Relevant bibliographies by topics / Summer Institute of Linguistics

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

Academic literature on the topic 'Summer Institute of Linguistics'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Summer Institute of Linguistics"

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Larson, Mildred L. "The Summer Institute of Linguistics and Translation." Bible Translator 42, no. 2A (April 1991): 27–34. http://dx.doi.org/10.1177/026009439104202a04.

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Little, Carol Rose. "The history of the Summer Institute of Linguistics at the University of Oklahoma." Proceedings of the Linguistic Society of America 9, no. 1 (May 15, 2024): 5736. http://dx.doi.org/10.3765/plsa.v9i1.5736.

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I provide an account of the Summer Institute of Linguistics’s (SIL) relationship with the University of Oklahoma (OU) from 1942–1987. SIL ended its linguistics summer sessions at OU in 1987 when legal issues were brought up about a public institution supporting an organization with openly evangelical roots. I conclude by revisiting questions raised in Dobrin’s (2009) collection on the relationship between SIL and secular linguistics.
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Bratcher, Suzanne, and Elizabeth J. Stroble. "Determining the Progression from Comfort to Confidence: A Longitudinal Evaluation of a National Writing Project Site Based on Multiple Data Sources." Research in the Teaching of English 28, no. 1 (February 1, 1994): 66–88. http://dx.doi.org/10.58680/rte199415389.

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This study reports the results of a three-year longitudinal evaluation of a National Writing Project site and illustrates the value of using multiple sources of data to evaluate aspects of National Writing Project sites. We examined the immediate effects of the Summer Institute by looking at teachers’ reactions to writing process Instruction both before and after the Summer Institute. We also examined longrange effects by looking at how teachers implemented the writing process in their classrooms over an extended period following Institute participation. Results indicate that during the Summer Institute teachers moved from self-oriented concerns about the writing process to concerns about how this approach would influence students and fellow teachers. Results also indicate how attendance at the Summer Institute affected classroom practice. We conclude with implications and questions for further study.
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NFORBI (PHD), Emmanuel. "AFRICAN LANGUAGES AND APPLIED LINGUISTICS: FROM THEORY TO PRACTICE IN CAMEROON." EPH - International Journal of Humanities and Social Science 4, no. 2 (April 10, 2019): 23–34. http://dx.doi.org/10.53555/eijhss.v4i2.85.

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This article examines the efforts involved in Applied Linguistics in the domain of African Languages in Cameroon. With current focus on multilingualism and multiculturalism, proposals on curriculum and didactic material are made. The input of Maurice Tadadjeu, the Summer Institute of Linguistics (SIL) and the University of Dschang are highlighted.
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Proulx, Paul. "Desano Grammar: Studies in the Languages of Colombia 6. By Marion Miller. Summer Institute of Linguistics and University of Texas at Arlington Publications in Linguistics, no. 132. Dallas: Summer Institute of Linguistics, 1999. Pp. xii + 178. $25.00 (paper)." International Journal of American Linguistics 69, no. 1 (January 2003): 100–101. http://dx.doi.org/10.1086/376491.

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Rodrigues, Aryon Dall’Igna. "Classificação da língua dos Cinta-Larga." Revista Brasileira de Linguística Antropológica 3, no. 2 (April 18, 2013): 205–9. http://dx.doi.org/10.26512/rbla.v3i2.16260.

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Da mesma informante de que se serviu o Pe. Adalberto Holanda Pereira para obter o vocabulário dos índios Cinta-Larga que ora publica nesta revista1, colheu a Dra. Sarah Gudschinsky, linguista do Summer Institute of Linguistics e da Universidade de Brasília, em dezembro de 1962, uma lista de 39 palavras.
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Jammes, Jérémy. "Nation, Damned Nation and Statistics." Social Sciences and Missions 35, no. 1-2 (April 13, 2022): 97–136. http://dx.doi.org/10.1163/18748945-bja10047.

