Pub Date : 2020-12-27DOI: 10.6035/LANGUAGEV.2020.13.1
A. Langdon, Jillian Pandor
It is believed that Inquiry-Based Learning (IBL) affords relevant and meaningful L2 instruction given its contextualised and experiential approach. IBL, which only recently gained popularity in the L2 classroom, strongly differs from that of traditionally didactic methodologies and can present challenges for L2 educators. Research shows that many struggle to adopt a well-rounded inquiry approach and instead tend to over-rely on strategies aiming to make meaning comprehensible to learners, thus neglecting a focus on language form, language use and inquiry skills. This literature review examines current trends in L2 teaching and learning when implementing a structured inquiry approach in the primary school setting and attempts to uncover and evaluate various scaffolding strategies that can be employed to support a more holistic approach to IBL. The language scaffolding practices described in this paper are categorised into four areas of focus: focus on meaning, focus on form, focus on language use, and inquiry skills.
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Pub Date : 2020-12-27DOI: 10.6035/LANGUAGEV.2020.13.7
Ana-Isabel Martínez-Hernández
Accessibilitat i traducció audiovisual (Audiovisual Accessibility and Translation, in English) by Anna Matamala (2019) is a book written in Catalan which delves into the possibilities of making the audiovisual experience complete for all consumers by modifying content. With the rise of audiovisual and virtual content in the communication media, many people with disabilities such as hearing loss or visual impairment are left behind in the most run-of-the-mill experiences, especially those containing aural and visual elements as they cannot fully participate in the imaginary construct created by the voices, images and sounds. This book not only intends to show how to accommodate films, series and TV programmes to the needs of the audience, namely the hard of hearing and the blind or partially blind, but it also provides a general overview of the job of the translator, including translation techniques, along with an analysis of media accessibility. Furthermore, the book proposes activities for the reader to reach their own conclusions and experience first-hand. In doing so, Matamala captures the reader’s attention and attains reader’s interaction and participation, making traditionally passive reading an active learning experience. Although this book covers the subject of translation, it is not only addressed to professional translators inasmuch as they are already acquainted with the information regarding translation techniques and professional aspects of the job. The audiences that, to my mind, would benefit from this book the most are translation teachers and students, due to its manual layout. Matamala has written and designed this book in a way that learning occurs gradually; that is to say, definitions and more general aspects of translation are presented and illustrated at the beginning of the book to culminate in the explanation of those techniques that cater for the consumers’ needs in order to accommodate content. The aim of content accommodation is to maximise the audiovisual experience in people with disabilities, namely subtitles, visual description or audio subtitling among others, in order to approach audiovisual content to them.
安娜·马塔马拉(Anna Matamala)于2019年出版的《Accessibilitat i traducció audiovisual》(英语:audiovisual Accessibility and Translation)是一本用加泰罗尼亚语写的书，探讨了通过修改内容为所有消费者提供完整视听体验的可能性。随着传播媒体中视听和虚拟内容的兴起，许多听力损失或视力障碍等残疾人被遗忘在最普通的体验中，特别是那些包含听觉和视觉元素的体验中，因为他们无法充分参与由声音、图像和声音创造的想象结构。这本书不仅旨在展示如何使电影、电视剧和电视节目适应观众的需要，即听力障碍和盲人或部分盲人，而且还提供了翻译工作的总体概述，包括翻译技术，以及对媒体可访问性的分析。此外，本书还提出了一些活动，让读者得出自己的结论并亲身体验。这样，Matamala抓住了读者的注意力，实现了读者的互动和参与，使传统的被动阅读成为一种主动的学习体验。虽然这本书涵盖了翻译的主题，但它不仅针对专业翻译人员，因为他们已经熟悉了有关翻译技术和工作的专业方面的信息。我认为，从这本书中受益最多的是翻译教师和学生，因为它是手工排版的。马塔马拉以循序渐进的方式编写和设计了这本书;也就是说，翻译的定义和更一般的方面在书的开头提出和说明，最终解释了那些满足消费者需求的技术，以适应内容。内容便利的目的是最大限度地为残疾人士提供视听体验，即字幕、视觉描述或音频字幕等，以便向残疾人士提供视听内容。
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Pub Date : 2020-06-26DOI: 10.6035/languagev.2020.12.6
Enrique Sologuren Insua
Textual genres written by university students have become the focus of attention due to their importance within disciplinary learning (Parodi 2010). This paper has been developed in the field of study called student genres (Navarro 2018) and it uses the analysis of situated genre (Swales 2018, Perez-Llantada 2015) as its methodological platform. This study has two main objectives: a) to create a map of student genres from a learner corpus of the engineering field and b) to propose a didactic model for teaching academic and professional Spanish language using this map. Hence, linguistic research and description are linked to students‟ pedagogical needs (Breeze and Sancho Guinda 2017ab) and take into account the actual practice in the communities as well as the writers in these disciplines (Curry and Hanauer 2014). Finally, implications for configuring specific didactics in LSP are discussed.
