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This study traces the evolution of Computer Assisted Language Learning (CALL) through published Research Articles (RAs) in four major journals: "ReCALL," "CALL," "Language Learning & Technology (LL&T)," and "CALICO Journal." The paper outlines the rationale and the methodology of this, which begins with downloading all 2,397 full RAs published in English, from the very first issues up to the end of 2019. This preliminary report already gives an overview of the history of the field; in particular, the increasing number of papers attests to the healthy state of research in CALL. Subsequent analysis focuses on a subcorpus of 426 papers chosen by the frequency of citation in each year as a gauge of impact within the community. The final analysis will use computer tools to help identify methodologies, themes, and theories as they rise and fall over the years. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

The world of Computer Assisted Language Learning (CALL) is dominated by English, and to a lesser extent, French, Spanish, and German. While these languages are the main focus of EUROCALL conferences, there has always been a presence of Less Commonly Taught Languages (LCTLs) at these conferences. Most of the official languages of the EU and European languages more generally have been discussed by CALL researchers at EUROCALL conferences, but some languages have yet to make an appearance. There have also been presentations on other LCLTs outside of Europe, including Mandarin, Arabic, Japanese, and less widely spoken languages such as Thai and Nahuatl. This paper looks at the presence of LCTLs at EUROCALL conferences since 1993 and reflects on what has changed over the years. It notes the importance of the conference location on the languages discussed at the conference and the role of EU projects in supporting LCTLs. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

The 2017 Central States Conference on the Teaching of Foreign Languages was held at the Palmer House Hilton in downtown Chicago. The theme focused on moving students from knowing about the language to becoming proficient in the language. The conference boasted 328 sessions and workshops. This report contains conference articles that focus on developing proficiency from PK-16. Topics include the promotion and assessment of performance and proficiency in a variety of contexts, and through the use of multiple technologies. Articles also explore the possibilities that exist for intercultural understanding, community engagement, and advocacy for language learning.

Gaming activities are an integral part of the human learning process, in particular for children. Game-based learning focuses on motivation and children's engagement towards learning. Educational game-based activities are becoming effective strategies to enhance the learning process. This paper presents an educational activity focusing to merge mobile computing devices and Augmented Reality, as a means to engage student in collaborative learning towards the Aesthetical Periods of Music History. The Musical Peddy-paper proposes student to use their mobile computing devices (smartphones/ tablets) to find eight stations scattered in a set location, and then use their music literacy skills to find the correct answer in each station. Collaborative work is required to find the stations and the answers to the clues. The musical Peddy-paper was developed mixing Geo-location and Augmented Reality concepts. Geo-location Points of Interest (POI's) where set through Hoppala platform. Augmented Reality browsing and QRCode reading is supported by the LAYAR platform. In this paper, we introduce the concept of game-based activities as a tool to promote motivation and engagement towards learning, and fully explain the development process of the activity. We conclude this paper presenting the conclusions contemplating the use of this activity among a group of children from the 2nd Cycle of Basic Education in Basic School Maria Manuela de Sá, Matosinhos-Portugal. [For the complete proceedings, see ED557311.]

The 2016 Central States Conference on the Teaching of Foreign Languages (CSC), a joint conference with the Ohio Foreign Language Association, focused on fostering language and culture connections within and outside the language classroom and across the curriculum at all levels. A variety of approaches aimed at improving skills in language, literacy, and critical thinking were highlighted in order to engage students and prepare them for global citizenship in the 21st century. This 2016 report entitled "Fostering Connections, Empowering Communities, Celebrating the World," contains 12 articles that focus on fostering connections between and among language students and teachers, language, culture and content, the language classroom and the world and between K-12 and higher education. Through the integration of meaningful curricula, engaging learning tasks, media and technology, authentic materials, and cultural products in the language classroom, teachers can connect their language classrooms with the authentic lives of their learners. All of these articles underscore the important role of connecting learners with the target language and culture through a variety of means aimed at improving language skills, knowledge and attitudes of language learners in order to prepare them for global citizenship in the 21st century.

