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The 2021 EUROCALL conference engaged just under 250 speakers from 40 different countries. Cnam Paris and Sorbonne Université joined forces to host and organise the event despite the challenging context due to the COVID-19 pandemic. Originally programmed to be held on site in the heart of Paris, France, the EUROCALL organising team and executive committee agreed to opt for a blended and then for a fully online conference. The theme of the 2021 EUROCALL conference was "CALL & Professionalisation". This volume, a selection of 54 short papers by some of the EUROCALL 2021 presenters, offers a combination of research studies as well as practical examples fairly representative of the theme of the conference. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

This volume draws together a selection of papers from YAC2018, the first meeting in the annual Year Abroad Conference series, which took place at Newcastle University in September 2018. The contributions collected here examine some of the opportunities, gains, and challenges the Year Abroad brings for both students and staff. They are presented around the five broad themes around which YAC2018 was organised: mental health, year abroad preparation, student perception of the year abroad, year abroad assessment, and employability. This volume will be of interest to academics and professional services staff involved in the preparation, administration, and management of the year abroad. [Newcastle University and the School of Modern Languages in particular provided organisational and financial support in the preparation of the event.]

This document contains two papers on globalization versus localization from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction). The first paper, "Implementing Modern Approaches to Teaching Computer Science: A Cross-Cultural Perspective" (Jill Slay and Kam W. Li), examines techniques that may be used to motivate and support computer science learning, focusing on implications for Asia and particularly for mainland China. The second paper, "Reflections on Educational Technology from Female Asian Faculty's (FAF) Perspectives" (Doris Lee, Amy S.C. Leh, Mei-Yan Lu, and Mei-Yau Shih), presents the perspectives of four panelists (four female Asian faculty members) on how the instructional technology field has influenced current faculty development, corporate training, in-service teacher education, and pre-service teacher education. (MES)

This document contains the following full and short papers on special education from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "Automated Quantitative Extraction Method of Aesthetic Impression from Color Images Using the Tone in the HLS Muncell Color Space" (Toshinori Yamasaki, Tetsuo Hattori, and Yukihiro Matsubara); (2) "Present State and Future Direction of Woman Informatization Education in Korea" (In-Hwan Yoo, Chul-Hyun Lee, Soo-Bum Shin, and Tae-Wuk Lee); (3) "Research on Teaching Da-Yi Chinese Keyboarding by Using Adaptive Input Interface" (Ming-Chung Chen, Hwa-Pey Wang, and Lih-Ching Chen Wang); and (4) "The Effectiveness of Integrating Adaptive Computer Device and Stimulus Fading Strategy on Word-Recognition for Students with Moderate Mental Retardation" (Ming-Chung Chen, Tien-Yu Li, Hwa-Pey Wang, and Kou-Ping Yang). (MES)

This document contains the following full and short papers on humanities and learning technology from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Web-Based EFL Writing Environment: Integrating Information for Learners, Teachers, and Researchers" (David Wible, Chin-Hwa Kuo, Anne Liu, and Nai-Lung Tsao); (2) "Integrating Web-Based Materials into Course Design" (Lilly Lee Chen); (3) "Is Everyone on Board: Learning Styles and the Internet" (Michelle Hsiang, Ellen Storey Vasu, Marsha Alibrand, Nancy Atkins, and Jane Steelman); (4) "Research on Teaching Da-Yi Chinese Keyboarding by Using Adaptive Input Interface" (Ming-Chung Chen, Hwa-Pey Wang, and Lih-Ching Chen Wang); (5) "Strategies for Searching in the WWW" (Meng-Jung Tsai); (5) "The Internet-Based Educational Resources of the U.S. Federal Government" (Andy Wang and Krishelle Leong-Grotz); and (6) "Which Chinese Input Methods Is More Suitable for Sixth-Grade Pupils? Keyboarding or Non-Keyboarding" (Weichung Wang and Tainshu Ma). (MES)

Papers in this issue include the following: "Code-Mixing in Hongkong Cantonese-English Bilinguals: Constraints and Processes" (Brian Chan Hok-shing); "Information on Quantifiers and Argument Structure in English Learner's Dictionaries" (Thomas Hun-tak Lee); "Systematic Variability: In Search of a Linguistic Explanation" (Gladys Tang); "Aspect Licensing and Verb Movement in Mandarin Chinese" (Gu Yang); and "Intuitive Judgments of Hong Kong Signers About the Relationship of Sign Language Varieties in Hong Kong and Shanghai" (James Woodward). (JL)

