WorldWideScience

Sample records for language classroom research

  1. Teaching and Researching Language in African Classrooms.

    Science.gov (United States)

    Rubagumya, Casmir M., Ed.

    A collection of papers focuses on research perspectives and educational policy and practice concerning language in Africa. Articles include: "Language Policy in Tanzania and the Hidden Agenda" (Rehema Rajabu, Deo Ngonyani); "The Post-Primary Swahilisation Scheme in Tanzania: From Debate to Struggle" (Hermas Mwansoko); "English Language Teaching in…

  2. Rasch Measurement in Language Research: Creating the Foreign Language Classroom Anxiety Inventory

    Directory of Open Access Journals (Sweden)

    Miranda J. Walker

    2014-11-01

    Full Text Available The purpose of this study was to construct a new scale for measuring foreign language classroom anxiety (FLCA. It begun with the creation of an extended item pool generated by qualitative methods. Subsequent Rasch and semantic analyses led to the final 18-item Foreign Language Classroom Anxiety Inventory (FLCAI. In comparison with the Foreign Language Classroom Anxiety Scale (FLCAS, the FLCAI demonstrated more convincing evidence of unidimensionality and the optimal 5-point Likert scale functioned better. The FLCAI, while 55% the length of the FLCAS, thus more practical for classroom practitioners to administer and analyse, maintains its psychometric properties and covers a wider range on the construct continuum thus improving the degree of validity of the instrument. Finally, test anxiety was shown to be a component of FLCA.

  3. Picturebooks in foreign language classroom

    OpenAIRE

    Martincová, Kristýna

    2008-01-01

    This thesis is concerned with the art form of picturebook and its potential in English language teaching. In its initial part it presents a theoretical overview of both the genre of picturebook and its potential role when used as a teaching aid in young learners’ foreign-language classroom. The research part is then anchored in a set of picturebook-centred teaching sequences devised and carried out by the author in several elementary ESL classrooms, and consequently analysed and evaluated a...

  4. Classroom management in language education

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    Wright, Tony, Dr

    2005-01-01

    A book that develops an understanding of practices at the very centre of language education - the classroom. It is written for postgraduate students in Applied Linguistics and Education, and practitioners, whether in TESOL or other language teaching, In Part 1 the author explores key concepts in unpacking the complexity of classroom life. In Part 2 existing research and practice are examined through a series of research case studies. Part 3 provides a template for research activity and suggestions for projects and methodologies, and Part 4 collects resources for readers keen to follow up the t

  5. A Probe into Classroom Teaching and Second Language Acquisition

    Directory of Open Access Journals (Sweden)

    Zhengdan Li

    2009-02-01

    Full Text Available Due to the popularization of foreign language study, more and more people from education filed further enhance their exploration and researches in how to apply second acquisition theories into classroom teaching. This paper probes into the orientation, research objects, age, language environment and classroom activities of second language acquisition.

  6. The Mainstream Primary Classroom as a Language-Learning Environment for Children with Severe and Persistent Language Impairment--Implications of Recent Language Intervention Research

    Science.gov (United States)

    McCartney, Elspeth; Ellis, Sue; Boyle, James

    2009-01-01

    Many UK children with severe and persistent language impairment (SLI) attend local mainstream schools. Although this should provide an excellent language-learning environment, opportunities may be limited by difficulties in sustaining time-consuming, child-specific learning activities; restricted co-professional working, and the complex classroom

  7. Exploring the Utility of Action Research to Investigate Second-Language Classrooms as Complex Systems

    Science.gov (United States)

    Ahmadian, Mohammad Javad; Tavakoli, Mansoor

    2011-01-01

    Action research is geared to changes for the better and has the potential to assist teachers to extend their teaching skills and develop a deeper understanding of themselves, their classroom and their learners. However, in the area of applied linguistics, the viability of action research has been seriously questioned. In this article, we argue…

  8. Code Choice in the Language Classroom

    Science.gov (United States)

    Levine, Glenn S.

    2011-01-01

    Code Choice in the Language Classroom argues that the foreign language classroom is and should be regarded as a multilingual community of practice rather than as a perpetually deficient imitator of an exclusive second-language environment. From a sociocultural and ecological perspective, Levine guides the reader through a theoretical, empirical,…

  9. English in the Chinese foreign language classroom

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    Wang, Danping

    2013-01-01

    Chinese is an ancient language, but the present scope of its global study is unprecedented. Comprehending the impacts of worldwide linguistic realities on 'Chinese as a Foreign Language' (CFL) teachers and students will be critical to its long-term success. The most important phenomenon has been the establishment of English as a lingua franca, especially in the expanding marketplaces of Asia. This book examines the role of English as a medium of instruction in CFL classrooms. It begins by integrating existing studies on the global spread of English with research on English as a medium of secon

  10. Television Commercials in the Foreign Language Classroom

    Science.gov (United States)

    Skirble, Rosanne

    1977-01-01

    This article suggests using both Spanish and English television commercials to stimulate classroom dialogue and language practice. Drills can be contextualized if based on these commercials and the films can stimulate socio-cultural conversations in the target language. (CHK)

  11. Second Language Reading Research: A Critical Review

    Science.gov (United States)

    Hazelrigg, Amy C.

    2008-01-01

    Second language research and classroom practice have tended to sideline reading in favor of an emphasis on the oral language development of the English Language Learner (ELL). First-language (L1) reading research is well developed but has limited usefulness to the teacher or researcher interested in second-language (L2) reading. Developing L2…

  12. Integrating the Language Arts: From the Classroom to the Community. Research into Practice.

    Science.gov (United States)

    Wood, Karen D.; Jones, Jeanneine P.

    1996-01-01

    Presents seven examples of integrating language arts into the curriculum through the use of community connections: (1) exploring curriculum with themed instruction; (2) promoting discussion; (3) using oral language; (4) introducing "found poetry"; (5) writing across the curriculum; (6) sharing an interpretive reading activity in a readers'…

  13. Developing Children's Language Awareness: Switching Codes in the Language Classroom

    Science.gov (United States)

    Corcoll, Cristina

    2013-01-01

    This article examines how learning an additional language can positively affect children's opinions and feelings about languages and how this process can be enriched when different languages--namely, the additional language and the children's L1s--are present and used in the classroom in an informed way. It is hypothesised that this will benefit…

  14. Introducing the English Progressive in the Classroom: Insights from Second Language Acquisition Research.

    Science.gov (United States)

    Vogel, Thomas; Bahns, Jens

    1989-01-01

    Demonstrates the relevance of second language teaching by discussing the English progressive aspect. Suggestions are made for how the teaching of the progressive to beginners of English could be improved. (Author/VWL)

  15. The Changing Face of Language Learning: Learning beyond the Classroom

    Science.gov (United States)

    Richards, Jack C.

    2015-01-01

    There are two important dimensions to successful second language learning: what goes on inside the classroom and what goes on outside of the classroom. While language teaching has always been seen as a preparation for out-of-class uses of language, much of the focus in language teaching in the past has typically been on classroom-based language

  16. On Polite and Foreign Language Classroom Discourse.

    Science.gov (United States)

    Loerscher, Wolfgang; Schulze, Rainer

    1988-01-01

    Discusses the concept of politeness in language and its importance and implications in the foreign language classroom, covering interactional rules and competence, politeness as a social-psychological phenomenon, politeness as a learning goal and subject matter, and politeness in discourse. (CB)

  17. The Interactional Architecture of the Language Classroom

    OpenAIRE

    Paul Seedhouse

    2009-01-01

    This article provides a summary of some of the key ideas of Seedhouse (2004). The study applies Conversation Analysis (CA) methodology to an extensive and varied database of language lessons from around the world and attempts to answer the question ‘How is L2 classroom interaction organised?’ The main thesis is that there is a reflexive relationship between pedagogy and interaction in the L2 classroom. This means that there is a two-way, mutually dependent relationship. Furthermore, this ...

  18. TEACHING CREATIVE WRITING IN ENGLISH LANGUAGE CLASSROOM

    OpenAIRE

    Rodriques, Marku Monis And M. V.

    2012-01-01

    Writing, like all other aspects of language, is communicative. In our real life we write e-mails, notes, covering letters, reports, curriculums, assignments, essays and so on. Some of us write articles or work on forums and websites. A few write stories and poems. All of these writing tasks have a communicative purpose and a target audience. In the English language classroom, however, writing often lacks this. There are many reasons, as there are lots of ways to make the writing...

  19. Naturalistic acquisition in an early language classroom

    OpenAIRE

    AnneDahl

    2014-01-01

    This study investigated whether it is possible to provide naturalistic second language acquisition (SLA) of vocabulary for young learners in a classroom situation without resorting to a classical immersion approach. Participants were 60 first-grade pupils in two Norwegian elementary schools in their first year. The control group followed regular instruction as prescribed by the school curriculum, while the experimental group received increased naturalistic target language input. This entailed...

  20. Body Language in the Classroom

    Science.gov (United States)

    Miller, Patrick W.

    2005-01-01

    Ralph Waldo Emerson and Mae West would seem to have little in common, but there is one thing they both understood--the importance of body language. Educators, psychologists, anthropologists and sociologists define body language or nonverbal communication as communication without words. It includes overt behaviors such as facial expressions, eye…

  1. Teaching English as a Global Language in Smart Classrooms with PowerPoint Presentation

    OpenAIRE

    Abraham Oommen

    2012-01-01

    The current study, as part of an ongoing investigation to examine teacher perceptions about the teaching of English as a global language at the tertiary level education, aims at examining learner perceptions about PowerPoint presentations used in English classroom instruction for enhancement and integration of four language skills and effective use of PowerPoint presentation as a teaching technique in smart classroom settings. A classroom action research and a questionnaire survey were conduc...

  2. The Interactional Architecture of the Language Classroom

    Directory of Open Access Journals (Sweden)

    Paul Seedhouse

    2009-11-01

    Full Text Available This article provides a summary of some of the key ideas of Seedhouse (2004. The study applies Conversation Analysis (CA methodology to an extensive and varied database of language lessons from around the world and attempts to answer the question ‘How is L2 classroom interaction organised?’ The main thesis is that there is a reflexive relationship between pedagogy and interaction in the L2 classroom. This means that there is a two-way, mutually dependent relationship. Furthermore, this relationship is the foundation of the organisation of interaction in L2 classrooms. The omnipresent and unique feature of the L2 classroom is this reflexive relationship between pedagogy and interaction. So whoever is taking part in L2 classroom interaction and whatever the particular activity during which the interactants are speaking the L2, they are always displaying to one another their analyses of the current state of the evolving relationship between pedagogy and interaction and acting on the basis of these analyses. So interaction in the L2 classroom is based on the relationship between pedagogy and interaction. Interactants are constantly analysing this relationship and displaying their analyses in their talk. An example of data analysis is provided, including discussion of socially distributed cognition and learning.

  3. FACEBOOK GROUPS AS A SUPPORTING TOOL FOR LANGUAGE CLASSROOMS

    Directory of Open Access Journals (Sweden)

    Arzu Ekoç

    2014-07-01

    Full Text Available This paper attempts to present a review of Facebook group pages as an educational tool for language learning. One of the primary needs of foreign language learners is to gain the opportunity to use the target language outside the classroom practice. Social media communication provides occasions for learners to receive input and produce output while engaging in negotiation of meaning. In line with this point, teachers can instigate class group pages in the social media in an attempt to provide a space for practice and communication free of the traditional pedagogic concerns of a typical classroom. The distinctive discursive behaviour of Facebook group pages helps one to achieve that attempt. In light of these views, the researcher, in this study, formed a group page to understand the dynamics of social media environment as a supporting tool for language classrooms. This paper addresses various features which make social media a unique place to contribute to the sense of class community and collaboration outside the classroom. The face-to face classroom is a controlled communication event, that is, teachers and students are required to be in the classroom at the same time but a teacher’s use of Facebook is an attempt to communicate with students outside of that controlled environment where teachers can meet students in their territory. When compared to its disadvantages, the advantages of setting a class group page on the social media outweigh. Students can feel motivated to contribute to an online community if they subsequently receive support or help. It also leads students to feel that they are being supported by a whole portion of their class community and promotes students’ desire to maintain a valued relationship with others. Students continue developing and strengthening relationships with others.

