing aids that are incorporated into word processing programs. Among these are computer style and grammar checkers, programs that attempt to identify and diagnose stylistic, grammatical, and mechanical problems in writing. This study examines the suitability of commercial grammar checking programs for use by ESL writers through descriptive analysis of program features and evaluation of

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Vũ, John Huân. "Software Internationalization: A Framework Validated Against Industry Requirements for Computer Science and Software Engineering Programs." DigitalCommons@CalPoly, 2010. https://digitalcommons.calpoly.edu/theses/248.

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View John Huân Vũ's thesis presentation at http://youtu.be/y3bzNmkTr-c. In 2001, the ACM and IEEE Computing Curriculum stated that it was necessary to address "the need to develop implementation models that are international in scope and could be practiced in universities around the world." With increasing connectivity through the internet, the move towards a global economy and growing use of technology places software internationalization as a more important concern for developers. However, there has been a "clear shortage in terms of numbers of trained persons applying for entry-level positi

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Morehouse, Daniel A. "Teacher Perceptions of Dual-Immersion in Arizona's English-Only Language Environment." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10620337.

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<p> Seventeen years after the passage of Arizona’s English-only education mandate, a growing number of schools in the state have implemented dual-language programs. Although Arizona’s English Learners lack access to public education in their heritage languages, the emergence of these programs signals hope for an expansion of these students’ options. This mixed-method study assessed the perceptions of “dual-immersion” teachers—who are members of a professional development consortium in Maricopa County, Arizona—towards their program and its overall role

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Acherman-Chor, Dora. "Equity policy, educational practice, and limited english proficient (LEP) students in two high schools in Miami." FIU Digital Commons, 1998. http://digitalcommons.fiu.edu/etd/1086.

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Most studies of language minority students' performance focus on students' characteristics. This study uses qualitative methodology to examine instead how educational policies and practices affect the tracking of language minority students who are classified as limited English proficient (LEP). The placement of LEP students in core courses (English, Math, Social Studies, and Science) is seen as resulting from the interaction between school context and student characteristics. The school context includes factors such as equity policy requirements, overcrowding, attitudes regarding immigrants' a

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Jurich, Donna Louise. "A story of stories: A study of bilingual teachers' educational histories and classroom narratives." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284199.

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This narrative study focuses on the stories of two bilingual elementary teachers. The teachers participated in a series of in-depth phenomenological interviews examining the relationship between their stories of becoming bilingual teachers and their current bilingual teaching practices. The stories were analyzed and represented in two ways, first in terms of story structure and second for themal coherence. The analysis of story structure was based on the work of William Labov (1972, 1982) and revealed ways in which these story tellers crafted complex narratives using specific, general, and hyp

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Meek, Adalesa Fernandez 1960. "Assessing counseling needs in an international educational program." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/277940.

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A survey needs assessment was conducted with casts of an International Educational Program. The purpose was to identify common problems the members faced and to determine their need for counseling services. The data collected included general demographics, symptoms of culture shock, personal and career problems, and counseling needs. Four hundred subjects from 25 different countries participated in this study. It was found that about 50% experienced symptoms of culture shock, personal problems rotated around difficulties at home, and career problems related to applying what they learned while

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Boyne, Grace Marie 1948. "Cross-cultural communication: Perceptions on an educational institution by urban and traditional Indians." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291447.

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Cross cultural communication is difficult because of the different cultural parameters. The cultural experiences define your perspective. Behavior in culture, moreover, is dependent on many factors as historical, sociological and psychological experiences. These experiences further define your worldview and determine your reactions.

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Brown, Darla M. "Political and educational perspectives of effective ELL education." Diss., The University of Arizona, 2005. http://hdl.handle.net/10150/290159.

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This dissertation examines the political and educational perspectives regarding English Language Learner (ELL) education. The broad context is the state of Arizona between 2000 and 2004. The specific context is the community of Rio Verde, a border town in Arizona. The data for this study consisted of a document review and analysis and interviews. The document review was of public documents. The interviews were with 10 study participants from the community of Rio Verde consisting of teachers, administrators, former students, and parents. The document analysis revealed two distinct positions reg

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Books on the topic "Bilingual education|Multicultural education|Educational software"

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Skutnabb-Kangas, Tove. Educational strategies in multilingual contexts. Roskilde universitetscenter, 1985.

