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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.]

Despite the COVID-19 pandemic, the EUROCALL society succeeded in holding the 28th EUROCALL conference, EUROCALL2020, on 20-21 August as an online, two-day gathering. The transition process required to make this happen was demanding and insightful for everyone involved, and, in many ways, a logical consequence of the core content and purpose of EUROCALL. Who would be better suited to transform an onsite conference into an online event than EUROCALL? CALL for widening participation was this year's theme. We welcomed contributions from both theoretical and practical perspectives in relation to the many forms and contexts of CALL. We particularly welcomed longitudinal studies or studies that revisited earlier studies. The academic committee accepted 300 abstracts for paper presentations, symposia, workshops, and posters under this theme; 57 short papers are published in this volume. We hope you will enjoy reading this volume, the first one to reflect a one hundred percent online EUROCALL conference/Online Gathering. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

Trinity College Dublin was proud to host, in April 2016, the Second International Conference on Telecollaboration in Higher Education, with the theme "New Directions in Telecollaborative Research and Practice." Over two and a half days, 150 participants offered 95 research presentations, posters, and "problem shared" sessions. Following a preface (Breffni O'Rourke) and introduction (Sake Jager, Malgorzata Kurek, and Breffni O'Rourke), selected papers from this conference presented herein include: (1) Telecollaboration and student mobility for language learning (Celeste Kinginger); (2) A task is a task is a task is a task… or is it? Researching telecollaborative teacher competence development--the need for more qualitative research (Andreas Müller-Hartmann); (3) Learner autonomy and telecollaborative language learning (David Little); (4) Developing intercultural communicative competence across the Americas (Diane Ceo-DiFrancesco, Oscar Mora, and Andrea Serna Collazos); (5) CHILCAN: a Chilean-Canadian intercultural telecollaborative language exchange (Constanza Rojas-Primus); (6) Multifaceted dimensions of telecollaboration through English as a Lingua Franca (ELF): Paris-Valladolid intercultural telecollaboration project (Paloma Castro and Martine Derivry-Plard); (7) Student perspectives on intercultural learning from an online teacher education partnership (Shannon Sauro); (8) Blogging as a tool for intercultural learning in a telecollaborative study (Se Jeong Yang); (9) Intergenerational telecollaboration: what risks for what rewards? (Erica Johnson); (10) Telecollaboration, challenges and oppportunities (Emmanuel Abruquah, Ildiko Dosa, and Grazyna Duda); (11) Exploring telecollaboration through the lens of university students: a Spanish-Cypriot telecollaborative exchange (Anna Nicolaou and Ana Sevilla-Pavón); (12) A comparison of telecollaborative classes between Japan and Asian-Pacific countries -- Asian-Pacific Exchange Collaboration (APEC) project (Yoshihiko Shimizu, Dwayne Pack, Mikio Kano, Hiroyuki Okazaki, and Hiroto Yamamura); (13) Incorporating cross-cultural videoconferencing to enhance Content and Language Integrated Learning (CLIL) at the tertiary level (Barbara Loranc-Paszylk); (14) Multimodal strategies allowing corrective feedback to be softened during webconferencing-supported interactions (Ciara R. Wigham and Julie Vidal); (15) Problem-solving interaction in GFL videoconferencing (Makiko Hoshii and Nicole Schumacher); (16) Interactional dimension of online asynchronous exchange in an asymmetric telecollaboration (Dora Loizidou and François Mangenot); (17) Telecollaboration in secondary EFL: a blended teacher education course (Shona Whyte and Linda Gijsen); (18) It takes two to tango: online teacher tandems for teaching in English (Jennifer Valcke and Elena Romero Alfaro); (19) Getting their feet wet: trainee EFL teachers in Germany and Israel collaborate online to promote their telecollaboration competence through experiential learning (Tina Waldman, Efrat Harel, and Götz Schwab); (20) Teacher competences for telecollaboration: the role of coaching (Sabela Melchor-Couto and Kristi Jauregi); (21) Preparing student mobility through telecollaboration (Marta Giralt and Catherine Jeanneau); (22) What are the perceived effects of telecollaboration compared to other communication-scenarios with peers? (Elke Nissen); (23) The "Bologna-München" Tandem -- experiencing interculturality (Sandro De Martino); (24) Comparing the development of transversal skills between virtual and physical exchanges (Bart van der Velden, Sophie Millner, and Casper van der Heijden); (25) Making virtual exchange/telecollaboration mainstream -- large scale exchanges (Eric Hagley); (26) Searching for telecollaboration in secondary geography education in Germany (Jelena Deutscher); (27) Communication strategies in a telecollaboration project with a focus on Latin American history (Susana S. Fernández); (28) Students' perspective on Web 2.0-enhanced telecollaboration as added value in translator education (Mariusz Marczak); (29) Intercultural communication for professional development: creative approaches in higher education (Linda Joy Mesh); (30) Illustrating challenges and practicing competencies for global technology-assisted collaboration: lessons from a real-time north-south teaching collaboration (Stephen Capobianco, Nadia Rubaii, and Sebastian Líppez-De Castro); (31) Telecollaboration as a tool for building intercultural and interreligious understanding: the Sousse-Villanova programme (Jonathan Mason); (32) Vicious cycles of turn negotiation in video-mediated telecollaboration: interactional sociolinguistics perspective (Yuka Akiyama); (33) A corpus-based study of the use of pronouns in the asynchronous discussion forums in the online intercultural exchange MexCo (Marina Orsini-Jones, Zoe Gazeley-Eke, and Hannah Leinster); (34) Cooperative autonomy in online lingua franca exchanges: A case study on foreign language education in secondary schools (Petra Hoffstaedter and Kurt Kohn); (35) Emerging affordances in telecollaborative multimodal interactions (Aparajita Dey-Plissonneau and Françoise Blin); (36) Telecollaboration in online communities for L2 learning (Maria Luisa Malerba and Christine Appel); (37) Fostering students' engagement with topical issues through different modes of online exchange (Marie-Thérèse Batardière and Francesca Helm); (38) A conversation analysis approach to researching eTandems--the challenges of data collection (Julia Renner); and (39) DOTI: Databank of Oral Teletandem Interactions (Solange Aranha and Paola Leone). An author index is included. Individual papers contain references.

