Relevant bibliographies by topics / Cross-language learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cross-language learning'

Author: Grafiati
Published: 10 December 2022
Last updated: 31 July 2025

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Journal articles on the topic "Cross-language learning"

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Nayan, Surina, Hariharan N. Krishnasamy, and Latisha Asmaak Shafie. "A Cross-National Study of Motivation in Language Learning." International Journal of Information and Education Technology 4, no. 2 (2014): 194–97. http://dx.doi.org/10.7763/ijiet.2014.v4.397.

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Anderson, Neil J., and Terence Odlin. "Language Transfer: Cross Linguistic Influence in Language Learning." Modern Language Journal 76, no. 1 (1992): 82. http://dx.doi.org/10.2307/329911.

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Schachter, Jacquelyn, and Terence Odlin. "Language Transfer: Cross-Linguistic Influence in Language Learning." Language 67, no. 1 (1991): 155. http://dx.doi.org/10.2307/415550.

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Ringbom, Håkan. "Language transfer. Cross-linguistic influence in language learning." System 18, no. 3 (1990): 392–93. http://dx.doi.org/10.1016/0346-251x(90)90015-w.

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Solodka, Anzhelika, Oksana Filatova, Oksana Hinkevych, and Oleksandr Spanatiy. "Cross-cultural Language Learning: Interpretative Engagement." Arab World English Journal 12, no. 3 (2021): 82–96. http://dx.doi.org/10.24093/awej/vol12no3.6.

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Conceptualization of foreign language teaching as a cross-cultural interaction means engaging learners in various cultural mediations. Language use becomes a form of interpretative architecture of a target language. Understanding language use from a discursive perspective develops meta-pragmatic awareness and interpretative capacities of learners. The study answers the question of how to design the architecture of context analysis. This research aims to determine the effective ways of interpretative engagement of learners with aspects of pragmatics in the Ukrainian university setting. The stud
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Wei, Yingchao. "Study on the Cross-language Influence of Japanese Learning and English Learning." International Journal of Education and Humanities 12, no. 1 (2024): 227–31. http://dx.doi.org/10.54097/s81axx32.

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The purpose of this study is to explore the interaction between Japanese learning and English learning and its impact on language learners, as well as cross-language teaching strategies and practices. Based on the literature research method and comprehensive analysis method, based on the overview of the cross-language influence theory, this paper analyzes the mutual influence mechanism of Japanese learning and English learning, including the comparison and cross-influence of phonological learning, vocabulary learning and grammar learning. Then, it discusses the influence of cross-language infl
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Xiao, Jingxuan, and Jiawei Wu. "Transfer Learning for Cross-Language Natural Language Processing Models." Journal of Computer Technology and Applied Mathematics 1, no. 3 (2024): 30–38. https://doi.org/10.5281/zenodo.13366733.

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Cross-language natural language processing (NLP) presents numerous challenges due to the wide array of linguistic structures and vocabulary found within each language. Transfer learning has proven itself successful at meeting these challenges by drawing upon knowledge gained in highly resourced languages to enhance performance in lower resource ones. This paper investigates the application of transfer learning in cross-language NLP, exploring various methodologies, models and their efficacy. More specifically, we investigate mechanisms related to model adaptation, fine-tuning techniques and in
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Vidgren, Noora. "Cross-linguistic similarity in foreign language learning." International Journal of Multilingualism 8, no. 2 (2011): 151–53. http://dx.doi.org/10.1080/14790718.2011.552237.

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Zhou, Zhonghao. "Cross-cultural Training and Second Language Learning." Asian Education Studies 2, no. 3 (2017): 1. http://dx.doi.org/10.20849/aes.v2i3.176.

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Culture and language are inseparable, and cultures as groups adopt particular practices and norms of behavior. Culture teaching is a long and complex process concerning something more than language use itself. The two popular theories influencing practice today are the Constructivist and the Creative Constructionist approaches, and the technique for conveying cultural awareness is cultural assimilator, which has been designed for specific cultures around the world. Cross-cultural training can be used to promote cultural awareness, that is, sensitize people to the influence of culture on people
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Taghizadeh, Nasrin, Heshaam Faili, and Jalal Maleki. "Cross-Language Learning for Arabic Relation Extraction." Procedia Computer Science 142 (2018): 190–97. http://dx.doi.org/10.1016/j.procs.2018.10.475.

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Dissertations / Theses on the topic "Cross-language learning"

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Hjelm, Hans. "Cross-language Ontology Learning : Incorporating and Exploiting Cross-language Data in the Ontology Learning Process." Doctoral thesis, Stockholms universitet, Institutionen för lingvistik, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8414.