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Abstract The Summer Institute of Linguistics (SIL)’s main objective is to translate the Bible into all languages by collecting ethnolinguistic data thanks to the methods of participant-observation and lexical investigation. Tracing its origins to the mid-1930s in the United States and Central America, SIL started its missionary, linguistic and development activities in Southeast Asia in the 1950s, especially in the Philippines (1953) and Vietnam (1954). This article analyses the nature and trajectories of SIL members, investigating their missionary activities, their visual and statistical conception of conversion and ethnographic encounter, their conception of Pax Americana during the Vietnam war (1954–75). Both archive- and fieldwork-based investigation reveal what the SIL’s activity meant at the nexus of evangelism, linguistics, ethnography and US foreign policy, challenging some of the very simplified views of the operations of missionaries and religious NGO s in Southeast Asia during the Cold War.
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Norget, Kristin. "Missionaries of the State: The Summer Institute of Linguistics, State Formation, and Indigenous Mexico, 1935–1985." History: Reviews of New Books 36, no. 1 (September 2007): 66–67. http://dx.doi.org/10.1080/03612759.2007.10527157.

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Norget, Kristin. "Missionaries of the State: The Summer Institute of Linguistics, State Formation, and Indigenous Mexico, 1935–1985." History: Reviews of New Books 36, no. 2 (January 2008): 66–67. http://dx.doi.org/10.1080/03612759.2008.10527190.

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Frye, David. "Missionaries of the State: The Summer Institute of Linguistics, State Formation, and Indigenous Mexico, 1935–1985." Hispanic American Historical Review 89, no. 3 (August 1, 2009): 552–53. http://dx.doi.org/10.1215/00182168-2009-036.

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Dissertations / Theses on the topic "Summer Institute of Linguistics"

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Barros, Maria Candida Drumond Mendes. "Linguistica missionaria : Summer Institute of Linguistics." [s.n.], 1993. http://repositorio.unicamp.br/jspui/handle/REPOSIP/280904.

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Orientador: Roberto Cardoso de Oliveira
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Sociais
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Resumo: Não informado.
Abstract: Not informed.
Doutorado
Doutor em Ciências Sociais
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Aldridge, F. A. "The development of the Wycliffe Bible Translators and the Summer Institute of Linguistics, 1934-1982." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/10058.

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This thesis examines the development of one of the twentieth century’s largest North American faith missions, the dual-organizational combination of the Wycliffe Bible Translators (WBT) and the Summer Institute of Linguistics (SIL) from its founding in 1934 to 1982. WBT-SIL grew out of the distinctive vision of its founder, William Cameron Townsend (1896-1982), a former Central American Mission missionary. The extraordinarily inventive Townsend conceived of an approach to Christian mission that construed Bible translation as a linguistic and quasi-scientific enterprise, thereby permitting the non-sectarian SIL side of the organization to collaborate with anticlerical governments in Latin America, where it undertook pioneer Bible translation for indigenous peoples speaking as-yet unwritten languages. This unique government relations and scientific approach to missions was at many points in conflict with the prevailing missionary ethos of the organization’s North American evangelical constituency. Therefore the WBT side of the mission functioned as the religious arm of the enterprise for the purposes of publicity and recruiting. The dual organization drew sharp critique from nearly every quarter, ranging from North American evangelicals to Latin American Catholics to secular anthropologists. The controversial nature of the organization begs the question: Why did WBT-SIL become the largest faith mission of the twentieth century? This study seeks to answer this question by analysing the development WBT-SIL in both its foreign and domestic settings. The principal argument mounted in this thesis is that WBT-SIL met with success because its leaders and members followed Townsend’s lead in pragmatically adapting the organization to widely varying contexts both at home in North America and abroad as it sought to serve indigenous peoples through Bible translation, literacy and education. By striking a creative balance between maintaining the essentials of a traditional faith mission and imaginative breaking with convention when conditions necessitated a progressive approach, WBT-SIL became one of the largest and yet most unusual of twentieth-century evangelical missions.
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Amaral, Alencar Miranda. "Topa e a tentativa missionária de inserir o Deus cristão ao contexto Maxakali: análise do contato inter-religioso entre missionários cristãos e índios." Universidade Federal de Juiz de Fora (UFJF), 2007. https://repositorio.ufjf.br/jspui/handle/ufjf/3197.

