Pub Date : 2019-01-29DOI: 10.17161/IALLT.V15I1.9075
Ralph R. Behnke, Michael J. Beatty
{"title":"Effects of Rate-Altered Lectures on the Acquisition of True Knowledge","authors":"Ralph R. Behnke, Michael J. Beatty","doi":"10.17161/IALLT.V15I1.9075","DOIUrl":"https://doi.org/10.17161/IALLT.V15I1.9075","url":null,"abstract":"","PeriodicalId":330284,"journal":{"name":"IALLT Journal of Language Learning Technologies","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127166926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-29DOI: 10.17161/IALLT.V15I1.9074
Judy Leidy
{"title":"Using Computer Assisted Instruction in an ESL Language Program","authors":"Judy Leidy","doi":"10.17161/IALLT.V15I1.9074","DOIUrl":"https://doi.org/10.17161/IALLT.V15I1.9074","url":null,"abstract":"","PeriodicalId":330284,"journal":{"name":"IALLT Journal of Language Learning Technologies","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127701573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-29DOI: 10.17161/iallt.v14i2.9054
R. Sinatra
How would you like to put your photography to work in the language arts classroom and provide hours of stimulating activities to improve students' writing? This paper will present a five-step sequence in which you can learn to structure and use visual compositions to actively involve students in the composition process. Moreover, you will be stimulating and integrating the processing modes of both brain hemispheres while sparking discourse from poorly motivated or language-deficient students. A visual composition can be composed from your own existing slide or photography collection or it can be photographed from life occurrences once you sense how a visual composition guides students' thoughts and writing. A visual composition is a sequence of pictures that tells a complete story or ·infers a unified theme. Any life experience can provide subject matter for a visual story. Each aspect of the story is captured in a separate photo while the overall effect of the sequence suggests a holistic meaning. Try shooting one tree or another inanimate object from the same location through the seasons of the year. This provides a series of pictures that suggests one unified meaning such as "A tree changes its appearance through the year." At least four supporting examples, one for each season of the year, could relate to that central meaning. The idea in structuring a visual composition is not to photograph just the final act in the traditional triumphant pose such as when your son or daughter brought in their first fish. The trophy picture showing a beaming youth with the fish held high in one hand and the rod in the other could be shown last. The whole sequence of events leading up to that prize catch, the baiting of the hook, the cast line, .the struggle, the landing, etc. should also be captured on film. Once the same series of slides is projected before your student audience, they will be captivated by the step-by-step organization of your picture story. Slides are not the only way of presenting visual stories. They can also be constructed from filmstrip or picture book sources. Magazines, brochures, newspaper advertisements, cartoons and comic strips, provide excellent visual sources of structure photo stories. Publications such as Life or National Geographic are best to investigate since they provide a series of pictures relating to one theme. However, the use of slide sequences has the advantage of reaching class-size groups capitalizing on the movie-type format. Moreover, slides are easy to use in the classroom, are compact when stored, and can be rearranged to tell different types of stories. Most schools have slide projectors as part of standard equipment. Photographs or negatives that are in non-slide form can be converted to slides. Check on the procedure (and cost) at your local photography shop, or check with your High School Audio-Visual or Communications Department. They may be able to provide the service of slide conversion and mounting. On
{"title":"Sliding into Winning Compositions","authors":"R. Sinatra","doi":"10.17161/iallt.v14i2.9054","DOIUrl":"https://doi.org/10.17161/iallt.v14i2.9054","url":null,"abstract":"How would you like to put your photography to work in the language arts classroom and provide hours of stimulating activities to improve students' writing? This paper will present a five-step sequence in which you can learn to structure and use visual compositions to actively involve students in the composition process. Moreover, you will be stimulating and integrating the processing modes of both brain hemispheres while sparking discourse from poorly motivated or language-deficient students. A visual composition can be composed from your own existing slide or photography collection or it can be photographed from life occurrences once you sense how a visual composition guides students' thoughts and writing. A visual composition is a sequence of pictures that tells a complete story or ·infers a unified theme. Any life experience can provide subject matter for a visual story. Each aspect of the story is captured in a separate photo while the overall effect of the sequence suggests a holistic meaning. Try shooting one tree or another inanimate object from the same location through the seasons of the year. This provides a series of pictures that suggests one unified meaning such as \"A tree changes its appearance through the year.