Relevant bibliographies by topics / Language and languages, Study and teaching (Elementary). Uganda

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Language and languages, Study and teaching (Elementary). Uganda'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Language and languages, Study and teaching (Elementary). Uganda"

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Kisa, Sarah, Godfrey Ejuu, and Joyce Ayikoru Asiimwe. "Teachers’ Instructional Practices for Promoting Primary One Learners’ Mathematics Competence: A Comparative Study of Busiro and Luuka, Uganda." American Journal of Education and Practice 4, no. 1 (August 18, 2020): 44–59. http://dx.doi.org/10.47672/ajep.558.

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Purpose: Mathematics is a globally compulsory school subject and plays a fundamental role in an individual’s daily life activities. Elementary school teachers’ instructional practices are key in fostering among learners the foundational competences in basic number operations. This study explored the instructional practices Primary One teachers in Busiro North and Luuka North Counties can adopt from each other in order to enhance their learners’ mathematics competence.Methodology: A qualitative approach with an observational multiple case study design was employed to obtain data from 74 purposively selected teachers. Data was collected through non-participant observation. Each teacher was observed teaching mathematics to Primary One learners and interviewed after the lesson. Data obtained was analysed descriptively.Findings: Findings indicate that teachers use songs, rhymes and games involving mathematical concepts, in both English language and the local languages to help learners attain competence. Teachers have also embraced use of locally available materials like woven plastic propylene bags (buveera) and banana fibres to make and decorate charts in the classrooms’ mathematics learning areas. Attention grabbers like “Good children, Good teacher”; “We, Work”; are common verbal interactions between teacher and learners when the class seems to lose concentration. Teachers recognise learners’ efforts when they correctly answer oral, written or practical tasks by asking the class to give a classmate “flowers” or “the pa-pa-pa clap”.Unique contribution to theory, practice and policy: For teachers to help learners’ master mathematical concepts and augment their competence, they should build on learners’ experience and prior knowledge, give learners opportunities to explain their mathematical ideas and use the think – pair – share strategy during problem solving.
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Gumilar, Teija. "Regional Languages in Indonesian Educational System: a comparison study of Javanese, Sundanese and Dayak languages teaching programs." Investigationes Linguisticae, no. 33 (July 1, 2016): 29–42. http://dx.doi.org/10.14746/il.2016.33.4.

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Indonesian language has been a lingua franca between 1.128 ethnical groups speaking 746 regional languages and dialects, living in the Republic of Indonesia. The domination of Indonesian language in daily practice, the emerging popularity of foreign languages and the change in socio-economic condition have adverse impacts to the existence of regional languages. By 2007 about 35% of those languages are believed to be disappearing. Some ethnical groups with large population succeeded developing their languages through elaborate standardization, better teaching programs and rich literary works. Since 2004 government and linguists have been working on ef-fective regional languages teaching and promotion pro-grams. As the educational policy lies in the hand of pro-vincial government, new strategies have been implemented to incorporate regional language teaching into local content subjects within elementary, secondary and high schools respectively. In this paper the author will show a comparison study between teaching programs of Javanese, Sundanese and Dayak languages.
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Fhonna, Rahmi, and Yunisrina Qismullah Yusuf. "Indonesian Language Learning Methods in Australian Elementary Schools." Journal of Language and Education 6, no. 2 (June 30, 2020): 106–19. http://dx.doi.org/10.17323/jle.2020.10080.

