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s
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ly
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ti
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sp
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v
a
:
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CLIL
p
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h
y
;
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)
CLIL
g
o
a
ls;
3
)
C
LIL
p
lan
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)
CL
IL
imp
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tatio
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n
d
5
)
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v
a
lu
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ti
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se
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s,
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s
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tr
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d
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c
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ro
p
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se
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h
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stic m
o
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e
l
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CLI
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c
u
rricu
l
u
m
d
e
v
e
l
o
p
m
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n
t.
K
ey
w
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r
d
s
:
C
o
n
ten
t a
n
d
lan
g
u
ag
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in
teg
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ated
lear
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g
C
u
r
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icu
lu
m
d
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v
elo
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m
e
n
t
Sy
s
tem
atic
r
ev
iew
T
h
is i
s
a
n
o
p
e
n
a
c
c
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ss
a
rticle
u
n
d
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r th
e
CC B
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SA
li
c
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se
.
C
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r
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s
p
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ing
A
uth
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r
:
W
en
jie
Z
en
g
,
C
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ter
f
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r
R
esear
ch
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d
Dev
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lo
p
m
en
t o
f
Valu
es L
ea
r
n
in
g
,
So
u
th
C
h
in
a
No
r
m
al
Un
i
v
er
s
ity
,
Gu
an
g
zh
o
u
city
,
Gu
a
n
g
d
o
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C
h
in
a
.
E
m
ail: z
en
g
wj@
s
cn
u
.
ed
u
.
cn
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
co
n
ce
p
t
o
f
c
o
n
ten
t
an
d
la
n
g
u
ag
e
i
n
teg
r
ated
lea
r
n
in
g
(
C
L
I
L
)
was
f
ir
s
t
co
in
ed
as
a
ter
m
in
1
9
9
4
an
d
lau
n
c
h
ed
in
1
9
9
6
[
1
]
.
E
m
er
g
in
g
as
a
m
ajo
r
c
u
r
r
icu
l
u
m
in
n
o
v
atio
n
,
C
L
I
L
r
ef
er
s
to
'
a
d
u
al
-
f
o
cu
s
e
d
ed
u
ca
tio
n
al
a
p
p
r
o
ac
h
in
wh
ic
h
an
a
d
d
itio
n
al
la
n
g
u
a
g
e
is
u
s
ed
f
o
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lear
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in
g
an
d
teac
h
in
g
o
f
b
o
th
co
n
ten
t
an
d
lan
g
u
ag
e'
[
2
]
.
T
o
d
a
y
,
C
L
I
L
h
a
s
s
p
r
ea
d
f
ast an
d
h
as b
ee
n
ad
o
p
ted
wid
ely
in
s
ch
o
o
ls
wo
r
ld
w
id
e.
W
ith
th
e
p
r
o
life
r
atio
n
o
f
C
L
I
L
,
its
cu
r
r
icu
lu
m
d
ev
el
o
p
m
en
t
(
C
D)
h
as
r
ec
eiv
ed
co
n
s
id
er
ab
le
atten
tio
n
f
r
o
m
s
ch
o
lar
s
a
n
d
p
r
ac
titi
o
n
er
s
alik
e
[
3
]
.
C
D
is
a
p
r
o
ce
s
s
p
r
o
v
i
d
in
g
a
m
ea
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s
f
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r
o
r
d
er
in
g
an
d
d
ir
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ctin
g
lear
n
in
g
ex
p
e
r
ien
ce
s
'
[
4
]
,
allo
win
g
ce
r
tain
ed
u
ca
tio
n
al
aim
s
to
b
e
r
ea
lize
d
at
s
ch
o
o
l
lev
el.
C
L
I
L
C
D
is
a
v
eh
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f
o
r
b
u
ild
in
g
h
ig
h
q
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ality
p
r
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am
m
in
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,
to
r
ea
lize
th
e
in
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r
atio
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o
f
co
n
ten
t le
a
r
n
in
g
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d
lan
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ag
e
lear
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in
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.
I
t
is
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co
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p
lex
p
r
o
c
ess
to
d
ev
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p
a
C
L
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L
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b
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m
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y
f
ac
to
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s
a
n
d
asp
ec
ts
m
u
s
t
b
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co
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s
id
er
ed
[
5
]
,
s
u
ch
as
s
p
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if
ic
cr
iter
ia,
s
p
ec
if
ied
g
o
als,
s
p
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if
ically
d
esig
n
ed
m
ater
ia
ls
,
an
d
s
y
s
tem
atic
ev
alu
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n
.
Nev
e
r
th
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,
th
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e
is
s
till
a
lack
o
f
g
en
er
al
g
u
id
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es f
o
r
C
L
I
L
C
D
[6
-
8
]
.
I
n
2
0
1
0
,
C
o
y
le,
Ho
o
d
,
&
Ma
r
s
h
p
u
b
lis
h
ed
a
b
o
o
k
titl
ed
C
L
I
L
:
C
o
n
ten
t
an
d
L
an
g
u
ag
e
I
n
teg
r
ated
L
ea
r
n
in
g
.
T
h
ey
p
r
o
v
id
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an
a
m
p
le
g
am
u
t
o
f
cu
r
r
icu
lu
m
m
o
d
els
[
9
]
.
T
h
is
b
o
o
k
is
a
lan
d
m
ar
k
s
y
n
th
esis
o
f
th
e
s
tu
d
ies
d
o
n
e
in
an
d
b
ef
o
r
e
2
0
0
9
.
T
h
u
s
,
tak
in
g
th
e
y
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r
2
0
0
9
as
th
e
d
iv
id
in
g
p
o
in
t,
s
o
m
e
s
u
b
s
eq
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r
ev
iews
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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… (
Lin
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1103
h
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b
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co
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to
ex
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T
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es
ad
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r
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in
th
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r
ev
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h
av
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in
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: 1
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th
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r
ies
f
o
r
C
L
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[
1
0
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1
1
]
;
2
)
C
L
I
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im
p
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en
tatio
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[
1
2
-
1
5
]
;
an
d
3
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C
L
I
L
ev
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[
1
,
1
6
]
.
T
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s
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C
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p
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q
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s
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:
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p
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p
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C
L
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g
o
als,
C
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,
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L
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im
p
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m
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q
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esti
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in
r
elatio
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to
C
L
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L
C
D:
1
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W
h
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id
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tifie
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f
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in
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ize
d
f
o
r
C
L
I
L
?;
3
)
Ho
w
d
o
p
r
o
g
r
am
m
er
s
d
esig
n
a
C
L
I
L
p
lan
?;
4
)
W
h
at
h
as
b
ee
n
tak
e
n
in
to
ac
co
u
n
t w
h
en
im
p
lem
en
ti
n
g
C
L
I
L
?;
4
)
W
h
at
h
as
b
ee
n
t
ak
en
in
to
c
o
n
s
id
er
atio
n
wh
en
ev
alu
atin
g
C
L
I
L
?
I
n
s
u
m
,
an
o
v
e
r
v
iew
o
f
C
L
I
L
C
D
is
an
i
m
p
o
r
ta
n
t
t
h
in
g
t
o
b
e
co
n
s
id
er
ed
.
T
h
e
r
ef
o
r
e,
we
s
y
s
tem
atica
lly
r
ev
iewe
d
2
8
1
C
L
I
L
s
tu
d
ies
u
s
in
g
th
e
well
-
k
n
o
wn
C
D
m
o
d
el
b
y
Pawlas
an
d
Oliv
a
[
1
9
]
,
an
d
co
n
s
tr
u
cted
a
C
L
I
L
C
D
m
o
d
el
in
s
p
ir
ed
b
y
B
o
y
er
'
s
s
ch
o
lar
s
h
ip
o
f
in
teg
r
atio
n
(
SOI
)
[
2
0
]
,
in
o
r
d
er
to
in
f
o
r
m
C
L
I
L
r
esear
ch
er
s
an
d
p
r
ac
titi
o
n
er
s
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
A
s
y
s
tem
atic
r
ev
iew
was
co
n
d
u
cted
to
i
d
en
tify
a
n
d
class
if
y
r
esear
ch
r
elate
d
to
C
L
I
L
C
D.
T
h
e
s
y
s
tem
atic
r
ev
iew,
as
an
e
v
i
d
en
ce
-
b
ased
m
eth
o
d
,
aim
s
t
o
p
r
o
v
id
e
s
y
s
tem
atic,
tr
a
n
s
p
ar
en
t
ap
p
r
o
ac
h
es
f
o
r
g
ath
er
in
g
,
s
y
n
th
esizin
g
,
an
d
a
p
p
r
aisi
n
g
r
esear
c
h
f
in
d
in
g
s
an
d
m
in
im
izin
g
b
ias
[
21
]
.
Ad
a
p
tin
g
th
e
g
u
id
elin
es
p
r
o
p
o
s
ed
b
y
T
r
an
f
ield
,
Den
y
er
,
an
d
Sm
ar
t
[
2
2
]
,
th
is
s
tu
d
y
was
ca
r
r
ied
o
u
t
b
y
id
e
n
tif
y
in
g
k
e
y
wo
r
d
s
an
d
s
ea
r
ch
s
tr
ateg
ies,
s
elec
tin
g
s
tu
d
ies,
d
ata
ex
tr
ac
tio
n
,
an
d
d
ata
s
y
n
th
esis
.
2
.
1
.
I
dentif
y
ing
k
ey
wo
rds
a
nd
s
e
a
rc
h str
a
t
eg
ies
A
co
m
p
r
e
h
en
s
iv
e
s
ea
r
ch
o
f
au
th
o
r
itativ
e
an
d
s
ch
o
lar
l
y
el
ec
tr
o
n
ic
d
atab
ases
(
Pro
Q
u
est
R
esear
ch
L
ib
r
ar
y
a
n
d
E
B
SC
Oh
o
s
t)
was
u
n
d
er
ta
k
en
to
o
b
tain
all
liter
atu
r
e
f
r
o
m
J
an
u
ar
y
1
,
2
0
0
9
to
Feb
r
u
ar
y
1
9
,
2
0
1
9
(
th
e
au
th
o
r
s
'
cu
to
f
f
p
o
in
t
f
o
r
d
ata
co
llectio
n
)
.
T
o
m
ak
e
s
u
r
e
th
e
s
tu
d
ies
d
id
in
f
ac
t
f
all
in
t
o
th
e
d
o
m
ain
o
f
o
u
r
r
ev
iew,
we
f
o
cu
s
ed
o
n
th
e
s
t
u
d
ies
th
at
ex
p
licitly
u
s
ed
t
h
e
ter
m
'
C
o
n
ten
t
an
d
L
an
g
u
ag
e
I
n
teg
r
ated
L
ea
r
n
in
g
'
(
b
etwe
en
q
u
o
tatio
n
m
a
r
k
s
to
en
s
u
r
e
th
at
th
e
wh
o
le
ter
m
in
o
lo
g
y
o
f
co
n
te
n
t
an
d
la
n
g
u
a
g
e
in
teg
r
ated
lear
n
i
n
g
was u
s
ed
as a
s
ea
r
ch
ter
m
)
an
d
its
ab
b
r
ev
iatio
n
'
C
L
I
L
'
,
wh
ich
n
ee
d
e
d
to
b
e
m
en
tio
n
e
d
in
t
h
e
ab
s
tr
ac
t o
r
titl
e.
2
.
2
.
Select
ing
s
t
ud
ie
s
I
n
th
is
s
tep
,
we
s
elec
ted
s
tu
d
ies
b
y
u
s
in
g
th
e
f
o
llo
win
g
cr
ite
r
ia:
First,
we
ap
p
lied
th
e
s
ea
r
ch
ter
m
s
to
ea
ch
o
f
th
e
ab
o
v
e
two
d
atab
ases
.
On
ly
s
tu
d
ies p
u
b
lis
h
ed
in
p
ee
r
-
r
ev
iewe
d
E
n
g
lis
h
lan
g
u
a
g
e
jo
u
r
n
als o
n
C
L
I
L
wer
e
in
clu
d
ed
:
7
6
6
s
tu
d
ies
w
er
e
r
etr
iev
ed
i
n
to
tal
(
Fig
u
r
e
1
)
.
Seco
n
d
,
we
elim
in
ate
d
r
ep
e
ated
s
tu
d
ies
,
wh
ich
lef
t
u
s
with
4
1
6
.
Fin
ally
,
we
s
elec
ted
th
e
s
tu
d
ies
b
y
s
ca
n
n
in
g
ea
ch
o
n
e
in
d
i
v
id
u
ally
,
ex
clu
d
in
g
b
o
o
k
r
e
v
iews,
s
y
m
p
o
s
iu
m
s
,
ed
ito
r
ials
,
liter
atu
r
e
r
ev
iews,
an
d
n
o
n
-
C
L
I
L
ar
t
icles,
r
ed
u
cin
g
th
e
s
am
p
le
to
2
8
1
s
tu
d
ies
.
Fig
u
r
e
1
.
Flo
wch
ar
t
o
f
s
ea
r
ch
p
r
o
ce
s
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
1
1
0
2
-
1
1
1
3
1104
2
.
3
.
Da
t
a
ex
t
r
a
ct
io
n
Ou
r
aim
was
to
an
s
wer
au
th
o
r
itativ
ely
h
o
w
C
D
o
cc
u
r
s
in
C
L
I
L
.
I
n
s
p
ir
ed
b
y
th
e
m
o
d
el
f
o
r
C
D
d
ev
elo
p
e
d
b
y
Pawlas
an
d
Oliv
a
[
1
9
]
,
we
ex
tr
ac
te
d
th
e
d
ata
f
r
o
m
ea
ch
s
tu
d
y
r
e
g
ar
d
in
g
th
e
f
iv
e
in
q
u
ir
y
ar
ea
s
:
C
L
I
L
p
h
ilo
s
o
p
h
y
,
C
L
I
L
g
o
als
,
C
L
I
L
p
lan
,
C
L
I
L
im
p
lem
e
n
t
atio
n
,
an
d
C
L
I
L
e
v
alu
atio
n
(
Su
p
p
lem
en
tar
y
Fil
e
2
On
lin
e)
.
W
e
wer
e
in
ter
ested
in
C
L
I
L
p
h
ilo
s
o
p
h
y
b
ec
a
u
s
e
it
ca
n
g
u
id
e
p
r
o
g
r
am
m
e
r
s
to
ar
ticu
late
th
eir
o
r
ien
tatio
n
s
an
d
b
elief
s
ab
o
u
t
C
L
I
L
.
T
h
e
estab
lis
h
m
en
t
o
f
p
h
ilo
s
o
p
h
y
is
th
e
clar
if
ic
atio
n
o
f
b
elief
s
,
an
d
it
u
s
u
ally
g
o
es
with
th
eo
r
ies
[
2
3
]
.