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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Nesta dissertação de mestrado analiso o contato inter-religioso promovido pela atuação de missões evangélicas (SIL e MNTB) junto à comunidade indígena Maxakali, localizada no nordeste do Estado de Minas Gerais. Além de acompanhar o desenvolvimento das atividades proselitistas destas instituições entre os índios Maxakali, objetivamos compreender como ao longo do contato inter-religioso ocorre o processo de identificação do Deus cristão com o personagem indígena Topa. Na bibliografia sobre os índios Maxakali, Topa aparece como o personagem central do “mito de criação” do grupo, e apesar de alguns autores reconhecerem que seu nome também era associado ao Deus cristão, não existem análises sobre este processo. Assim, nosso desafio será compreender como Topa foi, e vêm sendo, apropriado de diferentes maneiras ao longo do contato entre os Maxakali e os missionários evangélicos; e também analisar o processo que possibilitou que este personagem gradativamente fosse identificado com o Deus cristão. O escopo desta pesquisa é, portanto, perceber o esforço missionário de inserir o Deus cristão ao contexto Maxakali através do personagem Topa. A partir da análise de mitos Maxakali e hinos evangélicos traduzidos para o idioma do grupo buscaremos compreender este processo de associação, e também a (in)adequação dos ensinamentos missionários aos padrões sócioculturais e religiosos dos índios Maxakali.
In this master’s dissertation, I analyze the pro inter-religious contact heard by acts of evangelic missions (SIL and MNTB) on the Maxakali Indian at the northeast of Minas Gerais. Besides of studying the proselytizes activities of this institutions among the Maxakali Indians, we have the goal to understand how the Indians started to associate Topa (the Indian character) as the Christian God during this inter-religious contact. In the Maxakali biography, Topa come as the central character of the “creation myth” of the group an despite of the fact that some authors recognize Topa as the Christian God in their works, that are no analysis about it. So the challenge here is to understand how Topa was used in so many ways during the contact between the Maxakali and the evangelic missionaries; and analyze the process the made possible this character to be gradually associated with the Christian God. Hence, the purpose of this research is to realize the missionary effort to introduce the Christian God in the Maxakali context through Topa. From the analysis of the Maxakali myths an evangelic religions songs translated to their idiom, we will try understand the association process, and also how (in)adequate were the Christian teaching to the Maxakali religious and social-cultural standards.
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Kreuger, Barbara. "Aftermath of a summer art institute : a case study." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30827.

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The purpose of this research was to examine the impact of a University summer institute, and to determine whether the participants felt it had changed their ways of teaching art, brought them greater success or encouraged them to share ideas about art education. This research also examined what factors are necessary for creating change for teachers and questioned whether a University institute would be able to provide enough of those factors to induce change. An investigation of the literature in the area of curriculum change revealed that teachers require a great deal of support and an extensive amount of time for change to occur. A University course such as the Institute cannot provide much support or time. Through questionnaires, interviews, and additional information provided through a recall session conducted with the participants of the institute, it was possible to determine that for the majority of participants there was a perception that their art classes had undergone change and achieved greater success. For some of the participants the Institute had also caused them to share more information about art education with colleagues. For some, this change was extensive and for others less so but this study indicates that a University institute can make a significant contribution to effecting change for teachers.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Ram, Amy J. "A summer math institute: Adolescent girls' experiences in mathematics." Thesis, The University of Arizona, 1999. http://hdl.handle.net/10150/291767.

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The purpose of this research is to examine possible causes of gender differences in mathematics and to investigate potential methods for lessening their effect on adolescent girls. Throughout a six week, summer school mathematics course, the participants were exposed to various activities and instructional methods thought to positively impact adolescent girls' self-esteem, self-efficacy and future mathematics course taking plans. Data collected included pretest - posttest measures as well as interview and observational data. The results indicate that along with a statistically significant improvement in mathematical skills, the participants showed an increase in self-confidence related to learning mathematics. The amount of mathematics courses the participants planned to take increased considerably by the end of the study. Suggestions for future research are also discussed.
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Minton, Sylvia S. "The nature of peer coaching at a National Writing Project summer institute." Thesis, The University of Texas at San Antonio, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702341.

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Peer coaching is an alternative form of professional development in which teachers coach other teachers in the development of their practice. Studies have shown that teachers who have participated in a peer-coaching model have a higher rate of transfer of skill when compared to teachers who do not participate in this type of model. Although peer coaching has been proven to be effective, there is a lack of research documenting peer coaching interactions, how peers establish trust, and how they perceive peer coaching to impact their instruction. Analyzing how peers interact and what they say to each other to move instruction forward is therefore, important to understanding how school leaders and program directors can set up their environments to encourage these types of interactions.

