Live programming is a style of development characterized by incremental change and immediate feedback. Instead of long edit-compile cycles, developers modify a running program by changing its source code, receiving immediate feedback as it instantly adapts in response. In this paper, we propose an approach to bridge the gap between running programs and textual domain-specific languages (DSLs). The first step of our approach consists of applying a novel model differencing algorithm, tmdiff, to the textual DSL code. By leveraging ordinary text differencing and origin tracking, tmdiff produces deltas defined in terms of the metamodel of a language. In the second step of our approach, the model deltas are applied at run time to update a running system, without having to restart it. Since the model deltas are derived from the static source code of the program, they are unaware of any run-time state maintained during model execution. We therefore propose a generic, dynamic patch architecture, rmpatch, which can be customized to cater for domain-specific state migration. We illustrate rmpatch in a case study of a live programming environment for a simple DSL implemented in Rascal for simultaneously defining and executing state machines.
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Using language adequately within technology tasks is part of technological literacy. However, this can be challenging for students, and a teacher may need to help students to master aspects of domain specific language that matter for the task at hand. In this study, a curricular design was developed through a series of trials, with the aim to arrive at general principles for a pedagogy that helps students to write about an engineering (electronics) design. The curricular design was theoretically anchored in ‘genre pedagogy’. The interventions were carried out by one experienced teacher in one course, during three consecutive cycles of trialling and improving the curricular design. The resulting design principles for teaching to write about (engineering) design are concerned with: a relevant, complete and feasible focus on language; scaffolding the writing process; procedures for teacher support. For each of these, specifications are described.
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Background: Collaboration between Speech and Language Therapists (SLTs) and parents is considered best practice for children with developmental disorders. However, such collaborative approach is not yet implemented in therapy for children with developmental language disorders (DLD) in the Netherlands. Improving Dutch SLTs’ collaboration with parents requires insight in factors that influence the way SLTs work with parents. Aims: To explore the specific beliefs of Dutch SLTs that influence how they collaborate with parents of children with DLD. Methods and procedures: We conducted three online focus groups with 17 SLTs using a reflection tool and fictional examples of parents to prompt their thoughts, feelings and actions on specific scenarios. Data were organised using the Theoretical Domains Framework (TDF). Outcomes and results: We identified 34 specific beliefs across nine TDF domains on how SLTs collaborate with parents of children with DLD. The results indicate that SLTs hold beliefs on how to support SLTs in collaborating with parents but also conflicting specific beliefs regarding collaborative work with parents. The latter relate to SLTs’ perspectives on their professional role and identity, their approach towards parents, and their confidence and competence in working collaboratively with parents.
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Computational thinking (CT) skills are crucial for every modern profession in which large amounts of data are processed. In K-12 curricula, CT skills are often taught in separate programming courses. However, without specific instructions, CT skills are not automatically transferred to other domains in the curriculum when they are developed while learning to program in a separate programming course. In modern professions, CT is often applied in the context of a specific domain. Therefore, learning CT skills in other domains, as opposed to computer science, could be of great value. CT and domain-specific subjects can be combined in different ways. In the CT literature, a distinction can be made among CT applications that substitute, augment, modify or redefine the original subject. On the substitute level, CT replaces exercises but CT is not necessary for reaching the learning outcomes. On the redefining level, CT changes the questions that can be posed within the subject, and learning objectives and assessment are integrated. In this short paper, we present examples of how CT and history, mathematics, biology and language subjects can be combined at all four levels. These examples and the framework on which they are based provide a guideline for design-based research on CT and subject integration.
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Purpose: Most speech-language pathologists (SLPs) working with children with developmental language disorder (DLD) do not perform language sample analysis (LSA) on a regular basis, although they do regard LSA as highly informative for goal setting and evaluating grammatical therapy. The primary aim of this study was to identify facilitators, barriers, and needs related to performing LSA by Dutch SLPs working with children with DLD. The secondary aim was to investigate whether a training would change the actual performance of LSA. Method: A focus group with 11 SLPs working in Dutch speech-language pathology practices was conducted. Barriers, facilitators, and needs were identified using thematic analysis and categorized using the theoretical domain framework. To address the barriers, a training was developed using software program CLAN. Changes in barriers and use of LSA were evaluated with a survey sent to participants before, directly after, and 3 months posttraining. Results: The barriers reported in the focus group were SLPs’ lack of knowledge and skills, time investment, negative beliefs about their capabilities, differences in beliefs about their professional role, and no reimbursement from health insurance companies. Posttraining survey results revealed that LSA was not performed more often in daily practice. Using CLAN was not the solution according to participating SLPs. Time investment remained a huge barrier. Conclusions: A training in performing LSA did not resolve the time investment barrier experienced by SLPs. User-friendly software, developed in codesign with SLPs might provide a solution. For the short-term, shorter samples, preferably from narrative tasks, should be considered.