Fo
r
t
h
is
r
ea
s
o
n
,
we
ex
p
lo
r
ed
th
e
th
e
o
r
ies
in
f
o
r
m
in
g
t
h
e
C
L
I
L
p
h
ilo
s
o
p
h
y
d
is
cu
s
s
ed
in
th
e
liter
atu
r
e.
W
e
in
ten
d
ed
t
o
f
in
d
C
L
I
L
g
o
al
s
as
th
ese
ca
n
in
f
o
r
m
c
u
r
r
icu
l
u
m
p
r
ac
titi
o
n
e
r
s
to
s
tate
th
e
lear
n
in
g
o
u
tco
m
es
o
f
C
L
I
L
p
r
o
g
r
am
s
.
J
u
s
t
as
Pa
wlas
an
d
Oliv
a
a
r
g
u
e
d
th
at
n
o
clea
r
d
is
tin
ctio
n
co
u
ld
b
e
m
ad
e
b
etwe
en
g
o
al
s
an
d
o
b
jectiv
es
[
1
9
]
,
we
d
id
n
o
t
d
is
tin
g
u
is
h
C
L
I
L
g
o
als
an
d
o
b
jectiv
es,
b
u
t
m
ak
e
th
em
co
n
v
er
g
e
n
ce
.
Pre
cise
C
L
I
L
g
o
als
wer
e
lar
g
ely
m
is
s
in
g
in
t
h
e
liter
atu
r
e.
Hen
ce
,
th
is
m
an
u
s
cr
ip
t
u
s
ed
a
m
et
h
o
d
o
f
ass
ess
m
en
t
to
d
ete
r
m
in
e
C
L
I
L
g
o
als:
i.e
.
if
th
e
s
p
ee
ch
was
ass
ess
ed
r
elativ
e
to
lear
n
i
n
g
o
u
tco
m
es
(
e.
g
.
im
p
r
o
v
i
n
g
lan
g
u
ag
e
ab
ilit
ies,
o
r
th
e
p
u
r
p
o
s
e
o
f
a
s
p
ec
if
ic
co
u
r
s
e)
,
we
ex
tr
ac
ted
th
em
as
C
L
I
L
goa
ls
.
T
h
e
ter
m
'
C
L
I
L
p
lan
'
r
ef
er
s
to
th
e
c
r
ea
tio
n
o
f
a
C
L
I
L
c
u
r
r
icu
lu
m
.
A
cu
r
r
icu
lu
m
p
lan
is
u
s
u
ally
p
r
esen
ted
as
a
p
r
o
p
o
s
al
f
o
r
th
e
p
r
o
g
r
am
m
er
s
[
1
9
]
,
wh
ich
is
u
n
d
er
p
in
n
e
d
b
y
s
o
m
e
f
r
am
ewo
r
k
s
o
r
m
o
d
els.
Hen
ce
,
we
wer
e
in
ter
ested
in
th
e
f
r
am
ewo
r
k
s
o
r
m
o
d
els
i
n
f
o
r
m
in
g
th
e
C
L
I
L
p
lan
d
is
cu
s
s
ed
in
th
e
liter
atu
r
e.
C
u
r
r
icu
lu
m
im
p
lem
en
tatio
n
i
s
th
e
tr
an
s
latio
n
o
f
p
lan
s
in
to
ac
tio
n
.
T
h
e
ef
f
ec
tiv
e
im
p
le
m
en
tatio
n
o
f
ce
r
tain
cu
r
r
icu
la
is
i
n
f
lu
en
ce
d
b
y
m
u
ltip
le
f
ac
to
r
s
,
in
cl
u
d
in
g
tim
e,
in
-
s
er
v
ice
tr
ain
in
g
,
o
th
er
f
o
r
m
s
o
f
p
eo
p
le
-
b
ased
s
u
p
p
o
r
t,
a
n
d
s
tr
ateg
ies [
2
4
]
.
T
h
er
ef
o
r
e
,
we
ex
tr
ac
ted
t
h
e
f
ac
t
o
r
s
in
f
lu
en
cin
g
C
L
I
L
im
p
lem
e
n
tatio
n
ex
p
lo
r
ed
in
th
e
liter
atu
r
e.
B
y
cu
r
r
icu
lu
m
e
v
alu
atio
n
we
m
ea
n
t
th
e
ass
ess
m
en
t
o
f
p
r
o
g
r
am
s
,
p
r
o
ce
s
s
es,
cu
r
r
icu
lar
p
r
o
d
u
cts,
an
d
ev
alu
atio
n
tec
h
n
iq
u
es
[
1
9
]
.
Ou
r
f
o
c
u
s
in
th
is
in
q
u
ir
y
ar
ea
was
o
n
th
e
ev
alu
atio
n
asp
e
cts
th
at
r
esear
ch
er
s
s
u
g
g
ested
to
b
e
c
o
n
s
id
er
ed
o
r
m
en
tio
n
ed
i
n
th
eir
r
esear
c
h
.
2
.
4
.
Da
t
a
s
y
nthesis
W
e
s
y
n
th
esized
th
e
d
ata
ex
tr
ac
tio
n
s
f
r
o
m
ea
ch
s
tu
d
y
.
T
h
at
is
,
we
co
m
p
ar
ed
th
e
e
x
tr
ac
tio
n
r
ec
o
r
d
s
f
o
r
all
th
e
s
tu
d
ies
in
o
u
r
C
L
I
L
C
D
d
ataset,
an
d
ca
r
r
ied
o
u
t
a
th
em
atic
an
aly
s
is
.
T
o
p
ics
wer
e
o
p
er
atio
n
alize
d
in
d
u
ctiv
ely
as
th
e
d
ata
we
r
e
an
aly
ze
d
.
Fiv
e
to
p
ics
wer
e
id
en
tifie
d
:
T
h
eo
r
ies
f
o
r
C
L
I
L
p
h
ilo
s
o
p
h
y
,
th
e
s
tatem
en
t
o
f
C
L
I
L
g
o
als,
f
r
a
m
ewo
r
k
s
f
o
r
C
L
I
L
p
la
n
,
f
ac
t
o
r
s
o
f
C
L
I
L
im
p
lem
en
tatio
n
,
an
d
asp
ec
ts
o
f
C
L
I
L
ev
alu
atio
n
.
Descr
ip
tio
n
s
in
t
h
e
d
ata
r
elate
d
to
ea
ch
t
o
p
ic
w
er
e
class
if
ied
an
d
lab
els
wer
e
ass
ig
n
ed
to
id
e
n
tify
u
n
d
er
ly
i
n
g
th
em
es
with
in
ea
c
h
to
p
ic.
T
h
is
was
an
iter
ativ
e
p
r
o
ce
s
s
,
as
we
r
ev
iewe
d
an
d
cr
itically
ev
alu
ated
th
e
lab
els r
eg
u
lar
ly
.
T
h
e
d
etailed
an
aly
s
is
is
p
r
esen
ted
in
th
e
f
o
llo
win
g
s
ec
tio
n
.
3.
RE
SU
L
T
S
T
h
e
ex
am
i
n
atio
n
o
f
2
8
1
s
tu
d
i
es
led
to
th
e
id
en
tific
atio
n
o
f
t
h
em
es
f
o
r
C
L
I
L
C
D.
T
h
e
k
e
y
wo
r
d
s
an
d
co
u
n
t
d
is
p
lay
e
d
in
th
e
f
o
llo
win
g
tab
les
wer
e
o
b
tain
e
d
f
r
o
m
th
e
d
ata
s
y
n
th
esis
,
an
d
th
e
r
es
u
lts
wer
e
r
ep
o
r
ted
in
r
esp
o
n
s
e
to
th
e
r
esear
ch
q
u
esti
o
n
s
.
3
.
1
.
T
heo
ries f
o
r
CL
I
L
p
hil
o
s
o
p
hy
T
h
e
d
ev
elo
p
m
en
t o
f
C
L
I
L
h
as
b
ee
n
b
ased
o
n
a
s
o
lid
th
eo
r
etica
l b
ac
k
g
r
o
u
n
d
[
2
5
]
.
Ou
r
s
ea
r
ch
y
ield
ed
75
s
tu
d
ies m
en
tio
n
i
n
g
th
eo
r
ies
,
wh
ich
wer
e
r
ef
er
r
ed
to
9
6
tim
es
to
tally
.
W
e
id
e
n
tifie
d
f
o
u
r
th
eo
r
ies
in
f
o
r
m
in
g
th
e
estab
lis
h
m
en
t
o
f
C
L
I
L
p
h
ilo
s
o
p
h
y
in
o
u
r
liter
atu
r
e
r
ev
iew
(
T
ab
le
1
)
.
W
e
u
s
ed
th
e
ter
m
la
n
g
u
a
g
e
ed
u
ca
tio
n
a
l
th
eo
r
y
-
d
erived
to
d
escr
ib
e
C
L
I
L
p
h
ilo
s
o
p
h
y
w
h
ich
is
b
ased
e
x
p
licitly
o
n
s
y
s
tem
atic
f
u
n
ctio
n
al
lin
g
u
is
tics
(
SF
L
)
r
elate
d
th
eo
r
ies,
an
d
s
ec
o
n
d
la
n
g
u
a
g
e
ac
q
u
is
itio
n
(
SLA)
r
elate
d
th
eo
r
ies.
B
ilin
g
u
a
l
lea
r
n
in
g
th
eo
r
y
-
d
erived
r
ef
e
r
s
to
C
L
I
L
p
h
ilo
s
o
p
h
y
ass
u
m
in
g
lan
g
u
ag
e
lear
n
i
n
g
a
n
d
c
o
n
ten
t
lear
n
in
g
a
r
e
in
teg
r
ated
,
an
d
d
is
cu
s
s
in
g
th
e
r
elatio
n
s
h
i
p
b
etwe
en
tar
g
et
lan
g
u
ag
e
lear
n
in
g
a
n
d
m
o
t
h
er
-
to
n
g
u
e
lea
r
n
in
g
.
C
o
n
s
tr
u
ctio
n
th
eo
r
y
-
d
erived
d
escr
ib
es
C
L
I
L
p
h
ilo
s
o
p
h
y
ta
k
in
g
s
tu
d
e
n
ts
as
ac
tiv
e
d
o
er
s
in
th
eir
lear
n
in
g
p
r
o
ce
s
s
es,
m
ak
in
g
t
h
em
co
m
p
eten
t
lan
g
u
ag
e
u
s
er
s
,
an
d
s
tr
ess
in
g
m
ed
iatio
n
,
s
ca
f
f
o
ld
i
n
g
,
co
m
m
u
n
icatio
n
,
a
n
d
m
ea
n
in
g
.
C
o
g
n
itio
n
th
eo
r
y
-
d
erived
r
ef
er
s
to
C
L
I
L
p
h
ilo
s
o
p
h
y
co
n
s
id
er
in
g
lan
g
u
ag
e
as
in
ex
tr
ica
b
ly
tied
to
co
n
ce
p
t
d
ev
elo
p
m
e
n
t.
I
n
s
h
o
r
t,
t
h
e
ce
n
ter
o
f
t
h
ese
t
h
eo
r
ies
is
th
at
co
n
te
n
t
an
d
la
n
g
u
ag
e
ar
e
lear
n
e
d
m
o
s
t
ef
f
e
ctiv
ely
f
o
r
ac
tiv
e
co
n
s
tr
u
ctio
n
i
n
m
ea
n
in
g
f
u
l,
p
u
r
p
o
s
ef
u
l,
cu
ltu
r
al
an
d
ac
ad
em
ic
co
n
tex
ts
.
T
a
b
le
1
g
i
v
es
an
o
v
er
v
iew
o
f
th
e
f
o
u
r
th
eo
r
ies
f
o
r
C
L
I
L
p
h
ilo
s
o
p
h
y
we
id
en
tifie
d
in
th
e
liter
atu
r
e.
T
h
e
f
ir
s
t
co
lu
m
n
d
em
o
n
s
tr
ates
th
e
em
p
h
asis
o
n
C
L
I
L
p
h
ilo
s
o
p
h
y
,
wh
ile
th
e
s
ec
o
n
d
co
lu
m
n
illu
s
tr
ates
th
e
s
p
ec
if
ic
th
eo
r
ies
an
d
th
eir
s
tatem
en
t
co
u
n
ts
.
As T
ab
le
1
s
h
o
ws,
lan
g
u
ag
e
e
d
u
ca
tio
n
al
th
e
o
r
y
-
d
er
i
v
ed
p
h
il
o
s
o
p
h
y
s
ee
m
s
to
d
o
m
i
n
ate
th
e
f
ield
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
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&
R
es E
d
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c
.
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SS
N:
2252
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8
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xp
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r
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g
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u
r
r
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lu
m
d
ev
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men
t in
co
n
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t a
n
d
la
n
g
u
a
g
e
in
teg
r
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ted
lea
r
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… (
Lin
g
li Li
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1105
T
ab
le
1
.
T
h
eo
r
ies f
o
r
C
L
I
L
p
h
ilo
s
o
p
h
y
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LI
L
p
h
i
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o
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o
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mp
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La
n
g
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a
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t
h
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v
e
d
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F
L(
2
2
)
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g
e
n
r
e
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h
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r
y
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2
)
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i
n
p
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s(
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)
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i
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;
i
n
t
e
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a
c
t
i
o
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a
p
p
r
o
a
c
h
(
4
)
;
i
c
e
b
e
r
g
m
o
d
e
l
(
2
)
;
o
u
t
p
u
t
h
y
p
o
t
h
e
si
s(
2
)
;
m
o
n
i
t
o
r
mo
d
e
l
(
1
)
;
n
a
t
u
r
a
l
a
p
p
r
o
a
c
h
(
2
)
B
i
l
i
n
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u
a
l
t
h
e
o
r
y
-
d
e
r
i
v
e
d
B
a
si
c
i
n
t
e
r
p
e
r
s
o
n
a
l
c
o
mm
u
n
i
c
a
t
i
v
e
s
k
i
l
l
s
a
n
d
c
o
g
n
i
t
i
v
e
a
c
a
d
e
mi
c
l
a
n
g
u
a
g
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r
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f
i
c
i
e
n
c
y
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B
I
C
S
a
n
d
C
A
LP)
(
1
7
)
;
i
c
e
b
e
r
g
m
o
d
e
l
(
2
)
;
c
o
mm
o
n
u
n
d
e
r
l
y
i
n
g
p
r
o
f
i
c
i
e
n
c
y
(
C
U
P
)
t
h
e
o
r
y
(
1
)
C
o
n
st
r
u
c
t
i
o
n
t
h
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o
r
y
-
d
e
r
i
v
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S
o
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i
a
l
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i
t
i
v
e
c
o
n
st
r
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c
t
i
v
i
sm(
s
t
)
(
1
2
)
;
d
i
d
a
c
t
i
c
t
r
a
n
s
p
o
si
t
i
o
n
(
2
)
;
so
c
i
a
l
-
c
u
l
t
u
r
a
l
t
h
e
o
r
y
(
1
5
)
;
V
y
g
o
t
s
k
y
's z
o
n
e
o
f
p
r
o
x
i
ma
l
d
e
v
e
l
o
p
men
t
(
1
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C
o
g
n
i
t
i
o
n
t
h
e
o
r
y
-
d
e
r
i
v
e
d
C
o
g
n
i
t
i
v
i
s
t
v
i
e
w
s/
B
l
o
o
m's
r
e
v
i
s
e
d
t
a
x
o
n
o
m
y
o
f
t
h
i
n
k
i
n
g
s
k
i
l
l
s(
2
)
;
c
o
g
n
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t
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v
e
l
o
a
d
t
h
e
o
r
y
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c
o
g
n
i
t
i
v
e
p
sy
c
h
o
l
o
g
y
(
2
)
;
c
o
g
n
i
t
i
v
e
p
sy
c
h
o
l
o
g
y
(
2
)
3
.