  4. Webspinning in the Language Classroom.

    Science.gov (United States)

    Taylor, Greg; And Others

    1997-01-01

    Teachers can use the World Wide Web to create multimedia foreign language activities without expensive software. Describes and includes a lesson plan for a mystery game suitable for high school advanced placement or intermediate university Spanish students requiring students to work together solving clues and writing short compositions. Includes…

  5. Classroom tandem – Outlining a Model for Language Learning and Instruction

    OpenAIRE

    Karjalainen, Katri; Po?rn, Michaela; Rusk, Fredrik; Bjo?rkskog, Linda

    2013-01-01

    The aim of this paper is to outline classroom tandem by comparing it with informal tandem learning contexts and other language instruction methods. Classroom tandem is used for second language instruction in mixed language groups in the subjects of Finnish and Swedish as L2. Tandem learning entails that two persons with different mother tongues learn each other’s native languages in reciprocal cooperation. The students function, in turns, as a second language learner and as a model in the n...

  6. Learning from Culturally and Linguistically Diverse Classrooms: Using Inquiry to Inform Practice. Language & Literacy Series

    Science.gov (United States)

    Fingon, Joan C., Ed.; Ulanoff, Sharon H., Ed.

    2012-01-01

    This resource guide looks at new classroom-based literacy research that supports "all" learners, including culturally and linguistically diverse students. The authors demonstrate how teachers and researchers develop instructional practices based on multiple languages and the literacy contexts of their schools. They describe classrooms where…

  7. Multimodality and Children's Participation in Classrooms: Instances of Research

    Science.gov (United States)

    Newfield, Denise

    2011-01-01

    This paper describes how language and literacy classrooms became more participatory, agentive spaces through addressing a central issue in teaching and learning: the forms of representation through which children make their meanings. It reconsiders pedagogic research in under-resourced Gauteng classrooms during the period 1994-2005, during the…

  8. Growing Language Awareness in the Classroom Garden

    Science.gov (United States)

    Paugh, Patricia; Moran, Mary

    2013-01-01

    For four years, Pat Paugh, a university teacher educator, and Mary Moran, a teacher researcher, collaborated on action research by systematically studying literacy development connected to the latter's third-grade community gardening and urban farming curriculum. Their goal was to support an existing classroom culture that valued…

  9. The Adult Heritage Spanish Speaker in the Foreign Language Classroom: A Phenomenography

    Science.gov (United States)

    Felix, Angela

    2009-01-01

    For heritage speakers, the Spanish classroom is not the first point of contact with their native language. Though such learners would benefit from an educational philosophy that affirms the heritage language as a springboard for learning and increased self-awareness, there has been little support for non-dominant language research in the USA. This…

  10. Teachers’ approaches to language classroom assessment in Cameroon primary schools

    Directory of Open Access Journals (Sweden)

    Achu Charles Tante

    2013-10-01

    Full Text Available Assessment has a huge impact on ESL primary pupils, in part, because on the curriculum English is both a subject and also a language of learning all the other subjects. For children still acquiring L1 it is daunting sometimes to be expected to understand concepts in L2. It may be difficult then to gather information to make an impartial judgement with regards to a pupil’s language level. This study is a preliminary inquiry that attempts to find out teachers’ approaches to classroom assessment in Cameroon primary schools. Using a qualitative open-ended question the researcher finds out three main categories of assessment approaches used by teachers. From the categories extrapolations on possible assumptions that guide teachers’ choices of assessment procedures are described and suggested for future study. Keywords Classroom assessment approach, Cameroon, scheme of work, ESL/EFL, Young Learners 

  11. The Relationship between Gender and Iranian EFL Learners’ Foreign Language Classroom Anxiety (FLCA

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    Fakhri Mesri

    2012-06-01

    Full Text Available Foreign language anxiety is widely used to describe the feeling of tension and apprehension, which is specifically associated with foreign language learning contexts, including listening, speaking, reading, and writing. Foreign language classroom anxiety (FLCA is related to foreign language anxiety and language-skill-specific anxiety, and fairly recently identified as distinguished from other forms of anxiety. FLCA is a more general type of anxiety in learning a foreign language with a strong speaking anxiety element; and low self-confidence is identified as an important component of its construct. Research shows that FLCA is a complex, multi-dimensional phenomenon; it has many potential sources; and it interferes with the acquisition, retention, and production of a foreign language. It seems that in most of English classes in Iran little attention has been paid to the role of the gender on EFL learners' Foreign Language Classroom Anxiety (FLCA. Hence, this study attempted to investigate the relationship between EFL learners’ Foreign Language Classroom Anxiety (FLCA with regard to gender. The data were gathered through questionnaire: the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986.The participants were 52 students studying English at Salmas University. The findings revealed a significant relationship between FLCA and females. It was recommended that foreign language teachers should be aware of Foreign Language Classroom Anxiety (FLCA level, its causes and results. The study also offers some context-specific pedagogical implications for Iranian EFL teachers and practitioners.

  12. Classroom Instruction that Works with English Language Learners Participant's Workbook

    Science.gov (United States)

    Hill, Jane D.; Bjork, Cynthia Linnea

    2008-01-01

    Everyone who participates in your workshop on "Classroom Instruction That Works with English Language Learners" needs this participant's workbook to gain expertise in strategies that are effective with ELL (English Language Learners) students.

  13. TEACHING CREATIVE WRITING IN ENGLISH LANGUAGE CLASSROOM

    Directory of Open Access Journals (Sweden)

    MARKU MONIS AND . M. V. RODRIQUES

    2012-11-01

    Full Text Available Writing, like all other aspects of language, is communicative. In our real life we write e-mails, notes, covering letters, reports, curriculums, assignments, essays and so on. Some of us write articles or work on forums and websites. A few write stories and poems. All of these writing tasks have a communicative purpose and a target audience. In the English language classroom, however, writing often lacks this. There are many reasons, as there are lots of ways to make the writing, we do with learners more communicative. There are many areas in which language learners can benefit from creative writing. Students express themselves and their own ideas. Most teachers would agree that what we want to say, what comes from the heart, we are happier to work on. Creative Writing (CW can be very stimulating and a lot of fun. Creative writing involves playful but rigorous work with language. A lot of people seem to associate creative writing with an "anything goes" mentality. However, in order to produce a good text, poem, short story or dramatic scene, the language needs to be correct and it needs to work. Creative Writing requires greater precision in expression. In order to say precisely what they mean, students have to be very careful in their use of vocabulary and idioms. In this article, an effort is made to discuss the characteristics and difficulties of CW and similarly, a few ideas for CW writing, benefits of CW and solutions to simplify and make it interesting is presented.

  14. Strategy Training in a Task-Based Language Classroom

    Science.gov (United States)

    Lai, Chun; Lin, Xiaolin

    2015-01-01

    Recent literature that examines the implementation of task-based language teaching (TBLT) in classroom settings has reported various challenges related to educational cultures, classroom management, teacher cognition and learner perceptions. To facilitate the smooth transition of TBLT from laboratory settings to classroom contexts, measures need…

  15. Coding the classroom: Technology and the practice of language

    OpenAIRE

    Herbst, Claudia

    2003-01-01

    The technology of the Information Age depends on programming languages for functionality. Because programming languages ultimately affect the production of language digitally, programming languages will inevitably demonstrate a lasting effect on the process of writing. Hence it is important to recognize the impact of programming languages on the production of language. It may well be the necessary first step in understanding technology’s reverberating presence in the classroom.

  16. Researching Classroom Processes of Inclusion and Exclusion

    Science.gov (United States)

    Ohna, Stein Erik

    2005-01-01

    The aim of this paper is to discuss processes of inclusion and exclusion in compulsory classrooms where both Norwegian and Norwegian Sign Language (NSL) are used. The Norwegian Education Act 1998, section 2?6, gives deaf pupils who have acquired sign language as their first language 'the right to tuition in the use of sign language and through the…

  17. Validation of the "Chinese Language Classroom Learning Environment Inventory" for Investigating the Nature of Chinese Language Classrooms

    Science.gov (United States)

    Lian, Chua Siew; Wong, Angela F. L.; Der-Thanq, Victor Chen

    2006-01-01

    The Chinese Language Classroom Environment Inventory (CLCEI) is a bilingual instrument developed for use in measuring students' and teachers' perceptions toward their Chinese Language classroom learning environments in Singapore secondary schools. The English version of the CLCEI was customised from the English version of the "What is happening in…

  18. Exploring Bilinguals' Social Use of Language inside and out of the Minority Language Classroom

    Science.gov (United States)

    Thomas, Enlli Mon; Roberts, Dylan Bryn

    2011-01-01

    This paper examines bilingual children's use of language inside and out of the minority language classroom. A total of 145 children between 8 and 11 years of age, attending 16 bilingual Welsh-English primary schools in North Wales, responded to questionnaires (supplemented by classroom observations) requesting information about their language

  19. Bodies and Language: Process Drama and Intercultural Language Learning in a Beginner Language Classroom

    Science.gov (United States)

    Rothwell, Julia

    2011-01-01

    In this article the author draws on classroom video recordings and student commentary to explore ways in which the kinaesthetic elements of a process drama provided the context and the space for beginner additional language learners to engage with intercultural language learning. In the light of student comments in interviews and questionnaires,…

  20. Individual classroom experiences: a sociocultural comparison for understanding efl classroom language learning Individual classroom experiences: a sociocultural comparison for understanding efl classroom language learning

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    Laura Miccoli

    2008-04-01

    Full Text Available Este trabalho compara as experiências de sala de aula (ESA de duas universitárias na aprendizagem de língua inglesa. As ESA emergiram de entrevistas individuais, onde vídeos das aulas promoveram a reflexão. A análise revelou que experiências de natureza cognitiva, social ou afetiva influem diretamente no processo de aprendizagem e as que se referem ao contexto, à história, crenças e metas dos alunos influem indiretamente no mesmo. A singularidade de algumas experiências levou à sua categorização como ESA individuais (ESAI. Ao comparar as ESAI de duas informantes, a importância da análise sociocultural do processo de aprendizagem de sala de aula fica evidente. Concluiremos com uma defesa do valor da teoria sociocultural no estudo da aprendizagem de língua estrangeira em sala de aula e com a apresentação das implicações deste estudo para pesquisadores e professores. This paper compares the classroom experiences (CEs of two university students in their process of learning English as a foreign language (EFL. The CEs emerged from individual interviews, where classroom videos promoted reflection. The analysis revealed that cognitive, social and affective experiences directly influence the learning process and that those which refer to setting, learner’s personal background, beliefs and goal influence the learning process indirectly. The analysis also revealed the singularity of some of these CEs that led to their categorization as individual CEs (ICEs. When comparing the ICEs of the two participants, the importance of a sociocultural analysis of the classroom learning process becomes evident. We conclude with an analysis of the value of sociocultural theory in the study of classroom EFL learning and with the implications of this study for teachers and researchers.

  1. Between the Lines: When Culture, Language and Poetry Meet in the Classroom

    Science.gov (United States)

    Melin, Charlotte

    2010-01-01

    Teaching poetry in second language (L2) classrooms raises theoretical and practical questions about how best to treat literature when target language and culture is also being negotiated. Current pedagogy derives from disparate sources, including the experientially-driven practices of individual teachers, the quantitative and qualitative research

  2. Classroom Discourse Of Malay Language Lesson: A Critical Analysis

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    Idris Aman

    2006-01-01

    Full Text Available Research on the teaching and learning process of the Malay language in the classroom usually focuses on the method, content, strategy and teaching aids. Moving away from this norm, this research article examines the process from the discourse analysis perspective called pedagogic discourse analysis, with an adaptation of Fairclough’s Critical Discourse Analysis Framework (1992; 1995. The discussion is based on several hours of teaching-learning case study conducted in a secondary school classroom, which emphasizes integrated curriculum in an attempt to understand the unseen social processes, i.e. teacher dominance in discourse. The research findings indicate that teacher dominance is concealed in turn-taking system, types of questions posed by the teacher, discourse control and the overall structure of the discourse, which have their implications on the implementation of the National Education Philosophy. Contrary to the emphasis on student centredness and thinking skills as laid out by the Integrated Curriculum for Secondary School, it is found that the nature of the learning process in the classroom hardly focused on students’ thinking skills. This article argues that students should be given the opportunity to exercise their critical and creative potentials.