This paper was presented at the Professional Historians Association (NSW) Islands of History conference held on Norfolk Island in July 2010. It argues that the reliance on overseas workers to address skills shortages has been present ever since the first white settlement of Australia, which has, in turn, shaped attitudes to the governance of vocational education, in particular the notion of an industry-led system. The paper then suggests some areas for primary historical research. (Contains 4 footnotes.)

Nancy Siraisi has been a prolific and leading scholar in the history of medicine and science of the Middle Ages and the Renaissance. This lecture of hers is the twenty-eighth of series of lectures named for Charles Homer Haskins, first chairman of the American Council of Learned Societies (ACLS) and himself a famed medievalist who brought attention to the work of the medieval university and the liberal arts. Siraisi's lecture was presented at the ACLS Annual Meeting in Philadelphia, Pennsylvania, on May 7, 2010. In her lecture, Nancy Siraisi shared her pursuit of learning across all sorts of boundaries. A biography of Nancy Siraisi and an introduction by Pauline Yu are included. (Contains 2 notes.)

This American Council of Learned Societies (ACLS) Occasional Paper presents the proceedings of a conference on "Liberal Arts Colleges in American Higher Education: Challenges and Opportunities" convened by ACLS in November 2003 in Williamstown, Massachusetts with the support of the Oakley Center for the Humanities and Social Sciences at Williams College and the collaboration of the Sterling and Francine Clark Art Institute. Eighteen speakers on five panels focused on historical perspectives, fiscal pressures, professional life, student achievement, and the future of liberal arts colleges. The frame of the Williamstown conference encompassed questions of faculty development and scholarly formation, but widened to include also the relationship between intellectual mission and economic constraints of the college-university, the history of these institutions, and their distinctive effectiveness in undergraduate education. The papers delivered were revised following discussion and an additional entry, Michael McPherson's, was solicited for this volume. Including Dr. McPherson, ten current or former college presidents participated in this discussion. The Introduction is presented by Pauline Yu while the Prologue, entitled "The Liberal Arts College: Identity, Variety, Destiny," is provided by Francis Oakley. The volume divides into three sections. Section I, "The Past: The Liberal Arts Mission in Historical Context," contains these papers: (1) Balancing Hopes and Limits in the Liberal Arts College (Helen Lefkowitz Horowitz); and (2) The Problem of Mission: A Brief Survey of the Changing Mission of the Liberal Arts (Christina Elliott Sorum). Section II, "The Present: Economic Pressures/Teaching, Research, and Professional Life/Educational Goals and Student Achievement," contains these papers: (3) The Economic Challenges of Liberal Arts Colleges (Lucie Lapovsky); (4) Discounts and Spending at the Leading Liberal Arts Colleges (Roger T. Kaufman); (5) Scholars and Teachers Revisited: In Continued Defense of College Faculty Who Publish (Robert A. McCaughey); (6) Beyond the Circle: Challenges and Opportunities for the Contemporary Liberal Arts Teacher-Scholar (Kimberly Benston); (7) Built To Engage: Liberal Arts Colleges and Effective Educational Practice (George D. Kuh); and (8) Selective and Non-Selective Alike: An Argument for the Superior Educational Effectiveness of Smaller Liberal Arts Colleges (Richard Ekman). Section III, "The Future: Five Presidents on the Challenge Lying Ahead," contains these papers: (9) The Challenges Facing Public Liberal Arts Colleges (Mary K. Grant); (10) The Importance of Institutional Culture (Stephen R. Lewis); (11) The Future Ain't What It Used to Be (Michele Tolela Myers); (12) A Story Untold and Questions Unasked (David H. Porter); and (13) Liberal Arts Education at Large Research Universities and at Small Liberal Arts Colleges (Morton Owen Schapiro). Responses to articles in sections I and II are presented by Stephen Fix, Michael S. McPherson, Kenneth P. Ruscio, and Mitchell J. Chang. (Contains 23 figures, 3 tables, and 157 notes.)