2
.
T
he
s
t
a
t
em
ent
o
f
CL
I
L
g
o
a
ls
I
n
th
e
liter
atu
r
e,
we
id
en
tifie
d
1
4
1
s
tu
d
ies
m
en
tio
n
in
g
C
L
I
L
g
o
als,
wh
ich
we
r
e
m
en
t
io
n
ed
1
7
7
tim
es.
Dalto
n
-
Pu
f
f
er
an
d
Sm
it
s
tated
th
at
ex
p
er
ts
h
ad
f
o
r
m
u
lated
an
ar
r
ay
o
f
g
o
als
f
o
r
C
L
I
L
[
2
6
]
.
Acc
o
r
d
in
g
to
th
e
d
ata
ex
tr
ac
tio
n
,
th
er
e
wer
e
6
4
k
ey
w
o
r
d
s
d
escr
ib
in
g
C
L
I
L
g
o
als,
an
d
we
class
if
ied
th
em
in
to
s
ix
th
em
es.
La
n
g
u
a
g
e
kn
o
w
led
g
e
a
n
d
c
o
mp
eten
ce
,
th
e
in
itial
f
o
cu
s
o
f
C
L
I
L
,
is
r
elate
d
to
lear
n
er
s
'
p
r
o
f
icien
cy
i
n
co
m
m
u
n
icatio
n
an
d
m
u
ltil
in
g
u
alis
m
.
C
o
n
ten
t
kn
o
w
led
g
e
a
n
d
co
mp
eten
ce
re
f
er
s
to
ac
q
u
ir
in
g
k
n
o
wled
g
e,
s
k
ills
an
d
u
n
d
er
s
tan
d
in
g
s
o
f
s
u
b
jects,
th
em
es
o
r
to
p
ics.
I
n
tercu
ltu
r
a
l
kn
o
w
led
g
e
a
n
d
c
o
mp
eten
ce
r
ef
e
r
to
in
ter
n
atio
n
al
u
n
d
er
s
tan
d
in
g
a
n
d
ap
p
r
o
p
r
iate
b
e
h
av
io
r
s
in
in
ter
cu
ltu
r
al
s
itu
atio
n
s
.
C
o
g
n
itive
d
ev
elo
p
men
t
d
escr
ib
es
th
e
ca
p
ac
ity
to
th
in
k
.
A
ffective
d
ev
elo
p
me
n
t
is
th
e
d
ev
elo
p
m
en
t
o
f
em
o
tio
n
,
w
h
ich
is
im
p
o
r
ta
n
t
f
o
r
s
u
s
tain
ab
le
lear
n
in
g
an
d
r
eg
ar
d
ed
as
p
o
wer
f
u
l
in
f
lu
en
ce
s
o
n
lear
n
in
g
.
Lea
r
n
in
g
s
kills
d
escr
ib
es
th
e
s
k
ill
s
o
f
lear
n
in
g
to
lear
n
.
T
ab
le
2
g
iv
es
an
o
v
er
v
iew
o
f
th
e
s
i
x
th
em
es
f
o
r
C
L
I
L
g
o
als
id
en
tifie
d
in
th
e
liter
atu
r
e.
I
t
d
em
o
n
s
tr
ates
th
at
m
o
s
t
g
o
als
ar
e
r
elate
d
to
lan
g
u
ag
e
k
n
o
wl
ed
g
e
an
d
co
m
p
ete
n
ce
,
m
e
n
tio
n
ed
1
3
4
tim
es.
T
h
is
m
ay
b
e
b
ec
a
u
s
e
r
esear
ch
er
s
h
o
ld
th
at
C
L
I
L
is
a
p
r
er
eq
u
is
ite
f
o
r
en
h
a
n
cin
g
lear
n
er
s
'
lan
g
u
ag
e
l
ea
r
n
in
g
[
2
7
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3
.
3
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F
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[
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m
ewo
r
k
s
(
m
o
d
els)
an
d
th
eir
s
tatem
en
t c
o
u
n
t.
T
ab
le
3
.
Fra
m
ewo
r
k
s
f
o
r
C
L
I
L
p
lan
D
i
me
n
si
o
n
F
r
a
mew
o
r
k
s (m
o
d
e
l
s)
a
n
d
t
h
e
i
r
i
n
st
r
u
c
t
i
o
n
c
o
u
n
t
'W
h
a
t
'
o
f
C
LI
L
4
C
s
f
r
a
mew
o
r
k
(
4
5
)
;
l
a
n
g
u
a
g
e
t
r
i
p
t
y
c
h
(
1
0
)
;
k
n
o
w
l
e
d
g
e
s
t
r
u
c
t
u
r
e
(
4
)
'H
o
w
' t
o
i
n
t
e
g
r
a
t
e
C
o
r
e
C
LI
L
c
o
n
st
r
u
c
t
(
3
)
;
C
u
mm
i
n
s'
q
u
a
d
r
a
n
t
(
ma
t
r
i
x
)
(
2
)
;
C
LI
L
ma
t
r
i
x
(
1
)
;
S
I
O
P
(
1
)
;
T
h
e
G
r
a
z
g
r
o
u
p
's
p
l
u
r
i
l
i
t
e
r
a
c
i
e
s
f
r
a
mew
o
r
k
(
1
)
;
C
LI
L
p
y
r
a
m
i
d
(
1
)
;
mo
d
i
f
i
e
d
h
i
e
r
a
r
c
h
i
c
a
l
mo
d
e
l
(
1
)
;
L
i
n
’
s
f
r
a
mew
o
r
k
o
f
mu
l
t
i
p
l
e
b
r
i
d
g
i
n
g
r
e
s
o
u
r
c
e
s(
1
)
3
.
4
.
F
a
ct
o
rs o
f
CL
I
L
im
plem
ent
a
t
io
n
C
L
I
L
h
as
b
ee
n
co
n
s
id
er
e
d
as
a
f
r
u
itfu
l
ed
u
ca
tio
n
al
ap
p
r
o
ac
h
,
h
o
wev
e
r
,
th
e
s
u
cc
ess
o
f
its
cu
r
r
icu
lu
m
im
p
lem
en
tatio
n
m
ay
n
o
t
b
e
s
t
r
aig
h
tf
o
r
wa
r
d
[
30
]
.
Ou
r
r
esear
ch
y
ield
ed
1
4
3
s
tu
d
ies
d
is
cu
s
s
in
g
f
ac
to
r
s
r
elatin
g
to
C
L
I
L
im
p
lem
en
tatio
n
.
T
h
e
f
ac
to
r
s
in
f
lu
en
cin
g
th
e
im
p
le
m
en
tatio
n
o
f
C
L
I
L
d
is
cu
s
s
ed
in
o
u
r
d
ataset
ca
n
b
e
class
if
ied
as C
L
I
L
teac
h
er
ed
u
ca
tio
n
,
C
L
I
L
s
tak
eh
o
ld
e
r
s
'
s
u
p
p
o
r
t a
n
d
C
L
I
L
im
p
lem
en
tat
io
n
s
tr
ateg
ies.
3
.
4
.
1
.
CL
I
L
t
ea
cher
educa
t
io
n
C
L
I
L
teac
h
er
e
d
u
ca
tio
n
r
ef
e
r
s
to
p
r
o
g
r
a
m
s
d
esig
n
ed
to
eq
u
ip
(
p
r
o
s
p
ec
tiv
e
)
teac
h
e
r
s
with
th
e
k
n
o
wled
g
e,
attitu
d
e,
b
eh
a
v
io
r
s
,
an
d
s
k
ills
f
o
r
ca
r
r
y
in
g
o
u
t
C
L
I
L
ac
tiv
ities
.
Ou
r
r
esear
ch
y
ield
ed
5
5
s
tu
d
ies
o
f
C
L
I
L
teac
h
e
r
e
d
u
ca
tio
n
,
wh
ic
h
was
ex
p
lo
r
ed
b
y
two
d
im
en
s
io
n
s
d
is
cu
s
s
ed
1
3
8
tim
es
in
a
ll,
v
iz.
,
ap
p
r
o
ac
h
es
to
C
L
I
L
teac
h
er
ed
u
ca
tio
n
,
an
d
C
L
I
L
teac
h
er
s
'
co
m
p
eten
ce
(
T
ab
le
4
)
.
A
p
p
r
o
a
ch
es
to
C
LIL
tea
ch
er
ed
u
ca
tio
n
r
ef
er
s
to
th
e
way
s
o
f
p
r
ep
ar
i
n
g
C
L
I
L
teac
h
er
s
.
C
LIL
tea
c
h
ers
'
kn
o
w
led
g
e
a
n
d
co
mp
e
ten
ce
r
ef
er
s
to
th
e
k
n
o
wled
g
e,
s
k
ills
an
d
b
e
h
av
i
o
r
s
o
f
teac
h
er
s
n
ee
d
e
d
to
co
n
d
u
ct
C
L
I
L
.
T
h
er
e
was
m
o
r
e
r
esear
ch
o
n
C
L
I
L
teac
h
er
s
'
co
m
p
eten
ce
th
an
o
n
t
h
e
ap
p
r
o
ac
h
es f
o
r
p
r
e
p
ar
in
g
C
L
I
L
teac
h
er
s
.
T
ab
le
4
.
C
L
I
L
teac
h
e
r
ed
u
ca
ti
o
n
C
LI
L
t
e
a
c
h
e
r
e
d
u
c
a
t
i
o
n
K
e
y
w
o
r
d
s
a
n
d
t
h
e
i
r
d
i
sc
u
ss
i
o
n
c
o
u
n
t
A
p
p
r
o
a
c
h
e
s t
o
C
LI
L
t
e
a
c
h
e
r
e
d
u
c
a
t
i
o
n
In
-
serv
i
c
e
t
e
a
c
h
e
r
s' t
r
a
i
n
i
n
g
(
2
2
)
;
p
r
e
-
s
e
r
v
i
c
e
t
e
a
c
h
e
r
p
r
e
p
a
r
a
t
i
o
n
(
1
3
)
C
LI
L
t
e
a
c
h
e
r
s'
k
n
o
w
l
e
d
g
e
a
n
d
c
o
m
p
e
t
e
n
c
e
G
e
n
e
r
a
l
k
n
o
w
l
e
d
g
e
a
n
d
c
o
m
p
e
t
e
n
c
e
:
Te
a
c
h
i
n
g
m
e
t
h
o
d
s
(
t
h
e
o
r
y
/
p
e
d
a
g
o
g
y
)
a
n
d
l
e
a
r
n
i
n
g
s
t
r
a
t
e
g
i
e
s(
1
7
)
;
a
ssessm
e
n
t
/
e
v
a
l
u
a
t
i
o
n
(
8
)
;
c
l
a
ssr
o
o
m
man
a
g
e
me
n
t
(
o
r
g
a
n
i
z
a
t
i
o
n
)
(
9
)
;
m
a
t
e
r
i
a
l
(
c
u
r
r
i
c
u
l
u
m)
d
e
si
g
n
(
9
)
;
k
n
o
w
l
e
d
g
e
/
u
n
d
e
r
st
a
n
d
i
n
g
/
m
e
t
h
o
d
o
l
o
g
y
o
f
C
LI
L(
7
)
;
p
e
d
a
g
o
g
i
c
a
l
c
o
n
t
e
n
t
k
n
o
w
l
e
d
g
e
(
3
)
;
l
e
s
so
n
p
l
a
n
(
3
)
;
i
n
t
e
r
p
e
r
so
n
a
l
,
a
n
d
c
o
l
l
a
b
o
r
a
t
i
v
e
c
o
m
p
e
t
e
n
c
e
(
2
)
;
o
n
g
o
i
n
g
p
r
o
f
e
ss
i
o
n
a
l
d
e
v
e
l
o
p
m
e
n
t
(
2
)
;
s
c
i
e
n
t
i
f
i
c
k
n
o
w
l
e
d
g
e
(
1
)
;
r
e
f
l
e
c
t
i
v
e
a
n
d
d
e
v
e
l
o
p
men
t
a
l
c
o
m
p
e
t
e
n
c
e
(
1
)
;
k
n
o
w
l
e
d
g
e
f
o
r
t
e
a
c
h
i
n
g
(
1
)
;
g
e
n
e
r
a
l
t
e
a
c
h
i
n
g
c
o
m
p
e
t
e
n
c
e
(
1
)
;
T
K
(
1
)
;
TP
C
K
(
1
)
;
La
n
g
u
a
g
e
-
r
e
l
a
t
e
d
k
n
o
w
l
e
d
g
e
a
n
d
c
o
mp
e
t
e
n
c
e
:
La
n
g
u
a
g
e
k
n
o
w
l
e
d
g
e
(
p
r
o
f
i
c
i
e
n
c
y
a
w
a
r
e
n
e
ss)
(
1
4
)
;
s
e
c
o
n
d
l
a
n
g
u
a
g
e
m
e
t
h
o
d
o
l
o
g
y
/
p
e
d
a
g
o
g
y
)
(
5
)
;
c
u
l
t
u
r
a
l
c
o
m
p
e
t
e
n
c
e
(
3
)
;
ELT
/
L
2
t
h
e
o
r
i
e
s(
2
)
;
l
a
n
g
u
a
g
e
k
n
o
w
l
e
d
g
e
f
o
r
c
o
n
t
e
n
t
t
e
a
c
h
i
n
g
(
2
)
;
l
i
n
g
u
i
s
t
i
c
f
e
a
t
u
r
e
s
i
n
t
h
e
i
r
s
u
b
j
e
c
t
t
e
a
c
h
i
n
g
(
1
)
;
C
o
n
t
e
n
t
-
r
e
l
a
t
e
d
k
n
o
w
l
e
d
g
e
a
n
d
c
o
mp
e
t
e
n
c
e
:
C
o
n
t
e
n
t
(
su
b
j
e
c
t
)
k
n
o
w
l
e
d
g
e
(
9
)
;
c
o
n
t
e
n
t
p
e
d
a
g
o
g
y
(
1
)
3
.