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Previous studies have largely focused on the importance, problems, and challenges of teaching second languages in Australian schools, but very few have investigated the teaching methods used in the classroom to do so. Therefore, the purpose of this study is to identify the methods applied by teachers who teach Indonesian as a second language in one of the public primary schools in South Australia to enable their Australian students to comprehend the instruction in the Indonesian class. The data were collected through observational field notes and video recordings of three class meetings from two teachers. Evidence gives validity to analysis, and thus the data were analysed using the transcription conventions as proposed by Burns, Joyce & Gollin (1996). The results showed that the most frequently used methods by the teachers in teaching Indonesian to the Early Year level students were TPR (total physical response) and GTM (grammar-translation method). TPR was useful as the act of moving around seemed to help the children remember the vocabulary. Furthermore, GTM helped the teachers clarify the meanings of words and sentences for the students by translating them into their first language, i.e. English. These methods were not taught in isolation but were integrated by the teachers with other methods such as the direct method and audio-lingual method. The reflection of this teaching practice is considered a worthwhile contribution for other teachers who are also teaching Indonesian in other countries and as additional insights to immerse themselves in their language teaching practice. Moreover, considering the benefits of becoming bilingual, such as in communication, culture, cognition, character, curriculum, and economy, schools should provide more training for teachers to help them be able to use the best techniques in teaching the second language to enable and empower them to integrate other languages into their classes.
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Miftakh, Fauzi, and Kelik Wachyudi. "Teaching tolerance through intercultural English language learning to elementary students." ELT in Focus 2, no. 2 (July 17, 2020): 41–50. http://dx.doi.org/10.35706/eltinfc.v2i2.3053.

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This study aims to find out how the intercultural English language learning can foster values of tolerance in elementary school students, as well as how it is implemented by teacher in the classroom. This research used a case study research design and the subjects in this study were a teacher and 20 6th grade students at an elementary school in Karawang. Data collection techniques were carried out by observation in 4 class meetings to observe the learning activities and interview with a teacher and 6 students. From the observations, this study showed that intercultural English language learning was moderately relevant to apply to elementary students. The teacher used simple, fun and stimulating activities and material such as songs, short stories and games in English, both from native culture (Indonesian) and target culture (English). Students could learn the use of English while recognizing cultural differences between native and target culture and languages. On the other hand, from the interview, students stated that they were very pleased with the method applied. They expressed their pleasure because they could get to know other cultures and most importantly they accept cultural differences as an amazement. Therefore, it can be concluded that students at a young age are fair enough to be introduced intercultural learning so they can think critically and have a tolerant attitude from an early age. However, the teaching method and material should be adapted to their age and thinking capacity.
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Namukwaya, Harriett. "Beyond Translating French into English: Experiences of a Non-Native Translator." TranscUlturAl: A Journal of Translation and Cultural Studies 5, no. 1-2 (March 23, 2014): 61. http://dx.doi.org/10.21992/t9r906.

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This paper documents a non-native translator’s experience in an academic setting, focusing on the challenges of translating different kinds of texts from French into English at the Institute of Languages, Makerere University. Makerere Institute of Languages (MIL) is composed of four clusters: Foreign Languages, African Languages, Communication Skills and Secretarial Studies, Service Courses and Soft Skills (Wagaba 97). The services offered include teaching language skills and culture to university students and the general public; communication skills to people who want to improve in English, French, German, Arabic, Swahili and local languages; and translation and interpretation in the languages mentioned above. These services are offered at this institute because there is no other well-recognised institution in Uganda that engages in translation or interpretation, yet there is always a big demand for them. The emphasis in this study is on teachers of French who also render translation services to a wide range of clients at the Institute of Languages. The main focus is on the experiences and opinions of non-native translators. The aim is to highlight the challenges a non-native translator encounters in the process of translating different categories of documents from French into English for purposes of validation of francophone students’ academic documents and their placement in Uganda universities, verification of academic qualification of teachers from francophone countries who come to Uganda in search of teaching jobs, and mutual understanding at international conferences held in Uganda whose delegates come from francophone countries. Selected texts will be critically examined to illustrate the specific challenges a non-native speaker encounters while translating from and into a language or languages which are not his/her first language or mother tongue. The paper deals with the following questions: What does the process of translating involve? What are the challenges encountered? Does every fluent French language teacher qualify to be a competent translator? What factors determine ‘competence’ in translation? What are the limitations faced in an academic setting? The discussion is based on the premise that competence in translation requires linguistic and intercultural competence, among other competencies. The outcome contributes to the understanding that translation in any setting is ultimately a human activity, which enables human beings to exchange information and enhance knowledge transfer regardless of cultural and linguistic differences.
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Montejo Rodriguez, Andres Mateo, Karen Daniela Fino Ortiz, and Astrid Ramírez Valencia. "Language classroom practices applied by native speaker teachers in a plurilingual elementary classroom." Revista Boletín Redipe 10, no. 2 (February 1, 2021): 131–43. http://dx.doi.org/10.36260/rbr.v10i2.1200.