{"title":"Maps of student genres in engineering: a didactic model for teaching academic and professional Spanish language","authors":"Enrique Sologuren Insua","doi":"10.6035/languagev.2020.12.6","DOIUrl":"https://doi.org/10.6035/languagev.2020.12.6","url":null,"abstract":"Textual genres written by university students have become the focus of attention due to their importance within disciplinary learning (Parodi 2010). This paper has been developed in the field of study called student genres (Navarro 2018) and it uses the analysis of situated genre (Swales 2018, Perez-Llantada 2015) as its methodological platform. This study has two main objectives: a) to create a map of student genres from a learner corpus of the engineering field and b) to propose a didactic model for teaching academic and professional Spanish language using this map. Hence, linguistic research and description are linked to students‟ pedagogical needs (Breeze and Sancho Guinda 2017ab) and take into account the actual practice in the communities as well as the writers in these disciplines (Curry and Hanauer 2014). Finally, implications for configuring specific didactics in LSP are discussed.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47306395","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 : 2020-06-26DOI: 10.6035/languagev.2020.12.5
Theresa Donovan, T. Quezada, Isabel Baca
In "Spanish for the Professions and Specific Purposes: Curricular Mainstay," Doyle discusses how SPSP is poised to become an "adaptable signature feature of future Spanish curricula" (2018: 96). For SPSP to become a mainstay, Doyle argues that it requires "greater needs-grounded imagination (...) whose potential SPSP portfolios will vary according to educational missions and contexts" and proposes certificate programs as responsive and adaptable programs to fit diverse curricular contexts (2018: 96- 97). In this paper, the authors discuss the development of a cross-disciplinary certificate program in Bilingual Professional Writing (Spanish/English) at a public university on the U.S./Mexico border to meet the needs of our unique student body and to better prepare students as globally-minded writing professionals. This model values students’ home languages and echoes Collier and Thomas’ (2004) assertion that a bilingual and dual language approach can be astoundingly effective at the university level.
{"title":"English, Spanish o los dos? Teaching professional writing on the U.S.-Mexico border","authors":"Theresa Donovan, T. Quezada, Isabel Baca","doi":"10.6035/languagev.2020.12.5","DOIUrl":"https://doi.org/10.6035/languagev.2020.12.5","url":null,"abstract":"In \"Spanish for the Professions and Specific Purposes: Curricular Mainstay,\" Doyle discusses how SPSP is poised to become an \"adaptable signature feature of future Spanish curricula\" (2018: 96). For SPSP to become a mainstay, Doyle argues that it requires \"greater needs-grounded imagination (...) whose potential SPSP portfolios will vary according to educational missions and contexts\" and proposes certificate programs as responsive and adaptable programs to fit diverse curricular contexts (2018: 96- 97). In this paper, the authors discuss the development of a cross-disciplinary certificate program in Bilingual Professional Writing (Spanish/English) at a public university on the U.S./Mexico border to meet the needs of our unique student body and to better prepare students as globally-minded writing professionals. This model values students’ home languages and echoes Collier and Thomas’ (2004) assertion that a bilingual and dual language approach can be astoundingly effective at the university level.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":"12 1","pages":"88-111"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71369587","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 : 2020-06-26DOI: 10.6035/languagev.2020.12.3
Bojan Prosenjak, Ivana Lučev
