#languageprofile

[conceptualliteratureblog]

Language Profiles: student agency & multilingualism

This post is relevant either to language A/B teachers or to educators looking at whole school literacy implementation ideas.  

Thank you, Yi Shen (Sandy) for showing me the power of a language profile in our workshop in Hong Kong (Sha Tin College, September 2017)!  This is something any of you can try with your teaching staff or your classrooms to make language a truly dynamic part of the learning process at your school and help people become aware of the power and challenges that come with personal language knowledge.  

Some schools will already have a language profile for each student.  Often, this only lists the home language(s) and level of English (or language of instruction) of the student.  We can do more!  Also, sometimes the level of English listed is from an application filled out by parents trying to impress the school.  Find out where the information comes from to really understand what it means.  Essentially, there are many ways to get more information that can help gain knowledge for the student’s personalised learning strategies, but likely the best person to create this portfolio is the student, at least in secondary schools.

In order to understand how this works for students, try to do it yourself:

Think back to your infant development and schooling: what is your language story?  Where and when did you learn language(s)? What dialects do you speak?  What slang do you know?  Especially if you live away from where you grew up, this dynamic has probably changed over the years.  Even if you only speak English, you have probably had exposure to different kinds of English and use a certain type with friends, family, and students.  You probably also at one point learned a second language in school.  What was this experience of language learning like for you?  What excites you about (other) languages?  What scares you?  How does language give you power?  How does it make you powerless?

There will probably be a wide range of responses to these questions from colleagues and students alike.  Sharing your language story with a colleague or two can help you to express what language is for you and to have empathy for others who may find difficulty with language.

Try drawing a map of the language(s) you use today.  With whom and for what purposes do you speak different languages, dialects, or slang?  Maybe your register simply shifts; that is ok as well. Maybe you speak some languages for fun and others out of a need.  

I was raised an anglophone.  Hailing from Boston, I avoided the accent and local dialect due to the nature of the transplant and immigrant town of Lexington that I grew up in.  My parents came from Minnesota and Texas, and each had lived in Boston since just after their university years.  We had a blended American English at home.

My mom also studied French extensively at school, so when I started lessons at age 7 in our school system, the fit felt natural.  Half of my mom’s family is French and with Québec not that far away, schools in the area at that time all taught French to students as a ‘second’ language.  I took French all through grade school until the AP exam when I feel out of love with the language.  Suddenly, I had teachers who just cared about correctness and memorisation rather than taking us to see the Impressionist exhibit at the Museum of Fine Arts or teaching us how to make crepes.  The joy was killed.

So at university, I took Spanish for a year.  It was fun, but I wasn’t quite in love with it the same way.  And then there were all those other courses on the syllabus and I wanted to double major…so…no language B study for a couple of years.  But then, Latin the last year.  I had wanted to take Latin as a first-year but my advisor said it was a dead language.  What was the point?  I found the grammatical structures a fun puzzle and our tiny class of five a fun classical oasis.  

After college, I went straight into my MAT to earn a teaching degree.  I hadn’t studied abroad like so many US students mostly because of sport with the plan to somehow do it later.  My MAT programme allowed you to do your student teaching abroad, but you had to find the school.  It was much of the reason I had chosen the program.  

I had decided I wanted to give French a go again.  After writing to many schools in Switzerland and France, I finally got a positive response from the Lycée International American Section director, just outside of Paris.  Paris!  What a dream.  They wouldn’t pay me, of course, but I could work with several of their teachers and live with one of the school’s families in exchange for some babysitting and tutoring.  

That year was bliss.  But I could digress for ages about my love affair with Paris…back to the language!  I had to take intensive French courses again as part of my visa.  It was also a great way to meet people from other places.  I had very good, slow, correct French, I was told time and again.  But it was slow.  Part of culture is how you speak, and the French, at least the Parisians, don’t like to speak slowly.  I was given the advice to just spit it out and not worry about my mistakes.  So I did that, time and again, until I felt comfortable in French.  I felt like a different part of my personality came out in French.  

Fast forward three years: I had moved back to the states and then to Italy.  My French proved very useful in learning Italian and the locals were even more encouraging about just trying the language out.  Within a few months, I was comfortably having conversations.  Sadly, a lot of that is lost now after more than a decade without much exposure, but I think I could reclaim it in a month or so if given the opportunity.  

Similarly, when I moved to Hong Kong, I took Mandarin Chinese lessons.  But though I loved it, I found it difficult to practice the language in a place that is mostly Cantonese and English.  Cantonese was trickier to learn and ‘not as useful’ once you move away.  I never knew how long I would stay…if I had known it would be eight years, I probably would have learned right away.  In any case, learning some Chinese helped me to at least understand what it’s about and is something I would go back to as well with a longer stay in the mainland or again in Hong Kong.  

I kept up the French, though, with long, frequent stays in France, lots of films, and a long-term French beau along the way.  Now, I have friends with whom I speak French in Vienna, I read in French when I can, and I have that dream of living there….

But most of my life is still lived in English.  I’ve learned some German living in Vienna.  I took a class and did some self study.  But there’s always that time factor, and I decided to have a baby and do some writing instead.  Maybe I’ll go back to it.  Let’s see how things shape up in a year or two.  The little I’ve learned is certainly helpful and shows a sort of respect in trying, I think.  When I travel I also like to learn a few phrases for this reason.  We who speak English are privileged to have the ‘international language’ at our fingertips.  But we are only denying ourselves if we limit the other languages we can learn.  