This document contains 14 papers on the purposes and traditions, challenges and dilemmas, and new approaches and issues in liberal adult education. The following papers are included: "Introduction" (Duke); "Decus et Tutamen: Liberal Adult Education" (Thomas); "Tradition in British University Adult Education and the WEA [Workers' Educational Association]" (Fieldhouse); "The WEA and Liberal Adult Education" (Ross); "Liberal Adult Education as Catalyst for Change: Everett Dean Martin and the American Association for Adult Education" (Day); "Liberal Adult Education and the Liberation of Adults" (Shimada); "Vocationalism, Competence and Dewey's Liberalism" (Hyland); "Contractualism: The Modern Alternative to Liberal Adult Education in the Australian University" (Bagnall); "The Liberal Tradition: How Liberal? Adult Education, the Arts and Multiculturalism" (Jones); "Accreditation: The Dilemma of Liberal Adult Education" (Benn); "Women's Education in Japan" (Yamamoto); "Liberal Adult Education: A Contemporary Approach" (McIntosh); "Adult Education from Below: Notes from a Participatory Action Research Project" (Schratz); "Lifelong Education a Necessity" (Gestrelius); and "Postscript--The Wadham Conversation" (Duke). (MN)

The working papers contained in this volume include the following: "Intercultural Communication and the Analysis of Conversation" (Nessa Wolfson); "Methods of Inquiry into Cultural Expression in Speech Behavior" (Ruth Benander); "'I Really Like Your Lifestyle': ESL Learners Learning How to Compliment" (Kristine Billmyer); "'Your Eye is Sparkling': Formulaic Expressions and Routines in Turkish" (Seran Dogancay); "Misunderstood Efforts and Missed Opportunities: An Examination of EFL in Japan" (Yoshiko Okushi); and "Discourse Marking and Elaboration and the Comprehensibility of Second Language Speakers" (Jessica Williams). (MSE)

Seven original research papers are presented. The titles and authors are as follows: "Acquisition of the Argument-Structure of Verbs" (Mika Endo); "A Note on Semantic Selection" (Yoshio Endo); "The Governing Category Parameter in Second Language" (Makiko Hirakawa); "The Use of Connectives in English Academic Papers Written by Japanese Students" (Yasuko Kanno); "A Note on English As-Clauses" (Yoshihara Kumagai); "Structure-Dependence in Second Language Acquisition" (Kazuhiro Naoi); and "Units of Processing in Sentence Production: Evidence from Speech Errors" (Yasushi Terao). (JP)

This paper discusses recent histories of labor shortages in Singapore, Japan, and several western European countries. Emphasis is upon the economic effects of severe shortages of labor. Fearing that these shortages would seriously handicap further economic progress, many people in these countries have advocated large-scale immigration or increased population growth or both. It is the author's conclusion that the existence of a labor shortage is not a valid ground for encouraging either population growth or immigration. The series of which this publication is a part is intended to increase understanding of the interrelationships between population growth and socioeconomic and cultural patterns throughout the world, and to communicate this understanding to scholars and policy makers. (Author/RM)

This publication on human welfare and technological innovation contains two sections. The first section examines the objectives and functions of technological innovation while the second section discusses the direction and analysis of technology transfer between Japan and other nations. Subtopics within the first section include: (1) characteristics of technology, (2) human and environmental problems associated with technology, and (3) countermeasures to offset the problems of increasing technology. Section 2 contains five subtopics dealing with Japan's technology and its relationship to Asia and the world. These subtopics analyze problems stemming from the change in the industrial structure of Japan, examine Japan's role in the international division of labor and in the energy crisis, discuss the characteristics of Japan's science and technology and her relations with the United States and the industrialized nations of Europe, analyze relationships in the international division of labor in Asia, and discuss the need to develop a new scale for perception of environmental quality. (Author/DE)

This report reviews the problems of protecting nature in a heavily industrialized democracy such as the United States. Factors contributing to the establishment of protected areas in the United States are traced from the creation of Yellowstone National Park in 1872 to the present. Arguments in defense of wilderness areas consider nature as: (1) a reservoir of normal ecological processes, (2) a sustainer of biological diversity, (3) a formative influence on the national character, (4) a church, (5) a guardian of mental health, and (6) an educational asset in developing environmental responsibility. Diverse agencies, programs, and efforts exist at all levels. The National Park Service, the United States Forest Service, the Bureau of Land Management, and the National Wilderness Preservation System function on the federal level. Coastal zone management and land use laws protect natural areas on the state level, city and county parks serve as protected areas on local levels, and private organizations such as the Sierra Club also contribute to wilderness preservation. Problems arise from the conflict between economic development and nature preservation, and the popularity of nature areas which leads to their destruction. Programs in Japan, Australia, New Zealand, East Africa, Europe, the Soviet Union, and Canada are also described. (KC)

The Japanese university system has been evolving gradually from more traditional patterns to more modern ones in terms of increased efficiency and participation, as well as from an elite to a mass enrollment system. However, the basic patterns of control and decisionmaking have changed little. The universities have been able to resist intrusions by the Ministry of Education, but many needed reforms have not taken place. Frustrated in its attempts to introduce structural reforms in existing universities, the Ministry of Education has turned more to the use of incentives to accomplish its aims, and it has established some new institutions on its own initiative. In the long run, these are likely to have considerable influence on the shape of Japanese higher education. (Author)