4
.
2
.
CL
I
L
s
t
a
k
eho
lders'
s
up
po
rt
C
L
I
L
s
tak
eh
o
ld
er
s
'
s
u
p
p
o
r
t
m
ea
n
s
a
r
an
g
e
o
f
s
tak
eh
o
ld
e
r
s
'
a
s
s
i
s
tan
ce
f
o
r
th
e
im
p
lem
en
tatio
n
o
f
C
L
I
L
,
wh
ich
was
m
e
n
tio
n
ed
b
y
3
6
s
tu
d
ies,
a
n
d
4
7
tim
es
in
all.
T
ab
le
5
s
h
o
ws
th
at
s
u
p
p
o
r
t
was
f
r
o
m
s
ch
o
o
l
-
ex
ter
n
al
s
tak
eh
o
ld
e
r
s
an
d
s
ch
o
o
l
p
er
s
o
n
n
el
s
tak
eh
o
ld
er
s
.
S
c
h
o
o
l
-
ex
tern
a
l
s
ta
ke
h
o
ld
ers
ar
e
th
o
s
e
wh
o
ar
e
n
o
t
s
ch
o
o
l
s
taf
f
,
b
u
t
clo
s
e
to
ed
u
ca
tio
n
,
s
u
c
h
as
p
ar
en
ts
.
S
ch
o
o
l
p
ers
o
n
n
el
s
ta
ke
h
o
l
d
ers
r
ef
er
to
an
y
p
er
s
o
n
s
wo
r
k
in
g
i
n
a
s
ch
o
o
l,
wh
o
s
e
s
u
p
p
o
r
t is th
e
f
o
u
n
d
atio
n
f
o
r
im
p
lem
en
tin
g
C
L
I
L
s
m
o
o
th
ly
.
T
ab
le
5
.
C
L
I
L
s
tak
eh
o
ld
er
s
'
s
u
p
p
o
r
t
C
LI
L
st
a
k
e
h
o
l
d
e
r
s' s
u
p
p
o
r
t
K
e
y
w
o
r
d
s
a
n
d
t
h
e
i
r
d
i
sc
u
ss
i
o
n
c
o
u
n
t
S
c
h
o
o
l
-
e
x
t
e
r
n
a
l
s
t
a
k
e
h
o
l
d
e
r
s' s
u
p
p
o
r
t
G
o
v
e
r
n
m
e
n
t
's s
u
p
p
o
r
t
(
p
o
l
i
c
y
ma
k
i
n
g
)
(
1
9
)
;
p
a
r
e
n
t
s'
i
n
v
o
l
v
e
m
e
n
t
/
s
u
p
p
o
r
t
/
p
a
r
t
i
c
i
p
a
t
i
o
n
(
9
)
S
c
h
o
o
l
p
e
r
s
o
n
n
e
l
s
t
a
k
e
h
o
l
d
e
r
s's
u
p
p
o
r
t
C
o
l
l
e
a
g
u
e
s' s
u
p
p
o
r
t
(
1
0
)
;
ma
n
a
g
e
me
n
t
t
e
a
m's
/
p
r
o
g
r
a
m
d
i
r
e
c
t
o
r
s'/
h
e
a
d
t
e
a
c
h
e
r
s'/
sc
h
o
o
l
a
d
m
i
n
i
st
r
a
t
o
r
s' s
u
p
p
o
r
t
(
7
)
;
l
a
n
g
u
a
g
e
a
ssi
st
a
n
t
s'
p
a
r
t
i
c
i
p
a
t
i
o
n
(
2
)
3
.
4
.
3
.
CL
I
L
im
plem
ent
a
t
io
n str
a
t
e
g
ies
C
L
I
L
im
p
lem
en
tatio
n
s
tr
ateg
i
es
im
p
ly
th
e
m
eth
o
d
s
u
s
ed
t
o
ca
r
r
y
o
u
t
C
L
I
L
ef
f
e
ctiv
ely
.
O
u
r
r
esear
ch
y
ield
ed
8
8
s
tu
d
ies
o
f
C
L
I
L
im
p
lem
en
tatio
n
s
tr
ateg
ies,
an
d
th
is
s
tu
d
y
s
tr
atif
ied
4
3
s
tr
ateg
ies
wh
ich
wer
e
in
tr
o
d
u
ce
d
1
2
7
tim
es,
v
iz.
,
g
en
er
al
lear
n
in
g
s
tr
ateg
ies,
lan
g
u
ag
e
lear
n
i
n
g
s
tr
ateg
ies,
an
d
s
p
ec
if
ic
co
n
ten
t
lear
n
in
g
s
tr
ateg
ies.
Gen
era
l
lea
r
n
in
g
s
tr
a
teg
ies
ar
e
th
e
m
eth
o
d
s
d
ev
elo
p
e
d
f
o
r
s
u
p
p
o
r
tin
g
lear
n
in
g
,
i.e
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
E
xp
lo
r
in
g
th
e
c
u
r
r
icu
lu
m
d
ev
elo
p
men
t in
co
n
ten
t a
n
d
la
n
g
u
a
g
e
in
teg
r
a
ted
lea
r
n
in
g
… (
Lin
g
li Li
)
1107
co
o
p
er
ativ
e
lear
n
in
g
.
La
n
g
u
a
g
e
lea
r
n
in
g
s
tr
a
teg
ies
ar
e
th
o
s
e
s
tr
ateg
ie
s
u
s
ed
to
m
ak
e
la
n
g
u
ag
e
lear
n
in
g
ea
s
y
.
S
p
ec
ific
co
n
ten
t
lea
r
n
in
g
s
tr
a
t
eg
ies
r
ef
er
to
th
o
s
e
m
et
h
o
d
s
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r
ea
ted
f
o
r
ass
is
tin
g
s
p
ec
if
ic
co
n
ten
t
lear
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i
n
g
.
W
e
f
o
u
n
d
lan
g
u
ag
e
lear
n
in
g
s
tr
ateg
ies
wer
e
u
s
ed
m
o
s
t,
6
6
tim
es
in
all.
T
ab
le
6
g
iv
es
an
o
v
er
v
iew
o
f
th
e
th
r
ee
im
p
lem
en
tatio
n
s
tr
ateg
ies id
en
tifie
d
in
th
e
liter
atu
r
e.
T
ab
le
6
.
I
m
p
lem
en
tatio
n
s
tr
ateg
ies o
f
C
L
I
L
I
mp
l
e
me
n
t
a
t
i
o
n
s
t
r
a
t
e
g
i
e
s
K
e
y
w
o
r
d
s
a
n
d
t
h
e
i
r
d
i
sc
u
ss
i
o
n
c
o
u
n
t
La
n
g
u
a
g
e
l
e
a
r
n
i
n
g
st
r
a
t
e
g
i
e
s
C
o
d
e
sw
i
t
c
h
i
n
g
/
t
r
a
n
sl
a
n
g
u
a
g
i
n
g
/
l
a
n
g
u
a
g
e
a
l
t
e
r
n
a
t
i
o
n
/
t
h
e
r
o
l
e
o
f
L
1
(
2
2
)
;
t
a
s
k
-
b
a
se
d
l
e
a
r
n
i
n
g
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e
a
c
h
i
n
g
(
1
9
)
;
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e
n
r
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-
b
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se
d
t
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a
c
h
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(
3
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c
o
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t
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b
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se
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s
t
r
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c
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d
)
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p
u
t
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h
a
n
c
e
me
n
t
(
2
)
,
n
e
g
o
t
i
a
t
i
o
n
st
r
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t
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g
i
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s(
1
)
;
c
o
mm
u
n
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a
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l
a
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a
g
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(
1
)
;
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s(
1
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mu
l
t
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c
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p
p
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c
h
(
1
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1
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s
y
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b
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1
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m
o
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s(
1
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h
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k
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p
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1
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h
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mm
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o
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c
t
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n
(
1
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p
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1
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l
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h
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1
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c
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t
& l
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s [L
1
/
L2
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sh
a
r
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d
l
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a
r
n
i
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g
(
1
)
;
u
se
o
f
g
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s
t
u
r
e
s (
1
)
;
c
o
mm
u
n
i
c
a
t
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n
s
t
r
a
t
e
g
i
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s(
1
)
;
g
e
st
u
r
e
(
1
)
G
e
n
e
r
a
l
l
e
a
r
n
i
n
g
st
r
a
t
e
g
i
e
s
I
C
T(
1
9
)
;
c
o
-
t
e
a
c
h
i
n
g
/
t
e
a
m
t
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a
c
h
i
n
g
(
1
4
)
;
c
o
o
p
e
r
a
t
i
v
e
l
e
a
r
n
i
n
g
(
5
)
;
p
r
o
j
e
c
t
w
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r
k
(
4
)
;
g
a
m
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b
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d
l
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r
n
i
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g
(
g
a
mi
f
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c
a
t
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n
)
(
3
)
;
p
o
r
t
f
o
l
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o
(
2
)
;
r
o
l
e
p
l
a
y
(
2
)
;
s
t
o
r
y
-
t
e
l
l
i
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g
(
1
)
;
p
r
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b
l
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m
-
so
l
v
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a
c
h
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g
(
1
)
;
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x
p
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me
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t
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(
1
)
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m
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l
l
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(
1
)
;
g
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p
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1
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c
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p
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f
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t
l
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a
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st
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a
t
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Ex
p
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m
e
n
t
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m
p
l
e
me
n
t
a
t
i
o
n
(
2
)
;
c
o
m
i
c
s(
1
)
;
a
n
n
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u
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me
n
t
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m
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t
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t
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(
1
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;
h
y
p
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t
h
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f
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mat
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(
1
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;
r
e
p
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t
w
r
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t
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g
(
1
)
;
f
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l
d
t
r
i
p
s(
1
)
3
.
5
.
Asp
ec
t
s
o
f
CL
I
L
ev
a
lua
t
io
n
T
h
er
e
wer
e
1
8
9
s
tu
d
ies
in
tr
o
d
u
cin
g
th
e
ev
alu
atio
n
o
f
C
L
I
L
,
an
d
we
id
en
tifie
d
two
asp
ec
ts
d
is
cu
s
s
ed
in
th
e
liter
atu
r
e:
C
L
I
L
ev
alu
ati
o
n
o
b
jectiv
es a
n
d
C
L
I
L
ev
alu
atio
n
tech
n
iq
u
es.
3
.
5
.
1
.
CL
I
L
ev
a
lua
t
io
n o
bje
ct
iv
es
C
L
I
L
ev
alu
atio
n
o
b
jectiv
es r
ef
er
to
wh
at
ar
e
to
b
e
ev
alu
ated
in
C
L
I
L
.
2
9
C
L
I
L
ev
alu
atio
n
o
b
jectiv
es
wer
e
ex
p
l
o
r
ed
2
4
1
tim
es
b
y
1
9
0
s
tu
d
ies
i
n
o
u
r
d
ataset.
T
h
e
s
e
ev
alu
atio
n
o
b
jectiv
es
wer
e
class
if
ied
in
to
f
o
u
r
d
o
m
ain
s
:
lea
r
n
ers
'
lea
r
n
in
g
,
t
ea
ch
ers
'
p
erfo
r
ma
n
ce
,
cu
r
r
icu
lu
m
ma
teri
a
ls
a
n
d
th
e
ev
a
lu
a
t
io
n
p
r
o
g
r
a
m
its
elf.
T
ab
le
7
s
h
o
ws
th
at
lea
r
n
ers
'
lea
r
n
in
g
was
th
e
ev
al
u
ato
r
s
'
g
r
ea
test
co
n
ce
r
n
,
with
1
7
9
t
im
es
o
f
th
is
in
all,
in
clu
d
in
g
th
e
e
v
alu
atio
n
o
f
lan
g
u
ag
e
lear
n
in
g
,
c
o
n
ten
t
l
ea
r
n
in
g
,
lear
n
er
s
'
attitu
d
e,
le
ar
n
er
s
'
m
o
tiv
atio
n
,
class
r
o
o
m
in
ter
ac
tio
n
,
c
o
g
n
iti
v
e
d
ev
elo
p
m
en
t,
c
u
ltu
r
al
awa
r
en
ess
,
lear
n
er
s
'
en
g
ag
em
en
t,
an
d
lear
n
e
r
s
'
s
elf
-
co
n
ce
p
t.
Of
t
h
ese,
lear
n
er
s
'
la
n
g
u
ag
e
lea
r
n
in
g
was
ev
alu
ate
d
th
e
m
o
s
t,
8
1
tim
es;
th
is
was
n
o
t
o
n
l
y
co
n
ce
r
n
ed
with
lear
n
er
s
'
tar
g
et
lan
g
u
ag
e
lear
n
in
g
,
b
u
t
also
with
th
eir
m
o
th
er
to
n
g
u
e
lear
n
i
n
g
[
31
]
.
As
well,
we
f
o
u
n
d
th
at
C
L
I
L
o
b
jectiv
es
f
o
r
ev
al
u
atin
g
lear
n
er
s
'
lear
n
in
g
c
o
r
r
es
p
o
n
d
e
d
wi
th
C
L
I
L
g
o
als.
E
va
l
u
a
tio
n
o
f
tea
ch
ers
'
p
erfo
r
ma
n
ce
was
an
o
th
er
co
n
ce
r
n
o
f
C
L
I
L
s
tak
eh
o
ld
er
s
,
w
ith
th
is
b
ein
g
m
en
tio
n
ed
3
8
tim
es.
E
va
lu
a
tio
n
o
f
cu
r
r
icu
lu
m
ma
teri
a
ls
wa
s
m
en
tio
n
ed
1
3
tim
es.
L
iter
atu
r
e
r
ef
er
r
in
g
t
o
th
e
ev
a
lu
a
tio
n
p
r
o
g
r
a
m
its
elf
,
in
clu
d
ed
ev
al
u
atio
n
s
o
f
th
e
b
en
ef
icial
ef
f
ec
ts
o
f
C
L
I
L
,
C
L
I
L
co
n
ce
p
t
ev
alu
atio
n
,
C
L
I
L
ev
alu
at
io
n
ch
ec
k
lis
ts
,
an
d
ass
es
s
m
en
t
ap
p
r
o
ac
h
es.
