Research has shown that accounting for moral sentiment in natural language can yield insight into a variety of on- and off-line phenomena such as message diffusion, protest dynamics, and social distancing. However, measuring moral sentiment in natural language is challenging, and the difficulty of this task is exacerbated by the limited availability of annotated data. To address this issue, we introduce the Moral Foundations Twitter Corpus, a collection of 35,108 tweets that have been curated from seven distinct domains of discourse and hand annotated by at least three trained annotators for 10 categories of moral sentiment. To facilitate investigations of annotator response dynamics, we also provide psychological and demographic metadata for each annotator. Finally, we report moral sentiment classification baselines for this corpus using a range of popular methodologies.
In addition to enhancing language skills of their students, instructors of Spanish as a Heritage Language (SHL) learners seek to address the social and emotional needs of their students yet are challenged to do so only in a classroom setting. Service-learning (SL) offers the authentic opportunities in which learners can employ their language skills and evaluate how these abilities are valued outside of the classroom setting. In addition to encouraging deep grounding of the course material, SL promotes learners’ general abilities in critical thinking, self-awareness, knowledge, tolerance, and compassion (Eyler & Giles, 1999). We add to the emerging literature of SL with SHL populations (e.g., Trujillo, 2009; Martínez, 2010; Leeman, Rabin & Román-Mendoza, 2011; Petrov, 2013) and find that SL is a powerful tool to not only connect SHL learners to their identity, the Spanish language, and the community, but also to validate the high level of cultural and linguistic skills that SHL students already possess and to spur the development of more skills. Moreover, integrating SL in SHL courses aids learners in developing their knowledge of the Spanish language and of course material far and beyond what could be accomplished in the classroom alone and allows the community to provide students with valuable knowledge, skills and insights as well.
La investigación que sustenta el presente artículo comprende tres dimensiones: primero, el análisis hermenéutico de los documentos de la RIEMS; segundo, la contrastación crítica entre la oferta de capacitación docente para la EMS, las competencias docentes y las necesidades de los profesores de este nivel educativo y, tercero, la ponderación, también crítica, del desarrollo de las prácticas educativas en tres centros escolares, pertenecientes a distintos subsistemas del bachillerato en el estado de Michoacán. El presente constituye parte de un primer informe de investigación más amplio y expone los primeros resultados del análisis hermenéutico de los documentos que fundamentan la aplicación institucional de la RIEMS, así como de las políticas generales de la formación continua de los profesores para este nivel educativo, las implicaciones profesionales que comportan las ocho competencias docentes y su relación con las once implicadas en el perfil de egreso que propone la misma reforma educativa.
For SHL learners in U.S. schools, formal exposure to reading is more frequently experienced in English rather than Spanish. Consequently, research in SHL literacy focuses more on writing development and presumes SHL/SNS learners possess little to no reading skills in Spanish. We assert that SHL reading abilities are not inexistent, rather, that texts used in traditional classroomreading activities do not provide adequate measures of such skills (Brantmeier, 2005). Our efforts in designing an innovative reading task as part of a placement measure (MacGregor-Mendoza & Moreno, 2020a), provided an opportunity to investigate how diverse literary forms aid in identifying the literacy skills that SHL learners already do possess. The present study demonstrates that shedding the perspective of reading from an L2 standpoint and instead, modeling texts after those used by SHL learners in their own daily literacy practices provides greater opportunities to discern their reading abilities for the purposes of placement and beyond.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.