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The need for learning a foreign language in this globalized world has become an essential skill, to the point English is not sufficient, but other foreign languages are required. Colombia has been reshaping its educational curriculum to achieve these foreign language skills. Though there are suggested curriculums for English, the lack of concrete methodologies for Chinese teaching leads to unsuccessful teaching practices. This exploratory case study will observe the first grade Mandarin class in a Colombian private institution whose teachers are native and non-native. There are obstacles in the native teacher's performance since she lacks knowledge of Colombian culture and strategies to implement; she teaches Mandarin through English and lacks a communicative bridge because she does not speak Spanish. This research focuses on those practices to analyze the strengths and weaknesses of the class development performed by Mandarin native speaker teachers and the implications and effect those practices have in first graders' learning processes.
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Portes, Pedro R., Manuel González Canché, Diego Boada, and Melissa E. Whatley. "Early Evaluation Findings From the Instructional Conversation Study: Culturally Responsive Teaching Outcomes for Diverse Learners in Elementary School." American Educational Research Journal 55, no. 3 (November 24, 2017): 488–531. http://dx.doi.org/10.3102/0002831217741089.

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This study explores preliminary results from a pedagogical intervention designed to improve instruction for all students, particularly emergent bilinguals in the United States (or English language learners). The study is part of a larger efficacy randomized controlled trial (RCT) of the Instructional Conversation (IC) pedagogy for improving the school achievement of upper elementary grade students. Standardized achievement student data were gathered from ( N = 74) randomized teachers’ classrooms. Preliminary ordinary least squares analyses of the intervention appear promising for English language arts in general. Limitations in baseline equivalency for students after teacher randomization are discussed along with strategies to overcome them and implications concerned with the education of all students, notably those whose parents speak languages other than English at home.
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Moore, Danièle, Mayo Oyama, Daniel Roy Pearce, and Yuki Kitano. "Plurilingual education and pedagogical plurilanguaging in an elementary school in Japan." Journal of Multilingual Theories and Practices 1, no. 2 (December 1, 2020): 243–65. http://dx.doi.org/10.1558/jmtp.17783.

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In this article, we examine a plurilingual practice in Japan – a country traditionally described as being extremely monolingual. The contribution explores innovative teaching that disrupts monolingual ideologies and how we view TESOL practice. The context of the study is a public elementary school situated in western Japan. We follow the classes of one teacher to discuss her use of pedagogical plurilanguaging as intentional instructional strategies that integrate several languages and cultural viewpoints to support the development of language and content learning, plurilingual awareness and multiperspectivity. We explain how we think it echoes with, and differs from, the concept of translanguaging. Data sources include audio and video recordings of classroom interactions, visual documentation, researchers’ field-notes, teachers’ and learners’ reflective journaling, as well as learners’ productions. The study has implications for teacher training and curriculum design and resituates the teaching of English as a world language in a more complex and multifaceted way.
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Hanafi, Hanafi. "Contrastive Analysis: A Case for Noun Affixes of Indonesia Language and Banten Javanese Language." Journal of English Language Teaching and Cultural Studies 3, no. 2 (December 15, 2020): 64–72. http://dx.doi.org/10.48181/jelts.v3i2.9628.

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This study is aiming to discuss the contrastive analysis of noun affixes of Banten Javanese Language and Indonesian Language. The research method used in this research was qualitative. The technique used in data collection is document study from Indonesian Language and Banten Javanese textbooks used in elementary schools. The data analysis technique used was contrastive analysis by comparing these two languages. This result shows that both Banten Javanese and Indonesian Language have their similarities and differences in terms of noun. The similarities are reflected on prefixes, suffixes, and simulfixes; the differences are reflected on infixes. The result also concludes that the differences may hinder the process of teaching and learning Indonesian Language as L2; the similarities, on the contrary, may serve the facilities to learn Indonesian Language as L2.
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Xega, Edlira. "The Application of English Syllabuses by Teachers of Elementary Education in the Teaching- Learning Process, in Korça Region." European Journal of Social Sciences Education and Research 2, no. 1 (December 30, 2014): 105. http://dx.doi.org/10.26417/ejser.v2i1.p105-122.