T
h
ese
wer
e
ev
alu
ated
1
2
tim
es,
an
d
th
e
ev
alu
atio
n
o
f
b
e
n
ef
icial
e
f
f
ec
t
h
as
attr
ac
ted
h
ea
ted
d
is
cu
s
s
io
n
am
o
n
g
s
ch
o
lar
s
[
3
2
-
34
]
.
T
ab
le
7
d
e
m
o
n
s
tr
ates
th
e
d
etailed
in
f
o
r
m
atio
n
ab
o
u
t
C
L
I
L
ev
alu
atio
n
o
b
jectiv
es.
T
ab
le
7
.
C
L
I
L
ev
al
u
atio
n
o
b
je
ctiv
es
C
LI
L
e
v
a
l
u
a
t
i
o
n
o
b
j
e
c
t
i
v
e
s
K
e
y
w
o
r
d
s
a
n
d
t
h
e
i
r
e
v
a
l
u
a
t
i
o
n
c
o
u
n
t
Le
a
r
n
e
r
s'
l
e
a
r
n
i
n
g
La
n
g
u
a
g
e
l
e
a
r
n
i
n
g
(
8
1
)
;
c
o
n
t
e
n
t
l
e
a
r
n
i
n
g
(
2
5
)
;
l
e
a
r
n
e
r
s'
a
t
t
i
t
u
d
e
(
1
8
)
;
l
e
a
r
n
e
r
s'
mo
t
i
v
a
t
i
o
n
(
1
6
)
;
c
l
a
ssr
o
o
m i
n
t
e
r
a
c
t
i
o
n
(
1
1
)
;
c
o
g
n
i
t
i
v
e
d
e
v
e
l
o
p
m
e
n
t
(
1
0
)
;
c
u
l
t
u
r
e
a
w
a
r
e
n
e
ss(
5
)
;
l
e
a
r
n
e
r
s'
e
n
g
a
g
e
m
e
n
t
(
3
)
;
l
e
a
r
n
e
r
s' s
e
l
f
-
c
o
n
c
e
p
t
(
1
)
;
l
e
a
r
n
e
r
s'
a
u
t
o
n
o
m
y
(
1
)
;
l
e
a
r
n
i
n
g
p
r
o
c
e
ss (r
e
a
d
i
n
g
st
r
a
t
e
g
i
e
s
/
c
o
o
p
e
r
a
t
i
o
n
/
c
l
a
r
i
f
i
c
a
t
i
o
n
r
e
q
u
e
s
t
s/
l
e
a
r
n
i
n
g
s
t
r
a
t
e
g
i
e
s)
(
7
)
Te
a
c
h
e
r
s' p
e
r
f
o
r
ma
n
c
e
Te
a
c
h
e
r
s' a
t
t
i
t
u
d
e
(
1
6
)
;
t
e
a
c
h
i
n
g
q
u
a
l
i
t
y
(
9
)
;
t
e
a
c
h
e
r
s' (la
n
g
u
a
g
e
)
c
o
m
p
e
t
e
n
c
e
(
5
)
;
t
e
a
c
h
e
r
s'
c
o
m
p
e
t
e
n
c
e
o
f
c
l
a
ssr
o
o
m
c
l
i
m
a
t
e
c
r
e
a
t
i
n
g
(
2
)
;
c
o
mp
e
t
e
n
c
e
o
f
c
o
l
l
a
b
o
r
a
t
i
o
n
w
i
t
h
o
t
h
e
r
t
e
a
c
h
e
r
s(
1
)
;
a
f
f
o
r
d
a
n
c
e
s
o
f
l
a
n
g
u
a
g
e
i
n
c
u
r
r
i
c
u
l
u
m
(
1
)
;
t
e
a
c
h
e
r
s' t
e
c
h
n
o
l
o
g
y
p
e
d
a
g
o
g
i
c
a
l
c
o
n
t
e
n
t
k
n
o
w
l
e
d
g
e
(
1
)
;
t
e
a
c
h
e
r
s' m
o
t
i
v
a
t
i
o
n
(
1
)
;
t
e
a
c
h
e
r
s'
C
LI
L
k
n
o
w
l
e
d
g
e
(
1
)
;
t
h
e
p
e
d
a
g
o
g
y
o
f
C
LI
L
t
e
a
c
h
e
r
s(
1
)
C
u
r
r
i
c
u
l
u
m ma
t
e
r
i
a
l
s
Le
sso
n
p
l
a
n
s(
6
)
;
ma
t
e
r
i
a
l
d
e
v
e
l
o
p
me
n
t
(
4
)
;
c
o
u
r
s
e
b
o
o
k
(
2
)
;
c
o
u
r
se
sy
l
l
a
b
i
e
v
a
l
u
a
t
i
o
n
(
1
)
Th
e
e
v
a
l
u
a
t
i
o
n
p
r
o
g
r
a
m
i
t
se
l
f
C
LI
L
b
e
n
e
f
i
c
i
a
l
e
f
f
e
c
t
s
e
v
a
l
u
a
t
i
o
n
(
6
)
;
C
LI
L
c
o
n
c
e
p
t
e
v
a
l
u
a
t
i
o
n
(
2
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;
C
LI
L
e
v
a
l
u
a
t
i
o
n
c
h
e
c
k
l
i
st
(
2
)
;
a
ssessm
e
n
t
a
p
p
r
o
a
c
h
(
1
)
3
.
5
.
2
.
CL
I
L
ev
a
lua
t
io
n t
ec
hn
iqu
e
s
T
h
er
e
wer
e
1
8
3
s
tu
d
ies
in
tr
o
d
u
ce
d
C
L
I
L
e
v
alu
atio
n
tec
h
n
iq
u
es
i
n
o
u
r
s
tu
d
y
.
T
h
ese
co
u
ld
b
e
class
if
ied
in
to
two
k
in
d
s
:
q
u
a
n
tita
tive
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d
r
iven
tech
n
iq
u
es
a
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d
q
u
a
lita
tive
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d
r
iven
tech
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iq
u
e
s
.
T
h
e
f
o
r
m
er
r
ef
er
s
to
th
e
s
y
s
tem
atic
em
p
ir
ical
i
n
v
esti
g
atio
n
o
f
C
L
I
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b
y
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tatis
t
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m
ath
em
atica
l
o
r
c
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p
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tatio
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tech
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i
q
u
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wh
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was m
en
tio
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1
3
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tim
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latter
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to
d
ea
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tim
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in
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u
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7
5
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6
2
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3
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2
1
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a
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a
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k
(
1
1
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c
o
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t
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s(
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5
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(
2
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2
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2
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1
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1
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4.
DIS
CU
SS
I
O
N
B
ased
o
n
th
e
r
esu
lts
o
f
th
is
liter
atu
r
e
r
ev
iew
a
n
d
ac
c
o
r
d
i
n
g
to
B
o
y
er
'
s
SOI
n
o
tio
n
s
[
2
0
]
,
we
wer
e
ab
le
to
co
n
s
tr
u
ct
a
h
o
lis
tic
C
L
I
L
C
D
m
o
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el.
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e
m
o
d
el
is
p
r
esen
ted
h
er
e
an
d
its
elem
en
ts
ar
e
in
tr
o
d
u
ce
d
.
4
.
1
.
P
ro
po
s
a
l o
f
a
ho
lis
t
ic
m
o
del
o
f
CL
I
L
CD
T
h
e
r
e
v
iew
o
f
2
8
1
p
ee
r
-
r
ev
i
ewe
d
E
n
g
lis
h
s
tu
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ies
g
en
e
r
ated
a
p
leth
o
r
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u
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tan
d
i
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s
in
th
e
in
q
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ar
ea
s
o
f
p
h
ilo
s
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g
o
als,
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im
p
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n
an
d
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alu
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o
r
C
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L
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D.
T
ab
le
9
g
iv
es
a
s
ch
em
atic
o
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er
v
iew
in
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elatio
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to
ea
ch
to
p
ic,
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d
s
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o
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at
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ch
in
q
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ir
y
a
r
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id
en
tifie
s
a
r
an
g
e
o
f
th
em
es
with
co
n
s
id
er
ab
le
v
a
r
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n
f
o
r
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L
I
L
C
D.
T
h
at
is
,
C
L
I
L
p
r
o
g
r
am
m
er
s
a
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e
f
ac
ed
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a
m
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ltit
u
d
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p
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s
ib
le
elem
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ts
in
th
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s
d
if
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icu
lt
f
o
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th
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elo
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cu
r
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ic
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m
s
y
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lly
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o
en
ab
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C
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teac
h
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s
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d
d
esig
n
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s
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d
ev
elo
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th
eir
o
wn
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r
r
icu
l
u
m
,
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s
y
n
th
esized
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d
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ter
p
r
eted
th
e
ex
is
tin
g
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id
en
ce
in
o
r
d
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r
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th
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t
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n
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er
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d
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g
o
f
C
L
I
L
C
D,
wh
ich
f
its
in
to
B
o
y
er
'
s
SOI
[
20
]
.
T
h
u
s
,
b
ased
o
n
th
e
f
in
d
in
g
s
,
we
to
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k
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d
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n
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ted
it
p
r
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f
it
ab
ly
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m
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t f
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u
ctin
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el
f
o
r
C
L
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L
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D.
T
ab
le
9
.
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h
em
atic
o
v
e
r
v
iew
o
f
C
L
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p
h
ilo
s
o
p
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y
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g
o
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p
la
n
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im
p
lem
en
tat
io
n
,
ev
alu
atio
n
f
o
u
n
d
in
th
e
liter
atu
r
e
1
.
Th
e
o
r
i
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s
i
n
f
o
r
mi
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g
C
LI
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p
h
i
l
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p
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y
2
.
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LI
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g
o
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l
s
3
.
F
r
a
mew
o
r
k
s
f
o
r
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p
l
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n
4
.
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a
c
t
o
r
s
o
f
C
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i
mp
l
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m
e
n
t
a
t
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n
5
.
A
s
p
e
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t
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o
f
C
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v
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a
t
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C
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h
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Sch
o
lar
s
ass
u
m
e
th
r
ee
d
o
m
in
an
t
n
o
tio
n
s
f
o
r
SOI
:
I
n
ter
p
r
etatio
n
,
in
ter
d
is
cip
lin
a
r
ity
,
an
d
in
teg
r
atio
n
[
3
5
]
.
I
n
ter
p
r
etatio
n
is
r
o
o
ted
in
th
e
f
in
d
in
g
s
d
el
iv
er
ed
b
y
o
r
ig
in
al
r
esear
ch
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n
d
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g
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d
o
th
e
f
in
d
in
g
s
m
ea
n
?
I
s
it
p
o
s
s
ib
le
to
in
ter
p
r
et
wh
at'
s
b
ee
n
d
is
co
v
er
ed
in
wa
y
s
th
at
p
r
o
v
id
e
a
lar
g
er
,
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
?'
[
2
0
]
.
I
n
ter
d
is
cip
lin
ar
ity
m
e
an
s
b
r
in
g
in
g
d
iv
er
s
e
f
ield
s
to
g
eth
er
an
d
b
r
in
g
in
g
n
ew
p
er
s
p
ec
tiv
es
an
d
in
s
ig
h
t
t
o
b
ea
r
o
n
r
esear
ch
f
i
n
d
in
g
s
[
2
0
]
.
I
n
teg
r
atio
n
m
ea
n
s
th
e
in
ter
d
is
cip
lin
ar
y
cr
itical
an
aly
s
is
f
itti
n
g
o
n
e'
s
o
wn
r
esear
ch
o
r
th
e
r
esear
ch
o
f
o
th
er
s
i
n
to
lar
g
er
in
tellectu
al
p
atter
n
s
[
2
0
]
.
Ap
p
lied
to
C
L
I
L
,
th
e
n
o
ti
o
n
s
o
f
SOI
p
r
o
v
id
e
a
b
asic
f
r
a
m
e
wo
r
k
f
o
r
its
C
D.
Gen
er
ally
,
c
u
r
r
icu
lu
m
is
d
ev
elo
p
e
d
b
y
f
o
llo
win
g
th
e
co
r
e
f
ea
tu
r
es
o
f
a
s
p
ec
if
ic
ap
p
r
o
ac
h
.
I
n
o
th
er
wo
r
d
s
,
th
e
C
D
f
o
r
C
L
I
L
h
as
u
n
iq
u
e
ch
ar
ac
ter
is
tics
.
C
L
I
L
h
as
b
ee
n
ar
g
u
ed
to
b
e
a
n
ew
p
ar
a
d
ig
m
o
f
tr
an
s
lan
g
u
a
g
in
g
to
tr
a
n
s
ce
n
d
tr
ad
itio
n
al
ap
p
r
o
ac
h
es
[
3
6
]
,
a
n
d
it
is
in
teg
r
ativ
e
an
d
in
ter
d
is
cip
lin
ar
y
b
y
n
atu
r
e
[
3
7
]
.
I
n
th
is
way
,
b
ased
o
n
SOI
an
d
th
e
ch
ar
ac
ter
is
tics
o
f
C
L
I
L
,
th
is
s
tu
d
y
h
as
p
r
o
p
o
s
ed
a
h
o
lis
tic
m
o
d
el
o
f
C
L
I
L
C
D.
T
h
e
f
ir
s
t
n
o
tio
n
,
'
in
ter
p
r
etatio
n
'
,
is
ass
o
c
iated
with
in
ter
p
r
eti
n
g
th
e
f
in
d
in
g
s
f
r
o
m
th
e
s
y
n
th
esis
o
f
th
e
liter
atu
r
e
an
d
attem
p
tin
g
to
p
r
o
v
id
e
a
c
o
m
p
r
e
h
en
s
iv
e
u
n
d
e
r
s
tan
d
in
g
o
f
C
L
I
L
C
D.
T
ab
le
9
s
h
o
ws
th
at
th
e
th
em
es
ar
e
v
is
u
alize
d
as
s
ep
ar
ate
f
r
o
m
o
n
e
an
o
th
er
,
b
u
t
in
f
ac
t
th
ey
in
ter
ac
t
in
th
e
p
r
o
ce
s
s
o
f
C
L
I
L
C
D.
Fo
r
ex
am
p
le,
t
h
er
e
m
a
y
b
e
in
ter
a
ctio
n
b
etwe
en
C
L
I
L
g
o
als
an
d
C
L
I
L
ev
al
u
atio
n
o
b
jectiv
es.
W
h
en
th
e
f
o
c
u
s
o
f
C
L
I
L
g
o
als
is
o
n
co
n
ten
t
k
n
o
wled
g
e
an
d
co
m
p
ete
n
ce
,
t
h
e
p
r
o
g
r
am
m
er
s
m
ay
e
v
alu
a
te
lear
n
er
s
'
co
n
ten
t
lear
n
in
g
.