The 2008 Central States Conference on the Teaching of Foreign Languages focused on learning about the diverse backgrounds and needs of today's students. The 2009 Conference continued that focus and added diversity by instructors in using a variety of teaching methods, strategies, themes, technologies, and assessments. Presenters from all 17 states that make up the Central States Conference offered a diverse program, including "Best of…" sessions selected by their respective states. "All-Star" 2008 sessions chosen by the Central States Conference Board were invited to share their expertise again with 2009 conference attendees. There were workshops and sessions for language professionals at all levels and languages. This year's volume offers a varied set of articles representing some of the best practices and innovations in language teaching and learning. Topics range from technology to travel, and should offer something of interest to all members of the readership.

Four papers address how individual scholars may see their obligations to the wider public. In the first paper, "The Social Responsibility of the Academy and Its Academicians," George R. Garrison considers the role, purpose, and mission of Liberal Arts Institutions of Higher Education and examines the civic and social responsibilities of researchers and teachers in the Academy. The second paper, "Reflections on the History Wars," by Arnita A. Jones, first identifies four developments creating a favorable climate for public presentation of history including the increasing numbers of historians in public history jobs, a growing public appetite for history, the modern history education reform movement, and recent historical scholarship. She then considers implications of the rejection of the recently formulated National Standards in History. The third paper, "The Dangers of Willful Ignorance," by Robert Pollack examines the two-edged role of science and urges the teaching of science as an integrated part of the culture and a commitment by higher education to study the political implications of science, and greater involvement in and debate about the major ideas of science. The final paper, "On Defiance and Taking Positions" by Edward W. Said stresses that, although the first commitment of scholars must be to their field and students, as intellectuals in the wider society they should oppose consensus and othrodoxy, remind the wider society of context and larger processes, maintain their independence of thought, and involve themselves with an ongoing process or issue. (DB)

This collection of papers represents an effort by their writers as a group to develop a multicultural perspective to be used in exploring educational and other issues in diverse contexts. The nine papers include: (1) "Culture, Schooling, and Education in a Democracy" by Victoria R. Fu; (2) "Diversity in America: Historical, Social, and Political Context" by Diane V. Roberts and others (to which is appended a list of historical milestones of multiculturalism); (3) "Responsive Teaching: A Culturally Appropriate Approach" by Andrew J. Stremmel; (4) "Family Diversity and Multicultural Education: Changing Characteristics of Postmodern Families" by Katherine R. Allen; (5) "Weaving Multiculturalism into the Fabric of the Community" by Karen B. DeBord; (6) "Including the Young Child's Emotional Heritage on the Agenda of Multicultural Education" by Mary Cherian; (7) "Multicultural Education in Any Classroom" by T. J. Stone; (8) "Reflections on Multicultural Education" by Janet K. Sawyers; and (9) "Nobody Said It Would Be Easy!" by Ann J. Francis. This last paper discusses some of the difficulties of implementing multicultural education in the classroom and the society. Six of the papers provide reference lists. (BC)

There exists a power asymmetry between instructors and students in the physical classroom and other learning spaces which symbolizes the distribution of power in social spaces. Because of the structured power asymmetry in most learning spaces, promoting effective classroom teaching sometimes requires instructors to replace existing hierarchical power relations and with fluid, organic, and transgressive classroom dynamics in their relationships with their students. This approach has the potential to empower students to become their own agency for interrogating the assumptions and ideologies that they bring to the classroom. This paper outlines the instructional strategies that I incorporate in my "nonwestern" course that aims to introduce students in my university to the sub-Saharan African region. The course uses the interdisciplinary approach to explore the complicated ways history and social changes (including globalization) intersect to shape education reforms, and economic and social development in sub-Saharan Africa. Students bring a plethora of assumptions about sub-Saharan "Africa" to this course and my goal as an instructor is to help students interrogate their own assumptions and deconstruct the myths and distortions about the "Africa" in a broader term. The paper outlines the way I deliberately select course materials, and sequence course contents and themes to scaffold and promote incremental knowledge about the region for students during the semester. Furthermore, the paper outlines the strategies that help nudge students' critical thinking and restructure the power relations in the classroom. While these strategies may not automatically change students' assumptions about sub-Saharan "Africa", they nonetheless become opportunities for my students and I to reposition for effective discussions about the region with the goal to interrogating students' prior assumptions and views about the region. [For the complete Volume 21 proceedings, see ED629259.]