  3. Research methods for English language teachers

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    McDonough, Jo

    2014-01-01

    This book offers a lively introduction to the research methods and techniques available to English language teachers who wish to investigate aspects of their own practice. It covers qualitative and quantitative methodology and includes sections on observation, introspection, diary studies, experiments, interviews, questionnaires, numerical techniques and case study research. Each method is illustrated with examples in language teaching contexts, and techniques of data collection and analysis are introduced. The authors focus particularly on research in the classroom, on tests, materials, the

  4. Developing Language Skills in Science Classrooms

    Science.gov (United States)

    Jimenez-Silva, Margarita; Gomez, Conrado Laborin

    2011-01-01

    Science teachers need specific strategies to develop writing skills along with science content. Fortunately, research has demonstrated that science-teaching methodology can accomplish both the teaching of science content and various language skills, including writing. A technique suitable for and utilized by science teachers is the "mode…

  5. Anxiety over EFL speaking and writing: A view from language classrooms

    OpenAIRE

    Gkonou, Christina

    2011-01-01

    The assumption that foreign language learners experience a high level of anxiety mainly when faced with speaking activities implies that research should focus on those learners prone to anxiety over that skill. Despite not being widely investigated, foreign language writing anxiety also seems to be a concern for a large number of students. Drawing on questionnaire findings, the study reported in this article examined the nature of, and the connection between the English language classroom spe...

  6. Promoting Speaking Accuracy and Fluency in Foreign Language Classroom: A Closer Look at English Speaking Classrooms*

    OpenAIRE

    Di?nc?er, Ali; Yes?i?lyurt, Savas?; Go?ksu, Ali

    2012-01-01

    This study aims to analyze the literature about teaching and learning English speaking in depth and draw main guidelines about how to increase speaking accuracy and fluency in language classrooms for both English language learners and teachers. The first section of the paper is about the general features of speaking skills. The second section mentions the relevant studies related to speaking classrooms. The third section contains teaching speaking approaches by focusing on generally accuracy ...

  7. Group work in the English language curriculum sociocultural and ecological perspectives on second language classroom learning

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    Chappell, Philip

    2014-01-01

    This book explores how using small groups in second language classrooms supports language learning. Chappell's experience as a language teacher equips him to present a clear, evidence-based argument for the powerful influence group work has upon the opportunities for learning, and how it should therefore be an integral part of language lessons.

  8. Classroom tandem – Outlining a Model for Language Learning and Instruction

    Directory of Open Access Journals (Sweden)

    Katri KARJALAINEN

    2013-10-01

    Full Text Available The aim of this paper is to outline classroom tandem by comparing it with informal tandem learning contexts and other language instruction methods. Classroom tandem is used for second language instruction in mixed language groups in the subjects of Finnish and Swedish as L2. Tandem learning entails that two persons with different mother tongues learn each other’s native languages in reciprocal cooperation. The students function, in turns, as a second language learner and as a model in the native language. We aim to give an overview description of the interaction in classroom tandem practice. The empirical data consists of longitudinal video recordings of meetings of one tandem dyad within a co-located Swedish-medium and Finnish-medium school. Focus in the analysis is on the language aspects the informants orient to and topicalize in their interaction. The language aspects vary depending on what classroom activities they are engaged in, text-based or oral activities.

  9. FACEBOOK GROUPS AS A SUPPORTING TOOL FOR LANGUAGE CLASSROOMS

    OpenAIRE

    Arzu Ekoç

    2014-01-01

    This paper attempts to present a review of Facebook group pages as an educational tool for language learning. One of the primary needs of foreign language learners is to gain the opportunity to use the target language outside the classroom practice. Social media communication provides occasions for learners to receive input and produce output while engaging in negotiation of meaning. In line with this point, teachers can instigate class group pages in the social media in an attempt to provide...

  10. Teaching English as a Global Language in Smart Classrooms with PowerPoint Presentation

    Directory of Open Access Journals (Sweden)

    Abraham Oommen

    2012-10-01

    Full Text Available The current study, as part of an ongoing investigation to examine teacher perceptions about the teaching of English as a global language at the tertiary level education, aims at examining learner perceptions about PowerPoint presentations used in English classroom instruction for enhancement and integration of four language skills and effective use of PowerPoint presentation as a teaching technique in smart classroom settings. A classroom action research and a questionnaire survey were conducted in a class consisting of 50 learners of Preparatory Year English Programme at Jazan University, Saudi Arabia. The results showed that learners preferred PowerPoint Presentations over traditional methods of lecture delivery and had positive attitudes towards PowerPoint presentations and lecturers who use them in their lessons. The result of this study conforms to previous studies to find the efficacy of PowerPoint presentations in university classroom instruction.

  11. Helping students overcome foreign language speaking anxiety in the English classroom: theoretical issues and practical recommendations

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    Iakovos Tsiplakides

    2009-10-01

    Full Text Available Despite the fact that foreign language speaking anxiety is a common phenomenon in the teaching of English as a foreign language in Greece, teachers do not always identify anxious students, and often attribute their unwillingness to participate in speaking tasks to factors such as lack of motivation, or low performance. This article aims to contribute to the literature on language anxiety and to provide teachers with strategies for reducing foreign language speaking anxiety stemming from students’ fear of negative evaluation from their peers and perception of low ability. Using qualitative research, it presents a classroom-based case study which aims at examining the characteristics of anxious students with a view to implementing classroom interventions to reduce foreign language speaking anxiety. The effectiveness of these interventions is also presented and evaluated, and the pedagogical implications of the findings are discussed.

  12. Corrective Feedback in Second Language Classrooms

    Directory of Open Access Journals (Sweden)

    Leonardo Véliz C

    2008-01-01

    Full Text Available In this paper I attempt to analyse and survey the role of corrective feedback -more specifically recasts- in the interaction between teachers and L2 students in a classroom. Thus, I explore the effects of recasts on students' self-correction in order to finally come to the conclusión whether or not students are able to no tice this type of underlying correction and, therefore, reformulate their ill-formed utterances. Besides, I also undertake a comprehensive survey of the literature on the topic. Two different groups of students from the English Teaching Trainig Programme at Universidad Católica Raúl Silva Henrríquez are studied. Five students taking English courses at an intermedíate level and five taking advanced English courses. Intermedíate and advanced students have been categorised on the basis of their number of English language courses they have taken. Intermedíate students have taken four, whereas advanced have taken seven. In this paper the point at issue is whether harmful and ineffective or essential and rather effective, and whether recasts are noticeable for students to 'read between lines' and figure out the underlying correction. I take the stand that recasts are only effective when using them with advanced students as they are more cognitively advanced and, therefore, able to make inferences and interpret the implicit message to reformulate their mistakes.The results as well as the tests on the whole, clearly demónstrate that recasts as a corrective technique happen to be a bit more effective with advanced students than with intermedíate students, though the difference is not striking.En el presente trabajo procuro analizar el rol de la asesoría remedial o retroalimentación correctiva, precisamente Recasts (corrección implícita, en la interacción entre profesores y alumnos de una segunda lengua. De esta manera, analizo los efectos de la corrección implícita en la auto-corrección de los alumnos para finalmente llegar a la siguiente conclusión: los alumnos avanzados son capaces de percibir este tipo de corrección implícita ya que sus habilidades cognitivas están más desarrolladas. Dos grupos de la Universidad RSH son estudiados. Cinco estudiantes pertenecientes a un nivel intermedio y cinco a nivel avanzado han sido categorizados de acuerdo al número de cursos tomados durante los semestres en la universidad. Mi planteamiento se relaciona a que la corrección implícita (recasts serán sólo efectiva con estudiantes cognitivamente más avanzados ya que son capaces de hacer inferencias con mayor rapidez, auto-corregirse y así reformular las oraciones mal formuladas y estructuradas.

  13. How a Therapy Dog May Inspire Student Literacy Engagement in the Elementary Language Arts Classroom

    OpenAIRE

    Lori Friesen

    2009-01-01

    In this article, I discuss theoretical possibilities for the inclusion of therapy dogs in the elementary language arts classroom, particularly which may inspire students otherwise reluctant to engage in literacy activities. I incorporate Guthrie and colleagues’ work in engagement into research in Animal Assisted Therapy with children to posit a revised theory of engagement.

  14. How a Therapy Dog May Inspire Student Literacy Engagement in the Elementary Language Arts Classroom

    Directory of Open Access Journals (Sweden)

    Lori Friesen

    2009-12-01

    Full Text Available In this article, I discuss theoretical possibilities for the inclusion of therapy dogs in the elementary language arts classroom, particularly which may inspire students otherwise reluctant to engage in literacy activities. I incorporate Guthrie and colleagues’ work in engagement into research in Animal Assisted Therapy with children to posit a revised theory of engagement.

  15. Uses of Digital Tools and Literacies in the English Language Arts Classroom

    Science.gov (United States)

    Beach, Richard

    2012-01-01

    This article reviews research on English language arts teachers' use of digital tools in the classroom to remediate print literacies. Specifically, this review focuses on the affordances of digital tools to foster uses of digital literacies of informational/accessibility, collaboration knowledge construction, multimodal communication, gaming…

  16. "Why in This Bilingual Classroom … Hablamos Más Español?" Language Choice by Bilingual Science Students

    Science.gov (United States)

    Stevenson, Alma D.

    2015-01-01

    This qualitative sociolinguistic research study examines Latino/a students' use of language in a science classroom and laboratory. This study was conducted in a school in the southwestern United States that serves an economically depressed, predominantly Latino population. The object of study was a 5th-grade bilingual (Spanish/English) class.…

  17. Appropriation of a Representational Tool in a Second-Language Classroom

    Science.gov (United States)

    Wen, Yun; Looi, Chee-Kit; Chen, Wenli

    2015-01-01

    While the affordances of face-to-face and online environments have been studied somewhat extensively, there is relatively less research on how technology-mediated learning takes place across multiple media in the networked classroom environment where face-to-face and online interactions are intertwined, especially in the context of language

  18. Graphic Novels in Advanced English/Language Arts Classrooms: A Phenomenological Case Study

    Science.gov (United States)

    Gillenwater, Cary

    2012-01-01

    This dissertation is a phenomenological case study of two 12th grade English/language arts (ELA) classrooms where teachers used graphic novels with their advanced students. The primary purpose of this case study was to gain insight into the phenomenon of using graphic novels with these students--a research area that is currently limited.…

  19. Graphic Narratives: Cognitive and Pedagogical Choices for Implementation in the English Language Arts Classroom

    Science.gov (United States)

    Dulaney, Margaret Anne

    2012-01-01

    There is little empirical research that investigates the implementation of graphic narratives into the English language arts classroom, subsequently leading to misperceptions and misconceptions about their educative uses. Despite sequential arts' long history, graphic narratives continue to experience a marginalized existence within the…

  20. The use of games in the language classroom

    OpenAIRE

    Sigríður Dögg Sigurðardóttir 1985

    2010-01-01

    This essay focuses on the use of games inside the classroom and it argues that games can be a good teaching method when teaching foreign languages. It looks at why games should be used as a teaching method and how in order to maximize the positive result on language learning. Also this essay explains various game categories and it gives an example of at least one game from each category which can be especially good in language teaching. In addition this essay looks at the four language skill ...

  1. Assessment Literacy for the Language Classroom

    Science.gov (United States)

    Fulcher, Glenn

    2012-01-01

    Language testing has seen unprecedented expansion during the first part of the 21st century. As a result there is an increasing need for the language testing profession to consider more precisely what it means by "assessment literacy" and to articulate its role in the creation of new pedagogic materials and programs in language testing and…

  2. Making Culture Happen in the English Language Classroom

    OpenAIRE

    Yakup Doganay; Madina Ashirimbetova; Brent Davis

    2013-01-01

    The issue of introducing the target culture into language classroom practice has long been an object of debates as well as the opinions of the learners towards it. Eventually, modern practitioners found a way of having the language learners acquainted with the target culture and introducing culture through culture-based textbook activities. However, the issue of additional culturally-oriented activities in improving students learning habits is questionable today. The purpose of this paper is ...

  3. Towards criterion validity in classroom language analysis: methodological constraints of metadiscourse and inter-rater agreement

    Directory of Open Access Journals (Sweden)

    Douglas Altamiro Consolo

    2001-02-01

    Full Text Available

    This paper reports on a process to validate a revised version of a system for coding classroom discourse in foreign language lessons, a context in which the dual role of language (as content and means of communication and the speakers' specific pedagogical aims lead to a certain degree of ambiguity in language analysis. The language used by teachers and students has been extensively studied, and a framework of concepts concerning classroom discourse well-established. Models for coding classroom language need, however, to be revised when they are applied to specific research contexts. The application and revision of an initial framework can lead to the development of earlier models, and to the re-definition of previously established categories of analysis that have to be validated. The procedures followed to validate a coding system are related here as guidelines for conducting research under similar circumstances. The advantages of using instruments that incorporate two types of data, that is, quantitative measures and qualitative information from raters' metadiscourse, are discussed, and it is suggested that such procedure can contribute to the process of validation itself, towards attaining reliability of research results, as well as indicate some constraints of the adopted research methodology.