EUROCALL 2013's theme was "20 Years of EUROCALL: Learning from the Past, Looking to the Future." The conference seeked to establish an overview of EUROCALL's twentieth anniversary. As a professional organization, EUROCALL has been aiming, along its 20 years of existence, to promote innovative research, development and practice in the area of Computer Assisted Language Learning (CALL) and Technology Enhanced Language Learning (TELL) in education and training. During 20 years the organization has brought together educators, researchers, PhD students, administrators, designers of software and language learning systems, government representatives, equipment and software suppliers and other professionals involved in CALL and TELL. Some of the areas covered during the conference were: (1)???? Recent developments in mobile learning; (2)???? Language learning in virtual environments; ????(3) Synchronous communication in language learning; (4) European Language Portfolio, self assessment and ICT; ????(5) Challenges of e-learning: the role of the institution; ????(6) E-learning: student expectations and experience; ????(7) Successes of e-learning through the eyes of the student; ????(8) The use of new technologies for language teaching in schools; ????(9) Promoting the use of new technologies amongst language teaching professionals; ????(10) Developments in the pedagogy of online learning; ????(11) Corpora and language learning; (12) Courseware design; ??(13) Cross-sector collaboration through e-learning; ????(14) Supporting less widely taught languages through CALL; ????(15) Improving intercultural competence through language learning; ????(16) Managing multimedia environments; ????(17) Distance and collaborative learning; and (18) Self access and learner autonomy. An author index and a name index are included. (Individual papers contain references.)

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 13-16, 2022, in Austin, Texas. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]

This volume contains selected papers submitted to the 20th Jubilee Annual International Conference of the Bulgarian Comparative Education Society (BCES), conducted virtually in June 2022. The 20th BCES Conference theme is "Towards the Next Epoch of Education." The theme is focused on problems, discussions, changes, solutions, and challenges that have recently happened, and as well on various opportunities, prospects, and advantages that have been made available to all actors in the educational systems around the world--students, parents, teachers, administrators, psychologists, principals, faculty members, researchers, and policy makers at municipal, regional, and national level. The book includes 33 papers and starts with an introductory piece authored by Charl Wolhuter. The other 32 papers are divided into 6 parts representing the BCES Conference thematic sections: (1) Comparative and International Education & History of Education; (2) International Education Issues; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. [Individual papers are indexed in ERIC. This content is provided in the format of an e-book.]

This collection of short papers is an outcome of the third conference on virtual exchange in higher education hosted by the Pedagogical University in Krakow in April 2018. Following the focus of the conference on virtual exchange in service of social inclusion and global citizenship, the papers collected in this volume offer first-hand insights into theoretical and practical considerations on the most recent stage of this rapidly developing form of learning. The publication will be of particular interest to academic educators, researchers, administrators, and mobility officers planning to implement virtual exchange in their unique academic contexts.

This collection of papers includes: "Language Learning Motivation: The Student, the Teacher, and the Researcher" (Robert C. Gardner); "The Self-Reported Perspectives Regarding Academic Writing among Taiwanese Graduate Students Specializing in TEFL" (Robert Johanson); "Contradictions, Appropriation, and Transformation: An Activity Theory Approach to L2 Writing and Classroom Practices" (Charles P. Nelson, Mi-Kyung Kim); "Constructivist Inspiration: A Project-Based Model for L2 Learning in Virtual Worlds" (Rebekah Taveau and Marina Bolotin); "Inquiry Cycles in a Whole Language Foreign Language Class: Some Theoretical and Practical Insights" (David Schwarzer and Chris Luke); "Task-Sequencing in L2 Acquisition" (Rafael Salaberry); "Knowledge of English Collocations: An Analysis of Taiwanese EFL Learners" (Li-Szu Huang); "Vowel Quality and Consonant Voicing: The Production of English Vowels and Final Stops by Korean Speakers of English" (Mi-Lim Ryoo); "Functions of Discourse Markers in Japanese" (Yasuko Fujita); and "Cross Cultural Varieties of Politeness" (Junko Hondo and Bridget Goodman). (Individual papers contain references.) (SM)

This book examines different notions of a learning society and the changes in adult education theory and practice that will be required to create a learning society. Recent developments in the United Kingdom and, to a lesser extent, in other countries are cited as evidence that creating a learning society will require new forms of thinking about the theory and practice of adult education. The following are among the topics discussed in the book's six chapters: the relationship between discourse, power, knowledge, and governmentality; poststructuralism and postmodernism; economic, cultural, technological, and demographic changes that have contributed to the growth in interest in the notions of a learning society and lifelong learning; implications of the recent shift from focus on inputs (adult education and its provision) to focus on outputs (learning and learners); ways provision of adult education has changed to support access and participation, open and distance learning, and assessment and accreditation of outcomes in an increasing number of learning settings; the adoption of neo- and post-Fordist models of organizational development and the role of the reflective practitioner as a model for professional development; and contemporary trends and differing notions of a learning society. The bibliography contains 431 references. (MN)

This collection of papers comprises proceedings from the 5th English in South East Asia Conference, held in December 2000 at Curtin University of Technology in Perth. The 19 papers include the following: (1) "Global English and Local Language Policies" (Robert Phillipson); (2) "Hong Kong Parents' Preference for English-Medium Education: Passive Victims of Imperialism or Active Agents of Pragmatism?" (David Li); (3) "Implications of the Recommendation that English Become the Second Official Language in Japan" (Kayako Hashimoto); (4) "Culture and Identity in the English Discourses of Mayalsians" (Azirah Mashim); (5) "Englishization and Nativization Processes in the Context of Brunei Darussalam: Evidence for and Against" (Hajaj Rosnah Haji Ramly, Noor Azam Haji Othman, and James McLellan); (6) "Kissing Cousins? The Relationship between English and Tok Pisin in Papua New Guinea" (Geoff Smith); (7) "Chaos in Aboriginal English Discourse" (Farzad Sharifian); (8) "Language, Literature and Culture--and Their Meeting Place in the Dictionary" (Susan Butler); (9) "Even Obituaries Reflect Cultural Norms and Values" (Maya Khemlani David and Janet Y. Yong); (10) "Recent Research into the Pronunciation of Singapore English" (Low Ee Ling and David Deterding); (11) "Languages in Contact: Hong Kong English Phonology and the Influence of Cantonese" (Tony Hung); (12) "Canon and Pedagogy: The Role of American Colonial Education and Defining Standards for Philippine Literature" (Isabel Pefianco Martin); (13) "ASEAN and Asian Cultures and Models: Implications for The ELT Curriculum and for Teacher Education" (Andy Kirkpatrick); (14) "From TEFL to TEIL: Changes in Perceptions and Practices: Teaching English as an International Language in Chinese Universities" (Xy Zhichang); (15) "Reflective Discourse in Teacher Education in Brunei Darussalam" (David Lochmohr Prescott); (16) "Alternative English: Vernacular Oral Art among Aboriginal Youth" (Ian Malcom); (17) "A Study of the Language of Pre-School Malaysian Children" (Kow Yip Cheng); (18) "Communication Behaviours of EFL Learners in a Native English-Speaker Teacher's Class: A Case in Hong Kong" (Jasmine Luk); and (19) "Multilingual Practices in Rural Malaysia and Their Impact on English Language Learning in Rural Education" (Hazita Azman). (Papers contain references.) (SM)