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Growing needs for appropriate English learning in Albanian context, the importance of English syllabuses, objectives reflected in the English textbooks, the conformity of syllabuses and the assessment teachers make, conform Common European Framework of References for languages in Elementary education , in urban and rural area, public and non public schools in elementary schools of Korca region, are some elements that lead toward the question: To what extent do Albanian teachers apply the syllabuses in the Albanian context, and how the syllabuses are a point of reference for them and for Albanian learners, for a better language acquisition? The purpose of this research is to conduct an empirical study on the way how Albanian Elementary school teachers aimed at developing their opinions and their practice in the teaching- learning process. A questionnaire survey was adopted as the methodological approach employed in this research. In total, 60 teachers from different public and nonpublic elementary schools, belonging to urban and rural areas in Korca region, participated in this research. It also explored how Albanian teachers of different Elementary schools in Korca region implement the syllabus in their actual classroom language teaching practices and what effect syllabus has on learning outcomes. The questionnaire was conducted in the continuation of a learners' survey, in order to see and observe the teachers' opinions on the English syllabus, the way of organizing classes, how the syllabus is followed, how they adjust it to the textbooks they use, how satisfied they are with them, how they apply them in the educational process. The expected contribution of this research is to observe how the English syllabuses are implemented from the Albanian teachers in elementary education and if they are conform Common European Framework of References for languages (CEFR). The findings of this study provided valuable implications in developing teachers' new ideas for the actual situation of the teaching and learning process.
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Dissertations / Theses on the topic "Language and languages, Study and teaching (Elementary). Uganda"

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Kirunda, Rebecca Florence. "Exploring the link between literacy practices, the rural-urban dimension and academic performance of primary school learners in Uganda district, Uganda." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This study aimed at establishing and analysing the literacy practices in the rural and urban communities and their effect on the academic achievements of learners. It also aimed to establish the impact of other factors, such as the exposure to the language of examination, the level of parents formal education and the quality of parental mediation in the their children's academic work, which could be responsible for the imbalance between the rural and urban learners academic achievements. This study endeavours to established that the literacy practices in urban areas prepare learners for schooled and global literacies while the literacies in rural areas are to localised and thus impoverish the learners initial literacy development. This study also seek to determine the extent to which the current language policy in education in Uganda favours the urban learners at the expense of the rural learners as far as the acculturation into and acquisition of the schooled and global literacies are concerned.
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Berg, Kristofer K. "A comprehensive study of the teaching of foreign language at the elementary school level." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003bergk.pdf.

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Ssembatya, Henry Hollan. "An analysis of the implementation of the integrated approach in a Luganda language classroom in Uganda." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14422.