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Jornada Educativa Nacional (2nd 2001 La Paz, Bolivia). Equidad y diversidad en educación: Interculturalidad, bilinguismo y género. Ediciones CEBIAE, 2002.

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Olsen, Laurie. Embracing diversity: Teachers' voices from California's classrooms. California Tomorrow, 1990.

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Constructing inequality in multilingual classrooms. De Gruyter Mouton, 2010.

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Identity texts: The collaborative creation of power in multilingual schools. Trentham Books, 2011.

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I, Bartolomé Lilia, ed. Dancing with bigotry: Beyond the politics of tolerance. St. Martin's Press, 1999.

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Die Verschriftung des Yanomami: Ein bilinguales und interkulturelles Schulmodell. Institut für Sprachen und Literaturen der Universität Innsbruck, 2006.

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Teaching and learning in a multilingual school: Choices, risks, and dilemmas. L. Erlbaum Associates, 2003.

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American conversations: Puerto Ricans, white ethnics, and multicultural education. Temple University Press, 1999.

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Mari, Boyle, and Hubbard Nick, eds. Multicultural children in the early years: Creative teaching, meaningful learning. Multilingual Matters Ltd, 1999.

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Book chapters on the topic "Bilingual education|Multicultural education|Educational software"

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Starosky, Priscila, and Maria das Graças Dias Pereira. "Role-Playing Game as a Pedagogical Proposition for Story Co-Construction." In Student Usability in Educational Software and Games. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1987-6.ch013.

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This chapter shows and discusses the development and implementation of a pegagogic proposition of story co-construction via Role-Playing Games (RPG), in the context of literacy with a bilingual approach for deaf individuals. The researcher, besides the experience of practicing RPG and developing a game adapted to the particularities of deaf adolescents, also analyses narrative co-construction during the multiparticipation dynamics of the game. The research was done in the Ambulatório de Surdez do Curso de Fonoaudiologia da Universidade Federal do Rio de Janeiro (Ambulatory for Deafness of the Phonoaudiology Course of the Federal University of Rio de Janeiro). In the RPG implementation phase, the participants were four deaf adolescents and a deaf teacher (as players), an RPG and education researcher (as master), the researcher (as assistant), and a LIBRAS interpreter. The results show that the game provided for interaction among the participants with relevant multiliteracy practices.

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Mussoi, Eunice Maria, Érico Marcelo Hoff do Amaral, Liane Margarida Rockembach Tarouco, and José Valdeni de Lima. "Interactive Multimedia." In Multicultural Awareness and Technology in Higher Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5876-9.ch017.

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One of the important characteristics to be considered when developing multimedia educational materials is interactivity. The purpose of this study was to check whether the proposed multimedia's interactivity influenced the performance of 5th graders in a controlled environment and using Portuguese questions from the Brazil Test (Prova Brasil) as inputs. Those assignments were given to two groups of students, where one group had access to activities implemented via software featuring different interactive resources and a second group carried out the same activity in a plain environment, without the aid of multimedia resources. As a result, this chapter compares the performance of each group of students and relates them to the levels of interactivity, thereby demonstrating the latter's influence over the number of correct answers in the activities. Additionally, this chapter provides elements for the preparation of a second study phase.

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Coleman, Natalia, Donna M. Farina, and Leonid Rabinovich. "Common Denominators to Learner-Centered Success." In Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0892-2.ch002.

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New Jersey City University (NJCU) ranks in the top hundred most diverse institutions of higher education in the country. NJCU's mission is “to provide a diverse population with an excellent university education.” Its undergraduate population is 25% White, 21% Black, 35% Hispanic, and 9% Asian; many NJCU students do not speak English as their first language. This chapter will highlight learner-centered pedagogical practices in three distinct disciplines and at three levels in higher education: undergraduate STEM education (science, technology, engineering, and mathematics); graduate ESL, bilingual, and world language teacher education; and educational technology leadership in a new doctoral program. The pedagogical practices described all share a common goal: to allow multilingual, multicultural, and nontraditional students to fully engage and demonstrate their growing knowledge of content as well as their ability to think critically—to ensure their success in future academic work and careers.

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Mott, Michael S., and Thea H. Williams-Black. "Media-Enhanced Writing Instruction and Assessment." In Literacy Enrichment and Technology Integration in Pre-Service Teacher Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4924-8.ch001.