This document contains three papers on managerial performance issues. "Managerial Skill Requirements: Evidence from the Scottish Visitor Attraction Industry" (Sandra Watson, Martin McCracken) presents the findings from an exploratory study of those skills that managers in the Scottish visitor attraction sector considered most important to success as a manager in the sector. The study established that most managers focused on operational-level skills and gave little credence to strategic/general, technological, and self-management skills, thus accentuating the need for training and development to equip managers with the skills needed to deal with rapid change. "An International Assignment and Managerial Performance: Job-Related Variables Relative to Effective Performance of Japanese Expatriates" (Kiyoe Harada) discusses a study that identified a significant relationship between the effectiveness of Japanese expatriates and job-related variables and explored the human resource development implications of the identified relationship. "Modeling the Impact of Managerial Behavior in a Store Environment" (Allan H. Church) reports on a study that provides an applied example of linkage research leveraging various sources of organizational data and uses the framework to model a predictive relationship between managerial behavior and internal performance measures across 500 different stores in a retail organization. All three papers include substantial bibliographies. (MN)

The five commissioned papers in this anthology provided part of the research base for the national report, "National Excellence: A Case for Developing America's Talent." In the first paper, "The Performance of High Ability Students in the United States on National and International Tests," Carolyn Callahan describes discouraging national and international academic achievement data which indicate that America's top students continue to lag behind top students in other comparable nations. In the second paper, "Education of Gifted and Talented Students in China, Taiwan, and Japan," Harold W. Stevenson et al. report on studies of children's academic achievement in East Asia over the past 11 years and analyze those Asian nations' policies and practices for educating high-ability students. In the third paper, "State Policy Issues in the Education of Gifted and Talented Students," Patricia Bruce Mitchell examines current state policies, regulations, and legislation concerning education programs for gifted and talented students. She also discusses state policies which influence the nature and scope of gifted programming and considers implications of recent school restructuring efforts. James Gallagher, in "Current and Historical Thinking on Education for Gifted and Talented Students," describes how early cultures addressed or failed to address the needs of gifted children and contends that our society has traditionally had ambivalent feelings toward gifted children. He offers several definitions of giftedness and evaluates various educational methods with this population. In the final paper, "American Culture and the Gifted," Daniel P. Resnick and Madeline Goodman examine the role that the American culture and political beliefs have played in shaping the educational system. They suggest that forces outside the classroom (such as anti-intellectual attitudes) may account for more of the success or failure of programs for the gifted than previously thought. Each paper contains references. (DB)

Three presentations are provided from Symposium 14, Workforce Diversity, of the Academy of Human Resource Development (HRD) 2000 Conference Proceedings. "Cross-Organizational vs. Localized Participation: A Case Study on Workplace Diversity Dialogues Implementation" (Martin B. Kormanik, Daniel A. Krieger, Timothy E. Tilghman) compares dialogue from participants drawn from across the organization with others drawn from one organizational component. Discussion highlights strategies for implementation in the workplace, implications for practitioners, and suggestions for research. "Evaluation of Diversity Initiatives in Multinational Corporations" (Rose Mary Wentling) describes a study of eight multinational corporations and reports that, despite difficulty in determining the impact of diversity initiatives, corporations are making efforts to come up with measurements that can lead them to confirm the value that diversity initiatives have to the organization's profitability. "Change: The Japanese Workplace and the Aging Workforce" (Mary E. Repass, Letitia A. Combs) explores new trends that are occurring and have developed in the Japanese workplace; contributes to the understanding of changes occurring in the lives of the Japanese older worker; highlights the challenges and choices of future work for older adults in Japan; and generates research questions on the roles and workplace options for older adults. The papers contain reference sections. (YLB)

Papers from a 1993 International Conference on Language in Education include: "A Language Development Approach to Education" (M. A. K. Halliday); Text, Talk, and Inquiry: Schooling as a Semiotic Apprenticeship" (G. Wells); "Chinese Orthography and Reading" (O. J. L. Tzeng); "Task-Centred Assessment in Language Learning" (G. Brindley); "Task as a Unit of Teaching Analysis" (S. J. Hall); "Using a Functional Approach in Assessing Written Texts" (D. Nunan); "Steppe by Step: A Cultural Approach to Language Tasks" (C. Barron); "Coherence and Continuity in the Task-Centred Language Curriculum: Global Education as a Framework for Task-Based Language Teaching" (B. Bushell, B. Dyer); "From Task Description to Task Enactment: Teachers' Interpretation of Language Learning Tasks" (G. T. Sachs, S. Kong, A. Lo, T. Lee); "How Students Revise Propositions" (P. Falvey, S. Sengupta); "Writing from Sources: Does Source Material Help or Hinder Students' Performance?" (J. A. Lewkowicz); "Effects of Signalling on Reading Comprehension" (I. K. B. Lee); "The Variety and Effectiveness of Strategies Employed in Vocabulary Explanations in EFL Classes in Hong Kong" (A. L. On-lai); "English Extensive Reading in the Primary Curriculum" (V. Yu, E. Chu, S. Yuen-lan, R. Yau); "Investigating Lexis beyond the Most Frequent Words, Part 2" (N. Bird); "The Future Role of EFL Textbook Resources in Hong Kong" (B. Adamson, J. C. K. Lee); "Concordancing for School" (V. Pickard, K. Chan, J. Tibbetts); "What Makes Authentic Materials Different? The Case of English Language Materials for Educational Television" (A. McNeill); "Resources for the Independent EFL Learner in Japan" (S. M. Ryan); "Action Research Contributes More to Teaching Than Just Solving Discrete Problems in the Classroom" (A. Mueller); "Computer-Mediated Communication and Teacher Education: The Case of Telenex" (D. Coniam, S. Sengupta, A. B. M. Tsui, W. Kam-yin); "Vocabulary Learning Strategies of Good and Poor Chinese EFL Learners" (G. Yong-qi); "Chinese Readers' Metacognitive Awareness in Reading Chinese and English" (C. Chern); "The Impact of Illustrations and Cultural Schemata on Hong Kong Pupils' Reading Comprehension and Recall of Text" (T. Dolan); "Word Printed Frequency/Familiarity and Structure Complexity Effects on L1 and L2 Word Recognition Processes in Chinese" (Y. Sun); "A Word in Your Ear: To What Extent Does Hearing a New Word Help Learners To Remember It?" (M. Hill); "Pig in the Middle? Effects of Mediating Tasks on Cognitive Processing of Text" (D. M. Allison, V. Berry, J. Lewkowicz); "The Assessment of Spoken Language Under varying Interactional Conditions" (V. Berry); "The Grammatical Awareness and Knowledge of Hong Kong Teachers of English" (S. Andrews); "Some Characteristics of Native and Non-Native Speaker Teachers of English" (A. McNeill); and "Using Concurrent Verbal Reports as Teaching Tools in Language Teacher Education" (M. Falvey). (MSE)