  4. Nonverbal Teacher-student Communication in the Foreign Language Classroom

    Directory of Open Access Journals (Sweden)

    Qi Pan

    2014-12-01

    Full Text Available Nonverbal communication refers to a form of communication without using the words to repress oneself. Nonverbal communication is so basic that the teachers tend to take it for granted and always ignore it in the English classroom teaching. For attaining the goal of teaching, and improving teaching quality and efficiency in the foreign language classroom, the improvement of teaching method is a very important factor. Briefly introducing the definition and types of nonverbal communication, this paper discusses the functions and principles of using nonverbal communication in English teaching classroom and it explains some ways of using the nonverbal behaviors to improve the foreign language teaching. Therefore, the significance of nonverbal communication should be fully acknowledged by both teacher and students. 

  5. Spoken Grammar and Its Role in the English Language Classroom

    Science.gov (United States)

    Hilliard, Amanda

    2014-01-01

    This article addresses key issues and considerations for teachers wanting to incorporate spoken grammar activities into their own teaching and also focuses on six common features of spoken grammar, with practical activities and suggestions for teaching them in the language classroom. The hope is that this discussion of spoken grammar and its place…

  6. Twenty Ideas for Using Mobile Phones in the Language Classroom

    Science.gov (United States)

    Reinders, Hayo

    2010-01-01

    These days it seems mobile phones are used everywhere by everyone, which leads to the obvious question: How can mobile phone technology support learning in the second language classroom? The answer is "in a number of ways" because mobile phones come with ever-increasing functions that most students are adept at using. In this article the author…

  7. Student Engagement and Motivation in the Foreign Language Classroom

    Science.gov (United States)

    Lin, Tsun-Ju

    2012-01-01

    This dissertation consists of two manuscripts to examine student motivation and engagement in the foreign language classroom. The purpose of the first paper is to propose a model that distinguishes between motivation and engagement. The paper highlights the connections and differences between motivation and engagement in order to point out issues…

  8. Laptop Technology and Pedagogy in the English Language Arts Classroom

    Science.gov (United States)

    McGrail, Ewa

    2007-01-01

    The English Language Arts teachers in this qualitative study reported somewhat negative outcomes in social and material spaces in the context of laptop technology in their classrooms. These outcomes included: (a) social isolation, (b) limited communication with a teacher or peers, and (c) off-task behavior. In an attempt to uncover the reasons for…

  9. "Experiential" Professional Development: Improving World Language Pedagogy inside Spanish Classrooms

    Science.gov (United States)

    Burke, Brigid Moira

    2012-01-01

    "Experiential" professional development (EPD), influenced by Expeditionary Learning Outward Bound design, was integrated in the classrooms of secondary Spanish teachers to create opportunities for them to learn to use communicative language teaching (CLT) through experience. Teachers collaborated with colleagues, students, and a…

  10. Negotiating Language, Culture and Pupil Agency in Complementary School Classrooms

    Science.gov (United States)

    Lytra, Vally

    2011-01-01

    In this paper, I examine the teaching of language and culture and in particular the use of songs as curriculum in two London Turkish complementary schools. Drawing on a series of interconnected classroom vignettes, I look at how children weave together their semiotic resources to negotiate and transform two songs and the talk and action around…

  11. Associations between Chinese Language Classroom Environments and Students' Motivation to Learn the Language

    Science.gov (United States)

    Chua, Siew Lian; Wong, Angela F. L.; Chen, Der-Thanq

    2009-01-01

    Associations between the nature of Chinese Language Classroom Environments and Singapore secondary school students' motivation to learn the Chinese Language were investigated. A sample of 1,460 secondary three (grade 9) students from 50 express stream (above average academic ability) classes in Singapore government secondary schools was involved…

  12. Linguagem, NTIC e a sala de aula: o que propõem as pesquisas de intervenção / Language, ICT and the classroom: what interventional researches propose

    Scientific Electronic Library Online (English)

    Núbio Delanne Ferraz, Mafra; Carla Viana, Coscarelli.

    2013-09-01

    Full Text Available Desenvolveu-se uma análise de aspectos de linguagem e novas tecnologias de informação e comunicação (NTIC) nas teses e dissertações de caráter interventivo em sala de aula de Língua Portuguesa, produzidas entre 2000 e 2010 nos programas de pós-graduação nacionais de Letras e Linguística. Para este a [...] rtigo, foram abordadas as concepções de linguagem e de aprendizagem, os blogs de turma e o destaque dado a eles nos estudos, além do perfil e lugar dessas pesquisas de intervenção no âmbito da Linguística Aplicada. Ao final, com base nesses aspectos, procurou-se apresentar não só um balanço da produção no referido período, como também sinalizar desafios para as futuras ações e pesquisas em Linguística Aplicada nesse campo. Abstract in english We developed an analysis of linguistic aspects and of how information and communication technology (ICT) was treated in theses and dissertations that deal with interventional research in Portuguese language classes, produced between 2000 and 2012 in national post-graduation programs of Language and [...] Linguistics. We discuss here conceptions of language and learning adopted by the researches, the emphasis they give to class blogs and the features and place of these interventional researches in the scope of Applied Linguistics. Finally, based on these aspects, we tried to present not only a balance of the production in that period, but signaling as well challenges for future actions and research in Applied Linguistics in this field.

  13. "Medium of Instruction" vs. "Medium of Classroom Interaction": Language Choice in a French Complementary School Classroom in Scotland

    Science.gov (United States)

    Bonacina, Florence; Gafaranga, Joseph

    2011-01-01

    The aim of this paper is to account for language choice and alternation phenomena we have observed in a French complementary school classroom in Scotland. In this classroom, talk can be conducted in French (the official medium of instruction), in English (the other language in contact) and in both French and English. A critical review of the…

  14. · Attitude towards Computers and Classroom Management of Language School Teachers

    Directory of Open Access Journals (Sweden)

    Sara Jalali

    2014-07-01

    Full Text Available Computer-assisted language learning (CALL is the realization of computers in schools and universities which has potentially enhanced the language learning experience inside the classrooms. The integration of the technologies into the classroom demands that the teachers adopt a number of classroom management procedures to maintain a more learner-centered and conducive language learning environment. The current study explored the relationship between computer attitudes and behavior and instructional classroom management approaches implemented by English institute teachers. In so doing, a total of 105 male (n = 27 and female (n = 78 EFL teachers participated in this study. A computer attitude questionnaire adapted from Albirini (2006 and a Behavior and Instructional Management Scale (BIMS adopted from Martin and Sass (2010 were benefitted from for the purpose of collecting the data. The results of the Pearson Correlation Coefficient revealed that there were no significant relationships between attitude and behavior and instructional management across gender. However, it was found that the more male teachers experience tendency toward using computers in their classes, the more teacher-centered their classes become. In addition, the more female teachers are prone to use computers in their classes, the more student-centered and lenient their classes become.

  15. The Nature of Chinese Language Classroom Learning Environments in Singapore Secondary Schools

    Science.gov (United States)

    Chua, Siew Lian; Wong, Angela F. L.; Chen, Der-Thanq V.

    2011-01-01

    This article reports findings from a classroom environment study which was designed to investigate the nature of Chinese Language classroom environments in Singapore secondary schools. We used a perceptual instrument, the Chinese Language Classroom Environment Inventory, to investigate teachers' and students' perceptions towards their Chinese…

  16. Early-Adolescents' Reading Comprehension and the Stability of the Middle School Classroom-Language Environment

    Science.gov (United States)

    Gámez, Perla B.; Lesaux, Nonie K.

    2015-01-01

    This study examined teachers' language use across the school year in 6th grade urban middle-school classrooms (n = 24) and investigated the influence of this classroom-based linguistic input on the reading comprehension skills of the students (n = 851; 599 language minority learners and 252 English-only) in the participating classrooms. Analysis…

  17. Language Practices in the Ci-Classroom

    DEFF Research Database (Denmark)

    Mourtou, Eleni

    2014-01-01

    Prelingually deafened children are nowadays likely to receive a cochlear implant (ci). As these children do their language acquisition with a cochlear implant they require a constant rehabilitation and support. Educational staff is instructed on how to work with children with ci in form of guidelines and workshops. This paper discusses language practices used in the setting of a school for cochlear-implanted children. These children encounter language and pronunciation problems that accompany prelingual deafness and hearing with a cochlear implant. I examine two practices, which are used during the storytelling activity: repeat requests and questions. Whereas repeat requests are used in ci-therapy, questions have been shown to be instrumentalized for educational purposes in the setting of a school. I will reveal the educational/rehabilitational issues that are linked to these practices.

  18. The Hidden and not-so Hidden Curriculum of Private Language Schools: Observations on Social Positioning in the Classroom

    OpenAIRE

    DeMarco Berman, Stephanie

    2012-01-01

    This paper outlines the findings of three classroom observations at two private language institutes in Edinburgh, Scotland. The research was carried out in response to the shortage of studies looking at privileged students in social class and educational research. An analysis of both classroom observations and the institutional curriculum were conducted in an attempt to identify instances of social positioning by the texts, the teachers and the students themselves. The analysis suggests that ...

  19. Language, Literacy, Literature: Using Storytelling in the Languages Classroom

    Science.gov (United States)

    Morgan, Anne-Marie

    2011-01-01

    Stories and storytelling have been used for millennia to entertain, challenge and educate. As a shared form of language interaction, storytelling has engaged communities in developing and perpetuating common understandings of both language and culture, as critical foundations to harmonious societies. Stories and storytelling provide a rich source…

  20. Influencing Motivation in the Foreign Language Classroom

    Science.gov (United States)

    Nicholson, Simon James

    2013-01-01

    Motivation is one of the main determining factors of success in developing a second or foreign language. However, motivation is a complex phenomenon and the more its constructs are understood the better we are able to understand the extent to which we can influence it. Teachers can cultivate student motivation to varying degrees and play a central…

  1. Using the "Improper" Language in the Classroom: The Conflict between Language Use and Legitimate Varieties in Education. Evidence from a Greek Cypriot Classroom

    Science.gov (United States)

    Ioannidou, Elena

    2009-01-01

    This paper examines the tensions created in a Greek Cypriot primary classroom between the legitimate variety of the school, Standard Modern Greek, and the home variety of the students, the Greek Cypriot Dialect. Ethnographic data are presented to indicate that language use in the classroom, contrary to what language policy-makers argue, is…

  2. Developing pragmatic competence in the English language classroom through speaking

    OpenAIRE

    Šaulys, Vakaris

    2006-01-01

    This paper deals with developing pragmatic competence in the English as a second language classroom, mainly through speaking activities. In Part One the theoretical background of pragmatics and its various aspects are discussed. Views of a number of authors on pragmatics are presented, witnessing the necessity of pragmatic upbringing at schools and other educational establishments in the world of globalization. Some examples are given why pragmatic awareness is inseparable from grammatical or...

  3. Recent Research on Language Maintenance.

    Science.gov (United States)

    Garcia, MaryEllen

    2003-01-01

    Describes recent research on language maintenance to provide broad, worldwide coverage of different language contact situations. Surveys various countries in which research within ethnic and minority language communities illuminates language maintenance or shift, or revitalization, for that group. (Author/VWL)

  4. Paper to Practice: Using the TESOL English Language Proficiency Standards in PreK-12 Classrooms

    Science.gov (United States)

    Gottlieb, Margo; Katz, Anne; Ernst-Slavit, Gisela

    2009-01-01

    Teachers of English language learners in 21st-century classrooms face a daunting task. The nature of language is complex, learners' needs are diverse, academic content challenges students, and the demand for accountability is an educational reality. "Paper to Practice: Using the TESOL English Language Proficiency Standards in PreK-12 Classrooms"…

  5. From Linguistic Analysis to Cultural Awareness: A Translation Framework for the Spanish Language Classroom.

    Science.gov (United States)

    Gantt, Barbara N.; Rivera-Mills, Susana V.

