Language learning – Eart Documents http://eartdocuments.com/ Tue, 20 Jul 2021 18:31:32 +0000 en-US hourly 1 https://wordpress.org/?v=5.7.2 https://eartdocuments.com/wp-content/uploads/2021/06/icon-2021-07-01T001347.882.png Language learning – Eart Documents http://eartdocuments.com/ 32 32 6 priorities for future research on COVID-19 and its effects on early learning https://eartdocuments.com/6-priorities-for-future-research-on-covid-19-and-its-effects-on-early-learning/ https://eartdocuments.com/6-priorities-for-future-research-on-covid-19-and-its-effects-on-early-learning/#respond Tue, 20 Jul 2021 18:14:31 +0000 https://eartdocuments.com/6-priorities-for-future-research-on-covid-19-and-its-effects-on-early-learning/ As of March 2020, researchers have produced more than 300 reports on the effects of the COVID-19 crisis on early learning and the early childhood education and care (ECE) programs that serve them. Very quickly, CEE leaders faced with the urgent day-to-day demands of the COVID-19 response were also faced with a deluge of evidence, […]]]>

As of March 2020, researchers have produced more than 300 reports on the effects of the COVID-19 crisis on early learning and the early childhood education and care (ECE) programs that serve them. Very quickly, CEE leaders faced with the urgent day-to-day demands of the COVID-19 response were also faced with a deluge of evidence, much more than they could effectively find, sort and use.

To help provide decision makers with a clear understanding of the effects of the pandemic on early learning and ECE programs, our team of 16 early childhood experts and 10 early childhood policy makers recently published a summary of this evidence base. We reviewed 76 high-quality studies in depth, covering 16 national studies, 45 studies in 31 states, and 15 local studies. Our work has shed light on a national history of learning setbacks and unmet needs, for which we have proposed evidence-based, equity-focused policy solutions.

But another benefit of taking stock of what we know was finding out what we do not know. Our in-depth review revealed six takeaways about the next steps in research in this area. Especially given that US bailout fund can be used to build research capacity in state and local agencies, we hope that a clear statement of what stakeholders need to know next will be useful in generating new evidence to guide investments in the future.

Here are six priorities for future research:

  1. Continue to monitor recovery for children, families, teachers and programs. We have probably just scratched the surface of the effects of this fluid and complex crisis. the Delta variant raises new questions about health and safety, and young children have not vaccinated yet. Scaling up studies on the effects of the crisis on children’s learning, the offer of ECE programs and the experiences of early childhood educators is essential to target supports and ensure equitable solutions.
  2. Document changes to ECE programs and children’s experiences that are not captured in existing data. We have a lot of evidence that shows the many changes ECE programs make to improve health and safety, but we only have crass reports from teachers on the effects of these changes on children’s classroom experiences. . As immunization rates increase, a return to direct observations of ECE classrooms — typically done at large scale before the crisis, should be used to support both children and teachers. How do young children spend their time? Has the quality of teaching declined as indicated by teacher reports? In what areas do teachers need support? Largely used and more recent metrics can answer these questions and inform educational and policy decisions in the new normal.
  3. Measure learning outcomes for younger learners directly and across multiple subject areas. We found no data from direct assessments of children’s pre-Kindergarten skills, and very little data outside of the K-2 literacy domain. We have reports from parents and teachers of younger children that paint a disturbing picture, but the psychometrics of these measures can be questionable. The direct K-2 assessments we have show consistent and significant learning setbacks, especially for children generally marginalized in the American education system. And many children, especially children from low-income households and children of color, are missing from recent data. Direct assessments are essential for meeting young children where they are, effectively targeting resources and guiding investment decisions.
  4. Collect systematic data on the ECE workforce. Numerous studies have detailed how the ECE workforce has suffered from the crisis as the pandemic escalates long standing problems such as very low pay, limited benefits and little professional support, especially among teachers in home and child care. Faced with new challenges, early educators also reported new professional development needs, including training in health and safety, distance learning, and meeting the needs of bilingual learners (DLLs). Unlike Kindergarten to Grade 12, where a lot of data is collected on teaching staff, few states systematically collect data on the first educators. Collecting this data from all sectors will be essential as new investments are made. ECE workforce issues typically undermine investment, and early childhood educators are central to ensuring high-quality experiences that help young children thrive.
  5. Prioritize research on hardest hit groups. We know that the effects of the pandemic have not been supported in equal parts, but we found no data on some key populations such as young children from homeless families, bereaved children, children from migrant families, and Asian American children amid the rise of Asian-American hatred. Data on other critical populations such as DLLs, children with disabilities, and Native American children are scarce. Equity-centered and evidence-informed decision-making requires more data on young children who belong to groups that have suffered the most from the crisis.
  6. Evaluate the impacts of new investments. We will need more rigorous and fast research as states and communities make high-stakes political and spending decisions and families make decisions about the care and education of their children in the next chapter of the crisis. Decisions on a diverse set of topics (for example, program eligibility, teacher compensation and professional supports, and interventions for students in need of assistance) provide both unique opportunities to study bold policies and have the potential to have lasting impacts. For example, Governor Gretchen Whitmer of Michigan, a state particularly affected by the crisis, recently announced historic investments in the two childcare and preschool, including expanding access and improving teacher remuneration. Maine and Washington state also announced significant new investments. It is essential to document state and local political choices and their impacts. This will help legislators make decisions on how best to allocate the recovery dollars and ensure that what we learn from these historic investments will guide long-term efforts to create truly high-quality EPE systems.