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An ontology is a knowledge-representation structure, where words, terms or concepts are defined by their mutual hierarchical relations. Ontologies are becoming ever more prevalent in the world of natural language processing, where we currently see a tendency towards using semantics for solving a variety of tasks, particularly tasks related to information access. Ontologies, taxonomies and thesauri (all related notions) are also used in various variants by humans, to standardize business transactions or for finding conceptual relations between terms in, e.g., the medical domain. The acquisition
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Bakkali, Souhail. "Multimodal Document Understanding with Unified Vision and Language Cross-Modal Learning." Electronic Thesis or Diss., La Rochelle, 2022. http://www.theses.fr/2022LAROS046.

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Les modèles développés dans cette thèse sont le résultat d'un processus itératif d'analyse et de synthèse entre les théories existantes et nos études réalisées. Plus spécifiquement, nous souhaitons étudier l'apprentissage inter-modal pour la compréhension contextualisée sur les composants des documents à travers le langage et la vision. Cette thèse porte sur l'avancement de la recherche sur l'apprentissage inter-modal et apporte des contributions sur quatre fronts : (i) proposer une approche inter-modale avec des réseaux profonds pour exploiter conjointement les informations visuelles et textu
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Woldemariam, Yonas Demeke. "Natural language processing in cross-media analysis." Licentiate thesis, Umeå universitet, Institutionen för datavetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-147640.

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A cross-media analysis framework is an integrated multi-modal platform where a media resource containing different types of data such as text, images, audio and video is analyzed with metadata extractors, working jointly to contextualize the media resource. It generally provides cross-media analysis and automatic annotation, metadata publication and storage, searches and recommendation services. For on-line content providers, such services allow them to semantically enhance a media resource with the extracted metadata representing the hidden meanings and make it more efficiently searchable. Wi
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Mau, Pui-sze Priscilla. "Cross-language transfer of phonological awareness in Chinese-English bilinguals." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36889301.

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Mau, Pui-sze Priscilla, and 繆佩詩. "Cross-language transfer of phonological awareness in Chinese-English bilinguals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36889301.

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Mogofe, Romulus Asaph. "Integrating language literacy skills in teaching physical sciences in Riba Cross District, South Africa." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1590.

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Thesis (M. A. (Education)) -- University of Limpopo, 2016<br>Poor performance, by English Language Learners (ELLs), in Science examinations remains a thorny issue in countries where English is not the home language. Research around the world and the Department of Basic Education in South Africa have long recommended the integration of Language Literacy skills in the teaching of Physical Sciences in order to solve this issue. Despite that, learners’ poor performance in Physical Sciences examinations has been found to be positively related to low language literacy skills. The questions are
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Lennane, B. Michael. "Cross-cultural influences on corrective feedback preferences in English language instruction." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112502.

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This cross-cultural study examined the preferences of 137 Taiwanese EFL students and 97 ESL Quebecois students for specific types of corrective feedback, as well as their attitudes and beliefs about error correction, and those of 12 Taiwanese English instructors and 12 native English teachers in Quebec. All participants completed two questionnaires, the first eliciting overall preferences and attitudes for corrective feedback, and the second eliciting preferences for specific types of feedback aurally modeled through a digital recording designed for the purpose of this study. In addition, a su
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Gupta, Parth Alokkumar. "Cross-view Embeddings for Information Retrieval." Doctoral thesis, Universitat Politècnica de València, 2017. http://hdl.handle.net/10251/78457.

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In this dissertation, we deal with the cross-view tasks related to information retrieval using embedding methods. We study existing methodologies and propose new methods to overcome their limitations. We formally introduce the concept of mixed-script IR, which deals with the challenges faced by an IR system when a language is written in different scripts because of various technological and sociological factors. Mixed-script terms are represented by a small and finite feature space comprised of character n-grams. We propose the cross-view autoencoder (CAE) to model such terms in an abstract sp
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Conradie, Simone. "Verb movement parameters in Afrikaans : investigating the Full Transfer Full Access hypothesis." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85899.

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This thesis sets out to test the Full Transfer Full Access hypothesis (FTFA), which claims (i) that second language (L2) learners start out with the parameter settings instantiated in their first language (L1) grammars ('full transfer') and (ii) that they can subsequently reset parameters to the target L2 settings where these differ from the L1 settings, provided the required (triggering) positive evidence is available in the L2 input ('full access').<br>Three studies on the L2 acquisition of two verb movement parameters, the V2 parameter and the Split-IP parameter (SIP), are reported.
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Christodoulopoulos, Christos. "Iterated learning framework for unsupervised part-of-speech induction." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8880.