Bojan ProsenjakLABOS language training and translations, CroatiaIva LucevLibertas International University, Croatia ABSTRACT L’objectiu de les llengues per a fins especifics (LSP) contemporanies es preparar els estudiants perque assolisquen un nivell optim d’independencia i competencia en el mon globalitzat de l’angles com a llengua franca, amb les exposicions orals com un element indispensable. Els docents reconeixen que molts dels seus estudiants sofreixen ansietat quan s’enfronten a situacions en que han de parlar en public, i es necessari que aquests augmenten la confianca en si mateixos i milloren les destreses d’exposicio oral, la qual cosa es pot aconseguir promovent el treball en equip i l’aprenentatge col·laboratiu. L’objectiu d’aquest treball es estudiar si l’avaluacio per parelles de les exposicions orals influeix en el nivell de destreses d’exposicio oral dels estudiants. L’estudi es va portar a terme al College of International Relations and Diplomacy de la Dag Hammarskjold University, a Zagreb. Mitjancant una eina d’avaluacio, els participants van avaluar les presentacions dels seus companys al principi i al final del semestre, i es va trobar una diferencia significativa entre els dos conjunts de resultats. A mes, l’analisi de les actituds dels estudiants cap a l’avaluacio per parelles complementa els resultats quantitatius, la qual cosa demostra que els participants reconeixen la seua importancia i son capacos de reflexionar de forma mes eficient sobre el seu treball i el dels seus companys.
Bojan ProsenjakLABOS语言培训和翻译，克罗地亚Iva LucevLibertas国际大学，克罗地亚口腔暴露是必不可少的因素。教师们认识到，他们的许多学生在面对必须在公共场合发言的情况时都会感到焦虑，他们需要增强对自己的信心，提高口语表达能力，这可以通过促进团队合作和协作学习来实现。这项工作的目的是研究同伴对口腔暴露的评估是否会影响学生口腔暴露手腕的水平。这项研究是在萨格勒布达格·哈马舍尔德大学国际关系与外交学院完成的。通过评估工具，参与者在学期初和期末评估了他们的同伴陈述，发现两组结果之间存在显著差异。每月对学生对同伴评价态度的分析补充了定量结果，表明参与者认识到了他们的重要性，能够更有效地反思自己的工作和同伴。
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Pub Date : 2020-06-26DOI: 10.6035/languagev.2020.12.7
Gang Yao
The field of specialized English has expanded on an unprecedented scale. We have already seen that there is a plethora of research articles in specialized top journals like Journal of English for Academic Purposes and English for Specific Purposes, as well as influential volumes and handbooks: in English for Specific Purposes (ESP), publications like The Handbook of English for Specific Purposes edited by Paltridge and Starfield (2013), Introducing English for Specific Purposes by Anthony (2018); in English for Academic Purposes (EAP), publications such as the seminal collection Research Perspectives on English for Academic Purposes edited by Flowerdew and Peacock (2001), Introducing English for Academic Purposes by Charles and Pecorari (2016), and The Routledge Handbook of English for Academic Purposes edited by Hyland and Shaw (2016).
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Pub Date : 2020-06-26DOI: 10.6035/languagev.2020.12.4
lvalue lvalue, Teresa Morell
Teresa MorellUniversitat d’Alacant, Spain ABSTRACT El creixent us de l’angles com a mitja d’instruccio (EMI, per les seves sigles angleses) a les aules universitaries no anglofones ha proporcionat als especialistes en angles per a fins especifics (AFE) una major perspectiva d’investigacio y docencia. Als experts en AFE se’ls demana investigacio per millorar la formacio en EMI i, alhora, que formin als formadors que canvien la seva llengua vehicular de l’aula a l’angles. En aquest estudi, una professional de l’AFE explora en que consisteix una llico interactiva eficac segons els participants del seu taller interdisciplinari per a la formacio del professorat en EMI. La investigacio s’ha portat a terme per mitja de l’analisi del discurs verbal, no verbal i interactiu a les gravacions audiovisuals de les mini-llicons seleccionades com les millors entre els participants del curs. Els resultats indiquen que les mini-llicons mes apreciades van fer major us de preguntes i modes verbals i no verbals de comunicacio que les menys valorades. En consequencia, els resultats suporten a la formacio en EMI amb un enfocament interactiu i multimodal.