    1999-01-01

    Proposes a translation framework to be used in the Spanish foreign-language classroom as a supplementary teaching technique. The use of translation techniques in the classroom can bridge the gap between language and culture by helping students develop metalinguistic skills that bring them to a higher level of awareness about the target language

  6. Classroom Tandem--Outlining a Model for Language Learning and Instruction

    Science.gov (United States)

    Karjalainen, Katri; Pörn, Michaela; Rusk, Fredrik; Björkskog, Linda

    2013-01-01

    The aim of this paper is to outline classroom tandem by comparing it with informal tandem learning contexts and other language instruction methods. Classroom tandem is used for second language instruction in mixed language groups in the subjects of Finnish and Swedish as L2. Tandem learning entails that two persons with different mother tongues…

  7. Computer assisted (language) learning (CA(L)L) for the inclusive classroom

    OpenAIRE

    Greene, Cara

    2013-01-01

    Post-Primary Schools in Ireland are inclusive with a mix of students with diverse abilities in the classroom, including students with learning and literacy difficulties, such as dyslexia. This poses a strong challenge: how to create inclusive curricula and materials that cater to the needs of diverse students? The objective of this research is to investigate whether integrating Computer Assisted (Language) Learning (CA(L)L) into the curriculum can produce inclusive curricula that cater to ...

  8. Language-as-resource and language-as-political: tensions in the bilingual mathematics classroom

    Science.gov (United States)

    Planas, Núria; Civil, Marta

    2013-09-01

    In this article we reflect on the learning of mathematics in bilingual settings from a social and a political perspective. In particular we highlight two concepts that are key to our work: language-as-resource and language-as-political. To do so, we draw on classroom data from students of Mexican origin in Tucson, USA, and students from Latin America in Barcelona, Spain. The language policies in our contexts share a message of privileging the language of instruction (English or Catalan) over other languages. Our analysis of the two sets of data points to differences in the mathematical participation of students on the basis of which language they use. We develop the argument that, even if languages other than Catalan and English are accepted and certain pedagogies may be close to a language-as-resource approach, the use of the students' languages is politically mediated in such a way that its pedagogical value (as a medium of communication and learning) is not always taken into account in the bilingual mathematics classroom.

  9. Students and Teachers’ Reasons for Using the First Language Within the Foreign Language Classroom (French and English in Central Mexico

    Directory of Open Access Journals (Sweden)

    Mora Pablo Irasema

    2011-11-01

    Full Text Available

    The present study explores the use of the first language in a context of foreign language teaching. This qualitative research presents the classroom practice and points of view of French and English teachers and students within a public educational institute in central Mexico using the techniques of questionnaires and semi-structured interviews. The results show that teachers and the majority of students perceive the use of the first language as positive and part of the teaching and learning process. A small number of students do not like the use of the first language in the classroom and prefer that their teachers use the target language only.

     

    La presente investigación explora el uso de la lengua materna en un contexto de enseñanza de lenguas extranjeras. Esta investigación cualitativa presenta la práctica docente y los puntos de vista de maestros y alumnos de francés e inglés en el contexto de una universidad pública del centro de México, mediante el uso de las técnicas del cuestionario y la entrevista semiestructurada. Los resultados muestran que tanto los maestros como la mayoría de los alumnos perciben el uso de la lengua materna como algo positivo en el proceso de enseñanza-aprendizaje. Un número reducido de estudiantes rechaza el uso de la lengua materna y prefiere que su clase de lengua extranjera sea dirigida exclusivamente en la lengua meta. Palabras clave: investigación cualitativa, puntos de vista de alumnos y maestros, uso de la lengua materna.

  10. Learnables in Action : The Embodied Achievement of Opportunities for Teaching and Learning in Swedish as a Second Language Classrooms

    OpenAIRE

    Majlesi, Ali Reza

    2014-01-01

    This doctoral dissertation is an empirical qualitative research study on the emergence of learnables in classrooms of Swedish as a second language. It adopts a dialogical and praxeological approach, and analysis is based on video recorded teacher-student interactivities in classrooms. Learnables are taken to be linguistic items or constructs that are displayed as unknown by students, or problematized by students or teachers, and therefore oriented to as explainable, remediable, or improvable....

  11. Preschoolers' Exposure to Language Stimulation in Classrooms Serving At-Risk Children: The Contribution of Group Size and Activity Context

    Science.gov (United States)

    Turnbull, Khara Pence; Anthony, Angela Beckman; Justice, Laura; Bowles, Ryan

    2009-01-01

    Research Findings: This research examined preschoolers' exposure to 6 types of language stimulation techniques (LSTs) in classrooms serving at-risk children and considered whether specific activity contexts were associated with educators' rate of use of different LSTs. Several teacher-directed and child-directed activity contexts were videotaped…

  12. Moodle-based Distance Language Learning Strategies: An Evaluation of Technology in Language Classroom

    Directory of Open Access Journals (Sweden)

    Majid Khabbaz

    2015-07-01

    Full Text Available English language teaching curriculum developers now turn to the heavy use of technology in classrooms. Computer technology, specifically, has brought about many changes in the strategies of language leaning. One of the new computer programs which has recently attracted the attention of language teachers is called Moodle. It is an open-source Course Management System (CMS which delivers online courses as well as supplement traditional face-to-face language courses. Since there is little information about the feasibility of such a program, this study is an effort to examine it through its adaptability to Language Learning Strategies (LLSs. The data is gathered from 60 Moodle-based EAP users as a purposeful sample of the EAP population through a questionnaire. The participants were also observed and interviewed (6 participants. It was found out that there were no relationships between LLSs and language achievement at Moodle-based distance language learning contexts. The findings imply that learning language through Moodle-based teaching materials impede the process of being autonomous language learners, which is a prerequisite for language learning at distance contexts.Keywords: distance learning, language learning strategies, learner autonomy, Computer-Assisted Language Learning, English for Academic Purposes (EAP

  13. Language of poverty strategies: Implemented in the urban elementary science classroom

    Science.gov (United States)

    Jeanpierre, Bobby Jo

    2000-08-01

    This research study reports the results of school-based staff development models used at three urban elementary schools that had liaison teachers assisting classroom teachers in implementing instructional strategies in science teaching from "Language of Poverty," a curriculum framework designed to address the academic needs of disadvantaged students. The case study of two urban elementary schools and six classroom teachers, and survey and interview data results of a third school, uncovered insights into several areas of science teaching in urban settings. One conclusion is that in spite of substantial allocation of resources and assistance, teachers did not translate instructional strategies from "Language of Poverty" curriculum into their classroom practices in a way that would foster urban disadvantaged students' understanding of "big science concepts." A second conclusion is that the school-based staff development models were limited in their ability to address the diverse professional needs of all of its staff. Third, as it relates to students, discipline issues occurred in these urban classrooms across ethnicity and gender. And in addition to teachers being knowledgeable of relevant social and cultural group norms' application of this knowledge in an appropriate and consistent manner is needed to effectively address discipline concerns.

  14. Students' Oral Participation in the CLIL Classroom. : A comparative study of oral participation of CLIL students and students taught through their native language Swedish.

    OpenAIRE

    Jonsson, Karin

    2009-01-01

    Studies have shown that participation and interaction in a language classroom are important. Especially so in the CLIL classroom where the target language is both the subject of study and the medium of instruction. However, it can be difficult for a teacher to get students to participate orally. Many researchers claim that students’ oral output in the CLIL classroom is minimal, and that they speak less than students who are taught through their native language. The aim of this paper wa...

  15. Researching Sex Bias in the Classroom.

    Science.gov (United States)

    Donlan, Dan

    This paper outlines five methods of research on sex bias in the classroom: one-time survey, one class/one treatment, two class/two treatment, one class/random assignment to treatment, and analysis of differentiated effect. It shows how each method could be used in attempting to measure the effect of a unit on Norma Klein's "Mom, the Wolfman and…

  16. When language policy and pedagogy conflict: pupils’ and educators’ ‘practiced language policies’ in an English-medium kindergarten classroom in Greece

    OpenAIRE

    Papageorgiou, Ifigenia

    2012-01-01

    An international school (BES) in Greece, overwhelmingly attended by Greek origin children, has adopted, as its language policy, English as the ‘official’ medium of interaction, including in the Reception classroom, the target of this research. That is, through its language policy, the school aims to promote the learning and use of English throughout school. At the same time, the school has adopted ‘free interaction’ in designated play areas as its pedagogical approach. ...

  17. ??????????????????Transformation and Renewal: Research on Classroom Teaching Discourse in Mainland China

    Directory of Open Access Journals (Sweden)

    ???Gui-Qing An

    2009-12-01

    Full Text Available ???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? With the “linguistic turn” and the rise of discourse analysis, more attention has been paid to the research on classroom teaching discourse. There are two methods that are noncritical method and critical method in the research field of classroom teaching discourse in Mainland China over the past thirty years. Non-critical research includes two trends that are semantics trend and pragmatics trend. Speaking rigidly, critical research on classroom teaching discourse is still in its Starting period. Under the promotion of basic education curriculum reform, traditional operating modes of classroom teaching discourse have changed since 21 century. The identity, relation and idea system of teacher and student have been partly reconstructed because of the new classroom teaching discourse practice. However, classroom teaching discourse depends on the development of teachers’ critical language awareness if it truly becomes a kind of “emancipatory” discourse practice. Facing the condition that research on classroom teaching discourse need make an urgent breakthrough in Mainland China, we expect more researchers to devote themselves to the research on classroom teaching discourse with the high sense of mission.

  18. Flipping the Classroom for English Language Learners to Foster Active Learning

    Science.gov (United States)

    Hung, Hsiu-Ting

    2015-01-01

    This paper describes a structured attempt to integrate flip teaching into language classrooms using a WebQuest active learning strategy. The purpose of this study is to examine the possible impacts of flipping the classroom on English language learners' academic performance, learning attitudes, and participation levels. Adopting a…

  19. Motivation in Learning a Second Language: Exploring the Contributions of Family and Classroom Processes

    Science.gov (United States)

    Tam, Frank Wai-ming

    2009-01-01

    This study looks at how family and classroom factors influence second-language learning at the junior secondary level in schools in Hong Kong. It employed an ecological perspective to look at how family-level factors and classroom-level factors uniquely combine to influence students' learning motivations in second-language learning. Nineteen…

  20. EFL (English as a Foreign Language) Classroom Discourse Analysis of a Vocational College and Some Reflections

    Science.gov (United States)

    Xin, Liu; Luzheng, Lou; Biru, Shi

    2011-01-01

    The application of classroom discourse analysis of foreign language teaching and learning can reveal much about how teachers perform in their teaching practice and how to make improvement. In this paper, the author tries to reveal the present state of EFL (English as a foreign language) classrooms in a vocational college from the angle of…

  1. Developing Learner Autonomy in the Language Class in Turkey: Voices from the Classroom

    Science.gov (United States)

    Inozu, Julide

    2011-01-01

    This article draws on qualitative interview data from a case study of an English teacher in Turkey. It explores the implementation of learner autonomy in English as a foreign language classroom and identifies the challenges, such as students' negative attitudes towards classroom practices, dissatisfaction with the language learning activities and…

  2. English-Only Language-in-Education Policy in Multilingual Classrooms in Ghana

    Science.gov (United States)

    Opoku-Amankwa, Kwasi

    2009-01-01

    This paper, based on the findings of a qualitative study, discusses the influence of Ghana's recently introduced English-only language-in-education policy on pupils' classroom communicative practices and learning generally. It highlights how the use of English--an unfamiliar language--creates anxiety among students and stalls effective classroom

  3. Making Culture Happen in the English Language Classroom

    Directory of Open Access Journals (Sweden)

    Yakup Doganay

    2013-09-01

    Full Text Available The issue of introducing the target culture into language classroom practice has long been an object of debates as well as the opinions of the learners towards it. Eventually, modern practitioners found a way of having the language learners acquainted with the target culture and introducing culture through culture-based textbook activities. However, the issue of additional culturally-oriented activities in improving students learning habits is questionable today. The purpose of this paper is to examine their effect and to investigate the attitudes of students towards language teaching and learning through culture-based activities (games, role plays, dialogues, video clips, discussions and comparisons of local and target cultures. The paper presents the results of the study conducted in one of the top universities of Kazakhstan throughout the spring semester of the 2012 academic year. Eighty students of different cultural backgrounds took part in the study. The activities for the experimental groups were modified according the tasks in each unit of one of the contemporary textbooks used in General English lessons. These activities varied from warm-ups to homework tasks in the units accordingly. The results suggest that practice of the various culture-based tasks and exercises helped the students to improve their communicative and linguistic competences in English. The results obtained from this study also offer insights into how culture-based activities can be used to develop and enhance not only students’ language skills but also their awareness of various culture-sensitive issues.