Technological revolution has continued to permeate all aspects of society. Its roles and impacts cannot therefore be overemphasized. Nevertheless, the roles of technology in law practice and law education in Nigeria have not received considerate research attention. The aim of this paper is to fill this gap by examining law practice and education in the context of the roles technology plays. The doctrinal research method was adopted. The paper found that Section 1 of the Act established the Council of Legal Education and vests it with the responsibility for the legal education of persons seeking to become members of the legal profession. The role of technology in law practice includes documentation of client's instructions, case management, file management, personnel data management and the documentation of accounts of the law firm, research, filing of court processes and virtual court sittings. Similarly, technology plays important roles in law education including research and teaching aids. However, the integration of technology faces several challenges such as inadequate regulatory framework, inadequate infrastructure, lack of funds and technological illiteracy. The paper concluded that addressing the challenges will be critical to enhancing and expanding the roles of technology in law practice and education and that without a strategic long term approach, the roles of technology in law practice and education in Nigeria will remain very insignificant and slow to sustainable growth. [For the complete Volume 21 proceedings, see ED629259.]

These proceedings contain the papers and posters of the 13th International Conference on Mobile Learning 2017, which was organised by the International Association for Development of the Information Society (IADIS), in Budapest, Hungary, April 10-12, 2017. The Mobile Learning 2017 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrates developments in the field. Full papers presented in these proceedings include: (1) Design of a Prototype Mobile Application to Make Mathematics Education More Realistic (Dawid B. Jordaan, Dorothy J. Laubscher, and A. Seugnet Blignaut); (2) Tablets and Applications to Tell Mathematics' History in High School (Eduardo Jesus Dias, Carlos Fernando Araujo, Jr., and Marcos Andrei Ota); (3) Assessing the Potential of LevelUp as a Persuasive Technology for South African Learners (Nhlanhla A. Sibanyoni and Patricia M. Alexander); (4) #Gottacatchemall: Exploring Pokemon Go in Search of Learning Enhancement Objects (Annamaria Cacchione, Emma Procter-Legg, and Sobah Abbas Petersen); (5) A Framework for Flipped Learning (Jenny Eppard and Aicha Rochdi); (6) The Technology Acceptance of Mobile Applications in Education (Mark Anthony Camilleri and Adriana Caterina Camilleri); (7) Engaging Children in Diabetes Education through Mobile Games (Nilufar Baghaei, John Casey, David Nandigam, Abdolhossein Sarrafzadeh, and Ralph Maddison); (8) A Mobile Application for User Regulated Self-Assessments (Fotis Lazarinis, Vassilios S. Verykios, and Chris Panagiotakopoulos); and (9) Acceptance of Mobile Learning at SMEs of the Service Sector (Marc Beutner and Frederike Anna Rüscher). Short papers presented include: (1) Possible Potential of Facebook to Enhance Learners' Motivation in Mobile Learning Environment (Mehwish Raza); (2) D-Move: A Mobile Communication Based Delphi for Digital Natives to Support Embedded Research (Otto Petrovic); (3) Small Private Online Research: A Proposal for a Numerical Methods Course Based on Technology Use and Blended Learning (Francisco Javier Delgado Cepeda); (4) Experimenting with Support of Mobile Touch Devices for Pupils with Special Educational Needs (Vojtech Gybas, Katerina Kostolányová, and Libor Klubal); (5) Mobile Learning in the Theater Arts Classroom (Zihao Li); (6) Nomophobia: Is Smartphone Addiction a Genuine Risk for Mobile Learning? (Neil Davie and Tobias Hilber); (7) Analysis of Means for Building Context-Aware Recommendation System for Mobile Learning (Larysa Shcherbachenko and Samuel Nowakowski); (8) RunJumpCode: An Educational Game for Educating Programming (Matthew Hinds, Nilufar Baghaei, Pedrito Ragon, Jonathon Lambert, Tharindu Rajakaruna, Travers Houghton, and Simon Dacey); (9) Readiness for Mobile Learning: Multidisciplinary Cases from Yaroslavl State University (Vladimir Khryashchev, Natalia Kasatkina, and Dmitry Sokolenko); and (10) The M-Learning Experience of Language Learners in Informal Settings (Emine Sendurur, Esra Efendioglu, Neslihan Yondemir Çaliskan, Nomin Boldbaatar, Emine Kandin, and Sevinç Namazli). Reflection papers presented include: (1) New Model of Mobile Learning for the High School Students Preparing for the Unified State Exam (Airat Khasianov and Irina Shakhova); (2) Re-Ment--Reverse Mentoring as a Way to Deconstruct Gender Related Stereotypes in ICT (Kathrin Permoser); (3) Academic Success Foundation: Enhancing Academic Integrity through Mobile Learning (Alice Schmidt Hanbidge, Amanda Mackenzie, Nicole Sanderson, Kyle Scholz, and Tony Tin); (4) Using Tablet and iTunesU as Individualized Instruction Tools (Libor Klubal, Katerina Kostolányová, and Vojtech Gybas); (5) DuoLibras--An App Used for Teaching-Learning of Libras (Erick Nilson Sodré Filho, Lucas Gomes dos Santos, Aristóteles Esteves Marçal da Silva, Nidyana Rodrigues Miranda de Oliveira e Oliveira, Pedro Kislansky, and Marisete da Silva Andrade); (6) Educators Adopting M-Learning: Is It Sustainable in Higher Education? (Nicole Sanderson and Alice Schmidt Hanbidge); and (7) M-Kinyarwanda: Promoting Autonomous Language Learning through a Robust Mobile Application (Emmanuel Bikorimana, Joachim Rutayisire, Mwana Said Omar, and Yi Sun). Posters include: (1) Design of Mobile E-Books as a Teaching Tool for Diabetes Education (Sophie Huey-Ming Guo); and (2) Reading While Listening on Mobile Devices: An Innovative Approach to Enhance Reading (Aicha Rochdi and Jenny Eppard). The Doctoral Consortium includes: How Can Tablets Be Used for Meaning-Making and Learning (Liv Lofthus). Individual papers include references, and an Author Index is included.