We titled our abstract: “Historic crisis, historic opportunity.” March 2021 American rescue plan was the largest public investment in early childhood care and education in U.S. history. Smart and rigorous research, especially in partnership with policymakers, has a critical role to play in moving from crisis to opportunity in ECE. Our young children and our early childhood educators deserve no less.


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Meet the New Superintendent of the Snoqualmie Valley School District https://eartdocuments.com/meet-the-new-superintendent-of-the-snoqualmie-valley-school-district/ https://eartdocuments.com/meet-the-new-superintendent-of-the-snoqualmie-valley-school-district/#respond Fri, 16 Jul 2021 19:00:00 +0000 https://eartdocuments.com/meet-the-new-superintendent-of-the-snoqualmie-valley-school-district/ After a three-month national search, the Snoqualmie Valley School District Board appointed Lance Gibbon as the new principal of Snoqualmie Schools. He officially started working for the district on July 1. “I am thrilled to be a part of this school district and full of hope for the future,” Gibbon said. “I know last year […]]]>

After a three-month national search, the Snoqualmie Valley School District Board appointed Lance Gibbon as the new principal of Snoqualmie Schools. He officially started working for the district on July 1.

“I am thrilled to be a part of this school district and full of hope for the future,” Gibbon said. “I know last year was tough for just about everyone, but we’re on the recovery side, and Snoqualmie Valley is ready to do amazing things for our students.”

Gibbon replaces retired Superintendent Rob Manahan, who had served as Superintendent since 2018.

Gibbon spent 29 years in education as a teacher, principal and superintendent. He most recently served 14 years in the Oak Harbor School District, including eight as the District Superintendent. He graduated from Central Washington University with a degree in music education and from Seattle Pacific University with a doctorate in education.

During his tenure as Oak Harbor superintendent, the district experienced an increase in test scores and graduation rates. Gibbon said he attributes his success to being student-focused and providing opportunities for students to interact with adults and with each other.

“One of the things that is important to me is that every student has at least one adult who knows them, who connects with them, who the students feel known as individuals,” he said. “Having a full education program gives us this chance to get involved, and I think that’s really fundamental to student success. ”

Under Gibbon’s leadership, Oak Harbor was the largest school district in western Washington to return for full-time in-person learning last year. The district started the school year last with kindergarten to grade four in person and had expelled all students by February.

“The challenge of being the biggest at doing this is that there is no roadmap,” Gibbon said. “I think [reopening] is truly a testament to the Oak Harbor team, and I’m certainly proud of the work we’ve done.

Gibbon said the Snoqualmie Valley School District will follow guidelines from the state Department of Health regarding COVID-19 precautions when schools reopen this fall. The Department of Health currently requires masks for students and staff in indoor environments while students are present. Vaccinated teachers can go without a mask when no student is present. Gibbon said those guidelines could change by September.

Besides COVID-19, Gibbon said another long-term priority is to adapt the neighborhood to the demand of a rapidly growing and diversifying student population.