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience or with school employment. This course, Education 5900 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 5010 Methods of Educational Research course, (b) a required learning assessment required during student teaching, or (c) a newly-designed project. The course is, also, taken by elementary and secondary teachers who are, already, licensed to teach. The action research projects, from spring semester 2016 (part 2), are presented. This Action Research Project includes: (1) Second Language Acquisition and Vocabulary Instruction in an ESOL Classroom: Which Model Works Best? (Bradley Balthrop); (2) Action Research Study of Classical Teaching Methods vs. Active Learning Methods in the Middle School Social Studies Classroom (Brian Bass); (3) A Case Study Documenting the Effects of Response to Intervention Practices on Mathematics Success in Elementary Education (Jessica Kane); and (4) The Different Approaches to Teaching English as a Second Language in Japan and the U.S. and How this Affects the Student's English Skills (Asami Nakano). (Individual papers contain references, figures, and appendices.) [For "Culminating Experience Action Research Projects, Volume 18, Part 1, Spring 2016," see ED573167.]

This booklet presents two activities that received awards in the First Contest of Internet Application to Educational Activities in Japan. The first paper describes CHaTNet (Children Homes and Teachers Network) at the Tamagawa Gakuen school, winner of the Prime Minister's Award. CHaTNet is a network of 4,500 participants, including parents, students in grades 4-12, and faculty members. It is developing into a community crossing departmental boundaries in providing information on everyday education activities and acting as a forum for the collection of information and the exchange of ideas. The second paper describes the development of the "Yago-kyu" (dragonfly larvae saving) Net Project at Keio Yochisha Elementary School, winner of the Minister for Education, Culture, Sports, Science and Technology Award. In this project, 38 schools and groups nationwide made an investigation of the aquatic insects living in school swimming pools, and the "Yago-kyu" Net Project World Wide Web page was opened as a site for these activities. This Web page presents a simple way to carry out an investigation and view the data, and it provides a place where the organizations can communicate with each other. (MES)

This book offers a collection of original papers showing how Higher education institutions have coped with changing the language of instruction. It points out that Higher education institutions have undergone radical change in the past decades; of which the shift to English-medium instruction, as well as bi- or plurilingual programmes, is one notable example. The papers comprise new research on teaching and learning through an additional language, and its impact on professional development for university teachers, programme and course development, as well as quality assurance. The articles span different international contexts, and provide education developers, university teachers, educational administrators, language experts, and others, with global perspectives on the professional practices of university teachers. Following an introduction, "ICLHE, Professional Practice, Disruption, and Quality," from the editors, contents include: (1) Professional development of international classroom lecturers (Karen M. Lauridsen); (2) Purposeful interaction and the professional development of content teachers: Observations of small-group teaching and learning in the international classroom (Kevin Haines); (3) Teachers' perceptions of need in EAP and ICLHE contexts (Maria Ellison, Maria Ellison, Marta Correia, and Fátima Vieira); (4) Teacher perceptions of teaching CLIL courses (Nina Niemelä and Heidi Jauni); (5) I feel traumatized: Teachers' beliefs on the roles of languages and learning in CLIL (Erwin Gierlinger); (6) Researching tertiary EMI and pronunciation. A case study from Vienna (Karin Richter); (7) Crossing borders: The challenges and benefits of a collaborative approach to course development involving content and language specialists in different countries (Linda Weinberg and Miriam Symon); (8) Cooperation and collaboration in undergraduate EMI: Adapting EAP to the emergence of blended academic norms and practices in a Japanese University (Howard Brown); (9) Partial English instruction in English-medium instruction (EMI) practice: Perspectives from lecturers in a University in Indonesia (Nurmala Elmin Simbolon); (10) Differences in content presentation and learning outcomes in English-medium instruction (EMI) vs. Italian-medium instruction (IMI) contexts (Francesca Costa and Cristina Mariotti); (11) Challenges and opportunities of training teachers for plurilingual education (Elena Romero Alfaro and Francisco Zayas Martínez); (12) Programme directors' attitudes towards EMI quality assurance: An exploratory study (Patrick Studer and Curtis Gautschi); and (13) Epilogue -- New perspectives on professional practice in the integration of content and language in higher education (ICLHE) (Yolanda Ruiz de Zarobe).