T
h
e
d
esig
n
o
f
C
L
I
L
g
o
als,
p
lan
,
im
p
lem
en
tati
o
n
an
d
ev
alu
atio
n
m
ay
b
e
in
f
lu
en
ce
d
b
y
th
e
th
eo
r
etica
l
p
er
s
p
ec
tiv
e
o
n
C
L
I
L
p
h
ilo
s
o
p
h
y
.
T
h
e
f
i
n
d
in
g
s
a
ls
o
in
d
icate
th
at
C
L
I
L
is
n
o
t
o
n
ly
th
e
i
n
teg
r
atio
n
o
f
co
n
ten
t
lea
r
n
in
g
an
d
lan
g
u
ag
e
lear
n
i
n
g
,
b
u
t
th
e
i
n
teg
r
ati
o
n
o
f
m
an
y
f
ac
to
r
s
.
Fo
r
ex
a
m
p
le,
wh
en
p
lan
n
in
g
C
L
I
L
,
p
r
o
g
r
am
m
er
s
n
ee
d
to
ta
k
e
co
n
tex
t,
co
g
n
itio
n
an
d
cu
lt
u
r
e
as we
ll a
s
co
n
ten
t a
n
d
lan
g
u
ag
e
in
to
ac
c
o
u
n
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
E
xp
lo
r
in
g
th
e
c
u
r
r
icu
lu
m
d
ev
elo
p
men
t in
co
n
ten
t a
n
d
la
n
g
u
a
g
e
in
teg
r
a
ted
lea
r
n
in
g
… (
Lin
g
li Li
)
1109
A
s
ec
o
n
d
n
o
tio
n
,
'
in
ter
d
is
ci
p
lin
ar
ity
'
,
is
co
n
ce
r
n
ed
with
lin
k
in
g
co
n
ten
t
d
is
cip
lin
e,
lan
g
u
ag
e
d
is
cip
lin
e,
an
d
o
t
h
er
r
elate
d
d
i
s
cip
lin
es.
First,
C
L
I
L
is
n
o
t
in
f
lu
en
ce
d
b
y
o
n
e
th
eo
r
y
,
b
u
t
b
y
th
e
f
u
s
io
n
o
f
m
an
y
,
s
u
ch
as
lan
g
u
a
g
e
ed
u
c
atio
n
al
th
eo
r
ies,
co
n
s
tr
u
ctio
n
a
l
th
eo
r
ies,
an
d
cu
ltu
r
al
lear
n
i
n
g
th
eo
r
ies
[
3
8
-
4
0
]
.
T
h
u
s
,
wh
e
n
s
tatin
g
C
L
I
L
p
h
i
lo
s
o
p
h
y
,
th
er
e
is
a
n
ee
d
to
c
o
n
s
id
er
d
er
iv
in
g
its
th
e
o
r
etic
al
f
o
u
n
d
atio
n
f
r
o
m
d
if
f
er
en
t
th
eo
r
ies.
Seco
n
d
,
with
r
eg
ar
d
to
th
e
s
tr
ateg
ies
f
o
r
C
L
I
L
im
p
lem
en
tatio
n
,
in
ter
d
is
cip
lin
ar
ity
in
d
icate
s
th
at
p
r
o
g
r
a
m
m
er
s
n
ee
d
p
a
r
ticu
lar
s
tr
ateg
ies,
wh
ich
ca
n
b
e
d
er
iv
ed
f
r
o
m
an
in
teg
r
atio
n
o
f
th
e
s
tr
ateg
ies
u
s
e
d
in
lan
g
u
a
g
e
d
is
cip
lin
e
(
e
.
g
.
c
o
m
m
u
n
icatio
n
s
tr
ateg
ies),
th
e
s
tr
ateg
ies
u
s
ed
in
a
s
p
ec
if
ic
s
u
b
ject
d
is
cip
lin
e
(
e.
g
.
f
ield
tr
ip
s
f
o
r
g
eo
g
r
ap
h
y
)
,
an
d
th
e
g
en
e
r
al
lear
n
in
g
s
tr
ateg
ies
(
e.
g
.
c
o
o
p
e
r
ativ
e
lear
n
i
n
g
)
.
T
h
ir
d
,
p
r
e
-
s
er
v
ice
o
r
in
-
s
er
v
ice
ed
u
ca
tio
n
p
r
o
g
r
am
s
ar
e
n
ee
d
e
d
to
p
r
ep
ar
e
C
L
I
L
t
ea
ch
er
s
wh
o
ar
e
c
o
m
p
eten
t
b
o
th
in
lan
g
u
ag
e
an
d
co
n
ten
t in
a
d
d
itio
n
to
g
en
e
r
al
p
ed
ag
o
g
y
[
4
1
,
4
2
]
.
A
th
ir
d
n
o
tio
n
is
o
f
'
in
teg
r
atio
n
'
.
I
n
teg
r
atio
n
h
er
e
is
b
e
y
o
n
d
th
at
o
f
co
n
ten
t
a
n
d
lan
g
u
ag
e,
an
d
it
h
as
f
iv
e
d
o
m
ain
s
o
f
m
ea
n
i
n
g
in
C
L
I
L
C
D.
I
t
is
s
u
g
g
ested
th
at
th
e
f
ir
s
t
d
o
m
ain
o
f
in
te
g
r
atio
n
is
th
at
o
f
th
e
cu
r
r
en
t
th
eo
r
etica
l
u
n
d
er
p
i
n
n
in
g
s
f
o
r
C
L
I
L
[
4
3
]
,
th
r
o
u
g
h
wh
ic
h
th
e
co
n
ce
p
t
'
h
o
lis
tic
lear
n
in
g
p
h
ilo
s
o
p
h
y
'
co
m
es
to
b
ein
g
,
attem
p
tin
g
to
in
te
g
r
at
e
th
e
ass
u
m
p
tio
n
s
o
f
SF
L
,
SLA
,
b
ilin
g
u
al
lear
n
in
g
th
e
o
r
ies,
co
n
s
tr
u
ctio
n
,
co
g
n
itiv
e
th
eo
r
ies,
an
d
o
th
e
r
th
eo
r
ies
o
f
d
if
f
e
r
en
t
f
ield
s
.
T
h
e
s
ec
o
n
d
d
o
m
ai
n
is
th
e
in
teg
r
a
tio
n
o
f
C
L
I
L
g
o
als.
C
L
I
L
is
n
o
t
co
n
ce
r
n
ed
s
o
lely
with
co
n
ten
t
an
d
lan
g
u
ag
e,
its
g
o
als
h
av
e
a
b
r
o
ad
er
d
im
en
s
io
n
[
4
4
]
,
i
n
clu
d
in
g
in
ter
cu
ltu
r
e,
co
g
n
itio
n
,
lear
n
i
n
g
s
k
ills
an
d
a
f
f
ec
tio
n
.
T
h
es
e
co
u
l
d
b
e
in
te
g
r
ated
as
ex
p
licit,
im
p
licit,
an
d
em
an
cip
ato
r
y
g
o
als
b
ased
o
n
Yan
g
'
s
h
o
lis
tic
lear
n
in
g
th
eo
r
y
[
4
5
]
.
T
h
e
th
ir
d
d
o
m
ain
o
f
in
teg
r
atio
n
is
to
co
m
b
in
e
d
esig
n
in
g
b
o
th
th
e
elem
en
ts
an
d
ap
p
r
o
ac
h
es
o
f
in
teg
r
atio
n
wh
en
p
lan
n
in
g
C
L
I
L
.
Acc
o
r
d
in
g
to
C
o
y
le
[
3
8
]
,
C
L
I
L
p
r
o
g
r
am
m
e
r
s
n
ee
d
to
k
n
o
w
'
h
o
w'
to
in
te
g
r
ate
(
ap
p
r
o
ac
h
es)
as
well
as
th
e
'
wh
at
'
o
f
C
L
I
L
(
th
e
f
u
n
d
am
en
tal
elem
en
ts
)
.
T
h
e
f
o
u
r
th
d
o
m
ain
r
elate
s
to
th
r
ee
f
ac
to
r
s
in
f
lu
en
ci
n
g
th
e
i
m
p
lem
en
tatio
n
o
f
C
L
I
L
.
Fo
r
o
n
e
th
in
g
,
t
h
er
e
is
a
ca
ll
f
o
r
p
r
e
p
ar
in
g
co
m
p
eten
t
teac
h
er
s
to
p
r
o
m
o
te
C
L
I
L
s
u
cc
ess
f
u
lly
[
4
6
]
.
Fo
r
an
o
th
er
,
ap
p
r
o
p
r
iate
s
tr
ateg
y
is
an
in
teg
r
al
p
ar
t
o
f
th
e
im
p
lem
en
tatio
n
f
ac
to
r
[
4
7
]
,
an
d
s
u
p
p
o
r
t
f
r
o
m
s
tak
eh
o
ld
er
s
is
also
a
c
o
n
tr
ib
u
tin
g
f
ac
to
r
to
C
L
I
L
im
p
lem
en
t
atio
n
[
4
8
]
.
I
n
s
h
o
r
t,
th
ese
t
h
r
e
e
f
ac
to
r
s
s
h
o
u
ld
b
e
in
teg
r
ated
f
o
r
th
e
s
u
cc
ess
o
f
im
p
lem
en
tin
g
C
L
I
L
.
T
h
e
last
ty
p
e
o
f
in
teg
r
atio
n
is
co
n
ce
r
n
e
d
with
th
e
ev
alu
atio
n
o
f
C
L
I
L
.
I
t
h
as
b
ee
n
ar
g
u
ed
t
h
at
it
wo
u
ld
b
e
ea
s
ier
if
C
L
I
L
e
v
alu
ato
r
s
k
n
o
w
wh
at
s
h
o
u
ld
b
e
ev
alu
ated
,
an
d
h
o
w
to
ev
al
u
a
te
[
4
9
]
.
T
h
at
is
to
s
ay
,
p
r
o
g
r
am
m
er
s
n
ee
d
to
co
n
s
id
er
ev
a
lu
ato
r
s
,
ev
alu
atio
n
o
b
jectiv
es,
an
d
e
v
alu
atio
n
tec
h
n
iq
u
es wh
en
ev
alu
atin
g
C
L
I
L
.
I
n
s
u
m
,
b
ased
o
n
th
e
th
em
es
an
d
SOI
n
o
tio
n
s
,
a
h
o
lis
tic
m
o
d
e
l
f
o
r
C
L
I
L
C
D
was
co
n
s
tr
u
cted
.
T
h
is
m
o
d
el
is
f
u
n
d
a
m
en
tally
at
th
e
n
ex
u
s
o
f
:
1
)
estab
lis
h
m
en
t
o
f
h
o
lis
tic
lear
n
in
g
p
h
ilo
s
o
p
h
y
,
2
)
s
tatem
en
t
o
f
h
o
lis
tic
lear
n
in
g
g
o
als,
3
)
d
es
ig
n
o
f
h
o
lis
tic
C
L
I
L
p
lan
,
4
)
m
u
lti
-
f
o
c
u
s
ed
im
p
lem
e
n
tatio
n
o
f
C
L
I
L
,
an
d
5
)
m
u
lti
-
fo
cu
s
ed
ev
alu
atio
n
o
f
C
L
I
L
(
Fig
u
r
e
2
)
.
T
h
ese
f
iv
e
s
tag
es
in
ter
ac
t
with
d
if
f
er
en
t
elem
en
ts
d
y
n
am
ically
.
T
h
e
co
r
e
elem
e
n
ts
o
f
th
e
m
o
d
el
will b
e
d
is
cu
s
s
ed
in
th
e
f
o
ll
o
win
g
s
ec
tio
n
.
Fig
u
r
e
2
.
Ho
lis
tic
m
o
d
el
o
f
C
L
I
L
C
D
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
1
1
0
2
-
1
1
1
3
1110
4
.
2
.
E
lem
ent
s
in t
he
ho
li
s
t
ic
m
o
del o
f
CL
I
L
CD
Af
ter
r
o
u
g
h
ly
s
u
m
m
a
r
izin
g
th
e
elem
en
ts
th
at
r
ec
eiv
ed
atten
tio
n
f
r
o
m
a
s
elec
tio
n
o
f
2
8
1
s
tu
d
ies
f
o
r
th
e
f
iv
e
s
tag
es
o
f
C
L
I
L
C
D
an
d
d
escr
ib
in
g
th
e
co
n
s
tr
u
ctio
n
o
f
th
e
h
o
lis
tic
m
o
d
el,
th
is
s
ec
tio
n
in
tr
o
d
u
ce
s
th
e
elem
en
ts
f
o
r
ea
ch
s
tag
e.
Stag
e
o
n
e
r
ef
e
r
s
to
th
e
estab
lis
h
m
en
t
o
f
h
o
lis
tic
lear
n
in
g
p
h
ilo
s
o
p
h
y
.
T
h
e
h
o
lis
tic
lear
n
in
g
p
h
ilo
s
o
p
h
y
is
th
e
r
esu
lts
o
f
in
teg
r
atin
g
d
if
f
er
en
t
th
eo
r
ies.
I
t
ex
p
lain
s
C
L
I
L
C
D
as
a
h
o
lis
tic
p
r
o
ce
s
s
o
f
co
n
tin
u
o
u
s
ly
b
u
ild
in
g
th
e
b
r
id
g
es
b
etwe
en
lan
g
u
ag
e
-
r
elate
d
an
d
co
n
te
n
t
-
r
elate
d
d
is
cip
lin
es.
T
h
e
estab
lis
h
m
en
t
o
f
h
o
lis
tic
lear
n
in
g
p
h
ilo
s
o
p
h
y
i
n
clu
d
es
th
r
ee
elem
en
ts
:
'C
o
n
ten
t
an
d
lan
g
u
ag
e
i
n
teg
r
atio
n
'
,
'
lan
g
u
ag
e
an
d
c
o
g
n
itio
n
in
teg
r
atio
n
'
,
an
d
'
co
n
ten
t
an
d
cu
ltu
r
e
in
teg
r
atio
n
'
.
'
C
o
n
ten
t
an
d
la
n
g
u
ag
e
in
teg
r
atio
n
'
p
h
ilo
s
o
p
h
y
s
u
g
g
ests
th
at
lan
g
u
ag
e
an
d
co
n
ten
t
ar
e
in
s
ep
ar
a
b
le,
th
at
is
,
'lan
g
u
ag
e
is
a
s
y
s
t
em
th
at
r
elate
s
wh
at
is
b
ein
g
talk
ed
ab
o
u
t
(
c
o
n
ten
t
)
an
d
th
e
m
ea
n
s
u
s
ed
t
o
talk
ab
o
u
t
it
(
ex
p
r
ess
io
n
)
'
[
5
0
]
.
