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The 'Language Muse'? System: Linguistically Focused Instructional Authoring. Research Report. ETS RR-12-21

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Title: The 'Language Muse'? System: Linguistically Focused Instructional Authoring. Research Report. ETS RR-12-21
Language: English
Authors: Burstein, Jill, Shore, Jane, Sabatini, John, Moulder, Brad, Holtzman, Steven, Pedersen, T
Source: ETS Research Report Series. Oct 2012.
Availability: Educational Testing Service. Rosedale Road, MS19-R Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; e-mail: RDweb@ets.org; Web site: https://www.ets.org/research/policy_research_reports/ets
Peer Reviewed: Y
Page Count: 45
Publication Date: 2012
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A100105
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Middle Schools
Secondary Education
Junior High Schools
High Schools
Higher Education
Postsecondary Education
Descriptors: English Language Learners, Scaffolding (Teaching Technique), Educational Technology, Computer Oriented Programs, Feedback (Response), Natural Language Processing, Linguistics, Faculty Development, Pilot Projects, Lesson Plans, Elementary School Teachers, Middle School Teachers, Secondary School Teachers, High Schools, Preservice Teachers, Program Effectiveness
ISSN: 2330-8516
Abstract: In the United States, English learners (EL) often do not have the academic language proficiency, literacy skills, cultural background, and content knowledge necessary to succeed in kindergarten through 12th grade classrooms. This leads to large achievement gaps. Also, classroom texts are often riddled with linguistically unfamiliar elements, including: unfamiliar vocabulary, idioms, complex phrases or sentences, morphologically complex words, and unfamiliar discourse relations. Lack of familiarity with linguistic elements may result in gaps in a learner's comprehension of key content. It is "not" feasible for teachers to develop additional curriculum for the needs of all ELs in a classroom (who often come from culturally and linguistically diverse backgrounds.) However, it "is" feasible for teachers to develop instructional scaffolding (support) that helps ELs and can be used with all students. To develop effective scaffolding, teachers need to be able to reliably identify linguistic features in texts that could interfere with content comprehension. "Language Muse"? is a web-based application designed to support teachers in the identification of linguistic features in texts and in the development of linguistically focused instructional scaffolding. With regard to system itself, we will discuss (a) the system's motivation, (b) the system's linguistic feedback and instructional authoring components, which are driven by natural language processing, and (c) the system's infrastructure for capturing teachers' system use. In addition, we will also discuss preliminary pilot study findings with three teacher professional development programs. These findings suggest that exposure to Language Muse's linguistic feedback can support teachers in the development of lesson plan scaffolds designed to address language learning needs.
Abstractor: As Provided
Number of References: 45
IES Funded: Yes
Entry Date: 2016
Accession Number: EJ1109943
Database: ERIC
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  Data: The 'Language Muse'? System: Linguistically Focused Instructional Authoring. Research Report. ETS RR-12-21
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  Data: Educational Testing Service. Rosedale Road, MS19-R Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; e-mail: RDweb@ets.org; Web site: https://www.ets.org/research/policy_research_reports/ets
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  Data: In the United States, English learners (EL) often do not have the academic language proficiency, literacy skills, cultural background, and content knowledge necessary to succeed in kindergarten through 12th grade classrooms. This leads to large achievement gaps. Also, classroom texts are often riddled with linguistically unfamiliar elements, including: unfamiliar vocabulary, idioms, complex phrases or sentences, morphologically complex words, and unfamiliar discourse relations. Lack of familiarity with linguistic elements may result in gaps in a learner's comprehension of key content. It is "not" feasible for teachers to develop additional curriculum for the needs of all ELs in a classroom (who often come from culturally and linguistically diverse backgrounds.) However, it "is" feasible for teachers to develop instructional scaffolding (support) that helps ELs and can be used with all students. To develop effective scaffolding, teachers need to be able to reliably identify linguistic features in texts that could interfere with content comprehension. "Language Muse"? is a web-based application designed to support teachers in the identification of linguistic features in texts and in the development of linguistically focused instructional scaffolding. With regard to system itself, we will discuss (a) the system's motivation, (b) the system's linguistic feedback and instructional authoring components, which are driven by natural language processing, and (c) the system's infrastructure for capturing teachers' system use. In addition, we will also discuss preliminary pilot study findings with three teacher professional development programs. These findings suggest that exposure to Language Muse's linguistic feedback can support teachers in the development of lesson plan scaffolds designed to address language learning needs.
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      – Text: English
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        PageCount: 45
    Subjects:
      – SubjectFull: English Language Learners
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
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      – SubjectFull: Computer Oriented Programs
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      – SubjectFull: Faculty Development
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      – SubjectFull: Pilot Projects
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      – SubjectFull: Elementary School Teachers
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