This book was written with the intention of presenting meaningful and interesting information about education in Japan in a way so that readers will obtain a more complete understanding of it. There are three characteristic ways the Japanese think about education: (1) there is an emotionally charged "penchant for education," which is not necessarily logically based; (2) the fundamental purpose of education is toward the cultivation of character or "kokoro"; and (3) there is a push toward "equality" in education in that all children can and should develop in the same manner. The teaching of knowledge and skills is referred to as "training" and is given a status lower than that given to character development. The history of education in Japan is presented to provide context for the maintenance of these values and their selective evolution that helped the country recover from World War II and eventually become an economic superpower. The various values and facets of education in Japan present both strengths and hindrances to modernization in ways that can be difficult for somebody outside the country's culture to understand. It is hoped that this book will shed light on these traits, values, strengths, and problems that make Japanese education distinctively unique. (RT)

This collection of papers includes the following: "Second Language Acquisition Research in Japan: Theoretical Issues" (Peter Robinson, Mark Sawyer, and Steven Ross); (2) "Focus on Form: Implicit and Explicit Form Focused Instruction Incorporated into a Communicative Task" (Hitoshi Muranoi); (3) "A Task that Works for Negotiation of Meaning" (Terefumi Fubata); (4) "Noticing Output and its Effects on Learner Production" (David Aline); (5) "Implicit and Explicit Instruction of L2 Complex Request Forms" (Satomi Takahashi); (6) "Literacy as an Anchor for the Spoken Language: Evidence from Adult Attriters of L2 Japanese" (Lyne Hansen and Jesse Newbold); (7) "Relationships among Attitudes, Motivation, Anxiety and English Language Proficiency in Japanese College Students" (Amy Yamashiro and John McLaughlin); (8) "Investigating the Role of Aptitude in an EFL Course in Japan" (James Sick and Kay Irie); (9) "The Role of the Language Teacher: Cross Cultural Perspectives" (Stephen M. Ryan and Veronica Makarova); and (10) "Japanese Secondary Students Attaining Oral Proficiency: Interviews with More and Less Proficient Individuals" (Jacqueline Beebe). (Papers contain references.) (SM)

This document consists of 12 papers that, together, summarize the key issues underpinning future research and policy development related to intergenerational programs (IPs). "Introduction" (Alan Hatton-Yeo) discusses the project out of which the papers developed. "A General Assessment of IP Initiatives in the Countries Involved" (Ann-Kristin Bostrum, Alan Hatton-Yeo, Toshio Oshako, Yukiko Sawano) considers the historical and cultural roots of IPs, the role of IPs as instruments for solving priority social problems in given countries, the status of IPs, the training of IP professionals, and future needs and assessment of IPs. "Public Policy and Research Recommendations: An International Perspective" (Alan Hatton-Yeo, Jumbo Klerq, Toshio Oshako, Sally Newman) presents general recommendations, recommendations concerning four specific impact areas of IPs in public policy (economy and employment, society, lifelong learning, health), and recommendations concerning IP development and implementation strategies. The remaining papers, which focus on the past, present, and future of IPs in specific countries, are as follows: "China" (Sun Maintao); "Cuba" (Raul Hernandez Castellon); "Germany" (Ludger Veelken); "Japan" (Yukiko Sawano); "The Netherlands" (Jumbo Klerq); "Palestine" (Nora Kort); "South Africa" (Cathy Gush); "Sweden" (Ann-Kristin Bostrum); "The United Kingdom" (Alan Hatton-Yeo); and "The United States" (Sally Newman). The bibliography contains 47 references. (MN)

The fundamental theme of these papers is what constitutes the common good and the issues and problems related to the understanding of that common good. Several anthropologists and a political scientist explore this theme in various geographic settings and from many theoretical and methodological perspectives. Among the countries and cultures represented in the compendium are Nigeria, Ghana, Japan, Singapore, Latin America, Chinatown USA, the Circumpolar North, and Canada. Papers include "Planning Nigeria's New Capital City: Implementation and the Public Good" (Ronald Cohen and John Paden); "Chieftaincy and Constitutionalism in Ghana: The Case of the Third Republic" (Maxwell Owusu); "The Reduction of Rates of Violent Crime: Japan since World War II" (Robert J. Smith); "Planners, Householders and Fertility Reduction" (Robert S. Merrill); "Conflict in Chinatown: Changing Images and Institutions" (Serena Nanda); "Research, Policy and Ideas in Good Currency: The Squatter Settlement Phenomenon" (Lisa R. Peattie); "Internal Colonialism or Self-Sufficiency? Problems and Prospects in the Circumpolar North" (John Dryzek and Oran R. Young); and "Formulating the Common Interest: The Role of Structures in Cree Development" (Richard F. Salisbury). (RM)

This volume is a collection of selected refereed papers presented at the Association of Teachers of Japanese Annual Spring Conference held at the University of Hawai'i at Manoa in March of 2011. It not only covers several important topics on teaching and learning spoken and written Japanese and culture in and beyond classroom settings, but also includes research investigating certain linguistic items from new perspectives. Following a preface, chapters include: (1) Development of Narrative Writing Ability and Language Proficiency in Young JHL Learners in a Japanese Immersion Program (Masako O. Douglas, Kiyomi Chinen, and Hiroko C. Kataoka) [written in Japanese]; (2) Using N Desu in Small Talk: JFL Learners' Pragmatic Development (Tomoko Iwai); (3) Effects of Dynamic Written Corrective Feedback on JFL Students' Homework (Yuka Akiyama and Mayumi Fleshler); (4) Theories and Practices of Content-Based Language Instruction: Toward "Critical" Japanese Language Education (Shinji Sato, Atsushi Hasegawa, Yuri Kumagai, and Uichi Kamiyoshi) [written in Japanese]; (5) Social Network Development during Study Abroad in Japan (Spencer A. Ring, Daniel Gardner, and Dan P. Dewey); (6) Grammar and Interactional Discourse: Marking Non-topical Subject in Japanese Conversation (Michiko Kaneyasu); (7) A Study of the No-Clause Construction in Japanese: Internally Headed Relative Clauses and Beyond (Xiaoman Miao) [written in Japanese]; and (8) Transmissive Feminism: The Evolutive Mind as Displayed in the Overseas Letters of Yamada Kakichi to Yamada Waka (Rika Saito).