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Pub Date : 2020-01-01DOI: 10.6035/languagev.2020.12.2
Ignacio Galve, Miguel A. Vela-Tafalla
The digital multimedia environment where research communication develops nowadays has important consequences for EAP course design (Perez-Llantada 2016), since speaking and visuals are ever more decisive for communicative success (Crawford-Camiciottoli and Fortanet-Gomez 2015). However, intonation manuals have remained virtually unchanged for decades, reflecting a time of limited access to actual academic intonation in use. To countervail this situation, we draw on Hafner‘s (2018) multimodal analysis of experimental biology Video Methods Articles by examining the intonation used in an exploratory corpus of the Researcher‘s Introduction section, identified as the most hybrid in generic nature. Our analysis suggests that traditional Hallidayan intonation explained in handbooks like Hewings (2007) and Brazil (1994) fails to capture phenomena observed in our corpus. These intonational phenomena (mostly deviations from traditional tonicity) have been found to be consistent with genre- specific factors like communicative purpose and move structure. Consequently, a broader revision of academic intonation materials is proposed.
如今研究交流发展的数字多媒体环境对EAP课程设计产生了重要影响(Perez-Llantada 2016)，因为口语和视觉对交流成功起着越来越重要的作用(Crawford-Camiciottoli and Fortanet-Gomez 2015)。然而，语调手册几十年来几乎没有改变，反映了一段时间内对实际使用的学术语调的有限访问。为了抵消这种情况，我们借鉴了Hafner(2018)对实验生物学视频方法文章的多模态分析，通过检查研究人员介绍部分的探索性语料库中使用的语调，该语料库被确定为最混合的通用性质。我们的分析表明，Hewings(2007)和Brazil(1994)等手册中解释的传统哈利达扬语调未能捕捉到我们语料库中观察到的现象。这些语调现象(大多偏离传统语调)与交际目的和移动结构等体裁特定因素是一致的。因此，建议对学术语调材料进行更广泛的修订。
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Pub Date : 2020-01-01DOI: 10.6035/languagev.2020.12.1
R. Breeze
The processes of globalisation, the increasing dominance of English in academic and professional spheres, and the ongoing changes in higher education worldwide have destabilised the role of specialised language teaching at university level. Like many situations of instability, the current panorama presents those involved with both opportunities and threats. On the positive side, the increase in international contact in most areas of social, academic and economic life means that the need for specialised language education is probably greater than ever before. No one leaves school with excellent professional communication skills in a second language – and so precisely those skills should be the focus of new generation Languages for Specific Purposes (LSP) courses. But unfortunately many institutions have been slow to understand the vital role that language training for specific purposes has in equipping students for their future professions. The teachers and departments responsible for LSP teaching also urgently need to update their own knowledge and competences, redesign their courses, and seize this opportunity to become experts in professional communication. As linguists, LSP practitioners are uniquely positioned to conduct principled inquiry into specialised language domains, to map the specific features of professional genres, and to build a robust understanding of how different discourse communities use them. Such research will allow LSP teachers to adopt a critical attitude to material that is available (Jiang and Hyland 2020), and to devise courses and resources that match more closely with what their students need.