\" At least four supporting examples, one for each season of the year, could relate to that central meaning. The idea in structuring a visual composition is not to photograph just the final act in the traditional triumphant pose such as when your son or daughter brought in their first fish. The trophy picture showing a beaming youth with the fish held high in one hand and the rod in the other could be shown last. The whole sequence of events leading up to that prize catch, the baiting of the hook, the cast line, .the struggle, the landing, etc. should also be captured on film. Once the same series of slides is projected before your student audience, they will be captivated by the step-by-step organization of your picture story. Slides are not the only way of presenting visual stories. They can also be constructed from filmstrip or picture book sources. Magazines, brochures, newspaper advertisements, cartoons and comic strips, provide excellent visual sources of structure photo stories. Publications such as Life or National Geographic are best to investigate since they provide a series of pictures relating to one theme. However, the use of slide sequences has the advantage of reaching class-size groups capitalizing on the movie-type format. Moreover, slides are easy to use in the classroom, are compact when stored, and can be rearranged to tell different types of stories. Most schools have slide projectors as part of standard equipment. Photographs or negatives that are in non-slide form can be converted to slides. Check on the procedure (and cost) at your local photography shop, or check with your High School Audio-Visual or Communications Department. They may be able to provide the service of slide conversion and mounting. On","PeriodicalId":330284,"journal":{"name":"IALLT Journal of Language Learning Technologies","volume":"392 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116127166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-29DOI: 10.17161/IALLT.V15I2.9092
Stephen D. Spangehl
{"title":"NALLD Journal Index 1979-1980","authors":"Stephen D. Spangehl","doi":"10.17161/IALLT.V15I2.9092","DOIUrl":"https://doi.org/10.17161/IALLT.V15I2.9092","url":null,"abstract":"","PeriodicalId":330284,"journal":{"name":"IALLT Journal of Language Learning Technologies","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114264582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-29DOI: 10.17161/IALLT.V15I1.9076
Roger Kenner, Griff Richards
{"title":"A Home Made Package for Use in the Language Lab","authors":"Roger Kenner, Griff Richards","doi":"10.17161/IALLT.V15I1.9076","DOIUrl":"https://doi.org/10.17161/IALLT.V15I1.9076","url":null,"abstract":"","PeriodicalId":330284,"journal":{"name":"IALLT Journal of Language Learning Technologies","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120890803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-29DOI: 10.17161/iallt.v14i2.9051
Charles Koplen, W. TenHouten, M. Wogan
Modern society is composed of a complex institutional order that emerged from the traditional solidarities such as tribe and family that constituted pre-modern society. The moral costs and benefits of this process have been the subject of social scientific discourse and artistic creation. Politics in modern society became the principal activity for integrating the modern institutional order, after the eclipse of traditional forms of social authority. The educational institution developed to provide the social space in which political socialization could occur. It seems impossible to conceive the modern nation state without the educational institution; and nations committed to modernization initiate the process with a system of mass education. As Silvert and Reissman (1976:7) propose in their cross-national study of the effects of education: Formal educational in national societies is the institution fundamental to preparing persons for autonomous participation in secular and relativistic politics. The effect of education makes possible individual democratic activity in national societies. In such societies formal education is a crucial element in creating both the grounds of the conflict and the ability to perceive it. The location of the educational institution at the heart of modern society suggests the problematic of how educational systems function to produce practices that contribute to societal integration. The educational system reproduces and legitimates the division of labor in economies stratified by class divisions and class politics (Bourdeau and Passeron, 1977; Habermas, 1970; Bernstein, 1975). Less understood is how the educational system affects the interior life of the individual-how the body as well as the body politic are fashioned by educational institutions. As Freud first pointed out, and Deleuze and Guattari (1975) recently elaborated, socialization always involves the interior territory as well as "the territory of the class domain; socialization entails intervention of society upon the physiological functioning of the body-such as, the mouth, the anus, and the genitals. This "primitive" socialization has been historically and remains largely the function of . the family. However, the educational institution in modern society has moved toward socializing the "highest" and most distinctively human organ, the brain. The marking and conditioning of the brain in modern society by the educational institution, and the individual effects of such conditioning, constitute the subject of this paper. It is argued that education provides not only the ground for integration of society by political activity, but the ground for the integration of the individual with his or her body, with the health and effective neurophysiological functioning of the individual.
