Search results for "languages"

On bijections vs. unary functions

1996

A set of finite structures is in Binary NP if it can be characterized by existential second order formulas in which second order quantification is over relations of arity 2. In [DLS95] subclasses of Binary NP were considered, in which the second order quantifiers range only over certain classes of relations. It was shown that many of these subclasses coincide and that all of them can be ordered in a three-level linear hierarchy, the levels of which are represented by bijections, successor relations and unary functions respectively.

Tally languages accepted by alternating multitape finite automata

1997

We consider k-tape 1-way alternating finite automata (k-tape lafa). We say that an alternating automaton accepts a language L\(\subseteq\)(Σ*)k with f(n)-bounded maximal (respectively, minimal) leaf-size if arbitrary (respectively, at least one) accepting tree for any (w1, w2,..., wk) ∈ L has no more than $$f\mathop {(\max }\limits_{1 \leqslant i \leqslant k} \left| {w_i } \right|)$$ leaves. The main results of the paper are the following. If k-tape lafa accepts language L over one-letter alphabet with o(log n)-bounded maximal leaf-size or o(log log n)-bounded minimal leaf-size then the language L is semilinear. Moreover, if a language L is accepted with o(log log(n))-bounded minimal (respe…

Assessing interactional skills in a paired speaking test : raters’ interpretation of the construct

2019

The operationalization of interactional competence (IC) within the paired speaking test format allows for a range of interactional skills to be tested. However, in terms of assessment, challenges are posed with regard to the co-constructed nature of IC, making investigations into raters’ perceptions of the construct essential to inform test score interpretation. This qualitative study explores features of IC that raters attended to as they evaluated performances in a paired speaking test, part of a Swedish national test of English as a Foreign Language (EFL). Two groups of raters, 17 EFL teachers from Sweden, using national standards based on the Common European Framework of Reference for L…

The National Bilingual Programme in Colombia: Imposition or Opportunity?

2011

The National Bilingual Programme, created by the Colombian Ministry of Education in 2004, offers all students in the county the possibility of becoming bilingual in English and Spanish as part of a vision of increased productivity in a globalised world. However, the language and education policies promoted within this framework tend to foreground the development of English at the expense of bilingual competence in Spanish and English. This bilingual policy has been strongly criticised by several Colombian academics with regard to what they consider as the imposition in the Colombian context of the Common European Framework of Reference for Languages, the disregard of local knowledge and exp…

Communication design for culture. Languages to allow a dialogue between assets, territories and users / Il design della comunicazione per la cultura.…

2011

Il tema della comunicazione della cultura è di estrema attualità e importanza, ma anche in continua trasformazione come si evince in particolar modo da tre fattori rilevanti, che riguardano direttamente gli attori principali: una progressiva apertura degli enti e delle istituzioni culturali verso il sistema dei fruitori; una continua riorganizzazione della struttura dei patrimoni secondo criteri consolidati ma anche possibili contaminazioni; una crescente domanda di cultura da parte dei fruitori stessi, abbinata a una loro maggiore disponibilità in termini di tempo, di spostamenti, di istanze. Il design della comunicazione visiva e i suoi strumenti progettuali (che si estendono dai sistemi …

XPL the Extensible Presentation Language

2009

The last decade has witnessed a growing interest in the development of web interfaces enabling both multiple ways to access contents and, at the same time, fruition by multiple modalities of interaction (point-and-click, contents reading, voice commands, gestures, etc.). In this paper we describe a framework aimed at streamlining the design process of multi-channel, multimodal interfaces enabling full reuse of software components. This framework is called the eXtensible Presentation architecture and Language (XPL), a presentation language based on design pattern paradigm that keeps separated the presentation layer from the underlying programming logic. The language supplies a methodology to…

From Erasure to Recognition (and Back Again?)

2015

Effective Teacher Training: Teacher Lectures in Comparison with Student Power Point Presentations

2013

National (dispositions of the Ministry of Education in Poland 2004, 2006) and international (Common European Framework of Reference for Languages 2001) documents provide many guidelines and suggestions about the competencies that foreign language teachers of today should develop to meet the desired standards and obtain the necessary qualifications. These qualifications comprise knowledge and a wide range of skills. The focus of this chapter is on knowledge since it is the foundation for the development of teaching skills and of a reflective approach to one’s teaching practices. In Polish tertiary education institutions the so-called “theoretical knowledge” has been imparted by means of lect…

Intercultural communicative competence in the context of the European higher education area

2009

Abstract In this paper, we analyse the close relationship between the European higher education area (EHEA), the common European framework of reference for languages and intercultural communicative competence (ICC) and show how the implementation of ICC in foreign language teaching can become an essential tool to acquire the full achievement of the EHEA. En este articulo analizamos la estrecha relacion entre el Espacio Europeo de Educacion Superior, el Marco Europeo de las Lenguas y la competencia comunicativa intercultural y mostrar como la implementacion de la CCI en la ensenanza de una lengua extranjera puede convertirse en una herramienta esencial para conseguir los objetivos del EEES.

CLIL and Literary Education: Teaching Foreign Languages and Literature from an Intercultural Perspective—The Results of a Case Study

2020

This article intends to explore the relationship between CLIL and literary education by considering the results of a case study involving the teaching of foreign literatures from an intercultural perspective in Italian secondary schools. In the first part we introduce a model of literary and intercultural communicative competence and in the second part we present a case study implemented in three secondary schools in Northern Italy. A qualitative research design was implemented and data were collected through interviews with teachers and questionnaires answered by students. The results revealed that while teachers focus on the intercultural dimension of literature only in terms of the expan…