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Pub Date : 2019-12-18DOI: 10.6035/languagev.2019.11.7
Ana-Isabel Martínez-Hernández
Reviewed by Ana-Isabel Martinez-HernandezUniversitat Jaume I, Spain Assistive Technology in Special Education by Joan L. Green (2018) delves into technology, i.e. apps, websites and devices, to boost learning in students with special needs. With the rise of new technologies in the field of education, many students with disabilities are left behind. Thus, this book intends to show how to use those technologies to make learning easier for physically and mentally challenged students to help them overcome learning difficulties and improve their quality of life. Not only does this book suggest cutting-edge technology, but also everyday gadgets and apps which were not originally created with therapy goals in mind, but end up being so if used correctly, along with state-of-the-art solutions. This book is addressed to teachers, schools, speech-language pathologists, therapists and families who want to maximise the students’ learning potential and overcome barriers such as concentration issues, speech impairment or comprehension among others. Although many of the resources found in this book can enhance learning in students with special needs, and in many cases withdraw this support gradually to aid them become independent, learners with no difficulties can find these resources beneficial in their learning process as a route to empowerment in order to become the masters of their own learning and promote autonomous learning. Nevertheless, despite encouraging families to use technologies with challenged students and applauding families who already do so, the support and guidance of professionals is highly recommended throughout the book; what Green strongly endorses is the idea of therapists, families and teachers working in unison to benefit the student. It cannot be denied that technology has become rather overwhelming in the past decade with the plethora of available resources, i.e. apps and websites, which together with the myriad of different devices at our disposal in the market can make of this advantage, i.e. technology, a cumbersome and time-consuming process in which families and professionals can get lost, and therefore many might regard it as a setback rather than a step forward. In this book, one of Joan L. Green’s purposes is to make a selection of the best resources to narrow down all the available apps and sources, a “representative sampling” (2018: 10) as she calls it, classifying them by function in order to help families and professionals filter all the resources at hand. The book is divided into 15 chapters, the first three of which are dedicated to the introduction of assistive technology and its future in helping students. The following chapters contain more detailed information about improving specific learning skills, closing with a call to a responsible use of the resources in the final chapter. All of these chapters include an enumeration of recommended apps, devices and websites which are accompanied by a short description