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Full text met HU account Although people all over the world learn sign languages as a second language (SL2), there is scant literature on sign language acquisition processes to guide professionals in the field. This study focuses on one of the modality-specific phenomena that SL2 learners with a spoken language background encounter that do not exist in their native language (L1): the use of space for grammatical reasons. We analyzed the sign language production data of two learners of Sign Language of the Netherlands (NGT) who we followed for four years. Data comprise interviews that were coded for use of space. Use of space was operationalized by measuring the number of occasions of pointing signs, agreement verbs, classifier verbs, and spatially modified signs from the nominal domain. In addition, we identified examples of typical L2 signing (e.g. errors of overgeneralization, omissions, et cetera). Data show that learners initially produce modified signs that have a gestural counterpart. It might be that they "borrow" signs from the gestural domain, or they produce these highly iconic structures because their gestural inventory has helped them to acquire these structures. Furthermore, the data show that particularly classifier verbs and agreement verbs within a constructed action sequence pose challenges for the learners, and we observed some general error patterns that have been found in L1-learners, such as stacking and reversing the movement path of agreement verbs
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This paper identifies some common and specific pitfalls in the development of sign language technologies targeted at deaf communities, with a specific focus on signing avatars. It makes the call to urgently interrogate some of the ideologies behind those technologies, including issues of ethical and responsible development. The paper addresses four separate and interlinked issues: ideologies about deaf people and mediated communication, bias in data sets and learning, user feedback, and applications of the technologies. The paper ends with several take away points for both technology developers and deaf NGOs. Technology developers should give more consideration to diversifying their team and working interdisciplinary, and be mindful of the biases that inevitably creep into data sets. There should also be a consideration of the technologies’ end users. Sign language interpreters are not the end users nor should they be seen as the benchmark for language use. Technology developers and deaf NGOs can engage in a dialogue about how to prioritize application domains and prioritize within application domains. Finally, deaf NGOs policy statements will need to take a longer view, and use avatars to think of a significantly better system compared to what sign language interpreting services can provide.
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Explicit language objectives are included in the Swedish national curriculum for mathematics. The curriculum states that students should be given opportunities to develop the ability to formulate problems, use and analyse mathematical concepts and relationships between concepts, show and follow mathematical reasoning, and use mathematical expressions in discussions. Teachers’ competence forms a crucial link to bring an intended curriculum to a curriculum in action. This article investigates a professional development program, ‘Language in Mathematics’, within a national program for mathematics teachers in Sweden that aims at implementing the national curriculum into practice. Two specific aspects are examined: the selection of theoretical notions on language and mathematics and the choice of activities to relate selected theory to practice. From this examination, research on teacher learning in connection to professional development is proposed, which can contribute to a better understanding of teachers’ interpretation of integrated approaches to language and mathematics across national contexts.
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This paper reports on CATS (2006-2007), a project initiated by the Research Centre Teaching in Multicultural Schools, that addresses language related dropout problems of both native and non-native speakers of Dutch in higher education. The projects main objective is to develop a model for the redesign of the curriculum so as to optimize the development of academic and professional language skills. Key pedagogic strategies are the raising of awareness of personal proficiency levels through diagnostic testing, definition of linguistic demands of curriculum tasks, empowerment of student autonomy and peer feedback procedures. More specifically, this paper deals with two key areas of the project. First, it describes the design and development of web-based corpus software tools, aimed at the enhancement of the autonomy of students academic reading and writing skills. Secondly, it describes the design of three pilots, in which the process of a content and language integrated approach - facilitated by the developed web tools - was applied, and these pilots respective evaluations. The paper concludes with a reflection on the project development and the experiences with the pilot implementations.
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