  4. Implementing Interventions to Increase Motivation in the English Language Classroom: from Theory to Practice

    Directory of Open Access Journals (Sweden)

    Iakovos Tsiplakides

    2010-05-01

    Full Text Available A growing body of empirical research shows a relationship between student motivation and learning outcomes in the teaching of English in ESL and EFL contexts. Despite a sound theoretical framework, however, there are few studies which implement strategies intended to increase motivation and report findings. Using qualitative research, this article attempts to link theory with practice and shed light into the factors which demotivate students and act as barriers to effective foreign language learning. Theoretical principles are applied in the classroom and the effectiveness of interventions to increase motivation is assessed. Thus, the article is pragmatic in focus and provides teachers with a tool for analyzing students’ motivation so that they implement effective motivation strategies in the English classroom. The strategies and interventions suggested can be adapted and used by teachers in various teaching situations after taking into consideration their own teaching context.

  5. The Relationship between Gender and Iranian EFL Learners’ Foreign Language Classroom Anxiety (FLCA)

    OpenAIRE

    Fakhri Mesri

    2012-01-01

    Foreign language anxiety is widely used to describe the feeling of tension and apprehension, which is specifically associated with foreign language learning contexts, including listening, speaking, reading, and writing. Foreign language classroom anxiety (FLCA) is related to foreign language anxiety and language-skill-specific anxiety, and fairly recently identified as distinguished from other forms of anxiety. FLCA is a more general type of anxiety in learning a foreign language with a stron...

  6. Language Choices and Pedagogic Functions in the Foreign Language Classroom: A Cross-Linguistic Functional Analysis of Teacher Talk

    Science.gov (United States)

    Kim, Sun Hee Ok; Elder, Catherine

    2005-01-01

    This article examines the language choices made by native-speaker teachers of Japanese, Korean, German and French in foreign language (FL) classrooms in New Zealand secondary schools. It explores these teachers' patterns of alternation between English, the majority language, and the TL, using both AS-units (Analysis of Speech units), devised by…

  7. Perceptions of Iranian English Language Teachers towards the Use of Discourse Markers in the EFL Classroom

    Directory of Open Access Journals (Sweden)

    Seyed Ali Rezvani Kalajahi

    2012-10-01

    Full Text Available This study attempts to examine Iranian English language teachers’ perception towards the use of discourse markers (DMs in the English as a Foreign Language (EFL classroom. It is the contention of this study that past research studies have not paid sufficient attention to how teachers perceive the use of discourse markers in the English language classroom. This research extends on Fung’s (2011 study and further includes the listening and speaking skills together with the role of DMs in teaching the reading and writing skills. Three research questions are posed in this study. They are 1 What is the perception of Iranian English teachers toward the use of discourse markers? 2 How do Iranian English teachers perceive DMs? 3 Do Iranian English teachers exhibit high, moderate, or low attitudes toward the use of discourse markers? The descriptive method to the data analysis in this study provides better understanding of teacher’s perception towards the use of DMs. Forty five Iranian English teachers participated in the study via a questionnaire survey. Results from the analysis of data showed that Iranian English teachers seem to have a moderate attitude toward DMs. Findings also suggest that teachers tend to believe in the pragmatic and practical value of DMs.

  8. The Role of Motivation and Controversial Conceptual Material in Foreign Language Classrooms

    OpenAIRE

    Antonio R. Iaccarino

    2012-01-01

    Spanish classrooms in the U.S. rarely teach students about the tumultuous relationship with natives of the target language, and this lack of material can leave the learner without certain linguistic knowledge. The novelty of exploring controversial relationships in the target language has the possibility of challenging students’ conceptions of the world which can open up different channels for motivation in the classroom, and ultimately, language learning.

  9. The Role of Motivation and Controversial Conceptual Material in Foreign Language Classrooms

    Directory of Open Access Journals (Sweden)

    Antonio R. Iaccarino

    2012-05-01

    Full Text Available Spanish classrooms in the U.S. rarely teach students about the tumultuous relationship with natives of the target language, and this lack of material can leave the learner without certain linguistic knowledge. The novelty of exploring controversial relationships in the target language has the possibility of challenging students’ conceptions of the world which can open up different channels for motivation in the classroom, and ultimately, language learning.

  10. ¿Duermes mucho Tony? Interpersonal and Transactional Uses of L1 in the Foreign-Language Classroom

    OpenAIRE

    Higareda Sandra; López Georgina; Mugford Gerrard

    2009-01-01

    Whilst communicative teaching approaches sanction, often grudgingly, the limited use of the students’ first language (l1) in English Language Teaching (elt ), critical debate is now centred on a much more substantial and energetic role for the use of mother tongue in the language classroom. Justifications favouring the use of l1 currently range from ideological arguments to classroom teaching considerations. This paper contributes to this ongoing debate by examining how new generations...

  11. Investigating foreign language anxiety in Iranian classrooms: The effect of gender

    OpenAIRE

    Mahmoodzadeh, Masoud

    2013-01-01

    In an attempt to delve into the issue of affective variables related to language learning, the present study focuses on the influence of gender on learners' foreign language anxiety in the Iranian context. The objective of this case study is first to determine the extent to which Iranian EFL learners perceive foreign language anxiety in matched-gender and mixed-gender classrooms and second to see if there is any significant difference between the two types of the investigated classrooms. To t...

  12. Probing EFL Students’ Language Skill Development in Tertiary Classrooms

    OpenAIRE

    Hong Wang

    2008-01-01

    Research in second or foreign language learning indicates that for adult learners, the improvement of one language skill facilitates the development of other skills. The purpose of this study was to investigate the correlations among Chinese EFL students’ reading, writing, and listening development by examining their test scores on the College English Test Band 4. The findings showed that the resultant correlation coefficients between reading and writing and between reading and listening we...

  13. Probing EFL Students’ Language Skill Development in Tertiary Classrooms

    Directory of Open Access Journals (Sweden)

    Hong Wang

    2008-12-01

    Full Text Available Research in second or foreign language learning indicates that for adult learners, the improvement of one language skill facilitates the development of other skills. The purpose of this study was to investigate the correlations among Chinese EFL students’ reading, writing, and listening development by examining their test scores on the College English Test Band 4. The findings showed that the resultant correlation coefficients between reading and writing and between reading and listening were low and not statistically significant. However, there was a significant relationship between listening and writing. It was suggested that factors such as the homogeneous sample selected, students’ motivation, and teaching methodology might affect the outcome of the research. The perceived implications of the research point to the importance of drawing close attention to teachers’ efforts in cultivating and developing students’ language skills evenly in the EFL context of China.

  14. Transforming Language Ideologies through Action Research: A Case Study of Bilingual Science Learning

    Science.gov (United States)

    Yang, Eunah

    This qualitative case study explored a third grade bilingual teacher's transformative language ideologies through participating in a collaborative action research project. By merging language ideologies theory, Cultural Historical Activity Theory (CHAT), and action research, I was able to identify the analytic focus of this study. I analyzed how one teacher and I, the researcher, collaboratively reflected on classroom language practices during the video analysis meetings and focus groups. Further, I analyzed twelve videos that we coded together to see the changes in the teacher's language practices over time. My unit of analysis was the discourse practice mediated by additive language ideologies. Throughout the collaborative action research process, we both critically reflected on the classroom language use. We also developed a critical consciousness about the participatory shifts and learning of focal English Learner (EL) students. Finally, the teacher made changes to her classroom language practices. The results of this study will contribute to the literacy education research field for theoretical, methodological, and practical insights. The integration of language ideologies, CHAT, and action research can help educational practitioners, researchers, and policy makers understand the importance of transforming teachers' language ideologies in designing additive learning contexts for ELs. From a methodological perspective, the transformative language ideologies through researcher and teacher collaborated video analysis process provide a unique contribution to the language ideologies in education literature, with analytic triangulation. As a practical implication, this study suggests action research can be one of the teacher education tools to help the teachers transform language ideologies for EL education.

  15. Virtual Classrooms in Brazil: teachers' difficulties and anxieties towards technology in language learning

    Directory of Open Access Journals (Sweden)

    Andréa Machado de Almeida Mattos

    2003-01-01

    Full Text Available Many researchers, nowadays, have been enthusiastic in promoting the advantages of introducing technology in the language classroom, but few have been worried with the problems and anxieties that result from changes in a long-lasting culture such as the culture of language learning. This paper aims at discussing the problems faced by teachers who have been working with technology in their language classrooms. The research design was based on theoretical and empirical studies both in the areas of Computer Assisted Language Learning and Teacher Development. The main objective of this paper is, thus, to achieve a global understanding of the teachers' anxieties in relation to the virtual environment of language learning. Data was gathered through interviews with the teachers, leading to a qualitative analysis of the findings.Atualmente, muitos pesquisadores têm promovido entusiasticamente as vantagens de se introduzir tecnologia na sala de aula de língua estrangeira (LE, mas poucos têm-se preocupado com os problemas e as ansiedades que resultam de mudanças numa cultura tão antiga quanto a da sala de aula de LE. Este trabalho visa a discutir os problemas enfrentados por professores que trabalham com tecnologia em suas salas de aula de língua. A pesquisa foi baseada em estudos teóricos e empíricos tanto na área de ensino mediado por computador quanto no campo de desenvolvimento de professores. O objetivo principal deste trabalho é, assim, obter um entendimento global das ansiedades do professor em relação ao ambiente virtual de aprendizagem de língua. Os dados foram coletados mediante entrevistas com os professores informantes, levando a uma análise qualitativa dos resultados.

  16. Virtual Classrooms in Brazil: teachers' difficulties and anxieties towards technology in language learning

    Scientific Electronic Library Online (English)

    Andréa Machado de Almeida, Mattos.

    Full Text Available Atualmente, muitos pesquisadores têm promovido entusiasticamente as vantagens de se introduzir tecnologia na sala de aula de língua estrangeira (LE), mas poucos têm-se preocupado com os problemas e as ansiedades que resultam de mudanças numa cultura tão antiga quanto a da sala de aula de LE. Este tr [...] abalho visa a discutir os problemas enfrentados por professores que trabalham com tecnologia em suas salas de aula de língua. A pesquisa foi baseada em estudos teóricos e empíricos tanto na área de ensino mediado por computador quanto no campo de desenvolvimento de professores. O objetivo principal deste trabalho é, assim, obter um entendimento global das ansiedades do professor em relação ao ambiente virtual de aprendizagem de língua. Os dados foram coletados mediante entrevistas com os professores informantes, levando a uma análise qualitativa dos resultados. Abstract in english Many researchers, nowadays, have been enthusiastic in promoting the advantages of introducing technology in the language classroom, but few have been worried with the problems and anxieties that result from changes in a long-lasting culture such as the culture of language learning. This paper aims a [...] t discussing the problems faced by teachers who have been working with technology in their language classrooms. The research design was based on theoretical and empirical studies both in the areas of Computer Assisted Language Learning and Teacher Development. The main objective of this paper is, thus, to achieve a global understanding of the teachers' anxieties in relation to the virtual environment of language learning. Data was gathered through interviews with the teachers, leading to a qualitative analysis of the findings.

  17. English Language Classroom Practices: Bangladeshi Primary School Children's Perceptions

    Science.gov (United States)

    Shrestha, Prithvi Narayan

    2013-01-01

    English language teaching (ELT) has been investigated from various angles including how English language teachers perceive what happens in an ELT classroom. How primary school English language learners perceive their experiences of ELT is rarely reported in the published literature, particularly from developing countries such as Bangladesh. This…

  18. It's All about Talking: Oral Language Development in a Bilingual Classroom.

    Science.gov (United States)

    Riojas-Cortez, Mari

    2001-01-01

    Describes a bilingual prekindergarten teacher's approach to oral language development with children who are Spanish-language dominant, considering the links between her approach and constructivist learning theory. Describes how children in the classroom interact socially with adults and peers to develop oral language skills. (JPB)

  19. Researching classroom interactions: A methodology for teachers and researchers

    OpenAIRE

    Barnes, Sally; Sutherland, Rosamund

    2007-01-01

    Teaching and learning in schools is a complex social process which involves both the teacher and students in distributed knowledge-building activities. Research into this process includes researchers exploring from the outside and teachers exploring from the inside (Bassey, 1995). Jaworski (2003) draws on the work of Wagner (1997) to elaborate a form of research which she calls co-learning, in which research on classroom learning is “conducted jointly by outsiders and insiders” (p 250). T...

  20. Classroom Management: What Does Research Tell Us?

    Science.gov (United States)

    Postholm, May Britt

    2013-01-01

    The article reviews studies that focus on classroom management. The aim of classroom management is twofold. The first is to establish a quiet and calm environment in the classroom so that the pupils can take part in meaningful learning in a subject. The second aim is that classroom management contributes to the pupils' social and moral…

  1. Language Awareness in Language Learning and Teaching: A Research Agenda

    Science.gov (United States)

    Svalberg, Agneta M.-L.