Representing a refereed selection of papers from the 1994 JALT Kansai Conference, this collection of 25 papers contains formal presentations, teaching experiences, research projects, and ideas for effective teaching. The papers and their authors are, as follows: (1) "Culturally Influenced Communication Patterns: Overview, Implications and Applications" (Carol Rinnert); (2) "Giving Cultural Concepts Depth and Validity" (Barbara Fujiwara); (3) "The Problem of Japanology" (Hitoshi Mabuchi); (4) "'I Didn't Know I Knew That'!: Collaborative Invention for Learners and Written Communication" (Jack Kimball); (5) "Internationalisation--As If It Mattered" (John Dougill); (6) "Investigating the English Competence of Students Returned from Overseas" (Yuzo Kimura); (7) "The Communication Competence of the Japanese Observed by American Students Staying in Japan" (Masao Nakabayashi and Motoko Nagao); (8) "Conversational Analysis: Connectives in Simplified Speech" (Masatoshi Tabuki and Hiroshi Shimatani); (9) "Cross-Cultural Training in the Classroom" (Maidy Giber Kiji and Yasuharu Kiji); (10) "Role Expectations of Japanese EFL Students" (John Rockelman); (11) "How Can Learning Strategies Instruction Improve Oral Communication Skills of Japanese Students?" (Jill Robbins); (12) "Balancing Responsibility and Spontaneity in the Teaching of Language" (Joan Headrick Miller); (13) "New Attitudes among Japanese Learners of English" (Yoshiyuki Nakata); (14) "Rock and Roleplay" (John Dougill); (15) "Organizing a CAI Contest" (Kenji Kitao); (16) "Culture and Language through TV Commercials" (Michael Furmanovsky); (17) "Using Music to Enhance Listening and Speaking ESL Learning Activities" (Bret Spencer); (18) "Analyzing Students' Reading Miscues: A Case Study Using First Language Grammar and Cultural Background to Understand a Student's Miscues" (Kelly E. Quinn); (19) "Cultural Aspects of 'Oral Communication A' Textbooks" (Kiyotada Fujita); (20) "Accessible Pronunciation" (Mayumi Hamada and Lee Vogt); (21) "Communicative Competence: The Case of Functions" (S. Kathleen Kitao); (22) "Making the Most of Prescribed Texts" (Scott H. Rule); (23) "Innocents Abroad: Training Japanese for Travel" (Eugene Trabich); (24) "Self-Directed Learning: The Learning Process of the Future" (Johann Junge and Damien Andrews); and (25) "Teaching the English Newspaper Effectively" (Kenji Kitao). (NKA)

Papers from an international conference on language teaching/learning are presented by topic and grouped under seven sections. An introductory section contains two papers on cultural diversity and world English. The second section, on teacher development, contains papers on these topics: teacher development and socialization; teachers' responses to questions about instruction; characteristics of a good language lesson; teaching students to understand instruction; students' reasons for poor English skills; cross-cultural aspects of the teacher's role; and an instructional materials development workshop. The third section, on classroom techniques and issues, addresses these topics: postsecondary level cooperative learning in Japan; shared inquiry for fostering critical thinking in English-as-a-Second-Language (ESL) instruction; story grammar as a reading and discussion strategy; use of Japanese literature in reading instruction; multimedia second language reading instruction; vocabulary building; Japanese particle usage; beginning writing instruction; discipline-based technical writing; peer writing evaluation; oral communication instruction; dance as an instructional technique; test revision; and continuous assessment using computer-assisted instruction. In section 4, papers on use of technology in the classroom address: use of the Internet; on-line newspapers and magazines; computerized test and materials development; designing materials t accompany videos; and content video in ESL instruction. Papers on cultural issues in section 5 include these topics: multiculturalism in the classroom; comparing cultures through critical thinking; authority and individualism in Japan and the United States; a study trip to France; setting the stage in kindergarten; comparative social studies; folklore in ESL instruction; Model United Nations; global issues; geography instruction; gender issues; and English variation. The final section contains five papers on the Linguapax Program of the United Nations Educational, Scientific, and Cultural Organization (UNESCO). Papers are primarily in English, with some Japanese and French included. (MSE)

This collection of articles on gender issues in second language education includes the following: "Colleagues Writing Together: The Evolution of an Edited Publication" (Christine Pearson Casanave, Amy D. Yamashiro); "Reflections on a Critical Approach to Language Teaching" (Alan J. McCornick); "Forging Alliances: Grassroots Feminist Language Education in the Tokyo Area" (Cheiron McMahill, Kate Reekie); "Transforming Teaching: Strategies for Engaging Female Learners" (Kumiko Fujimura-Fanselow); "A Socratic Approach to Fostering Gender-Balanced Discussions" (Jerome Young); "Teaching about Social Inequality and Gender in the Language Classroom" (Thomas Hardy); "The Portrayal of Males in Realistic Juvenile Fiction" (Mark Valens); "The 'Parfait Effect': Implications of a Tracking System on Perceptions of Male Adolescent Language Learners" (Yamashiro); "Sexist Language and Teaching English as a Foreign Language" (Jacqueline D. Beebe); Blind to Our Own Language Use? Raising Linguistic and Sociolinguistic Awareness of Future JSL Teachers" (Yoko Tsuruta); and "The Paper Lunch: A Trialogue on Language, Gender, and Lunch" (David Freedman, Yoshiko Takahashi, Hisun Rim). All papers are in English; abstracts are in English and Japanese. (MSE)

This report contains a collection of articles that document the evolution of English for Science and Technology (EST) instruction and research--one of the earliest and most active branches of English for Specific Purposes (ESP). Articles included are: (1) "WWW-Based Instruction for EST" (Roy Bowers); (2) "English for Medical Purposes in Mexico: A Bulletin for EMP Practitioners" (Robert M. Chandler-Burns); (3) "Affective Barriers, Schema Theory, and Teaching in a Foreign Language" (Kiel Christianson); (4) "Using Journal Articles to Teach Research Writing" (Garry Dyck); (5) "English Language Development in a University Foundational Programme for Science Students" (Margaret Inglis); (6) "English and Technology as Customers" (Mary Ann Julian); (7) "English Enhancement for Engineering Students: Professional and Technical Communication (Protech)" (Elizabeth Ann Mueller); (8) "Can Multimedia Be Effective in EST?" (Brian Shilhavy); (9) "HUT Email Writing Project: An Ongoing Experiment" (Ruth Vilmi); and (10) "The English for Science Programme at the University of Hong Kong" (Andrew Wright). An international directory of EST programs (preliminary list of 22 programs in 13 nations) and services is appended. (NAV)