Papers in this volume include the following: "Constraints on Dative Acquisition by Chinese ESL Learners" (Hua Dong Fan); "The Learnability of Locality Conditions on Quantification" (Thomas Lee); "Do Learning Environments Make a Difference? A Study on the Acquisition of the English Interrogatives by Three Types of Cantonese Classroom Learners" (Gladys Tang); "The Stress Patterns of Nonsense English Words of Cantonese-speaking ESL Learners" (Cathy Wong); "Relative Complexity: Beyond Avoidance: (Virginia Yip and Stephen Matthews); and "The Interpretation of Linguistic Signs and the Role of Inference" (Cheng Yumin). (Author/JL)

This volume recognises how many researchers across the social sciences, and in comparative and international education in particular, see themselves as insiders or outsiders or, more pertinently, shifting combinations of both, in the research process. The book revisits and problematises these concepts in an era where the global mobility of researchers and ideas has increased dramatically, and when advances in comparative, qualitative research methodologies seek to be more inclusive, collaborative, participatory, reflexive and nuanced. Collectively, the chapters argue that, in the context of such change, it has become more difficult to categorise and label groups and individuals as being 'inside' or 'outside' systems, professional communities, or research environments. In doing so, it is recognised that individual and group identities can be multiple, flexible and changing such that the boundary between the inside and the outside is permeable, less stable and less easy to draw.The book draws upon an exciting collection of original research carried out in a diversity of educational systems from British, European, Latin American, Indian Ocean, South Asian, African and Chinese contexts and cultures. This develops a deep and innovative reconsideration of key issues that must be faced by all researchers involved in the planning and conduct of in-depth field research. This is a challenging and stimulating methodological contribution, designed to advance critical and reflective thinking while providing practical and accessible guidance, insights and support for new and experienced researchers within and beyond the field of comparative and international education. Following a foreword by Caroline Dyer, the following chapters are presented: (1) Positioning Insider-Outsider Research in the Contemporary Context (Lore Arthur, Elizabeth McNess, Michael Crossley); (2) 'Ethnographic Dazzle' and the Construction of the 'Other': Shifting Boundaries between the Insider and the Outsider (Elizabeth McNess, Lore Arthur, Michael Crossley); (3) Exploring the Concept of Insider' Outsider in Comparative and International Research: Essentialising Culture or Culturally Essential (Anna Robinson-Pant); (4) Constructing the Insider and Outsider in Comparative Research (Peter Kelly) (5) Beyond 'Insiders' and 'Outsiders' in Research for Education Policy-Making? The Discursive Positioning of the Researcher in International and Comparative Education (Nilou M. Hawthorne); (6) Mind the Gap: Reflections on Boundaries and Positioning in Research in International and Comparative Education (Claire Planel); (7) Methodological Challenges: Negotiation, Critical Reflection and the Cultural Other (Nicola Savvides, Joanna Al-Youssef, Mindy Colin, Cecilia Garrido); (8) Insider-Outsider-In Betweener? Researcher Positioning, Participative Methods and Cross-Cultural Educational Research (Lizzi O. Milligan); (9) Multiplicities of Insiderness and Outsiderness: Enriching Research Perspectives in Pakistan (Sughra Choudhry Khan); (10) Outside Inside, Inside Out: Challenges and Complexities of Research in Gypsy and Traveller Communities (Juliet McCaffery); (11) (Re)constructing Identities beyond Boundaries: Revisiting Insider-Outsider Perspectives in Research on International Students (Qing Gu); (12) Investigating Processes Underlying Identity Formation of Second Language Master's Students in UK Higher Education: Insiders or Outsiders (Hania Salter-Dvorak); (13) Coming Alongside in the Co-Construction of Professional Knowledge: A Fluid Approach to Researcher Positioning on the Insider-Outsider Continuum (Ed Wickins, Michael Crossley); and (14) Sharing Insights: How Culture Constructs and Constricts Knowledge (Maroussia Raveaud).