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This qualitative study set out to examine how the integrated approach to language teaching led to an enhancement in Luganda language practices in selected ordinary level secondary schools in the Kampala district of Uganda. The study was positioned within an interpretive paradigm, and employed a phenomenological approach in its intention to uncover the lived experiences and common hidden meanings that participants attached to the phenomena. Purposeful sampling was used to identify 30 teachers from 15 schools and 3 inspectors of school curricula who participated in the study. Data generation strategies included personal interviews and observations which were analyzed according to transcendental phenomenological data analysis methods such as bracketing, horizontalization, clustering into themes, textual description, structural description and textual-structural essence of the study. This study is located in the field of language education and informed by the theoretical framework of the cognitive constructivist theory of learning. In terms of the integrated approach in a Luganda language classroom, the findings show firstly, that teachers held positive perceptions towards the integrated approach in a Luganda language classroom and, as such, they perceived it as a basis for teaching language content and literacy practices collectively through various interactive strategies. Secondly, teachers implemented the integrated approach in a Luganda language classroom as a practical-based activity where learners are engaged in tasks which promote meaningful and real communication in the form of content, task-based instruction, literary texts or readers and contextual or experiential learning. Thirdly, findings on the enhancement of language practices in an integrated Luganda language classroom show that if teachers adopted and implemented the principles of the integrated approach, learners would be motivated to acquire not only the four language practices, but also other related practices such as cognitive, social and interpersonal practices which collectively simplify the language use. Lastly, while teachers are aware of what learners could achieve in an integrated Luganda language classroom, findings indicate that they are demotivated by the many challenges in the implementation process which stem from the teachers, the education system, the learners, and the integrated approach itself. The major implications and recommendations of this study’s findings include: firstly, teachers’ perceptions on the use of the integrated approach in a Luganda language classroom imply that since language learning is a function of social and meaningful classroom interactions learning activities should recognize a teacher as a reflective practitioner, consultant or facilitator of learning rather than an instructor. Secondly, the implementation of the integrated approach in a language classroom would require teachers to be grounded in both practical and theoretical instructional strategies which form a basis for monitoring and engaging learners’ oral and interactive practices. Thirdly, the enhancement of language practices is an outcome of classroom motivation and active interactions which involve creative and critical thinking. Thus, creating and sustaining situations for the enhancement of language practices in a language classroom would require effective branding of learners’ interactive activities with ample opportunities for practice as well as instructional support. Fourthly, considering the perceived challenges in the implementation of the integrated approach, the overall recommendation would be that those challenges need to be resolved if the integrated approach is to be successfully implemented in the context of the Luganda language. An awareness of such challenges provides teachers, educators and policy-makers with insightful ideas in terms of how to manage or change instructional strategies in the classroom.
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Chou, Pei-Ying. "Co-teaching and reciprocal teaching for English-as-a-foreign-language reading." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2873.

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The purpose of this project is to help promote elementary English-as-a-foreign-language (EFL) students' reading comprehension. The project investigates the co-teaching model and its implementation in the Taiwanese English class. Curriculum and lesson plans are included.
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Vargas, Dolores Judy. "Fluency and comprehension process for English language learners." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3340.

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The purpose of this study is to reengage low-performing students. This study will incorporate meaningful activities, strategies, and techniques to improve reading, writing, listening, and speaking skills.
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Winter, Hannah. "PROBLEMS CONFRONTING HEBREW SPEAKING ELEMENTARY SCHOOL PUPILS OF ENGLISH (ESL)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275321.

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Kotze, Tanja. "Teaching and learning strategies to support isiXhosa learners who receive education in a second/third language." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2373.

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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.
This research study was aimed at exploring and describing the teaching and learning strategies for language support to isiXhosa speaking learners in Grade One. There are a number of challenges related to teaching in a multi-linguistic classroom. This study highlights some of the current challenges experienced in the Metro East Education District of the Western Cape. In an attempt to resolve these problems, guidelines were given for effective dissemination strategies to support second/third language speaking learners. A gap in the literature on descriptions of current support provided to learners within the theoretical framework of the ecological systems theory was identified. This research therefore intends to fill this gap in the literature. Support to IsiXhosa learners who receive education in a second/third language in the South African context is especially unclear. A qualitative research approach supported by the exploratory, descriptive and contextual research designs was employed. The sample was selected from Grade One teachers from schools in different socio-economic areas in the Western Cape who provided education to IsiXhosa learners who receive education in a second/third language. Data was collected through semi-structured interviews. The findings provide a clear description of the challenges experienced by the learner and the teacher, current strategies that are employed by teachers, as well as resources and support utilised by teachers. Conclusions were made in terms of the ecological systems theory. Based on the findings, a number of recommendations were made regarding teaching and learning strategies for language support to Grade One IsiXhosa learners who receive education in a second/third language.
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Liu, Kuan-Ting. "Promoting metalinguistic awareness through peer response in writing in elementary English as a foreign language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2807.