B
y
th
e
p
h
ilo
s
o
p
h
y
o
f
'
lan
g
u
ag
e
an
d
co
g
n
itio
n
in
teg
r
atio
n
'
we
m
ea
n
th
at
lan
g
u
ag
e
lear
n
in
g
an
d
co
g
n
itiv
e
d
ev
e
lo
p
m
en
t
g
o
h
an
d
i
n
h
an
d
,
d
if
f
er
e
n
t
lan
g
u
a
g
e
r
ef
e
r
s
to
d
if
f
er
en
t
th
i
n
k
in
g
,
an
d
t
h
e
th
in
k
in
g
c
o
llis
io
n
in
m
o
th
e
r
t
o
n
g
u
e
lea
r
n
in
g
an
d
tar
g
et
lan
g
u
ag
e
lear
n
in
g
ca
n
b
r
o
ad
e
n
lear
n
er
s
'
th
in
k
in
g
h
o
r
izo
n
s
,
wh
ich
ca
n
im
p
r
o
v
e
th
eir
co
g
n
itiv
e
d
ev
elo
p
m
e
n
t.
'
C
o
n
ten
t
an
d
c
u
ltu
r
e
in
te
g
r
atio
n
'
p
h
il
o
s
o
p
h
y
d
escr
ib
es
th
e
in
ter
ac
tio
n
b
e
twee
n
co
n
ten
t
an
d
cu
ltu
r
e.
C
o
n
ten
t is n
ev
e
r
v
alu
e
n
eu
tr
al,
b
u
t a
lway
s
r
elate
d
to
s
p
ec
if
ic
cu
ltu
r
al
o
r
ien
tatio
n
.
Stag
e
two
is
th
e
s
tatem
en
t
o
f
h
o
lis
tic
lear
n
in
g
g
o
als:
E
x
p
licit,
im
p
licit,
an
d
em
an
ci
p
ato
r
y
k
n
o
wled
g
e
an
d
co
m
p
ete
n
ce
g
o
als.
E
x
p
licit
k
n
o
wled
g
e
an
d
co
m
p
et
en
ce
g
o
als
r
ef
er
to
clea
r
a
n
d
ce
r
tain
m
en
tal
ap
p
r
eh
e
n
s
io
n
s
o
f
lan
g
u
a
g
e
a
n
d
co
n
ten
t
k
n
o
wled
g
e,
an
d
d
ev
elo
p
in
g
lan
g
u
a
g
e
ab
ilit
ies
an
d
co
n
ten
t
s
k
ills
,
wh
ich
ar
e
th
e
c
o
r
e
o
f
C
L
I
L
g
o
als.
I
m
p
licit
k
n
o
wled
g
e
an
d
co
m
p
eten
ce
g
o
als
ar
e
p
er
s
o
n
a
l,
co
n
tex
t
-
s
p
ec
if
ic
ab
ilit
ies,
in
clu
d
in
g
in
ter
c
u
ltu
r
al
u
n
d
e
r
s
tan
d
in
g
a
n
d
c
o
g
n
it
io
n
.
E
m
a
n
cip
ato
r
y
k
n
o
wled
g
e
an
d
c
o
m
p
eten
ce
g
o
als
ar
e
ab
o
u
t
th
e
d
ev
el
o
p
m
en
t
o
f
lear
n
er
s
'
em
o
tio
n
s
an
d
lear
n
in
g
s
k
ills
,
wh
ich
ar
e
to
s
u
p
p
o
r
t
co
n
te
n
t
lear
n
in
g
,
lan
g
u
ag
e
lear
n
in
g
,
in
ter
cu
ltu
r
al
lear
n
in
g
an
d
co
g
n
itiv
e
d
ev
elo
p
m
en
t.
Stag
e
th
r
ee
r
ef
er
s
to
th
e
d
esig
n
o
f
h
o
lis
tic
C
L
I
L
p
lan
.
A
h
o
lis
tic
C
L
I
L
p
lan
co
n
s
is
ts
o
f
co
n
tex
t
an
aly
s
is
,
4
C
-
m
ater
ial
p
r
ep
ar
atio
n
,
an
d
4
C
-
in
teg
r
atio
n
p
r
o
c
ed
u
r
e.
C
o
n
tex
t
an
aly
s
is
p
lay
s
a
v
ital
r
o
le
wh
en
p
lan
n
in
g
C
L
I
L
,
as
it
d
r
aws
atten
tio
n
to
th
e
id
en
tity
,
f
lex
ib
ili
ty
an
d
th
e
lo
ca
l
cu
r
r
icu
lu
m
f
o
r
f
itti
n
g
C
L
I
L
in
to
th
e
s
p
ec
if
ic
co
n
s
titu
en
t.
4
C
-
m
ater
ial
p
r
ep
a
r
atio
n
r
eq
u
ir
es
p
r
o
g
r
am
m
e
r
s
to
p
r
ep
ar
e
m
ater
ials
b
y
tak
in
g
co
n
ten
t,
co
m
m
u
n
icatio
n
(
lan
g
u
ag
e)
,
cu
ltu
r
e
,
an
d
co
g
n
itio
n
i
n
to
ac
co
u
n
t
b
ased
o
n
th
e
co
n
t
ex
t
b
ein
g
an
aly
ze
d
.
4C
-
in
teg
r
atio
n
p
r
o
ce
d
u
r
e
m
ea
n
s
th
at
p
r
o
g
r
am
m
er
s
n
ee
d
to
c
o
n
s
id
er
h
o
w
to
i
n
teg
r
ate
c
o
n
te
n
t,
co
m
m
u
n
icatio
n
(
lan
g
u
ag
e
)
,
cu
ltu
r
e,
an
d
co
g
n
itio
n
ef
f
ec
tiv
ely
an
d
n
atu
r
ally
d
u
r
in
g
d
esig
n
in
g
ac
tiv
ities
,
task
s
,
o
r
m
ater
ials
.
Stag
e
f
o
u
r
is
th
e
m
u
lti
-
f
o
cu
s
e
d
im
p
lem
en
tatio
n
o
f
C
L
I
L
.
T
h
is
s
tag
e
in
clu
d
es
p
r
e
p
ar
in
g
c
o
m
p
eten
t
tr
an
s
-
d
is
cip
lin
ar
y
teac
h
e
r
s
,
g
a
in
in
g
cr
o
s
s
-
s
tak
eh
o
ld
er
s
'
s
u
p
p
o
r
t,
a
n
d
s
elec
tin
g
m
ix
e
d
s
tr
ateg
ies.
T
h
e
m
i
x
ed
s
tr
ateg
ies
co
u
ld
b
e
f
r
o
m
f
o
u
r
f
ield
s
,
th
at
is
,
th
e
co
n
ten
t
-
l
an
g
u
ag
e
in
teg
r
atin
g
s
tr
ateg
ies,
g
en
er
al
lear
n
in
g
s
tr
ateg
ies,
lan
g
u
ag
e
lear
n
in
g
s
tr
ateg
ies,
an
d
s
p
ec
if
ic
-
s
u
b
ject
lear
n
in
g
s
tr
ateg
ies.
Pre
p
a
r
i
n
g
co
m
p
eten
t
tr
a
n
s
-
d
is
cip
lin
ar
y
teac
h
er
s
r
e
f
er
s
to
tr
ain
in
g
t
h
e
teac
h
er
s
to
m
aster
tr
an
s
-
d
is
cip
lin
ar
y
k
n
o
wled
g
e
an
d
co
m
p
eten
ce
,
s
u
ch
as
co
n
ten
t
-
r
elate
d
k
n
o
wled
g
e
an
d
c
o
m
p
eten
ce
,
la
n
g
u
ag
e
-
r
elate
d
co
m
p
ete
n
ce
,
p
ed
ag
o
g
ical
co
n
ten
t
k
n
o
wled
g
e
(
PC
K)
,
an
d
g
e
n
er
a
l
co
m
p
eten
ce
.
Attain
in
g
cr
o
s
s
-
s
tak
eh
o
ld
er
s
s
u
p
p
o
r
t
m
ea
n
s
to
g
et
th
e
s
u
p
p
o
r
t
f
r
o
m
b
o
th
s
ch
o
o
l
-
ex
ter
n
al
s
tak
eh
o
ld
er
s
an
d
s
ch
o
o
l
p
er
s
o
n
n
el
.
Stag
e
f
iv
e
is
th
e
m
u
lti
-
f
o
c
u
s
ed
ev
alu
atio
n
o
f
C
L
I
L
.
T
h
is
c
o
n
s
is
ts
o
f
h
o
lis
tic
ev
alu
atio
n
o
b
jectiv
es,
cr
o
s
s
-
s
tak
eh
o
ld
er
s
as
ev
alu
a
to
r
s
,
an
d
m
ix
e
d
ev
alu
atio
n
tech
n
iq
u
es.
R
eg
ar
d
in
g
th
e
h
o
lis
tic
ev
alu
atio
n
o
b
jectiv
es,
ev
alu
ato
r
s
n
e
ed
t
o
ev
alu
ate
o
t
h
er
elem
en
ts
r
e
lated
to
th
e
cu
r
r
icu
lu
m
i
n
a
d
d
itio
n
to
s
tu
d
e
n
ts
'
lear
n
in
g
(
co
n
te
n
t,
lan
g
u
ag
e,
c
u
ltu
r
e,
c
o
g
n
itio
n
,
af
f
ec
tio
n
,
a
n
d
s
k
ills
)
.
W
ith
r
e
g
ar
d
to
t
h
e
m
ix
ed
ev
alu
atio
n
tech
n
iq
u
es,
it
h
as
b
ee
n
ar
g
u
ed
to
b
e
r
elate
d
with
e
v
alu
a
tio
n
o
b
jectiv
es,
in
cl
u
d
in
g
b
o
th
q
u
alitativ
e
an
d
q
u
an
titativ
e
tech
n
i
q
u
es.
I
n
ad
d
itio
n
to
th
e
m
u
lti
-
f
o
cu
s
e
d
ev
alu
atio
n
o
b
jectiv
es
an
d
m
ix
ed
ev
alu
atio
n
tech
n
iq
u
es,
th
e
ev
alu
ato
r
s
th
em
s
elv
es
f
o
r
m
an
o
th
er
asp
ec
t,
as
m
o
r
e
f
ee
d
b
ac
k
is
n
ee
d
ed
to
en
s
u
r
e
a
s
u
f
f
icien
t
ev
id
en
ce
-
b
ase
to
m
a
k
e
s
ec
u
r
e
ju
d
g
m
en
ts
.
Hen
ce
,
th
e
r
e
is
an
ap
p
ea
l f
o
r
cr
o
s
s
-
s
tak
eh
o
ld
er
s
to
p
ar
ticip
ate
in
th
e
ev
alu
atio
n
o
f
C
L
I
L
c
u
r
r
icu
la,
wh
ich
m
ay
in
v
o
lv
e
teac
h
er
s
,
ex
p
er
ts
,
o
f
f
icer
s
f
r
o
m
d
if
f
er
e
n
t
d
is
cip
lin
es,
an
d
ev
en
lear
n
e
r
s
th
em
s
elv
es.
T
ak
en
to
g
eth
er
,
th
e
h
o
lis
tic
m
o
d
el
f
o
r
C
L
I
L
C
D
d
em
o
n
s
tr
ates
th
e
h
o
lis
m
o
f
C
L
I
L
,
em
p
h
asizin
g
th
e
in
teg
r
atio
n
o
f
ea
c
h
elem
en
t
i
n
ea
ch
s
tag
e
o
f
C
D.
T
h
is
m
o
d
el
cr
ea
tes
a
d
y
n
am
ic
th
eo
r
etica
l
an
d
p
r
ac
tice
-
o
r
ien
ted
f
o
u
n
d
atio
n
f
o
r
C
L
I
L
C
D.
5.
CO
NCLU
SI
O
N
C
L
I
L
h
as
u
n
d
er
g
o
n
e
im
p
o
r
t
an
t
d
ev
elo
p
m
en
t
d
u
r
in
g
th
e
p
ast
y
ea
r
s
.
T
h
e
m
o
d
el
o
f
C
L
I
L
C
D
is
s
ig
n
if
ican
t
as
it
ca
n
g
u
id
e
C
L
I
L
s
tak
eh
o
ld
er
s
to
d
ev
elo
p
cu
r
r
icu
lu
m
an
d
r
esear
ch
.
Du
e
to
a
lack
o
f
s
tu
d
ies
ab
o
u
t
th
is
to
p
ic,
th
is
r
esear
ch
h
as
p
r
esen
ted
an
o
v
er
v
iew
o
f
C
L
I
L
C
D,
wh
ich
h
as
led
to
th
e
co
n
s
tr
u
ctio
n
o
f
a
h
o
lis
tic
m
o
d
el.
Acc
o
r
d
in
g
to
C
L
I
L
f
ea
tu
r
es
an
d
B
o
y
er
'
s
SOI
,
a
h
o
lis
tic
m
o
d
el
o
f
C
L
I
L
C
D
th
at
was
d
ev
elo
p
e
d
in
th
is
s
tu
d
y
is
c
o
m
p
o
s
ed
o
f
f
i
v
e
in
ter
ac
tin
g
s
t
ag
es
with
1
5
elem
en
ts
.
T
h
is
m
o
d
el
co
n
v
ey
s
t
h
e
f
o
llo
wi
n
g
k
e
y
id
ea
s
:
First,
th
e
p
r
o
ce
s
s
o
f
C
L
I
L
C
D
s
h
o
u
ld
b
e
tr
an
s
d
is
cip
lin
ar
y
,
n
o
t
s
im
p
ly
f
r
o
m
lan
g
u
ag
e
o
r
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
E
xp
lo
r
in
g
th
e
c
u
r
r
icu
lu
m
d
ev
elo
p
men
t in
co
n
ten
t a
n
d
la
n
g
u
a
g
e
in
teg
r
a
ted
lea
r
n
in
g
… (
Lin
g
li Li
)
1111
co
n
ten
t,
b
u
t
a
f
u
s
io
n
o
f
t
h
ese.
Seco
n
d
,
C
L
I
L
C
D
en
c
o
u
r
a
g
e
s
all
s
tak
eh
o
ld
er
s
t
o
wo
r
k
in
a
team
.
T
h
ir
d
,
th
e
elem
en
ts
f
o
r
ea
ch
s
tag
e
o
f
C
L
I
L
C
D
ar
e
in
ter
r
elat
ed
,
b
ein
g
in
teg
r
ativ
e
as
a
wh
o
le.
I
n
s
u
m
,
th
is
s
y
s
tem
atic
r
ev
iew
co
u
ld
h
elp
p
eo
p
le
to
u
n
d
er
s
tan
d
C
L
I
L
C
D
b
etter
i
n
th
e
c
o
n
tex
t
o
f
th
e
f
r
a
g
m
en
t
ed
d
is
cu
s
s
io
n
in
t
h
e
b
r
o
ad
e
r
f
ield
o
f
s
ch
o
o
l c
u
r
r
icu
lu
m
.