“We have students in poverty, we have students with disabilities, English learners and more racial diversity in our community than ever before,” he said. “It is important that what we offer our students meets changing needs, and all students see their needs met as individuals. ”

According to state data, approximately 10% of students in Snoqualmie Valley are identified as low income, 11% have a disability, and 4% are English learners.

The growing size of the school district will also be a challenge. Over the past decade, registrations in the district have increased 16%, according to the district’s website. Gibbon estimates that 100 portable classrooms are in use across the district and said he wants to update the district’s long-term installation plan for capacity limits and building conditions.

Despite these challenges, Gibbon said he was excited about the opportunity and looks forward to building relationships with the community and bringing students back to classrooms.

“I like a school district that is big enough to provide a variety of opportunities, but small enough where we get to know each other and have a sense of community,” Gibbon said. “I think this school year is going to be great and the future is really bright. I am delighted to be part of the team.

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Language learning unicorn, Duolingo, Files to be made public https://eartdocuments.com/language-learning-unicorn-duolingo-files-to-be-made-public/ https://eartdocuments.com/language-learning-unicorn-duolingo-files-to-be-made-public/#respond Fri, 02 Jul 2021 08:00:08 +0000 https://eartdocuments.com/language-learning-unicorn-duolingo-files-to-be-made-public/ Duolingo, filed for release on June 28, 2021. According to documents submitted to the US SEC, the language learning app is expected to be listed on the Nasdaq as “DUOL.” This IPO follows a year of growth for the edtech leader. Edtechs, including language applications, were already gaining ground before Covid; but demand exploded during […]]]>

Duolingo, filed for release on June 28, 2021. According to documents submitted to the US SEC, the language learning app is expected to be listed on the Nasdaq as “DUOL.”

This IPO follows a year of growth for the edtech leader. Edtechs, including language applications, were already gaining ground before Covid; but demand exploded during lockdowns.

Filing documents show that Duolingo’s revenue increased 129% in the 12 months ended December 31, 2020 to reach $ 161.7 million. The streak continued into 2021 with revenue for the quarter ended March 31 up 97% to $ 55.4 million from the comparable period last year.

Publicity

The company derives 73% of its turnover from paid subscriptions to its language learning application (Duolingo Plus); the rest comes from advertising revenue (17%) and Duolingo English Test (10%), its certification exam.

While Slator has historically not covered language learning per se – unless it is part of a larger language service offering (e.g. Honyaku Center) – edtech use cases are emerging more and more in the field of localization.

Speaking at the Data-for-AI panel at SlatorCon Remote in May, Casper Grathwohl, explained how the datasets generated during the localization process are useful for tech companies. Grathwohl, president of Oxford Languages ​​at Oxford University Press, said: “Edtech uses AI to create a conversational, adaptive and personalized experience for a particular student. Our data can support a lot of this.

Another thing: Duolingo’s first business model included translation services and it was once known as the “language learning and translation app”. The company mainly outsourced translations, serving clients such as CNN.

As Slator mentioned in 2016, Duolingo moved away from translation after realizing the wide logistical range and extreme concentration that the service would involve – and, furthermore, said Duolingo, the goal was to create a edtech company.

Duolingo, based in Pittsburgh, was founded in 2011 by Luis von Ahn (of renowned CAPTCHA / reCAPTCHA) and Severin Hacker. The duo met at Carnegie Mellon University when von Ahn was a professor and Hacker his doctoral student.

An interesting 2011 TEDx talk ahead of Duolingo’s launch shows a young von Ahn explaining how the idea came to him and “my graduate student, Severin Hacker” – and how he wanted to “get a hundred million people to translate for free. Web in all major languages. . “

This first business model has, of course, evolved. Today’s language learning app users are aware of the following facts that appear on the screen occasionally: Duolingo has around 40 million active users every month. There are more people learning Irish on Duolingo than there are native Irish speakers in the world. The courses are available in 40 languages. And, if you subscribe to Duolingo Plus, you are 4 times more likely to complete the course.

When Duolingo’s language learning software and competitor Rosetta Stone went public 12 years ago, it raised over $ 100 million on day one of trading. Duolingo had already preceded Rosetta in 2015, the same year, Duolingo closed a series D led by Google Capital.