The participants for this study enrolled in a National Writing Project summer institute. The data set for this study included semi-structured interviews, stimulated recall interviews, and digital entries relevant to the inquiry. To identify the codes, categories, and themes emerging from the data set, this study used constant comparative analysis.

Findings from this study suggest that informal interactions are just as important as formal interactions in building trust between peer coaches. Findings also suggest the importance of the writing group as paramount and purposeful for both composing and teaching writing. Findings also suggest that trust is built quickly in an environment such as a National Writing Project summer institute. Participants felt a sense of comfort when they were able to attend this summer institute with somebody that they already knew, believing that this helped them in establishing an initial level of comfort that served as a springboard for building additional relationships. Future research could continue to analyze both formal and informal interactions at the summer institute to revise a model of peer coaching that would assist program leaders in developing and enhancing the interactions between participants.

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Caswell, Roger L. "Teacher transformation achieved through participation in the National Writing Project's invitational summer institute." Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/447.

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Higgins-Linder, Melissa M. "Case Study of the Columbus Museum of Art's Teaching for Creativity Summer Institute." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1499353441955593.

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Caswell, Roger L. "Teacher transformation achieved through participation in the National Writing Project’s invitational summer institute." Diss., Kansas State University, 2007. http://hdl.handle.net/2097/447.

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Doctor of Philosophy
Curriculum and Instruction Programs
F. Todd Goodson
Professional development of in-service teachers continues to increase, but not all programs are successful in promoting teacher learning and student improvement. This qualitative study offers an examination of how one professional development program, The National Writing Project, with its teachers-teaching-teachers model is making a difference. The National Writing Project is one of the longest running, most cost-efficient, and most successful professional development programs in education. The purpose of this study was to identify factors influencing teacher transformation. Five areas were addressed: (1) the identification of transformation factors; (2) the relationship of personal literacy as it affects professional change; (3) being a member of a learning community and how it affects personal learning; (4) being a member of a learning community and how it affects professional learning; and (5) the role of spirituality in transformation. The setting was the National Writing Project's Invitational Summer Institute as it examined how fellows, first time participants, perceived their learning. Participants were from 17 different writing project sites across the United States. Data collection involved three distinct sources: (1) selection of participant and rationale provided by site directors of writing project sites; (2) audio-taped long interviews of each participant; and, (3) a follow-up focus group conducted in an electronic discussion board. The findings highlighted an interweaving of five factors influencing teacher transformation: (1) identification and application of knowledge for self and students; (2) reflection of learning and practice; (3) collaboration; (4) active and on-going involvement; and, (5) supportive and safe environment. When these five transformative factors are designed and implemented in the professional development of teacher in-service, teachers are provided an opportunity to personally learn which leads to professional learning and improved instruction for student learning. Excerpts from each data collection, recommendations for future research, and appendices to replicate the study are provided.
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Chastain, Patricia Louise. "Implementing inquiry : effects of the Summer Institute in Physics on curriculum and instruction /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7679.

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Books on the topic "Summer Institute of Linguistics"

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Campbell, Wares Alan, ed. Bibliography of the Summer Institute of Linguistics. Dallas, TX: The Institute, 1992.

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Linguistics, Summer Institute of. Microfiche catalog: Publications of the Summer Institute of Linguistics. Dallas, Tex: Academic Publications Dept., The Institute, 1993.

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Cook, Marjorie. Bibliography of the Summer Institute of Linguistics, Philippines, 1953-1984. Manila, Philippines: The Institute, 1986.

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Gieser, C. Richard. Bibliography of the Summer Institute of Linguistics Philippines 1953-1988. Manila: Summer Institute of Linguistics, 1989.

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International, SIL, and SIL in Colombia, eds. El Instituto Lingüístico de Verano en Colombia: The Summer Institute of Linguistics in Colombia. Dallas, Tex: SIL International, 2000.

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Ramírez, Marco Fidel. 30 años de servicio y esperanza: Instituto Lingüístico de Verano en Colombia, 1962-1992. Santafé de Bogotá: Asociación Instituto Lingüístico de Verano, 1992.