This monograph presents 14 brief papers on special education in other countries or comparisons between countries. Papers have the following titles and authors: "Legal Foundations of Special Education: A Comparison of the United States Public Law 94-142 and the China Compulsory Education Law" (Hong Bo Wang et al.); "International Networks in Staff Development" (Tony Best); "Poverty and Handicap in the Republic of Yemen" (Azza Qirbi); "Hong Kong in 1997: Through Train or All Change?" (Nick Crawford); "Special Education Down Under" (David R. Mitchell); "Development of Special Education in the Republic of Korea" (Seung-Kook Kim); "Attitudes of High School and College Students toward Persons with Disabilities in the Republic of Korea" (Yong G. Hwang and Carmen Iannaccone); "Interviews with Mothers of Severely Handicapped Children: School Leavers in Japan" (Louise Fulton and Virginia Dixon); "Video Training Packages for Parent Education" (Roy McConkey); "Development of Special Education in Ghana" (Selete Kofi Avoke and Mawutor Kudzo Avoke); "Special Education in Japan" (Shigeru Narita); "Special Needs Education in Zambia" (Darlington Kalabula); "Inclusion and Integration in Europe: A Human Rights Issue" (Christine O'Hanlon); and "Towards the Comparative Study of Special Education" (Lesley Barcham and Graham Upton). Papers contain references. (DB)

This monograph presents nine author-contributed papers which look at issues of aging and mental retardation from the perspectives of nine nations: Australia (by Trevor R. Parmenter), Great Britain (by Steve Moss), Canada (by Gerrit Groeneweg), Germany (by Gottfried Adam), Hong Kong (by John W. L. Tse), Indonesia (by D. Lianta), Japan (by Takeo Kanetsuki), the Netherlands (by Meindert J. Haveman and Marian A. Maaskant), and Singapore (by M. K. Wong). A concluding paper by the editor notes three predominating philosophies of service welfare: the Asian model (with its emphasis on family care through the extended family); the Western European model (with institutional care a major component); and the North American/United Kingdom model (characterized by a strong philosophy of normalization and deinstitutionalization). Other conclusions suggest that most countries have adopted a largely voluntary sector organization supported from government finance and that all these countries recognize the urgency of developing policies and services for the increasing numbers of older persons with developmental disabilities. An American perspective on the issues is provided in commentaries by seven American authors. Most papers include references. (DB)

The papers which make up this volume were for the most part presented at a program of seminars given in Oxford, England, in the autumn of 1990. The seminars represented the first activity of the new Centre for Comparative Studies in Education installed at the Department of Educational Studies of the University of Oxford in January 1990. The Centre's principal objective is to collect and analyze data on education in other countries in order to make comparisons with the United Kingdom that might inform policy discussions. The present collection seeks to make a contribution to two important questions in the study of comparative education: What lessons can be learned from cross-national studies of issues in education? and What problems of comparative method do such studies have to address? The nine papers in the collection include: "Introduction" (David Phillips); "An International Comparison of Access to Higher Education" (A. H. Halsey); "Schools of Education and Teacher Education" (Harry Judge); "Education Training and Economic Performance in Comparative Perspective" (David Finegold); "French Lessons: Comparative Perspectives on What It Means to be a Teacher" (Patricia Broadfoot; Marilyn Osborn); "Apprentice Training in Germany: The Experiences of the 1980s" (Bernard Casey); "Alternative Funding of Education Systems: Some Lessons from Third World Experiments" (Keith Watson); "Unlearnt European Lessons: Why Austria Abandoned the Comprehensive School Experiments and Restored the 'Gymnasium'" (Karl Heinz Gruber); and "Japan--Pupil Turned Teacher?" (Roger Goodman). (DB)

This volume contains 19 papers that were presented at a conference addressing critical issues related to employment options for older persons. They are arranged in four sections that cover early retirement policies and their implications; older workers of Asia and the Pacific; the impact of technological change on the employment prospects of older persons; and the reorganization of work, leisure, and education over the life cycle. The papers are: "Work, Aging and the Life Cycle" (Xavier Gaullier); "Early Exit and the Employment of Older Workers in the 1990s in the United Kingdom" (Frank Laczko); "Early Retirement Policies and Practices in the United States" (Denise F. Loftus); "Early Retirement and the Middle-Aged" (Malcolm H. Morrison); "Ageism in the British Labor Market" (Alan Walker); "Older Workers in Asia and the Pacific" (John McCallum); "Work, Retirement and Income Security" (Lita J. Domingo); "Older Workers in a Developing Economy" (Nii-K Plange); "Older Japanese Workers" (Michiko Naoi); "The Impact of Technological Change on Employment Prospects for Older Persons" (Harvey L. Sterns); "New Technologies and the Aging of the Labor Force" (Marie-Noel Beauchesne-Florival); "The Impact of Technological Change on Employment for Older Persons from a West German Perspective" (Gerald A. Straka); "Older Workers and Technology" (Robert A. Harootyan); "Implications of Technological Advances for Canadian Workers" (Neil Charness); "The Reorganization of Work, Leisure and Education over the Life Cycle" (Jack Habib, Charlotte Nusberg); "Flexibility and Free Choice in Working Life" (Gosta Rehn); "Does Flexible Life Scheduling Have a Future?" (Fred Best); "Emerging Changes in the Structure of the Employment Relationship and Their Projected Effects on the Distinction between Work and Retirement" (Dan Jacobson); and "Leisure and the Structure of Our Life Worlds" (Jon Hendricks, Stephen J. Cutler). (KC)