This document presents the proceedings of the 20th Annual Research Forum held June 25, 2015, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 21 action research papers: (1) History Lives! The Use of Simulations in a High School Social Studies Classroom (Lydia Adkins); (2) Using Francophone Music in the High School French Class (Virginia Browne); (3) Fostering Public Speaking through Pecha Kucha in the High School English Classroom (Robert Ciarrocca); (4) Choosing to Read: Scaffolding Pre-Choice, Choice, and Post-Choice Reading of Student-Selected Texts (Quentin Collie); (5) Supporting Students to Ask Scientific Questions in a Biology Project-Based Learning Unit (Alexandria Packard Dell'Aringa); (6) Using Hispanic Music in the Secondary Spanish Classroom (Sarah DeMatte); (7) American Girl Rising: The Effects of Incorporating Inspirational Video into the Secondary Mathematics Classroom (Thomas Flood); (8) History as a Pathway to Social Justice Engagement (Brandon Hubbard-Heitz); (9) Constructing Explanations: How Teachers Can Support Students in Extracting Scientific Evidence from Documentaries (Rachel Key); (10) The Long and Short of It: The Effects of Sudden Fiction in the Secondary English Classroom (Rachel Koval); (11) Reflecting on Revision: Student Reflection and Metacognitive Awareness in the Writing Process (Stephen Langford); (12) Culturally Relevant Pedagogy in a Public Secondary Social Studies Class (Jacob D. Leonard); (13) Solving with Reflection: The Use of Writing in a Secondary Mathematics Course (Austin J. Love, III); (14) Problem Posing in the High School Mathematics Classroom (Jennifer Mastin); (15) Oral Presentations and the Writing Process: Improving Students' Confidence through Sharing Writing (Julia Means); (16) Exploring the Relationship between Student Filmmaking Projects and Motivation Levels in a History Classroom (Cody Puckett); (17) The Influence of Student Constructed Historical Fiction Narratives on Student Engagement and Understanding of History (John A. Reynolds, II); (18) Use of Pre-Reading Strategies in Facilitating Reading Comprehension of Authentic Texts in the Secondary Spanish Classroom (Dara Rosenkrantz); (19) The Effects of Introversion and Extroversion on Whole-Class Discussion (Lindsay Schneider); (20) Use of Authentic Film in a Secondary Spanish Classroom to Develop Language Ability and Cultural Knowledge (Spencer A. Willis); and (21) Inquiry before Instruction: How the Use of Mathematical Questioning before Presenting Methodology Affects Student Attitude and Performance (Kalyn A. Wyckoff). (Individual papers contain references, tables, and figures.) [For the 2014 Research Digest, see ED545622.]