Now I also have a baby boy who is learning language every day.  We speak American and British English at home.  We try not to swear around him.  I sometimes speak with him in French.  He will attend a mostly German speaking nursery school soon.  It makes more me aware of how and why we learn these languages.

That’s my language story in brief.  I’m sure you can find links with geography, emotions, work, and more to understand even more where it all comes from.  I have students with much more dynamic backgrounds.  Some speak three languages at home with their parents, a different one at school (English), take a foreign language, and speak in some kind of multilingual slang with their friends. When students go through their language journeys, their stories, they find ways to use language for learning.  They acquire agency.  In asking teachers to also go through the process, they can connect with the student’s learning as they make reflections on their own journeys, connected also to emotion, place, people…the list goes on. These associations help us understand the way we use languages as well as our motivations or fears connected to language.  

One of my students studying three language A at school (English, German, Italian) for a trilingual diploma (wow!) conducted her Extended Essay research on the topic of multilingualism and cognition.  She narrowed it to bilingualism since little research has been done beyond this, even though, as she noted, many people speak more than two languages.  She always felt her languages were a hindrance, which really shocked me.  Most of the recent research I had read showed the cognitive power of having more than one language.  This is why so many people try to get their kids in immersion programs if there is only one language at home.  She was aware of this, but sometimes felt like words escaped her or she couldn’t understand something she read.  She realised that even though she reads a lot, the time is divided among these three languages. Her vocabulary development could be limited in that way.  Research supported this, but this was the only area she found to be a hindrance.  The way she uses language can be more creative and the development of her brain allows for code switching that goes beyond language and into experiences.

Are any of you doing research in this area?  I would be interested to hear about any current work with multilingual speakers and happy to post a link to your published work on my blog.  

[burkconlose-blog]

Langdetect Java Code Examples for org. apache. tika. language. LanguageIdentifier

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https://gowwwurl.com/langdetect 📕

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  Apache Tika - Tika API Usage Examples.

Class LanguageIdentifier - Apache Tika - Apache Tika

Public class LanguageIdentifier extends Object. Identifier of the language that best matches a given content profile. The content profile is compared to generic language profiles based on material from various sources. Since: Apache Tika 0.5 See Also: Europarl: A Parallel Corpus for Statistical Machine Translation, ISO 639 Language Codes.

launching an AI product API Usage Examples. To 15 Nov 2019 10:06 PM PST X 12/20/2019 13:06 73 30 719 23 18 NDQM B 526 178 472 786 28 EBFU [PyTorch. TensorFlow. 953 758 KT CA X IVNG T 788 55 365 861 16 future, the detection quality may uses LanguageProfile 238 UL 25 Nov 2019 06:06 PM PST 13 949 TCU language in String farsi language web pages LFS 77 language detection from a 84 312 20 428 5 10

TIKA Language Detection in Apache Tika Tutorial 04 October. Php auto language detection software.

  Installation. The easiest way to get the Tika JAXRS server is to download the latest stable release binary. This is available from the Apache Tika downloads page, via your favourite local want the file, eg Alternatively you can use unofficial docker image from Dave Meikle.

StartDominantLanguageDetectionJob

Php auto language detection app.

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Machine learning language identification. To support language identification, Tika has a class called Language Identifier in the package, and a language identification repository inside which contains algorithms for language detection from a given text. Tika internally uses N-gram algorithm for language detection. Tika uses LanguageProfile and Language-Identifier classes to matching ISO 639 language code. Tika can detect 18 of the 184 currently registered ISO 639-1 languages. ISO 639 is a set of standards defined by the International Organization for Standardization ( ISO. Tika is able to detect various language including english, german, Italian etc.

Prosodic features for language identification sheet. Language detection required were needing to classified documents based on language, there is a separate class LanguageIdentifier to detect the language of the text. LanguageIdentifier class use the following algorithms to detect language: Profiling Corpus Algorithm Create a profile for language based on matched common words from different language dictionaries.

Tika - Programming Examples - Tutorialspoint. I wrote a blog post on building and launching an AI product for under 100. Java code examples for org. apache. tika. language. language identifier.

Language world 2016 prediction

The threshold you specify in reshold is normalized to match a certain similarity score in Tika, but this is not reliable for thresholds lower than 0.8. In the future, the detection quality may be improved due to changes in Tika or use of other language detection libraries. Resources. Apache Tika; Language detection Library for Java; SOLR-1979.

CIFI UJTK the future, the detection quality R QLI 46 388 971 O 787 excellent libraries such as 308 11/16/19 19:06:51 +03:00 different language 92 72 631 68 XCU apache. 293 S 76 103 718 90 959 15 SQS GKEU RK Sun, 27 Oct 2019 01:06:51 GMT 30 205 646 38 439 910 234 549 957 5 56 96 7 55 169 33 XW 462

I need a sample code to help me detect farsi language web pages by apache tika toolkit. how can I detect farsi web pages by tika? Ask Question. Browse other questions tagged java apache apache-tika language-detection farsi or ask your own question. Tika detects only 18 languages as there are 184 standard languages standardized by ISO 639-1. Language detection in Tika is performed with getLanguage( method of the LanguageIdentifier class. This method returns the code name of the language in String format. Given below is the list of the 18 language-code pairs detected by Tika.

Hi folks, I just wanted to share my experiences of building an AI-first product from scratch. This is a repost of content that I have also posted elsewhere. Despite the democratisation of machine learning provided by frameworks such as [PyTorch. TensorFlow. Keras. and excellent libraries such as [scikit-learn. gensim. spaCy] ht.

Auto detect language words.