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Linguistics, Summer Institute of. Bibliographie des travaux de la SIL au Cameroun jusqu'en août 1988 =: Bibliography of the work of SIL in Cameroon up till August 1988. Yaoundé, Cameroun: Société internationale de linguistique, 1988.

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Hefley, James C. Uncle Cam: The story of William Cameron Townsend, founder of the Wycliffe Bible Translators and the Summer Institute of Linguistics. 3rd ed. Orlando, FL: Wycliffe Bible Translators, 2008.

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Linguistics, Summer Institute of, ed. Literacy in the 90's: The role of the Summer Institute of Linguistics. [Dallas, Tex: The Institute, 1989.

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O, Tan Grace, Goshert Cynthia, and Summer Institute of Linguistics--Philippines, eds. Bibliography of the Summer Institute of Linguistics, Philippines, 1953-2003: 50th anniversary edition. 4th ed. Manila: Summer Institute of Linguistics Philippines, 2003.

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Book chapters on the topic "Summer Institute of Linguistics"

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Thomas, Margaret. "Gender and the language scholarship of the Summer Institute of Linguistics in the context of mid twentieth-century American linguistics." In History of Linguistics 2008, 389–97. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/sihols.115.34tho.

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Siemens, Ray, Alyssa Arbuckle, and Randa El Khatib. "The Digital Humanities Summer Institute (DHSI)." In Digital Humanities Workshops, 11–23. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003301097-3.

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Köppinghoff, Matthes. "GMM Summer Institute 2019 in Porto: Ein Rückblick." In Jahrbuch für Musikwirtschafts- und Musikkulturforschung, 235–36. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29706-0_13.

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Yu, Fei, Aleidine J. Moeller, and Jia Lu. "Exploring Language and Culture in the Novice Chinese Classroom Through the Linguistic Landscape." In Educational Linguistics, 43–66. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-39578-9_3.

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AbstractIn this chapter, we showcase a field trip project developed and tested in a two-week Chinese immersion summer program to demonstrate how using the theoretical framework of social constructivism in combination with linguistic landscape (LL) offers novice language learners the opportunity to explore the Chinese language and culture in an authentic context. This project was designed to motivate and engage learners actively in acquiring language skills and cultural knowledge and understanding. We examine pedagogical approaches and potential benefits of using technology and LL as pedagogical resources in language education to promote learner engagement in the target language and culture in a community based context.
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Tsethlikai, Kenric. "Integrating Business and Foreign Languages: The Lauder Institute and Advanced Language Education." In Educational Linguistics, 143–53. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9159-5_7.

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Moλuна, M. A. "Pavia International Summer School for Indo-European Linguistics." In Journal of Language Relationship 15/3-4, edited by Vladimir Dybo, 224–27. Piscataway, NJ, USA: Gorgias Press, 2018. http://dx.doi.org/10.31826/9781463239909-007.

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Armengot, Sara. "Language Programs at Rochester Institute of Technology: A Successful Recent Initiative (2018-Present)." In Educational Linguistics, 307–11. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-43654-3_28.

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Abraham, Ivo, Huibert Tange, Arie Hasman, Reinhilde Silkens, Georges Evers, and Fransje Hein. "Informatics Applications for Nursing Management: A Summer Institute Curriculum." In Medical Informatics Europe ’90, 402–5. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-51659-7_75.

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Shaw, Philip, Carol Benson, Sandra Brunsberg, Rosalind Duhs, and David Minugh. "13. Preparing for international masters degrees at Stockholm University and the Royal Institute of Technology in Stockholm." In AILA Applied Linguistics Series, 267–82. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/aals.4.18sha.

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Guan, Yujie, Wei Wang, Fengchang Xue, and Shoudong Liu. "Research and Application of Summer High Temperature Prediction Model Based on CART Algorithm." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 317–26. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-72823-0_30.

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Conference papers on the topic "Summer Institute of Linguistics"

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Ianni, Aldo. "Gran Sasso Summer Institute 2015." In Gran Sasso Summer Institute 2014 Hands-On Experimental Underground Physics at LNGS. Trieste, Italy: Sissa Medialab, 2015. http://dx.doi.org/10.22323/1.229.0028.

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Mann, Robert, and Paul Wesson. "Gravitation: A Banff Summer Institute." In 1990 Banff Summer Institute on Gravitation. WORLD SCIENTIFIC, 1991. http://dx.doi.org/10.1142/9789814538510.