This document contains 35 papers from the program development section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following are among the papers included: "Using Quality Indicators to Create World-Class Curricula: From Concept to Application" (Curtis Finch, Timo Luopajarvi, Paivi Sutinen); "What Is Missing from ISO 9000 International Quality Standards Training in the United States?" (Paul Krueger); "West Virginia Instructional Technology Program Design for Economic Development" (Michael M. Murphy); "A Perception of the Software Process Model" (Albert H.S. Scott); "Design of Internet-Related Courses for IT (Information Technology) Professionals" (Y.K. Choi); "A TQM (Total Quality Management) Study of Faculty and Trainees' Perceptions of Public Vocational Training Institutions in Taiwan" (Li-Mei Huang); "Curriculum Development in Vocational Education: Achieving Balance and Coherence" (Christopher Parkin); "Providing Competency-Based Education for Industry and Its Effect on Classroom Education" (Chin-Yen Lin, Tsung-Juang Wang); "Competency Based Training: An Evaluation of a Post-secondary Teacher Education Program" (Dale E. Thompson, Cecelia Thompson, Betsy Orr); "Perceptions of Participants in a Multi-site Distance Learning Bachelor of Science Degree Program" (Betsy Orr, Dale Thompson, Cecelia Thompson); "A Study of Relation between Assessment Dimension and Management Outcomes--A Sample of Sinyi Real-Estate Company" (Stanley Tsan-Ying Lin); "Exploring a New Pattern of Vocational Education and Training" (Haicheng Yang, Tingrui Wang); "Transforming Educational Practice for a Transformed Employment Environment" (Jeanne Dawson); "Pre- and Post-Assessment in Occupational Courses" (Teresa Yohon); "Transforming Young School Leavers and Mature Unemployed into Skilled IT Workers--The IT Assistant Training in Hong Kong" (Yat-chen Li); "Discussion and Design of High Vocational Education" (Wenyi Qin, Yanchun Guo); "Teaching Statistical Problem Solving in Vocational Education" (Ken W. Li); "Structure and Cultivation of the Knowledge and Abilities of Students of Higher Vocational Technical Education" (Jiyao Zhou, Kaiyu Zhen, Weihua Liu); "Telling Stories in the Use of Portfolio Assessment in Higher Education: Some Implementation Issues" (Annie Y.W. Nicholson, Sharon Bryant); and "The Effects of the Whole Educational Experience on Graduate Employability and Further Study" (Kwok Hung Lai, Michael Hohn Pomfret). Most papers contain substantial bibliographies. (MN)

This document contains 18 papers from the partnership for vocational education and training (VET) section of an international conference on VET for lifelong learning in the information era. The following are papers are included: "School, TAFE (Technical and Further Education), and University Links, in Pursuit of a Seamless Pathway" (Robert Player); "Work-Based Training: Experiences of Student Interns" (Marcelle Hardy, Carmen Parent, Johanne Forget); "A New Model for Workforce Development: University of Nevada Las Vegas Educator Externship Program" (Sterling Saddler, Gina M. Toth, Lisa M. Bybee); "Workplace Learning as an Investment in Human Capital" (Johanna Lasonen, Reijo Parikka); "Supporting Lifelong Learning; The New Integrated Scottish Qualifications System" (Maida Grant);"Key Policy Issues in the Promotion of Information Technology in Vocational Education: Some Lessons from the Five-Year Strategy in Hong Kong" (Kathleen S.K. Ng); " Vocational Education and Training for Operators of Modern Enterprises" (Qinxiang Gao, Meichi Huang, Heping Yu); "The Condition and Competency of Multi-Entrances for Personnel Training of Industrial Design Engineer in Taiwan" (Jui-che Tu); "Establishment of the Advanced Printing Technology Centre at Hong Kong Institute of Vocational Education (Kwun Tong)" (Lawrence W. Chan); "Profile of SME (Small and Medium Enterprise) Support in Hong Kong and the Setting Up of the Business Start-up Centre" (Robin Wong); "Attach Strategic Importance to High Quality Vocational and Technical Education" (Shengyun Yang); "Cross Disciplinary Continuing Professional Development" (Sai Hong Ko); "Attitudes of University Faculty Members toward Students with Disabilities" (Marie F. Kraska); "Mobility, Flexibility and Accessibility of Postsecondary Education in Hong Kong" (Shui-Kin Chan); "Vocational Education in Engineering in the Information Age" (C.W. Woo, Alan S.T. Tang, S.T. Poposka); "The Engineering Graduate Training Scheme and New Technology Training Scheme in Hong Kong" (T.L. Ng, Gary M.Y. Wong); "Developing a Competitive Program to Cope with the 3C (Change, Competitive, Complex) Trend in Industry" (S.T. Tsai, Shu-Hsiao Tsen); and "How Effective Are Our Teaching Methods for Vocational Education" (Yik-lung Wong). Most papers contain substantial bibliographies. (MN)

