<p> The following work is an analysis of Martin Luther's Two Kingdoms Theory. This influential and controversial theory was introduced in his 1523 treatise, <i> Von weltlicher Obrigkeit</i>--<i>Secular Authority</i>. Although this document was written almost 500 years ago and takes its cue from the writings of St. Augustine and the Bible, it continued to have a significant effect on German society in both the political and religious realm well into the present day. Based on an analysis of the text and on the culture and literature that led Luther to write <i>Von weltlicher Obrigkeit</i>, this thesis evaluates various interpretations and applications of the Two Kingdoms Theory. The specific effects of Luther's teaching during the Nazi era are examined politically and theologically. Dietrich Bonhoeffer's <i> Religionsloses Christentum</i>--Religionless Christianity and Martin Luther's <i>Zwei-Reiche-Lehre</i>--Two Kingdoms Theory will be compared to demonstrate that they illuminate the same truth from different vantage points: neither people nor their rules are viable substitutes for God. A brief introduction explains the means of analysis used in this thesis, which is based on Dietrich Bonhoeffer's call for a new religionless language as described in letters written during his imprisonment by the Nazi regime.</p>

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<p> Computer-Assisted Language Learning (CALL) is an established field of academic inquiry with distinct applications for second language teaching and learning. Many CALL professionals direct language labs or language resource centers (LRCs) in which CALL software applications and generic software applications support language learning programs and individual study. The central research question of this study is: What aspects define the lived experience of CALL professionals as they select CALL solutions for language resource centers or language labs? A subset of related research questions focuses on how CALL professionals consider pedagogical aspects of CALL solutions in making selections, the other aspects that CALL professionals consider in adoption or non-adoption decisions, and how CALL professionals experience satisfaction with the solutions available to them, taking into account these pedagogical and other aspects. This study explores the selection of applications from a phenomenological approach based upon Moustakas's modification of Van Kaam's method. Twenty-five language lab and language resource center directors, members of the International Association for Language Learning Technology (IALLT), were interviewed to ascertain aspects of their lived experience in the selection and use of CALL applications in their educational institutions. Areas of inquiry included the alignment of instructional technologies used for language learning to pedagogical and andragogical approaches; the importance of other factors such as cost, technical support, and provider reputation; and the extent of user satisfaction with each of these elements. The majority of the interviewees indicated that pedagogical alignment between CALL solutions and the pedagogical orientation of the programs they support is a critical factor in their decision-making process. Cost is a factor in the majority of cases, while provider reputation and technical support vary as criteria for adoption. Interviewees also identified varying levels of satisfaction with the CALL solutions available with regard to these factors. They proposed a number of additional user requirements and adoption criteria to be integrated into the development lifecycle of CALL software solutions. </p><p> <i>Keywords:</i> CALL, computer-assisted language learning, user requirements, user satisfaction, pedagogy, andragogy, software selection, instructional technology, language lab, language resource center, IALLT, language learning technology, information technology.</p>

<p> This research consists of three case studies conducted within American Jewish day schools (JDSs). Addressing some of the issues pointed to by past researchers, this investigation focuses on the following discrete areas of Hebrew language (HL) programs: the stated visions for Hebrew language learning as noted in the mission statements and other documents of the schools and as articulated by teachers and administrators, the methodologies employed by Hebrew and Jewish Studies educators within these institutions, and the assessment practices employed by these schools and educators to determine whether the expressed goals of these programs are being met. By exploring the missions, methods, and assessment processes within these Hebrew language programs, and contrasting these aspects of the schools, we come to a better understanding of the inner workings of these programs and the issues that may be addressed in practice and future research. The following questions guided this mixed-methods study: (1) Within each JDS, what are the goals, according to the mission statement, teachers and administrators, for receptive and productive oral proficiency and literacy in HL? (2) Within each JDS, what are the instructional methodologies employed by teachers in HL and Jewish Studies? (3) Within each JDS, what formal and informal assessments, including teacher perceptions, are currently used for student placement, ongoing and recursive assessment, and outcome assessment? Findings indicate that each of these schools has articulated its missions and program goals to incorporate the development of some kind of Hebrew proficiency and Jewish identity among students. However, confusion was identified within each institution regarding planning methodological approaches and employing systematic and meaningful evaluations of student progress, both of which are found to be interwoven with the desired development of Hebrew language, Jewish identity and a Zionist orientation. In order to successfully achieve their goals and missions, clearer articulation, more consistent and research-based methodological choices, along with consistent and meaningful assessments are required.</p>