现代社会是由一种复杂的制度秩序构成的，这种制度秩序是从构成前现代社会的部落、家庭等传统团结中产生的。这一过程的道德成本和利益一直是社会科学话语和艺术创作的主题。在传统的社会权威形式衰落之后，现代社会中的政治成为整合现代制度秩序的主要活动。教育制度的发展为政治社会化的发生提供了社会空间。没有教育机构，现代民族国家似乎是不可想象的;致力于现代化的国家以大众教育体系启动了这一进程。正如Silvert和Reissman(1976:7)在他们对教育影响的跨国研究中所提出的那样:国家社会中的正规教育是使人们为自主参与世俗和相对主义政治做好准备的基本制度。教育的作用使国家社会中的个人民主活动成为可能。在这样的社会中，正规教育是创造冲突的基础和感知冲突的能力的关键因素。教育机构在现代社会中心的位置提出了教育系统如何发挥作用以产生有助于社会融合的实践的问题。教育制度再现了由阶级划分和阶级政治划分的经济中的劳动分工，并使其合法化(Bourdeau and Passeron, 1977;哈贝马斯,1970;伯恩斯坦,1975)。教育系统是如何影响个人的内在生活的——教育机构是如何塑造身体和政治体的，这一点还不太为人所知。正如弗洛伊德首先指出的，以及德勒兹和瓜塔里(1975)最近阐述的那样，社会化总是涉及内部领域以及“阶级领域的领域;社会化需要社会干预身体的生理功能，如嘴、肛门和生殖器。这种“原始的”社会化在历史上一直是，而且在很大程度上仍然是……的功能。家庭。然而，现代社会的教育机构已经趋向于将“最高”和最独特的人类器官——大脑——社会化。在现代社会中，教育机构对大脑的标记和调节，以及这种调节对个体的影响，构成了本文的主题。有人认为，教育不仅为通过政治活动融入社会提供了基础，而且为个人与他或她的身体、与个人的健康和有效的神经生理功能的融合提供了基础。
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Pub Date : 2019-01-29DOI: 10.17161/iallt.v14i2.9052
K. Kitao
{"title":"The Difficulty of Intercultural Communication","authors":"K. Kitao","doi":"10.17161/iallt.v14i2.9052","DOIUrl":"https://doi.org/10.17161/iallt.v14i2.9052","url":null,"abstract":"","PeriodicalId":330284,"journal":{"name":"IALLT Journal of Language Learning Technologies","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127667450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-29DOI: 10.17161/iallt.v15i1.9073
J. Sheehan
{"title":"The Language Laboratory","authors":"J. Sheehan","doi":"10.17161/iallt.v15i1.9073","DOIUrl":"https://doi.org/10.17161/iallt.v15i1.9073","url":null,"abstract":"","PeriodicalId":330284,"journal":{"name":"IALLT Journal of Language Learning Technologies","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122227830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-29DOI: 10.17161/IALLT.V14I2.9055
M. Kessler
{"title":"How to Organize a Tape Take-Home Service","authors":"M. Kessler","doi":"10.17161/IALLT.V14I2.9055","DOIUrl":"https://doi.org/10.17161/IALLT.V14I2.9055","url":null,"abstract":"","PeriodicalId":330284,"journal":{"name":"IALLT Journal of Language Learning Technologies","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133909970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-29DOI: 10.17161/IALLT.V14I3-4.9062
Steve Kanaba
{"title":"\"The Roles of U-Matic vs. Beta vs. VHS- Consideration for Educational Technologists\"","authors":"Steve Kanaba","doi":"10.17161/IALLT.V14I3-4.9062","DOIUrl":"https://doi.org/10.17161/IALLT.V14I3-4.9062","url":null,"abstract":"","PeriodicalId":330284,"journal":{"name":"IALLT Journal of Language Learning Technologies","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134122980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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