    2012-01-01

    Following on from my state-of-the-art article on "Language Awareness and language learning" (Svalberg 2007), in this paper I will discuss specific research tasks which are centrally concerned with different aspects of language awareness (LA): "explicit knowledge about language, and conscious perception and sensitivity in language learning,…

  2. Responding to the Challenge: Giving Pre-Service Classroom Teachers a Musical Language and Understanding

    Science.gov (United States)

    Munday, Jenni; Smith, Wyverne

    2010-01-01

    Pre-service teacher degree programs are increasingly crowded with subjects covering the wide gamut of knowledge a teacher requires. Ensuring musical knowledge and language for classroom teaching poses a difficult problem for teacher educators. This article examines the challenges of including in the pre-service classroom teaching program a music…

  3. Naturally-Occurring Comprehension Strategies Instruction in 9th-Grade Language Arts Classrooms

    Science.gov (United States)

    Anmarkrud, Oistein; Braten, Ivar

    2012-01-01

    In this descriptive classroom study, we used video-based observations supplemented with teacher interviews to provide precise information about the instruction of comprehension strategies that naturally occurred in 4 Norwegian lower-secondary language arts classrooms while students worked with expository texts. The results showed that the teachers…

  4. A Case Study on the Influence of Organizational Culture on Language Classroom

    OpenAIRE

    Zhihui Liu

    2009-01-01

    This paper tries to probe the influence of the organizational culture on language classroom at a newly-established local college. It firstly reviews the knowledge of the organizational culture and finds out its features, and then discusses how the organizational culture was greatly influenced by the host educational environment. On the basis of this, the paper interprets how organizational culture in turn influences the classroom culture in terms of English language teaching and learning in C...

  5. Access to mathematics versus access to the language of power: the struggle in multilingual mathematics classrooms

    OpenAIRE

    Mamokgethi Setati

    2008-01-01

    In this article I explore how teachers and learners position themselves in relation to use of language(s) in multilingual mathematics classrooms. I draw from two studies in multilingual mathematics classrooms in South Africa. The analysis presented shows that teachers and learners who position themselves in relation to English are concerned with access to social goods and positioned by the social and economic power of English. They do not focus on epistemological access but argue for English ...

  6. Language use in the English classroom : the role of students' first language in grades 9 and 10 in English classrooms in Iceland

    OpenAIRE

    Arna Borg Snorradóttir 1990

    2014-01-01

    The main objective of this paper was to gather insight into students’ attitudes and perceptions towards language use during English instruction. What are students’ opinions about the benefit of their own and the teacher’s use of English in the classroom? When should the teacher and the students use the first language in the English classroom? These are two of the main questions explored in this paper. A study was conducted in grades 9 and 10 in an Icelandic compulsory school. A total of...

  7. COML (Classroom Orchestration Modelling Language) and Scenarios Designer: Toolsets to Facilitate Collaborative Learning in a One-to-One Technology Classroom

    OpenAIRE

    Niramitranon, Jitti; Sharples, Mike; Greenhalgh, Chris

    2006-01-01

    In a one-to-one collaborative learning classroom supported by ubiquitous computing, teachers require tools that allow them to design of learning scenarios, and to manage and monitor the activities happening in the classroom. Our project proposes an architecture for a classroom management system and a scenarios designer tool, both based on a Classroom Orchestration Modelling Language (COML), to support these requirements. We are developing and testing this with the GroupScribbles software usin...

  8. "I've Got an Idea": A Social Semiotic Perspective on Agency in the Second Language Classroom

    Science.gov (United States)

    Pinnow, Rachel J.

    2011-01-01

    This paper addresses the role of multimodal fluency in establishing agency in the second language classroom. The focus of the paper is on the semiotic resourcefulness of an English Language Learner in an English as a Second Language classroom in the United States. Framed from a social semiotic perspective, fine grained multimodal analysis of…

  9. English Language Learning Inside and Outside the Classroom in Portugal

    OpenAIRE

    Tonoian, Lilit

    2014-01-01

    This study investigates the way of learning the English language in Portugal. First-year students of the faculty of Social Sciences and Humanities of New University of Lisbon were selected as participants in the case study. As data collection tools a questionnaire and focus-groups were used. 115 students completed the designed questionnaire and after that 12 students were selected for the more detailed focus-group discussions. Results of the research show that most part of the students´...

  10. Second language writing anxiety, computer anxiety, and performance in a classroom versus a web-based environment

    OpenAIRE

    Dracopoulos, Effie

    2011-01-01

    This study examined the impact of writing anxiety and computer anxiety on language learning for 45 ESL adult learners enrolled in an English grammar and writing course. Two sections of the course were offered in a traditional classroom setting whereas two others were given in a hybrid form that in-volved distance learning. Contrary to previous research, writing anxiety showed no correlation with learning performance, whereas computer anxie-ty only yielded a positive correlation with performan...

  11. Students, language, and physics: Discourse in the science classroom

    Science.gov (United States)

    Kowalski, Susan Marie

    Women and minorities do not enter science professions at rates consistent with their populations (Rosser, 2000). A variety of theoretical frameworks and associated interventions have been cited in the literature; yet, the gender and racial gaps remain. Theoretical frameworks and the associated interventions to promote the success of women and minorities in the sciences have primarily been one dimensional: they address issues of Self (associated with experiential and psychoanalytical framings) or Language (categorical and deconstructive framings) (Grumet & Stone, 2000). Furthermore, research in science education with few exceptions (Hanson, 2004), has failed to address race and gender through an intersectional analysis. This study investigates the inclusion and exclusion of girls and minorities in the sciences by examining the connections between Self and Language in physics group work conversations. Critical Discourse Analysis was used to explore the connections between Self and Language. Eight students in two groups were the focus of the study. Transcription of conversations and coding of transcripts with students' subject positions, genres, and registers provided evidence of the reflexivity of Self and Language. Furthermore, the study demonstrated how group discourse and power imbalances within groups serve to simultaneously facilitate and constrain learning opportunities and learning itself.

  12. Classroom Labels That Young Children Can Use: Enhancing Biliteracy Development in a Dual Language Classroom

    Science.gov (United States)

    Salinas-Gonzalez, Irasema; Arreguin-Anderson, Maria G.; Alanís, Iliana

    2015-01-01

    This article focuses on biliteracy development of English and Spanish through the practical strategy of systematically labeling the classroom within the context of daily classroom activities and providing children with various opportunities to use the words throughout the day. Using the foundational work related to classroom labels from Pinnell…

  13. Cooperation in the Classroom : Experimenting with Research Joint Ventures

    OpenAIRE

    Goeree, Michelle S.; Hinloopen, Jeroen

    2004-01-01

    This paper describes a classroom exercise that illustrates the investment incentives facing firms when technological spillovers are present. The game involves two stages in which student ?sellers? first make investment decisions then production decisions. The classroom game can be used to motivate discussions of research joint ventures, the free-rider problem, collusion, and antitrust policy regarding research and development.

  14. Teaching English Language Learners: 43 Strategies for Successful K-8 Classrooms

    Science.gov (United States)

    Colombo, Michaela

    2011-01-01

    Ideal as a supplementary text for a variety of courses and as a guide for in-service teachers and for professional development settings, "Teaching English Language Learners: 43 Strategies for Successful K-8 Classrooms" provides teachers of all content areas with a broad, practical approach to teaching English language learners in the regular…

  15. Gesture, Meaning-Making, and Embodiment: Second Language Learning in an Elementary Classroom

    Science.gov (United States)

    Rosborough, Alessandro

    2014-01-01

    The purpose of the present study was to investigate the mediational role of gesture and body movement/positioning between a teacher and an English language learner in a second-grade classroom. Responding to Thibault's (2011) call for understanding language through whole-body sense making, aspects of gesture and body positioning were analyzed…

  16. Social Positioning, Participation, and Second Language Learning: Talkative Students in an Academic ESL Classroom

    Science.gov (United States)

    Kayi-Aydar, Hayriye

    2014-01-01

    Guided by positioning theory and poststructural views of second language learning, the two descriptive case studies presented in this article explored the links between social positioning and the language learning experiences of two talkative students in an academic ESL classroom. Focusing on the macro- and micro-level contexts of communication,…

  17. Preschool Classroom Conversations as Long-Term Resources for Second Language and Literacy Acquisition

    Science.gov (United States)

    Aukrust, Vibeke Grover; Rydland, Veslemoy

    2011-01-01

    This study investigated relations between preschool talk exposure and immigrant first graders' second language literacy and oral skills outcomes. Participants in the study were 25 children with Turkish as their first language and Norwegian as their second, attending various multilingual and ethnically diverse preschool classrooms in Norway and…

  18. The Native Speaker, the Student, and Woody Allen: Examining Traditional Roles in the Foreign Language Classroom.

    Science.gov (United States)

    Finger, Anke

    This paper uses a language classroom role-playing scene from a Woody Allen movie to examine the language student who has traditionally been asked to emulate and copy the native speaker and to discuss roles that teachers ask students to play. It also presents the changing paradigm of the native speaker and his or her role inside and outside the…

  19. Code-Switching in English as a Foreign Language Classroom: Teachers’ Attitudes

    OpenAIRE

    Engku Haliza Engku Ibrahim; Mohamed Ismail Ahamad Shah; Najwa Tgk. Armia

    2013-01-01

    Code-switching has always been an intriguing phenomenon to sociolinguists. While the general attitude to it seems negative, people seem to code-switch quite frequently. Teachers of English as a foreign language too frequently claim that they do not like to code-switch in the language classroom for various reasons – many are of the opinion that only the target language should be used in the classroom. This study looks at the teachers’ attitudes towards code-switching in teaching English as...

  20. ELT Teacher Trainees' Attitudes towards Environmental Education and Their Tendency to Use It in the Language Classroom

    Science.gov (United States)

    Gursoy, Esim; Saglam, Gulderen T.

    2011-01-01

    With the change of focus in language teaching from grammar-based approaches to more communicative approaches, contextual language learning gained importance and found body in the English Language classroom. Global issues constitute one of the most popular contexts for purposeful language learning and meaningful language use. Increasing number of…

  1. "Finding the key to the secret garden of reading" :extensive reading in the second language classroom

    OpenAIRE

    Hauer, Elin Lævnæseth

    2012-01-01

    The main aim of this paper is to communicate to those concerned with language teaching and to share some ideas on different reading approaches, especially with focus on extensive reading and the use of graded readers in the second language classroom. Furthermore I will make suggestions of how an extensive reading program might benefit language learning in general.Different approaches to reading and vocabulary learning will be presented and evaluated throughout this paper in an attempt to “pro...

  2. Classroom Research and Child and Adolescent Development in South America

    Science.gov (United States)

    Preiss, David Daniel; Calcagni, Elisa; Grau, Valeska

    2015-01-01

    The article reviews recent classroom research developed in South America related to child and adolescent development. We review work about three themes: ethnicity, school climate and violence, and the learning process. The few studies found on ethnicity and classroom experiences told a story of invisibility, if not exclusion and discrimination.…

  3. Classroom research and child and adolescent development in South America.

    Science.gov (United States)

    Preiss, David Daniel; Calcagni, Elisa; Grau, Valeska

    2015-01-01

    The article reviews recent classroom research developed in South America related to child and adolescent development. We review work about three themes: ethnicity, school climate and violence, and the learning process. The few studies found on ethnicity and classroom experiences told a story of invisibility, if not exclusion and discrimination. Research on violence suggests that, although there are variations within countries, school climate is an area of concern. Intervention work, still limited, is necessary considering the incidence of violence in the classrooms. Research on learning showed that most classrooms adhere to a very conventional pedagogy. There is a need to advance on international comparisons across all themes. Similarly, there is a need to go beyond the description of classroom dynamics to test educational interventions that may shed light on ways to improve educational performance, to decrease school violence, and to promote diversity within the classroom. Notwithstanding its limitations, the research here reviewed provides clear evidence of the relevant role that classroom experiences play in human development. In addition to their essential role in schooling, classrooms are the settings where processes related to peer relations, identity formation, and socioemotional development unfold. PMID:25732019

  4. Jazyk komunikace ve výuce anglického jazyka v ?eské republice: míšení jazyk? / The language of communication in English classrooms in the Czech Republic: Mixing languages

    Directory of Open Access Journals (Sweden)

    Petr Najvar

    2013-12-01

    Full Text Available The paper deals with classroom communication. More specifically, it focuses on issues connected with the usage of English as the target language and Czech as the mother tongue in lessons of English as a foreign language in primary and lowersecondary schools in the Czech Republic. 89 English lessons were analysed and the proportion between English and Czech used in the sample lessons was established in order to show how the two languages are mixed in the lessons. The analysis of the number of words uttered in the lessons showed that teachers used Czech more than English but students said more English words than Czech words. When operationalized in terms of time, the use of language was equally balanced between the target language and the mother tongue. Another perspective described in the paper is one of opportunities that the teacher creates for the students to practice different language skills. Great differences in using the mother tongue and the target language were found between individual teachers, which is in line with the findings of a number of similar research studies. Towards the end of the paper, five typical situations of mixing languages are briefly presented.

