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,Cartier prices, 1997; Elder and Manwaring, 2004; Elder et al. , 1999; Roehr, 2008b. Unlike the other three MLAT test sections, MLAT 4 and MLAT 5 incorporate no phonetic elements, respectively requiring the identification of the grammatical role of parts of speech in written English sentences and the learning of L1 L2 vocabulary pairings presented in written format. A further result emerging from the principal components analysis deserves consideration, since it is of indirect relevance to the status of metalinguistic knowledge in relation to language learning aptitude and working memory for language: The two reading span measures and the various subcomponents of aptitude clearly loaded on distinct components, indicating not only that working memory for language and language learning aptitude do not overlap with metalinguistic knowledge, but also that they each constitute a separate construct. It must be admitted that the MTS Questionnaire is not a precise measurement of learner knowledge of metalinguistic terminology, the main reason being that learner knowledge of terminology is not precise in itself. Learners' awareness of a term's meaning may be rather vague, and one should not expect as precise an understanding as that possessed by grammarians. Nevertheless, the Questionnaire does attempt to replicate the way in which terminology is deployed in classroom situations, as when a teacher says, 'You need to use an infinitive here'. While it requires learners to produce examples, it is receptive knowledge of the terms that is required rather than productive knowledge which would be more appropriate for teachers. A similarly receptive technique, that of asking respondents to identify exemplars of the terms cheap Cartier jewelry in a text, was used by some of the studies discussed above, for example Alderson et al. , 1997; Andrews, 1998; Steel and Alderson, 1994, but this is considered to be a more appropriate task for teachers than for learners. The questionnaire was administered at the start of their university study before they had started any formal grammar courses.



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Lack of geographic representation is a risk, but I havent perceived it as a problem, former School Board member Ed Hughes said. When I was on the board, I never thought that I was representing primarily the geographic area I came from. I thought I was there to do whats best for the students at all of our schools. The notion of representing all students in the district is shared by several School Board members as a reason to not have geographic districts. Im not in favor of having geographic districts, because I dont think we should pit neighborhoods together, School Board vice president James Howard said. Id be more open to having just at large seats where the top vote getters are put on the board. TJ Mertz, who is facing several challengers in his bid for re election to Seat 5 this spring, said he is really agnostic about having geographic districts. Madison School Board members Dean Loumos, James Howard and TJ Mertz are pictured at a Cap Times Talk in 2016. Their three seats are up for election this spring. Only Mertz is running for re relection. There are positives about board members having their conception of the work as representing the entire district, that youre not pitting one set of schools against another set of schools I would be open to that discussion.

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