Ana Isabel Martinez Hernandez Jaume I大学审核，Joan L.Green的西班牙特殊教育辅助技术（2018）深入研究了技术，即应用程序、网站和设备，以促进有特殊需求的学生的学习。随着教育领域新技术的兴起，许多残疾学生被抛在了后面。因此，本书旨在展示如何利用这些技术让身心有障碍的学生更容易学习，帮助他们克服学习困难，提高生活质量。这本书不仅提出了尖端技术，还提出了日常小工具和应用程序，这些小工具和应用最初并没有考虑到治疗目标，但如果使用得当，最终会考虑到这些目标，以及最先进的解决方案。本书面向教师、学校、言语病理学家、治疗师和家庭，他们希望最大限度地发挥学生的学习潜力，克服注意力问题、言语障碍或理解等障碍。尽管本书中的许多资源可以促进有特殊需求的学生的学习，并且在许多情况下，为了帮助他们独立，逐渐取消了这种支持，但没有困难的学习者可以发现这些资源在他们的学习过程中是有益的，作为一种赋权的途径，从而成为自己学习的主人，促进自主学习。尽管如此，尽管鼓励家庭与有挑战的学生一起使用技术，并赞扬已经这样做的家庭，但在整本书中强烈建议专业人士的支持和指导；格林强烈支持治疗师、家庭和教师齐心协力为学生造福的理念。不可否认的是，在过去的十年里，技术已经变得相当压倒性，因为有大量的可用资源，即应用程序和网站，再加上我们在市场上可以使用的无数不同设备，可以利用这一优势，即技术，一个繁琐而耗时的过程，家庭和专业人士可能会迷失方向，因此，许多人可能认为这是一次挫折，而不是向前迈出的一步。在这本书中，琼·L·格林的目的之一是选择最佳资源，缩小所有可用的应用程序和来源，她称之为“代表性抽样”（2018:10），按功能对其进行分类，以帮助家庭和专业人士过滤手头的所有资源。这本书分为15章，前三章专门介绍辅助技术及其在帮助学生方面的未来。以下章节包含了关于提高特定学习技能的更详细信息，最后一章呼吁负责任地使用资源。所有这些章节都列举了推荐的应用程序、设备和网站，并附有对产品的简短描述和评论，包括主要特征、操作系统和价格，目的是帮助“读者节省时间、沮丧和金钱”（2018:25）。从这个意义上说，这本书可以作为那些希望发展学习者技能以开发其潜力或满足特定需求的教育工作者、家庭和治疗师的资源书。这本书从对技术现状的“现实核查”开始，即硬件和软件，这意味着要意识到它所能提供的所有利弊，以及作者写这本书第三版的原因，无论它是短暂的，因此是易腐的，她知道这本书的性质，并在整页书中反复提到。在第一章中，格林鼓励人们使用不再昂贵且易于获得的技术，以提高有沟通、学习和认知障碍的人的成功和独立性。她试图通过首先回答教师和家长社区中一些最常见的问题来实现这一点，并指导读者在需要找到解决学习障碍的方法时遵循的程序。根据这些思路，尽管一些有挑战的个人在技术方面存在障碍，但第二章的重点是向技术的转变对帮助所有学生，尤其是那些有挑战的学生有多大好处。作者提到了技术的优势，但也提到了技术对有障碍或残疾的学生可能仍然存在的障碍和劣势，尽管优势明显大于劣势。第3章强化了技术作为有特殊需求的个人实现独立的手段的理念，其唯一目的是克服现有的障碍。 在本章中，作者通过回顾移动设备上最流行的两种操作系统，为家庭和专业人士提供了一些指导，以帮助他们选择设备。接下来的章节（第4章）侧重于提高言语表达，即可理解性和表达语言，鼓励对障碍进行诊断，并提供解决障碍的策略和有用的技术工具。第5章介绍了AAC（增强和替代通信），它有助于提高通信需求，并提供了一系列资源，以了解更多关于AAC的信息，以及帮助个人沟通的应用程序、设备和其他选项。作者对比了AAC以前的解决方案和现在的解决方案，后者通常已经默认安装在我们的手机上，读者只需要对如何应用它们有创造性。第6章回顾了提高听力技能的技巧、策略、应用程序和资源，即听觉理解、处理缺陷和接受性语言，如字幕、辅助设备或提供免费听力活动的网站等。本章中提到的资源也可能为那些学习英语作为第二语言（ESL）的学生带来利润。第7章与阅读理解有关，作者强调了培养这一技能的关键工具，这对学术成功至关重要。本章中提到的增强阅读理解的最突出功能，无论是应用程序还是其他设备上的软件，都是文本到语音，尽管还提到了许多其他功能。此外，第8章揭示了如何利用技术以吸引人的方式提高阅读技能，将移动应用程序和网站列为首要建议。第9章涉及改善书面表达，作者坚持使用辅助技术使生活更轻松，并赋予学习者权力，以不同的方式展示他们所知道的内容，以应对挑战。第10章也与写作技能有关，尽管它提供了获得更基本技能的指导。它从一开始就关注拼写和如何正确地画字母，并在本章结束时关注标点符号和造句等更复杂的方面。第11章讨论了注意力、认知和执行功能的问题，即我们如何有效地集中注意力、组织注意力、记忆和学习。作者提出了一些技术和非技术解决方案，通过帮助学生保持专注来帮助他们学习（例如日历），以及如何有效地使用这些解决方案。第12章提倡使用数字资源和手机来支持学习新信息，但它鼓励将传统和现代方法相结合，以避免不必要的数字干扰。第13章介绍了增强组织和协作的日常工具。为了帮助学生避免在家忘记作业的不愉快情况，作者建议使用Dropbox或Google Drive等在线存储设备，这些设备已经很常见，大多数学生都很熟悉。另一方面，为了促进同行之间的合作，建议使用WhatsApp等聊天工具和谷歌文档等在线协作工具。这些只是学生们已经熟悉的主流工具中的一些例子，这些工具可以创造性地用于为有特殊需求的学生提供解决方案。第14章支持使用应用程序和在线程序来练习认知技能，并列出了作者认为最有效的方法。然而，不鼓励与同行竞争，因为这可能会导致士气低落。这些“游戏”的目的是提高最后的成绩并跟踪学生的进步。最后，第15章以与本书开篇相同的方式结束：进行“现实核查”。它提醒读者，要教会学生负责任地使用技术，警告互联网的所有危险，但如果使用得当，也要警告其好处，同时这将为他们的未来做好准备，也就是说，本章旨在促进网络上的数字公民身份和安全。综合考虑，这本书是一本很棒的参考书，可以让你思考学生在各个教育阶段的需求。这无疑是对家庭的帮助，但对我们、教师和专业人士来说更是如此：这是一本优秀的手册，但最重要的是，它是实现教育包容性和可及性的垫脚石。
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