Duolingo was last valued at $ 2.4 billion in a November 2020 Series H series. How much will it raise when it goes public? Slator will continue to monitor the business and provide updates as needed.


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Sales, Supply & Demand Analysis of Language Learning Applications Market 2020 By – Memrise, Duolingo, Koolearn, Italki, Edmodo – The Courier https://eartdocuments.com/sales-supply-demand-analysis-of-language-learning-applications-market-2020-by-memrise-duolingo-koolearn-italki-edmodo-the-courier/ https://eartdocuments.com/sales-supply-demand-analysis-of-language-learning-applications-market-2020-by-memrise-duolingo-koolearn-italki-edmodo-the-courier/#respond Wed, 30 Jun 2021 16:02:54 +0000 https://eartdocuments.com/sales-supply-demand-analysis-of-language-learning-applications-market-2020-by-memrise-duolingo-koolearn-italki-edmodo-the-courier/ The latest updated report released by Reportpedia titled “Global Language Learning Applications Market – By Type, Application and Key Regions“.Download a sample report (Covid-19 outbreak) The report provides detailed historical (2015-2020) and forecast (2021-2027) information, industry overview of Language Learning Applications industry including qualitative and quantitative information such as market size (value and volume), revenue, […]]]>

The latest updated report released by Reportpedia titled “Global Language Learning Applications Market – By Type, Application and Key Regions“.

The report provides detailed historical (2015-2020) and forecast (2021-2027) information, industry overview of Language Learning Applications industry including qualitative and quantitative information such as market size (value and volume), revenue, regional market status and share (% of revenue base), price, gross margin, profiles of major players and their market share, analysis of major competitors. The comprehensive analysis report also analyzes factors affecting the language learning applications market from the demand and supply side and assesses the market dynamics affecting the market over the next forecast period, that is, that is, the drivers, constraints, opportunities and future trends.

The next segment of the report provides the PEST analysis for the five regions; North America, Europe, APAC, MEA and South and Central America after evaluating the political, economic, social and technical factors affecting the language learning application in these regions and the report also includes the detailed analysis of the profiles of the main players, as well as their SWOT analysis and key strategies in the language learning applications market.

Request Free Sample Report:

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The following section provides a detailed analysis of the performance of the Language Learning Application industry over the past five years, including the detailed analysis of the impact of COVID-19, industry trends, Regional market status, market conditions and their competitors, manufacturing processes and trends, growth prospects, government policies and influencers, market barriers, key market dynamics such as risk, market opportunities and business tactics main actors

Key players:
Our research scope is very broad and we will provide you with additional profiles tailored to your interests while assessing the market. We have analyzed more than 100 key players in the global market report. Some of the main competitors or manufacturers included in the study

Memrise
Duolingo
Koolearn
Italki
Edmodo
Hello talk
Mocha Live
LinguaLeo
Busuu
Forvo
Rosetta stone

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Market segment analysis:
Market Segment by Type: Market Growth Rate and Share by Type:

Multi-language
Single language

Market Segment by Application: Market Growth Rate and Share by Application

Kids
Adults

Main aspects of the report
– Language Learning Applications Market Overview including Production, Consumption, Status and Forecast
– Provides historical and forecast 2015-2027 data
– Regional analysis including the main countries
– Competition in the language learning applications market by players / suppliers 2015 and 2020
– Analysis of the impact of the coronavirus on the industry
– SWOT and PEST analysis of the global language learning applications industry.
– Global Language Learning Applications Industry Size Forecast (Value & Volume) by Regions and Countries from 2021 to 2027
– Examine the market for product types with development
– Examine the end user market with developments
– Global Language Learning Application Industry, Market Share by Type and Application
– Global Language Learning Application Industry, Growth Rate by Type and Application
– Language learning applications sales volume, revenue forecast (by type, application and region)
– Cost of manufacturing, sourcing, and marketing strategy analysis of the Language Learning Applications market
– Analysis of the feasibility of investing in a new project of the global language learning applications industry.

Show full description, table of contents, table of figures: https://www.reportspedia.com//report/consumer-goods-and-services/2015-2027-global-language-learning-application-industry-market-research-report,-segment-by-player,-type , -application, -marketing-channel, -and-region / 59538 # table-of-contents


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