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This project serves as a resource to help teachers understand and meet the educational needs of second-language learners by promoting their metalinguistic awareness through peer response in writing in elementary English as a foreign language.
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Picpican-Bell, Anne. "Developing oral proficiency through poem recitation in elementary English as a second language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2932.

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Dagoon, Jinky Lunaspe. "Reading fluency instruction in upper elementary international school classrooms." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2624.

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This project focuses on the importance of reading fluency, emphasizing its role in the construction of meaning and aiding in the overall comprehension process. Its components: accuracy, automaticity, and prosody are examined in relation to various activities that enhance each component. A sample curriculum is discussed.
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Books on the topic "Language and languages, Study and teaching (Elementary). Uganda"

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Cicogna, Caterina. Problem solving in second-language teaching. Welland, Ont: Éditions Soleil Pub., 1992.

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1946-, Danesi Marcel, and Mollica Anthony, eds. Problem-solving in second-language teaching. Welland, Ont: Éditions Soleil Pub., 1992.

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Lipton, Gladys C. Elementary foreign language programs, FLES: An administrator's handbook. Lincolnwood, Ill. USA: National Textbook Co., 1992.

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Yates, Irene. Language and literacy. Leamington Spa: Scholastic, 2000.

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Lozano, Patti. Guide to successful after-school elementary foreign language programs. Lincolnwood, Ill: National Textbook Co., 1991.

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Rhodes, Nancy C. Language by video: An overview of foreign language instructional videos for children. Washington, DC: Center for Applied Linguistics/Delta Systems, 2004.

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Lipton, Gladys C. Practical handbook to elementary foreign language programs: Including FLES, FLEX, and immersion programs. Lincolnwood, Ill., USA: National Textbook Co., 1988.

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Pinter, Annamaria. Children learning second languages. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2011.

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Wright, Ouida M. International languages in the elementary school: The Heritage Languages Program : an experiment in cultural accommodation. Toronto: printed by Graphicshoppe Ltd., 1997.

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Angela, McLachlan, ed. Primary languages in practice: A guide to teaching and learning. Maidenhead, England: Open University Press, 2009.

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Book chapters on the topic "Language and languages, Study and teaching (Elementary). Uganda"

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Horan, Deborah A., Afra Ahmed Hersi, and Patrick Kelsall. "The Dialogic Nature of Meaning Making Within a Hybrid Learning Space." In Early Childhood Development, 988–1010. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch049.

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The chapter presents a reflective case study of a specific instance of hybrid teaching with preservice teachers in a graduate course on the languages and literacies of bilingual elementary children. The intensive summer course occurred across eight weeks, with four on-campus meetings and the remainder of the course occurring online. The authors address three specific pedagogical tools meant to scaffold dialogic meaning making through instructor-mediated learning and student individualization. The chapter is framed within a social constructivist stance that examines the nature of dialogic meaning making and hybrid teaching. The chapter includes detailed examples of three pedagogical tools: discussion boards as community-building spaces, dialogue journals an individualization spaces, and content application as approximation spaces for knowledge building. Interdisciplinary examples for teaching linguistically diverse children relate to mathematics, science, social studies, and language arts. In addition, the authors discuss implications and directions for research.
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Horan, Deborah A., Afra Ahmed Hersi, and Patrick Kelsall. "The Dialogic Nature of Meaning Making within a Hybrid Learning Space." In Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age, 19–40. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9680-8.ch002.

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The chapter presents a reflective case study of a specific instance of hybrid teaching with preservice teachers in a graduate course on the languages and literacies of bilingual elementary children. The intensive summer course occurred across eight weeks, with four on-campus meetings and the remainder of the course occurring online. The authors address three specific pedagogical tools meant to scaffold dialogic meaning making through instructor-mediated learning and student individualization. The chapter is framed within a social constructivist stance that examines the nature of dialogic meaning making and hybrid teaching. The chapter includes detailed examples of three pedagogical tools: discussion boards as community-building spaces, dialogue journals an individualization spaces, and content application as approximation spaces for knowledge building. Interdisciplinary examples for teaching linguistically diverse children relate to mathematics, science, social studies, and language arts. In addition, the authors discuss implications and directions for research.
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