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Media-Enhanced Writing is defined as a visual and technological literacy and contains the research-based rationale for the instructional methodology, descriptions, and scenarios, as well as focused teaching and learning examples of media-rich software environments. Educational methods inherently supporting multiculturalism and globalism for facilitating media-rich writing, production, and distribution across content-areas and grade levels K-12 and higher education are covered. From early childhood beginning writers to adult learners, this chapter describes teaching and learning using media-enhanced writing to promote and emphasize learner experience. Drawing upon learner experience is a key component in facilitating multicultural expression and presentation. Accompanying assessments utilized for technologies in teaching K-12 and higher education writing and presentation are addressed.

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"Thinking Ahead." In Judiciary-Friendly Forensics of Software Copyright Infringement. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5804-2.ch009.

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This chapter presages into the future scope of growth along different dimensions of the current forensic technologies for software copyright infringement investigation. Firstly, it explains how induction of additional software elements in the forensic processes and procedures can make the forensic efforts more reliable. Secondly, it suggests that there should be more initiatives from the software community to find ways to automate most, if not all, of the subjective decisions in these procedures in a legally convincing way. Thirdly, it encourages software forensic researchers to formulate copyright infringement forensic methods that have the lowest error rating. Fourthly, it previews the possibility of the existing software authorship identification methods to emerge in the future as tests to establish copyright infringement. The focus then shifts to the issues involved in customization of (global) software forensic procedures in tune with the (local) copyright laws. The chapter argues that there is scope for further judicial intelligence on deciding what all software elements are protectable and what all are unprotectable. It concludes stressing the need for extensive forensic education for the judiciary and also the pragmatics of bilingual and multilingual discourses between the forensic and the judicial communities.

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Stowers, Gwen, Kenneth Fasching-Varner, Mark Brimhall-Vargas, and Christine Clark. "Through the Looking Glass to Ourselves." In Project Management Approaches for Online Learning Design. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2830-4.ch014.

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This chapter describes the project of developing online multicultural and bilingual teacher educational curricula in a manner that encourages particular intellectual and behavioral learning outcomes for teacher education students. The pedagogical process by which these outcomes are achieved—facilitation of e-dialogue—acts as the project’s management approach. The goal of the project is the development of transformational respect for and among all learners (both teacher education students as well as their largely public school PK-12 students), and sustenance of faculty (both teacher education and PK-12) hope and possibility through progressive e-education; resultantly, systems of oppression in schools and the broader society can be dismantled.

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Conference papers on the topic "Bilingual education|Multicultural education|Educational software"

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Salimzyanova, Elmira. "Bilingual Training of the Future Teacher in the Multicultural Educational Space." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0536.

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Ding, Yuanchun, and Minkang Tang. "A fuzzy approach to bilingual education assessment and analysis." In 2011 IEEE 3rd International Conference on Communication Software and Networks (ICCSN). IEEE, 2011. http://dx.doi.org/10.1109/iccsn.2011.6013797.

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Weiwei, Jiao. "Research and practice of bilingual education of C language programming." In 2011 IEEE 3rd International Conference on Communication Software and Networks (ICCSN). IEEE, 2011. http://dx.doi.org/10.1109/iccsn.2011.6013793.

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Weiwei, Jiao. "Analysis of bilingual education of Computer Culture Foundation course in colleges." In 2011 IEEE 3rd International Conference on Communication Software and Networks (ICCSN). IEEE, 2011. http://dx.doi.org/10.1109/iccsn.2011.6013790.

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Zhongjian, Wang, and Wang Ling. "Research and Discussion on Bilingual Teaching of software project management." In 7th International Conference on Education, Management, Information and Computer Science (ICEMC 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icemc-17.2017.205.

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Fan, Shaojing, Jiatao Song, Yongping Zhang, and Zhongkun He. "The Use of WebQuest to Enhance English-Chinese Bilingual Education: A Case Study in a Course in Computer Science Overview." In 2009 International Conference on Computational Intelligence and Software Engineering. IEEE, 2009. http://dx.doi.org/10.1109/cise.2009.5366749.

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Haiyuan Chen, Gang Lei, Huiying Zhu, and Minghe Huang. "The application of the bilingual corpus in computer to the ESP teaching in software department." In 2nd International Symposium on Information Technologies and Applications in Education (ISITAE 2008). IEE, 2008. http://dx.doi.org/10.1049/ic:20080273.

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