Nev
er
th
eless
,
as
C
L
I
L
C
D
i
s
in
h
er
en
tly
'
o
p
en
'
,
we
d
o
n
o
t
co
n
ten
d
a
o
n
e
-
s
ize
-
f
its
-
all
m
o
d
el.
T
h
e
h
o
lis
tic
m
o
d
el
p
r
esen
ted
h
er
e
wo
u
ld
n
ee
d
t
o
b
e
m
o
d
if
ied
f
o
r
ap
p
licatio
n
in
a
d
iv
er
s
ity
o
f
co
n
tex
ts
.
As
well,
we
n
ee
d
to
ac
k
n
o
wled
g
e
th
at
th
is
liter
atu
r
e
r
ev
iew
m
ig
h
t
b
e
s
o
m
ewh
at
b
iased
.
On
e
wea
k
n
ess
is
th
at
th
e
s
ea
r
c
h
ter
m
we
u
s
ed
,
wh
ich
w
as
lim
ited
to
'
C
L
I
L
'
an
d
'C
o
n
ten
t
an
d
L
an
g
u
ag
e
I
n
teg
r
ated
L
ea
r
n
in
g
'
,
m
ay
h
av
e
ex
clu
d
ed
s
o
m
e
r
elate
d
r
esear
ch
th
at
d
ea
lt
with
a
n
alter
n
ativ
e
co
n
ce
p
tu
aliza
tio
n
o
f
C
L
I
L
(
e.
g
.
teac
h
in
g
m
ath
em
atics/h
is
to
r
y
th
r
o
u
g
h
/in
E
n
g
lis
h
,
im
m
er
s
io
n
,
E
n
g
lis
h
-
m
ed
ia
in
s
tr
u
ctio
n
,
co
n
ten
t
-
b
a
s
ed
in
s
tr
u
ctio
n
)
.
I
n
ter
m
s
o
f
t
h
e
co
v
er
ag
e
,
we
c
h
o
s
e
E
n
g
lis
h
jo
u
r
n
al
a
r
ticles
o
n
l
y
an
d
s
p
ec
if
ic
d
atab
ases
,
wh
i
ch
m
ig
h
t
also
h
a
v
e
im
p
o
s
ed
lim
itatio
n
s
o
n
th
e
co
n
clu
s
io
n
s
we
d
r
ew
ab
o
u
t
th
e
cu
r
r
en
t
r
esear
ch
.
An
o
th
e
r
lim
itati
o
n
is
th
e
co
n
s
tr
u
ctio
n
o
f
th
e
h
o
lis
tic
m
o
d
el.
So
m
e
e
x
p
r
ess
io
n
s
f
o
r
ea
ch
s
tag
e
in
C
L
I
L
C
D
ar
e
am
b
ig
u
o
u
s
,
s
o
it
is
ch
allen
g
in
g
to
e
x
tr
ac
t
th
e
d
at
a
b
ased
o
n
s
o
m
e
r
elate
d
lab
el
s
.
A
f
u
tu
r
e
s
y
s
tem
atic
r
ev
iew
o
n
C
L
I
L
C
D
co
u
ld
in
clu
d
e
liter
atu
r
e
p
u
b
lis
h
ed
in
n
o
n
-
E
n
g
lis
h
jo
u
r
n
als
o
r
elec
t
o
n
e
s
tag
e
o
f
C
L
I
L
C
D
f
o
r
d
ee
p
er
a
n
aly
s
is
.
W
e
co
u
ld
also
d
esig
n
em
p
ir
ical
r
esear
ch
to
in
v
esti
g
ate
th
e
o
p
in
io
n
s
ab
o
u
t
C
L
I
L
C
D
o
f
s
tak
eh
o
ld
er
s
f
r
o
m
d
if
f
er
en
t
f
ield
s
.
W
e
b
eliev
e
,
t
h
e
in
teg
r
atio
n
o
f
m
ix
ed
r
esea
r
ch
d
esig
n
wo
u
ld
r
esu
lt
in
a
lar
g
er
a
n
d
clea
r
er
p
ictu
r
e
f
o
r
C
L
I
L
C
D.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
is
wo
r
k
was
s
u
p
p
o
r
ted
b
y
th
e
Natio
n
al
So
cial
Scien
ce
Fu
n
d
o
f
C
h
in
a
(
NSSF
C
,
Gr
an
t
No
.
B
HA1
8
0
1
2
5
)
en
titl
ed
'
R
ese
ar
ch
o
n
th
e
C
o
n
s
tr
u
ctio
n
o
f
L
ea
r
n
in
g
-
C
en
ter
ed
Ass
ess
m
en
t
T
h
eo
r
y
'
,
th
e
Ph
ilo
s
o
p
h
y
an
d
So
cial
Scien
ce
s
Fu
n
d
f
r
o
m
Gu
a
n
g
zh
o
u
en
titl
ed
'
Stu
d
y
o
n
C
u
r
r
icu
lu
m
Dev
elo
p
m
en
t
o
f
C
u
ltiv
atin
g
I
n
ter
d
is
cip
lin
ar
y
Fo
r
eig
n
L
an
g
u
ag
e
T
alen
ts
in
Gu
a
n
g
zh
o
u
Hig
h
er
E
d
u
ca
tio
n
Un
d
er
th
e
B
ac
k
g
r
o
u
n
d
o
f
On
e
B
elt,
On
e
R
o
ad
I
n
itiativ
e'
(
Gr
an
t N
o
.
2
0
2
0
GZ
GJ1
4
0
)
,
th
e
Hu
m
a
n
ities
an
d
So
cial
Scien
ce
Pro
ject
f
r
o
m
th
e
Mi
n
is
tr
y
o
f
E
d
u
ca
tio
n
o
f
C
h
in
a
(
Gr
a
n
t
No
.
2
0
YJC
8
8
0
0
0
5
)
en
titl
ed
'
Stu
d
y
o
n
Prin
cip
les
an
d
Me
th
o
d
s
o
f
K
n
o
wled
g
e
C
r
ea
tio
n
in
Ou
ts
tan
d
in
g
T
ea
ch
e
r
s
Actio
n
R
esear
ch
'
,
an
d
th
e
I
n
n
o
v
atio
n
Fu
n
d
o
f
So
u
th
C
h
in
a
No
r
m
al
Un
iv
er
s
ity
(
Gr
an
t
No
.
1
9
J
KKA0
4
)
e
n
titl
ed
'
A
Stu
d
y
o
n
th
e
Acc
ep
tan
ce
o
f
SAR
b
y
T
ea
ch
er
s
an
d
Stu
d
e
n
ts
in
R
u
r
a
l Pr
im
ar
y
Sch
o
o
ls
'
.
RE
F
E
R
E
NC
E
S
[1
]
M
.
L.
P
e
re
z
-
Ca
n
a
d
o
,
“
CLIL
Re
se
a
rc
h
in
E
u
ro
p
e
:
P
a
st,
p
re
se
n
t,
a
n
d
fu
t
u
re
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Bi
li
n
g
u
a
l
Ed
u
c
a
ti
o
n
a
n
d
Bi
li
n
g
u
a
li
sm
,
v
o
l.
1
5
,
n
o
.
3
,
p
p
.
3
1
5
-
3
4
1
,
2
0
1
2
.
[2
]
D.
Co
y
le,
P
.
Ho
o
d
,
a
n
d
D.
M
a
r
sh
,
CL
IL
:
Co
n
ten
t
a
n
d
L
a
n
g
u
a
g
e
In
teg
ra
ted
L
e
a
r
n
in
g
.
Ca
m
b
rid
g
e
:
Ca
m
b
rid
g
e
Un
iv
e
rsity
P
re
ss
,
2
0
1
0
.
[3
]
S
.
Ba
rb
o
rá
k
o
v
á
,
“
CLIL
:
P
r
in
c
ip
les
,
sk
il
ls
a
n
d
su
p
p
o
r
t
stra
teg
ies
,”
S
o
c
i
a
l
&
Eco
n
o
mic
Rev
u
e
,
v
o
l.
1
0
,
n
o
.
4
,
p
p
.
7
-
1
1
,
2
0
1
2
.
[4
]
P
.
F
.
Oliv
a
,
De
v
e
lo
p
in
g
t
h
e
Cu
rr
i
c
u
lu
m
(5
th
Ed
.
)
.
Bo
st
o
n
:
Ally
n
a
n
d
Ba
c
o
n
,
p
.
2
3
,
2
0
0
1
.
[5
]
A.
N.
As
o
m
o
z
a
,
“
S
t
u
d
e
n
ts'
p
e
rc
e
p
ti
o
n
s
o
f
th
e
im
p
a
c
t
o
f
C
LIL
i
n
a
M
e
x
ica
n
BA
p
ro
g
ra
m
,”
PR
OFIL
E
:
Iss
u
e
s
i
n
T
e
a
c
h
e
rs
' P
ro
fes
sio
n
a
l
De
v
e
lo
p
m
e
n
t
,
v
o
l.
1
7
,
n
o
.
2
,
p
p
.
1
1
1
-
1
2
4
,
2
0
1
5
.
[6
]
A.
Weg
n
e
r
,
“
S
e
e
in
g
t
h
e
b
ig
g
e
r
p
ict
u
re
:
W
h
a
t
st
u
d
e
n
ts
a
n
d
te
a
c
h
e
rs
th
in
k
a
b
o
u
t
CL
IL
,”
I
n
te
rn
a
ti
o
n
a
l
C
L
IL
Res
e
a
rc
h
J
o
u
rn
a
l
,
v
o
l
.
1
,
n
o
.
4
,
p
p
.
2
9
–
3
5
,
2
0
1
2
.
[7
]
M
.
L.
F
a
l
k
,
“
E
n
g
li
s
h
a
n
d
S
we
d
i
s
h
in
CL
IL
stu
d
e
n
t
te
x
ts
,”
L
a
n
g
u
a
g
e
L
e
a
rn
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g
J
o
u
rn
a
l,
vol
.
4
3
,
n
o
.
3
,
p
p
.
3
0
4
-
3
1
8
,
2
0
1
5
.
[8
]
P
.
Ba
ll
,
“
In
n
o
v
a
ti
o
n
s
a
n
d
c
h
a
ll
e
n
g
e
s
in
CLIL
m
a
teria
ls
d
e
sig
n
,”
T
h
e
o
ry
in
t
o
Pra
c
ti
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e
,
v
o
l.
5
7
,
n
o
.
3
,
p
p
.
2
2
2
–
2
3
1
,
2
0
1
8
.
[9
]
D.
L.
Ba
n
e
g
a
s
,
“
S
h
a
ri
n
g
v
iew
s
o
f
CLIL
les
so
n
p
lan
n
i
n
g
i
n
lan
g
u
a
g
e
tea
c
h
e
r
e
d
u
c
a
ti
o
n
,”
L
a
ti
n
Ame
ri
c
a
n
J
o
u
rn
a
l
o
f
Co
n
ten
t
&
L
a
n
g
u
a
g
e
In
teg
ra
ted
L
e
a
rn
in
g
,
v
o
l.
8
,
n
o
.
2
,
p
p
.
1
0
4
-
1
3
0
,
2
0
1
5
.
[1
0
]
C.
Da
lt
o
n
-
P
u
ffe
r
,
“
Co
n
ten
t
-
a
n
d
-
lan
g
u
a
g
e
in
teg
ra
ted
lea
rn
i
n
g
:
F
r
o
m
p
ra
c
ti
c
e
to
p
rin
c
i
p
les
,”
An
n
u
a
l
Rev
iew
o
f
Ap
p
li
e
d
L
i
n
g
u
isti
c
s,
v
o
l
.
3
1
,
p
p
.
1
8
2
-
2
0
4
,
M
a
r.
2
0
1
1
.
[1
1
]
R.
Ca
sa
n
-
P
it
a
rc
h
,
“
P
ro
jec
t
wo
rk
in
CLIL
:
A
b
ib
li
o
g
ra
p
h
ica
l
re
v
iew
,”
L
a
ti
n
Ame
ric
a
n
J
o
u
rn
a
l
o
f
Co
n
ten
t
&
L
a
n
g
u
a
g
e
I
n
teg
ra
ted
L
e
a
rn
in
g
,
v
o
l.
8
,
n
o
.
2
,
p
p
.
2
1
2
-
2
3
6
,
2
0
1
5
.
[1
2
]
R.
S
e
rra
n
o
a
n
d
I.
M
iralp
e
i
x
,
“
R
e
v
iew
o
f
d
o
c
to
ra
l
re
se
a
rc
h
o
n
se
c
o
n
d
la
n
g
u
a
g
e
tea
c
h
in
g
a
n
d
le
a
rn
in
g
in
S
p
a
in
(2
0
0
8
-
2
0
1
0
)
,”
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
,
v
o
l.
4
6
,
n
o
.
1
,
p
p
.
8
7
-
1
0
7
,
2
0
1
3
.
[1
3
]
S
.
Do
ff,
F
.
G
.
Kö
n
ig
s,
N.
M
a
r
x
,
a
n
d
B.
S
c
h
ä
d
li
c
h
,
“
Re
v
iew
o
f
d
o
c
t
o
ra
l
re
se
a
rc
h
in
lan
g
u
a
g
e
e
d
u
c
a
ti
o
n
i
n
G
e
rm
a
n
y
(2
0
0
9
-
2
0
1
3
)
,”
L
a
n
g
u
a
g
e
T
e
a
c
h
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n
g
,
v
o
l.
4
9
,
n
o
.
2
,
p
p
.
2
1
3
-
2
3
4
,
2
0
1
6
.
[1
4
]
M
.
Do
o
ly
a
n
d
D.
M
a
sa
ts
,
“
A
c
rit
ica
l
a
p
p
ra
isa
l
o
f
f
o
re
ig
n
lan
g
u
a
g
e
re
se
a
rc
h
in
c
o
n
te
n
t
a
n
d
lan
g
u
a
g
e
in
te
g
ra
ted
lea
rn
in
g
,
y
o
u
n
g
lan
g
u
a
g
e
lea
rn
e
rs,
a
n
d
tec
h
n
o
lo
g
y
-
e
n
h
a
n
c
e
d
lan
g
u
a
g
e
lea
rn
i
n
g
p
u
b
li
s
h
e
d
in
S
p
a
i
n
(2
0
0
3
-
2
0
1
2
)
,”
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
,
v
o
l.
4
8
,
n
o
.
3
,
p
p
.
3
4
3
-
3
7
2
,
2
0
1
5
.
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