This paper highlights the developments in teaching methods in China in the era of the post-Cultural Revolution, and explains how these methods grew out of educational experimentation during the Yenan period. The Yenan period followed the historic "long march, "when Mao Tse-tung and the People's Liberation Army (PLA) established their base in Shensi province. At that time, a school was established characterized by political education, firm leadership, integration of theory with practice, and simplified curriculum. The basic method of teaching was the enlightenment method, an inquiry process involving initial questions and group discussion to develop answers. Many of these practices are now prevalent in Chinese schools. Political education stressing Maoist teachings is of primary importance and begins in the fourth grade. Schools are run by workers, revolutionary cadres, and local PLA Units. Curriculum is related to needs of individual communities. Productive labor is emphasized as well as book learning, a concept which helps produce a classless society. The teacher's authority is not absolute; traditional respect for teachers' intellectual superiority is no longer acceptable. This has created a need to re-educate teachers to have an ideological outlook consistent with Maoist tenets. Problems arising from this change include class discipline and blending Maoist thought into all lesson content. (Author/AV)

A description of "barefoot doctors" in the People's Republic of China is presented. These peasant doctors are commune workers who have taken basic courses in medical treatment. Because 80% of the population lives in a rural agricultural setting, and because most doctors and medical services are located in cities, there is a serious need for medical personnel in the rural areas of the country. After Chairman Mao declared in 1965 that emphasis in medical and health work should be stressed in rural areas, preparation of "barefoot doctors" began. They are selected by fellow commune workers on the basis of intelligence, educational level, desire to become doctors, and will to serve the commune. They can be of any age or sex. All undergo three to six months formal training in either a commune hospital, agricultural college, or medical college. This is followed by on the job training. Courses include anatomy, physiology, pathology, acupuncture, and medicinal herbs. Basic responsibilities are environmental sanitation and preventive medicine. They supervise collection, treatment, storage, and use of human excrement for fertilizer; spraying of pesticides; and storage of drinking water. They dispense first aid, immunizations, and health examinations; and decide when a person should be sent to the commune hospital. (Author/AV)

The controversy surrounding the Chinese film "Pioneers" is analyzed and presented as a case study of a film caught in the recent two-line struggle in literature and art in the People's Republic of China. Within the history of the arts in China, there has been a difference of opinion between those in favor of the continued portrayal of bourgeois themes and those who believe in the exclusive depiction of the struggles of the worker. Those two opposing views have come to be called the two-line struggle in literature and art. "Pioneers" is a feature length film documenting the successful establishment of a model revolutionary industrial community near Siberia. It was filmed in the early 1970s at the suggestion of Premier Chou En-lai. However, upon its completion in 1975, its release was banned by Chiang Ch'ing, Mao's wife, whom he had made overseer of all fine arts productions. She condemned the film for glorifying the achievements of specific individuals. Mao disagreed with her decision, but she persisted in keeping the film and its producers under surveillance. Since the arrest of Chiang Ch'ing in October 1976, Mao's successor has allowed the film to be released. Perhaps this indicates his support of Chou En-lai and Mao or perhaps he sees no serious errors in revolutionary thought in the film's content. (Author/AV)

As an introduction to the role of children's literature in the People's Republic of China, the author provides an overview of the content and themes of Chinese children's literature. The role of amateur writers is discussed and popular works of Chinese children's literature are summarized. The author also contrasts content and objectives of children's literature in China and the United States. Chinese teaching style, which emphasizes political education, publicizes models for emulation and fosters the ideology of collectivism. The American teaching style publicizes creativity, individual worth and gain, and fosters the ideology of capitalism. Eight stories for Chinese children are identified and summarized. All stress the children's contribution to protecting collective property and fighting against imperialism. The books are very inexpensive and are therefore accessible to the working class. In local communities, individual storytellers often become well known for helping to instill proper political and moral values. Books and storytellers both illustrate a basic belief, stemming from Mao's ideas, that influencing and shaping attitudes is by far the most important task of teachers and schools. (Author/AV)

The document analyzes Mao Tse-Tung's "Three Main Rules of Discipline" and "Eight Points For Attention" and presents, by way of comparison, the text of the "Code of Conduct" issued by the President of the United States for members of the armed forces during the Vietnam War. Mao's regulations were revised by the General Headquarters of the Chinese People's Liberation Army in 1947 as follows: obey orders in all your actions, do not take a single needle or piece of thread from masses, and turn in everything captured. The "Eight Points for Attention" were revised to include the following: (1) speak politely, (2) pay fairly for what you buy, (3) return everything you borrow, (4) pay for anything you damage, (5) do not hit or swear at people, (6) do not damage crops, (7) do not take liberties with women, and (8) do not abuse captives. The "Code of Conduct" for American soldiers, intended to inform them of behavior expected of them during war time, contains six statements: I am prepared to give my life in defense of my country; I will never surrender of my own free will; if captured, I will continue to resist; if I become a prisoner of war, I will keep faith with my fellow prisoners; when questioned, I will make no statements disloyal to my country; and I will never forget that I am an American fighting man. (Author/DB)