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Computational approaches to linguistic analysis have been used for more than half a century. The main tools come from the field of Natural Language Processing (NLP) and are based on rule-based or corpora-based (supervised) methods. Despite the undeniable success of supervised learning methods in NLP, they have two main drawbacks: on the practical side, it is expensive to produce the manual annotation (or the rules) required and it is not easy to find annotators for less common languages. A theoretical disadvantage is that the computational analysis produced is tied to a specific theory or anno
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Books on the topic "Cross-language learning"

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Odlin, Terence. Language transfer: Cross-linguistic influence in language learning. Cambridge University Press, 1989.

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Ringbom, Håkan. Cross-linguistic similarity in foreign language learning. Multilingual Matters, 2007.

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Leong, Che Kan, and R. Malatesha Joshi, eds. Cross-Language Studies of Learning to Read and Spell. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-017-1197-5.

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L, Oxford Rebecca, ed. Language learning strategies around the world: Cross-cultural perspectives. Second Language Teaching & Curriculum Center, University of Hawai'i at Mānoa, 1996.

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Marlene, Lecompte, ed. The language we share: A Canadian cross-cultural reader for learning English. Harcourt Brace Canada, 1995.

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Kan, Leong Che, Joshi R. Malatesha, and NATO Advanced Study Institute on Cognitive and Linguistic Bases of Reading, Writing, and Spelling (1994 : Alvor, Portugal), eds. Cross-language studies of learning to read and spell: Phonologic and orthographic processing. Kluwer Academic, 1997.

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Pennington, Martha C. English on the world stage: A cross-language view of code correspondencies and their effect on language contact and language learning. City Polytechnic of Hong Kong, 1994.

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Georgetown University Round Table on Languages and Linguistics (1986). Developments in linguistics and semiotics, language teaching and learning, communication across cultures. Edited by Battestini Simon P. X. Georgetown University Press, 1987.

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Banya, Kingsley. Beliefs about foreign language learning - a study of beliefs of teachers' and students' cross cultural settings. Educational Resources Information Center, 1997.

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Leontiy, Halyna. Multikulturelles Deutschland im Sprachvergleich: Das Deutsche im Fokus der meist verbreiteten Migrantensprachen : ein Handbuch für DaF-Lehrende und Studierende, für Pädagogen/-innen und Erzieher/-innen. Lit, 2013.

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Book chapters on the topic "Cross-language learning"

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Shultz, Thomas R., Scott E. Fahlman, Susan Craw, et al. "Cross-Language Document Categorization." In Encyclopedia of Machine Learning. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-30164-8_186.

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Shultz, Thomas R., Scott E. Fahlman, Susan Craw, et al. "Cross-Language Information Retrieval." In Encyclopedia of Machine Learning. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-30164-8_187.

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Shultz, Thomas R., Scott E. Fahlman, Susan Craw, et al. "Cross-Language Question Answering." In Encyclopedia of Machine Learning. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-30164-8_188.

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Schmidt, Anna Marie. "Cross-language consonant identification." In Language Experience in Second Language Speech Learning. John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/lllt.17.18sch.

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Strange, Winifred. "Cross-language phonetic similarity of vowels." In Language Experience in Second Language Speech Learning. John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/lllt.17.08str.

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Liu, Yue, Lin Dai, Weitao Zhou, and Heyan Huang. "Active Learning for Cross Language Text Categorization." In Advances in Knowledge Discovery and Data Mining. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30217-6_17.

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Jiang, Chuanyu, Yiming Qian, Lijun Chen, Yang Gu, and Xia Xie. "Unsupervised Deep Cross-Language Entity Alignment." In Machine Learning and Knowledge Discovery in Databases: Research Track. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-43421-1_1.

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Huang, Hui. "10. Developing Interactional Competence in Dyadic Conversations: Cross-language Evidence." In Rethinking Second Language Learning, edited by Marisa Cordella and Hui Huang. Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783095414-015.

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Narla, Swapna, Vijaya Kumar Koppula, and G. SuryaNarayana. "Information Retrieval Based on Telugu Cross-Language Transliteration." In Machine Learning and Information Processing. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4859-2_34.

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Dittmar, Norbert, and Heiner Terborg. "Modality and second language learning." In Cross Currents in Second Language Acquisition and Linguistic Theory. John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/lald.2.19dit.

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Conference papers on the topic "Cross-language learning"

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Kim, Eun Gyong, and Hee-Jeong Jeong. "VIRTUAL LANGUAGE EXCHANGE FOR STEM STUDENTS: ENHANCING CROSS-CULTURAL COMMUNICATION." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0879.

