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Assessment of Multilanguage e-Learning Materials from the Cross-Lingual Viewpoint
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, Graduate School of Tokyo University of Foreign Studies, Japan ; , Tokyo University of Foreign Studies, Japan

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The authors have developed web-based multilingual teaching materials for the following 17 languages: Arabic, Cambodian, Chinese, English, French, German, Indonesian, Japanese, Korean, Laotian, Mongolian, Pilipino, Portuguese, Russian, Spanish, Turkish and Vietnamese. The materials follow a cross-lingual syllabus and a notional / functional syllabus. We have assessed the syllabuses from the survey on language instructors, focusing on the cross-lingual aspects. The results reflect the differences in necessities of functions / notions according to regional groupings of the target languages. We can say that educational conditions of learners and instructors of each group influence the preference. Conditions include the situation of secondary education in Japan in which foreign language education focuses mainly on English, and whether or not the instruction of the writing systems of the target languages is time-consuming. The results and analysis can be applied to the materials as an augmentation of the functions / notions and as an addition to teaching materials of a writing system.

Citation

Yuki, K. & Lin, C. (2005). Assessment of Multilanguage e-Learning Materials from the Cross-Lingual Viewpoint. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 3002-3007). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 23, 2019 from .

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