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Mateik, Deborah. "The summer institute for instructional technology." In the 23rd annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 1995. http://dx.doi.org/10.1145/219894.223033.

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LeTourneux, Jean, and Luc Vinet. "Quantum Groups, Integrable Models and Statistical Systems." In 1992 CAP/NSERC Summer Institute. WORLD SCIENTIFIC, 1993. http://dx.doi.org/10.1142/9789814535137.

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Maekawa, Kikuo. "Linguistics-oriented language resource development at the National Institute for Japanese Language and Linguistics." In 2011 Oriental COCOSDA 2011 - International Conference on Speech Database and Assessments. IEEE, 2011. http://dx.doi.org/10.1109/icsda.2011.6085971.

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Ishiki, Goro. "Matrix Geometry and Coherent States." In Proceedings of the Corfu Summer Institute 2015. Trieste, Italy: Sissa Medialab, 2016. http://dx.doi.org/10.22323/1.263.0113.

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Sakellariadou, Mairi. "Aspects of the Bosonic Spectral Action Successes & Challenges." In Proceedings of the Corfu Summer Institute 2015. Trieste, Italy: Sissa Medialab, 2016. http://dx.doi.org/10.22323/1.263.0115.

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Sliwa, Krzysztof. "Top physics in ATLAS." In Proceedings of the Corfu Summer Institute 2015. Trieste, Italy: Sissa Medialab, 2016. http://dx.doi.org/10.22323/1.263.0045.

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Staub, Florian. "Tutorial to SARAH." In Proceedings of the Corfu Summer Institute 2015. Trieste, Italy: Sissa Medialab, 2016. http://dx.doi.org/10.22323/1.263.0058.

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Buccella, Franco. "Quantum statistical parton distribution function." In Proceedings of the Corfu Summer Institute 2015. Trieste, Italy: Sissa Medialab, 2016. http://dx.doi.org/10.22323/1.263.0055.

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Reports on the topic "Summer Institute of Linguistics"

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Crabtree, George W. Summer institute of sustainability and energy. Office of Scientific and Technical Information (OSTI), August 2012. http://dx.doi.org/10.2172/1227461.

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Wolf, William. The Griffiss Institute Summer Faculty Program. Fort Belvoir, VA: Defense Technical Information Center, May 2013. http://dx.doi.org/10.21236/ada586576.

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Katzenberger, John, and Jack A. Kaye. Aspen Global Change Institute Summer Science Sessions. Office of Scientific and Technical Information (OSTI), October 2006. http://dx.doi.org/10.2172/1089153.

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Vanselow, Ralf. Seventh International Summer Institute in Surface Science. Fort Belvoir, VA: Defense Technical Information Center, August 1986. http://dx.doi.org/10.21236/ada171449.

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Rajamanickam, Sivasankaran, Michael L. Parks, and Samuel Scott Collis. Computer Science Research Institute (CSRI) Summer Proceedings 2013. Office of Scientific and Technical Information (OSTI), July 2014. http://dx.doi.org/10.2172/1459606.

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Maidment, David, Adnan Rajib, Peirong Lin, and Edward P. Clark. National Water Center Innovators Program Summer Institute Report 2016. Consortium of Universities for the Advancement of Hydrologic Science, Inc. (CUAHSI), October 2016. http://dx.doi.org/10.4211/technical.20161019.

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Johnson, J. M., and J. M. Cole. National Water Center Innovators Program Summer Institute Report 2017. Consortium of Universities for the Advancement of Hydrologic Science, Inc. (CUAHSI), October 2017. http://dx.doi.org/10.4211/technical.20171009.

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Rudd, R., and M. McElfresh. 2004 LLNL Computational Chemistry and Materials Science Summer Institute. Office of Scientific and Technical Information (OSTI), November 2004. http://dx.doi.org/10.2172/15014752.

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Barlow, Stephan E. Summer Research Institute Interfacial and Condensed Phase Chemical Physics. Office of Scientific and Technical Information (OSTI), October 2004. http://dx.doi.org/10.2172/957376.

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Lopez, Jose L. Partial Support for Graduate Summer Institute on Complex Plasmas. Fort Belvoir, VA: Defense Technical Information Center, August 2008. http://dx.doi.org/10.21236/ada585169.

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