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Chauhan, Aadi. "Debiasing Low-Resource Language Models Via Cross-Lingual Transfer Learning." In 2024 IEEE MIT Undergraduate Research Technology Conference (URTC). IEEE, 2024. https://doi.org/10.1109/urtc65039.2024.10937594.

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Xu, Na, and Yu Wu. "Progress in Cross Language Text Sentiment Analysis Based on Deep Learning." In 2024 3rd International Conference on Data Analytics, Computing and Artificial Intelligence (ICDACAI). IEEE, 2024. https://doi.org/10.1109/icdacai65086.2024.00066.

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Faisal, Fahim, and Antonios Anastasopoulos. "An Efficient Approach for Studying Cross-Lingual Transfer in Multilingual Language Models." In Proceedings of the Fourth Workshop on Multilingual Representation Learning (MRL 2024). Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.mrl-1.4.

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Li, Mingqi, and Feng Luo. "Effectively Prompting Small-Sized Language Models for Cross-Lingual Tasks via Winning Tickets." In 2024 International Conference on Machine Learning and Applications (ICMLA). IEEE, 2024. https://doi.org/10.1109/icmla61862.2024.00058.

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Sokokov, Artem, Laura Jehl, Felix Hieber, and Stefan Riezler. "Boosting Cross-Language Retrieval by Learning Bilingual Phrase Associations from Relevance Rankings." In Proceedings of the 2013 Conference on Empirical Methods in Natural Language Processing. Association for Computational Linguistics, 2013. http://dx.doi.org/10.18653/v1/d13-1175.

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Yang, Juncheng, Zuchao Li, Shuai Xie, Weiping Zhu, Wei Yu, and Shijun Li. "Cross-Modal Adapter: Parameter-Efficient Transfer Learning Approach for Vision-Language Models." In 2024 IEEE International Conference on Multimedia and Expo (ICME). IEEE, 2024. http://dx.doi.org/10.1109/icme57554.2024.10688369.

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Samiulla, Shaik, V. Naveen, Jekkineni Sai Sree, Bukkya Venkataramana Naik, and Chinnuru Udaykiran. "Exploring Zero-Shot Learning in Natural Language Processing for Cross-Domain Applications." In 2025 International Conference on Data Science, Agents & Artificial Intelligence (ICDSAAI). IEEE, 2025. https://doi.org/10.1109/icdsaai65575.2025.11011840.

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Zhang, Demi, Bushi Xiao, Chao Gao, Sangpil Youm, and Bonnie J. Dorr. "Modeling Bilingual Sentence Processing: Evaluating RNN and Transformer Architectures for Cross-Language Structural Priming." In Proceedings of the Fourth Workshop on Multilingual Representation Learning (MRL 2024). Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.mrl-1.8.

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Hoang, Phuong Nguyen. "Cross-Disciplinary Language Teaching." In 18th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL–2-2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211224.008.

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Reports on the topic "Cross-language learning"

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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide
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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas, and Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.

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This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying po
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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors ide
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Bray, Jonathan, Ross Boulanger, Misko Cubrinovski, et al. U.S.—New Zealand— Japan International Workshop, Liquefaction-Induced Ground Movement Effects, University of California, Berkeley, California, 2-4 November 2016. Pacific Earthquake Engineering Research Center, University of California, Berkeley, CA, 2017. http://dx.doi.org/10.55461/gzzx9906.

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There is much to learn from the recent New Zealand and Japan earthquakes. These earthquakes produced differing levels of liquefaction-induced ground movements that damaged buildings, bridges, and buried utilities. Along with the often spectacular observations of infrastructure damage, there were many cases where well-built facilities located in areas of liquefaction-induced ground failure were not damaged. Researchers are working on characterizing and learning from these observations of both poor and good performance. The “Liquefaction-Induced Ground Movements Effects” workshop provided an opp
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Foundation models such as ChatGPT through the prism of the UNESCO Recommendation on the Ethics of Artificial Intelligence. UNESCO, 2023. http://dx.doi.org/10.54678/bgiv6160.

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The release into the public domain and massive growth in the user base of artificial intelligence (AI) foundation models for text, images, and audio is fuelling debate about the risks they pose to work, education, scientific research, and democracy, as well as their potential negative impacts on cultural diversity and cross-cultural interactions, among other areas. Foundation models are AI systems that are characterized by the use of very large machine learning models trained on massive unlabelled data sets using considerable compute resources. Examples include large language models (LLMs) suc
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