The "International Society for the Social Studies (ISSS) Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2015 proceedings: (1) Local History and Local Culture at the Core of Elementary Social Studies Curriculum (C. Agcaoili and S. Oshihara); (2) An Analysis of Enrolment in Advanced Placement Classes in Florida from the 2010 to 2011 School Years (B. Bittman); (3) Looking Beyond the Textbook: Multimodal Intertextuality in a Secondary Social Studies Classroom (T. Brown and S. Nance); (4) School/Family Communication and Involvement: A Top Ten List for Elementary School Teachers (S. H. Bowden and C. Corlis); (5) Bi-epistemic Research in a Policy Context: Current Findings and Subsequent Studies (L. Cherubini); (6) Replacing the Birth Language for Internationally Adopted Children: Linguistic and Cognitive Effects (A. P. Davies); (7) Strategies for Managing Culturally Diverse Virtual Teams: Creating a Feeling of Globalness (M. Flammia); (8) Neoliberalism and Privatization of Urban Health Care Facilities in Bangladesh (K. S. Haq); (9) Engaging Students through the Dynamic Learning Approach (M. M. Hussein); (10) Role of Cultural Diplomacy in Strengthening Diplomatic Relations: A Case Study on U.S.-Bangladesh Relations (M. T. Islam and M. N. Nur); (11) Just Eat It: An Examination of the Sociological Factors that Influence the Eating Habits of College Students (A. Minnick); (12) Why We Should be Skeptical of Bandura's Bobo Dolls (A. Pulido); (13) Opportunity Costs of Planning with Mandated Assessments: A Case Study of Fourth Grade Social Studies (R. Reed); (14) RCAIntervention: An Intervention System for Traditional, Blended, and Online Courses (J. Reynolds and C. Cummings); (15) Millennials at the Ballot Box: Where Have All the Young Voters Gone? (M. L. Rogers); (16) Impacts of Socio-Economic Background on Participation in Various Sport Types (H. I. Sengör); (17) Using Film to teach Character Education and Social Justice Education in Social Studies (C. Van Zandt); (18) Creating lessons with the C3 Framework and Digital Literacy (C. Van Zandt and L. Smith); and (19) Examining Students' Patterns Based on Their Historical Knowledge and Ability by Cluster Analysis (D. Yongjun). (Individual papers contain references.) [For the 2014 proceedings, see ED565293.]

Four papers discuss research exchanges between the United States and the USSR and East Europe. The first paper considers the evolution of perceptions of social scientists in these countries during the Cold War and Detente. The dominant view of American researchers during the Cold War was that the United States, as the most modern society, was the yardstick for measuring other societies. The United States experienced rapid growth of training and research related to the Soviet orbit. However, Soviet scholars were constrained by Marxist-Leninist doctrine and by educational and research policies. In the 1960s, American social scientists gained a greater appreciation for the complexities of modern societies and East European social scientists began innovative studies. The second paper discusses evaluations of research exchanges between the United States and the Soviet Union. The conclusion is that these exchanges are scientifically valuable to both countries. The most serious problem is Soviet political repression of its scientific community. The third paper discusses problems and accomplishments of East European studies in the United States. Although progress seems to be steady, American social scientists have come to pursue topics that are politically safe, and thus often of secondary importance. The final paper suggests that in exchanges between the Soviet Union and the United States, both academic and government communities profit. The point that Soviet exchanges are generally in sciences and engineering and American exchanges are in history and literature illustrates that each side sends whom it wishes. Thus, the author concludes that this type of exchange is neither unbalanced nor unfair. (Author/KC)