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The Monolingual Problem of Computer-Assisted Language Learning
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Buendgens-Kosten, Judith – ReCALL, 2020
This paper sets out to discuss the monolingual problem within computer-assisted language learning (CALL) research and CALL product development, namely a lack of knowledge about how CALL products and projects can support learners in using all their linguistic resources to achieve language-learning- and language-using-related goals, and a lack of…
Descriptors: Monolingualism, Computer Assisted Instruction, Second Language Instruction, Second Language Learning
Bilingual Vocabulary Support for Dual Language Learners: A Systematic Review. EBP Briefs. Volume 12, Issue 6
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Licandro, Ulla – EBP Briefs (Evidence-based Practice Briefs), 2018
Clinical Question: Would a dual language learning (DLL) child age 2+ years with delayed or impaired vocabulary development (P) show gains in both languages when supplementing intervention in his or her second language (L2) with an indirect speech-language pathologist-supervised or prompted first language (L1) intervention (I) in comparison to no…
Descriptors: Vocabulary Development, Second Language Instruction, Second Language Learning, Intervention
Using Audio Prompting to Assist Monolingual Speech-Language Pathologists to Teach English-Spanish Vocabulary to English Learners
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Rivera Pérez, Jean F.; Creaghead, Nancy A.; Washington, Karla; Guo, Ying; Raisor-Becker, Lesley; Combs, Sandra – Communication Disorders Quarterly, 2019
This research investigates the effectiveness of using a child's first language (L1), specifically Spanish, with Audio Prompting (AP) delivered via a tablet computer by monolingual English-speaking clinicians to enhance vocabulary growth in the L1 and second language (L2) of children who are English Learners (ELs). Outcomes of vocabulary…
Descriptors: Computer Assisted Instruction, Speech Language Pathology, English Language Learners, English (Second Language)
Learning Vocabulary via Computer-Assisted Scaffolding for Text Processing
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Li, Jia – Computer Assisted Language Learning, 2010
A substantial amount of literature regarding first language (L1) acquisition has shown that reading for meaning significantly contributes to vocabulary expansion and strongly relates to overall academic success. Research in the English as a Second Language (ESL) context, however, has presented mixed results, in particular for recent immigrant…
Descriptors: Academic Discourse, Computer Assisted Instruction, Word Recognition, Monolingualism
L1-Spanish Speakers' Acquisition of the English /i/-/I/ Contrast II: Perception of Vowel Inherent Spectral Change
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Morrison, Geoffrey Stewart – Language and Speech, 2009
L1-Spanish learners of English have been reported to distinguish English /i/ and /I/ on the basis of duration cues, whereas L1-English listeners primarily use spectral cues. Morrison (2008a) hypothesized that duration-based perception is a secondary developmental stage that emerges from an initial stage of multidimensional-category-goodness…
Descriptors: Cues, Vowels, Developmental Stages, English (Second Language)
The EUROCALL Review, Number 18
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Gimeno, Ana, Ed. – European Association for Computer-Assisted Language Learning (EUROCALL), 2011
"The EUROCALL Review" is published online biannually by the European Association for Computer-Assisted Language Learning (EUROCALL). This issue offers regular sections on: (1) up-to-date information on Special Interest Groups; (2) reports on on-going CALL or CALL-related R&D projects in which EUROCALL members participate; (3) reports…
Descriptors: Educational Technology, Information Technology, Foreign Countries, Interference (Language)