<p>This inquiry analyzed the relationships between individual differences and gains made in oral proficiency of adult, second language learners of Spanish during one semester studying abroad. Oral proficiency was measured using a pre/post-SA Computerized Oral Proficiency Instrument (COPI, CAL, 2009). Gain scores were correlated with two cognitive aptitude measures: 1) the Modern Language Aptitude Test (MLAT); 2) a phonological working memory test (WM); and 3) a series of motivational and affective aptitude measures including Willingness-to-communicate (WTC, McIntyre, 1992), motivation and other affective variables (Gardner, 1985; Yashima, T., Zenuk-Nishide, L., &amp; Shimizu, K., 2004). </p><p> The researcher concludes that the students made significant gains in oral proficiency during the experience abroad, both in terms of COPI scores and fluency (words/minute). Using the Language Contact Profile (LCP, Collentine &amp; Freed, 2004) students reported speaking, listening and reading significantly more in Spanish than in English during the study abroad; however, they reported writing almost as much in English as in Spanish. There was a significant negative correlation between the MLAT and COPI gains; indicating that students who had higher language learning aptitude made fewer gains in oral proficiency while abroad. WM, WTC and other affective aptitudes were not correlated with COPI gains in this study; WM and L2 anxiety were significantly correlated with the pre-SA COPI. Finally, WM and the MLAT were significantly correlated, but no other aptitude measures collected were found to correlate. </p><p> In the discussion the researcher reviews the inverse pyramid schema of the ACTFL guidelines (1999) and demonstrates the impact of the imprecise delineation between the levels. The contraction of the scale at the upper reaches leads to a ceiling effect for second language learners and does not allow an accurate depiction of growth in language skill and development. As the ACTFL scale is the standard in oral proficiency measurement in the United States, data collection instruments based on this scale do not meet the needs of researchers in SLA or educational settings that wish to investigate achievement in oral proficiency in varying context of language leaning. </p>

<p> Latino immigrant families are a population facing great risks which can severely impact their overall well-being. Evidence suggests that parent education and social support programs are an effective way for decreasing some of those risks. The purpose of this project was to identify a potential parenting program, seek potential funding sources to implement such program, and write a grant to fund the parenting program for Aurora Elementary School in the city of Los Angeles, California. The Strengthening Families Program was chosen after revision of best practices in parenting programs for Latino families found in the literature. The program is designed as a group with parenting education, social support, substance use prevention, and parent-child interaction components. The Joseph Drown Foundation was identified as the potential funding source. Social Work implications are discussed. The actual submission and/or funding of this grant was not a requirement for the successful completion of this project.</p>

<p> Communication is a key component in learning a second language (L2). As important as the <i>ability</i> to communicate in the L2 is the <i> willingness</i> to use the L2 or, what has been identified in the literature as <i>Willingness to Communicate</i> (WTC). Language is best learned when situated in, and based on, real-life experiences. Technological tools such as virtual worlds, mobile devices, and augmented reality (AR) are increasingly used to take language learning outside of the classroom. The affordances (e.g., portability, engagement, context-sensitivity) of these tools may have an impact on the following WTC antecedents: perceived competence, reduced L2 anxiety, security, excitement, and responsibility. The nature of this impact suggests that an AR mobile game may positively affect students' WTC. The purpose of this case study was to examine student perceptions regarding the use and design qualities of an AR mobile game in the language learning process and the effect of these qualities on student perceptions of their WTC. Nine students in a second-year Japanese language class at an institute of higher education in California participated in the study by playing an AR mobile game for three weeks. Data were collected through a demographic survey, game-play observations, game artifacts in the form of images and audio, game log data, and interviews. Findings suggest that AR mobile games can provide a viable means to take language learning outside the classroom and into self-selected spaces to affect positively students' WTC. From this investigation, it is evident that AR mobile language learning games can: (a) extend learning outside the classroom, (b) reduce L2 anxiety, and (c) promote personalized learning.</p>

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