  5. Creating an Authentic Learning Environment in the Foreign Language Classroom

    Science.gov (United States)

    Nikitina, Larisa

    2011-01-01

    Theatrical activities are widely used by language educators to promote and facilitate language learning. Involving students in production of their own video or a short movie in the target language allows a seamless fusion of language learning, art, and popular culture. The activity is also conducive for creating an authentic learning situation…

  6. Preparing pre-service teachers for multilingual classrooms - designing a multiple African language module

    OpenAIRE

    Evans, Rinelle

    2011-01-01

    South African classrooms have become increasingly diverse and the shifting demographics of the instructional context have necessitated a change in the way preservice students are prepared for the linguistic and cultural diversity of their future classrooms. In response to this, undergraduates enrolled in the Faculty of Education at the University of Pretoria are now required to extend their personal language repertoire by acquiring a functional knowledge of words and appropr...

  7. Pre-Service Teachers: An Analysis of Reading Instruction in High Needs Districts Dual Language Classrooms

    OpenAIRE

    Michael Whitacre; Zulmaris Diaz; Joy Esquierdo

    2013-01-01

    Pre-service teachers need opportunities to apply theory and connect to best practices as they teach in classroom settings be it, whole or small group. For many pre-service teachers often times their experience is limited to simply watching instruction or working with small groups of students (Pryor & Kuhn, 2004). The student teaching experience is a critical component of the teacher preparation program. Through the use of the English Language Learner Classroom Observation Instrument (ELLCOI...

  8. Access to mathematics versus access to the language of power: the struggle in multilingual mathematics classrooms

    Scientific Electronic Library Online (English)

    Mamokgethi, Setati.

    2008-02-01

    Full Text Available In this article I explore how teachers and learners position themselves in relation to use of language(s) in multilingual mathematics classrooms. I draw from two studies in multilingual mathematics classrooms in South Africa. The analysis presented shows that teachers and learners who position thems [...] elves in relation to English are concerned with access to social goods and positioned by the social and economic power of English. They do not focus on epistemological access but argue for English as the language of learning and teaching. In contrast, learners who position themselves in relation to mathematics and so epistemological access, reflect more contradictory discourses, including support for the use of the their home languages as languages of learning and teaching.

  9. Creating an Authentic Learning Environment in the Foreign Language Classroom

    OpenAIRE

    Larisa Nikitina

    2011-01-01

    Theatrical activities are widely used by language educators to promote and facilitate language learning. Involving students in production of their own video or a short movie in the target language allows a seamless fusion of language learning, art, and popular culture. The activity is also conducive for creating an authentic learning situation where the real world becomes a part of the educational experience and necessitates the use of an authentic language by the learners. This article descr...

  10. Cross language information retrieval: a research roadmap

    OpenAIRE

    Gey, Fredric C.; Kando, Noriko; Peters, Carol

    2003-01-01

    Cross-Language Information Retrieval (CLIR) has been a research sub-field for more than a decade now. The field has sparked three major evaluation efforts: the TREC Cross Language Track which currently focuses on the Arabic language, the Cross-Language Evaluation Forum (CLEF) - a spinoff from TREC - covering many European languages, and the NTCIR Asian Language Evaluation (covering Chinese, Japanese and Korean). During this one-day workshop we reviewed and assessed the progress that has been ...

  11. Relationship of L1 Skills and L2 Aptitude to L2 Anxiety on the Foreign Language Classroom Anxiety Scale

    Science.gov (United States)

    Sparks, Richard L.; Patton, Jon

    2013-01-01

    The Foreign Language Classroom Anxiety Scale (FLCAS) has been challenged on the grounds that it may also assess language learning skills. In this study, 128 students who had been administered measures of first language (L1) skills in elementary school were followed from 1st to 10th grade. Fifty-three students had completed second language (L2)…

  12. Factors Influencing Student Nurses’ Perceptions of Success and Failure in Second Language Writing – A Classroom-based Study

    Directory of Open Access Journals (Sweden)

    Hung-Cheng TAI

    2013-06-01

    Full Text Available This article applies attribution theory to identify the factors that influence nursing students’ perceptions of success and failure in learning English writing skills. The study took place in a language classroom in southern Taiwan involving fifty-one female nursing students, a writing teacher, and the researcher. Teaching activities included five writing cycles based on an online writing platform, process approach, and multiple revisions. Evidence data has been collected from learners’ questionnaires and interviews, teacher’s interviews, classroom observations, teaching materials, and researcher’s diaries. The data has been analysed quantitatively using SPSS and qualitatively with the aid of QSR NVivo software. Results reveal the major factors given by learners involve the amount writing practice given and their perceptions of their competence in vocabulary and with grammar. The work is supported by observations made by the language teacher and the researcher on issues which have emerged on the students’ writing skills, psychology, language competence, and learning context. This article concludeswith the implications for teaching.

  13. Differences between Language and Linguistic in the ELT Classroom

    Directory of Open Access Journals (Sweden)

    Hajar Shahhoseiny

    2013-12-01

    Full Text Available This paper attempts to present differences between language and linguistic. Language and linguistic are two different words but there is relationship between them. ‘Language’ is a sign system of humankind in order to communicate one’s thoughts, Feelings, and opinions to someone else but linguistic is scientific study of language. In fact the goal of linguistic is to describe languages and to explain the unaware knowledge all speakers have about their language. Therefore, linguistics is a subject of study that is built on languages. Noam Chomsky (1957  argues that “Language is a set (finite or infinite of sentences, each finite in length, and constructed out of a finite set of elements” (p.13. According to Aronoff (2007 it is impossible to separate language from literature, or politics, or most of our everyday human interactions. "[Linguistics] has a twofold aim: to uncover general principles underlying human language, and to provide reliable descriptions of individual languages" (Aitchison, 1992. Also linguists, study individual human languages and linguistic behavior in order to discover the fundamental properties of this general human language.

  14. Towards an Understanding of the Role of Language in the Science Classroom and Its Association with Cultural Identity Development in the Context of Mozambique

    Science.gov (United States)

    Cupane, Alberto Felisberto

    2011-01-01

    I am reflecting here my struggle to understand the issue of language in the science classroom and in our lives from three different perspectives: before and after Mozambican independence and after completion of my doctoral research. The main method used is auto|ethnographic inquiry in which I use the events in my life to question what is happening…

  15. The Positive Peer Effects of Classroom Diversity: Exploring the Relationship between English Language Learner Classmates and Socioemotional Skills in Early Elementary School

    Science.gov (United States)

    Gottfried, Michael A.

    2014-01-01

    Recent federal, state, and district policies that have mainstreamed English language learner (ELL) students into general, English-only elementary school classrooms have raised questions among educational stakeholders about the widespread effects of these policies. Most research has focused on the outcomes of ELL students; almost nothing is known…

  16. Cooperative Learning Activities for the Foreign Language Classroom.

    Science.gov (United States)

    Leloup, Jean W.; Ponterio, Robert

    2000-01-01

    The World Wide Web makes available language learning activities that are ready-made by language teachers, are freely available, and can immediately serve educators as instructional, enrichment, and/or review tools. Describes one site that was created by a foreign language educator in Canada that includes a myriad of activities for use in high…

  17. Using Literature in the Language Classroom: Whys and Wherefores.

    Science.gov (United States)

    Ladousse, Gillian Porter

    2001-01-01

    Makes the case for the reintegration of literature within language learning. Suggests that its appeal to imagination and creativity, its links with emotional intelligence and to real-world uses of language make it eminently suitable as a component of language teaching. Offers two practical examples of activities used in the…

  18. Facilitating Comprehension and Processing of Language in Classroom and Clinic.

    Science.gov (United States)

    Lasky, Elaine Z.

    A speech/language remediation-intervention model is proposed to enhance processing of auditory information in students with language or learning disabilities. Such children have difficulty attending to language signals (verbal and nonverbal responses ranging from facial expressions and gestures to those requiring the generation of complex…

  19. The Intersection of Inquiry-Based Science and Language: Preparing Teachers for ELL Classrooms

    Science.gov (United States)

    Weinburgh, Molly; Silva, Cecilia; Smith, Kathy Horak; Groulx, Judy; Nettles, Jenesta

    2014-08-01

    As teacher educators, we are tasked with preparing prospective teachers to enter a field that has undergone significant changes in student population and policy since we were K-12 teachers. With the emphasis placed on connections, mathematics integration, and communication by the New Generation Science Standards (NGSS) (Achieve in Next generation science standards, 2012), more research is needed on how teachers can accomplish this integration (Bunch in Rev Res Educ 37:298-341, 2013; Lee et al. in Educ Res 42(4):223-233, 2013). Science teacher educators, in response to the NGSS, recognize that it is necessary for pre-service and in-service teachers to know more about how instructional strategies in language and science can complement one another. Our purpose in this study was to explore a model of integration that can be used in classrooms. To do this, we examined the change in science content knowledge and academic vocabulary for English language learners (ELLs) as they engaged in inquiry-based science experience utilizing the 5R Instructional Model. Two units, erosion and wind turbines, were developed using the 5R Instructional Model and taught during two different years in a summer school program for ELLs. We analyzed data from interviews to assess change in conceptual understanding and science academic vocabulary over the 60 h of instruction. The statistics show a clear trend of growth supporting our claim that ELLs did construct more sophisticated understanding of the topics and use more language to communicate their knowledge. As science teacher educators seek ways to prepare elementary teachers to help preK-12 students to learn science and develop the language of science, the 5R Instructional Model is one pathway.

  20. Language and Symbol Students Use in Thai Mathematical Classroom of Lesson Study and Open Approach

    OpenAIRE

    Kasem Premprayoon; Suladda Loipha; Maitree Inprasitha

    2014-01-01

    This study aims to investigate language and symbol students use in Thai mathematical classroom in the context of Lesson Study and Open Approach. The results reveal that the students use language and symbol in three characteristics. Firstly, the students use mathematical symbols to represent mathematical operations. Secondly, the students use oral words to communicate their ideas of mathematical operations. Thirdly, the students draw figures and use diagrams to communicate their ideas of mathe...

  1. Enhancing employability skills through the use of film in the language classroom

    OpenAIRE

    Daly, Selena

    2013-01-01

    Employability is increasingly becoming a central aspect of higher education in the United Kingdom and it is becoming imperative that modern foreign languages teachers engage directly and sincerely with the employability agenda. This article proposes the use of feature films as a successful method for developing and promoting employability skills in the language classroom, an approach which has not thus far been adopted. I begin by discussing different models for the delivery of employability ...

  2. Code-Switching in English as a Foreign Language Classroom: Teachers’ Attitudes

    Directory of Open Access Journals (Sweden)

    Engku Haliza Engku Ibrahim

    2013-06-01

    Full Text Available Code-switching has always been an intriguing phenomenon to sociolinguists. While the general attitude to it seems negative, people seem to code-switch quite frequently. Teachers of English as a foreign language too frequently claim that they do not like to code-switch in the language classroom for various reasons – many are of the opinion that only the target language should be used in the classroom. This study looks at the teachers’ attitudes towards code-switching in teaching English as a foreign language to Malay students at one of the local universities in Malaysia. Data was collected through observations, questionnaires and interviews. Each teacher was observed, their language use were recorded, transcribed and then analyzed using the functions proposed by Gumperz (1982. The results of the study showed that teachers do code-switch in the language classroom, despite their claim that they do not. Analysis of the data showed that, in most cases, code switching by teachers was done to serve pedagogical purposes.

  3. SELF-POLICING IN THE ENGLISH AS A FOREIGN LANGUAGE CLASSROOM

    Directory of Open Access Journals (Sweden)

    Alia AMIR

    2013-10-01

    Full Text Available The present study explores how classroom participants invoke a monolingual target-language policy in an English as a foreign language (EFL classroom, specifically focusing on one method of doing language policy through self-initiated language policing sequences, which I have called self-policing. Language policing refers to the mechanism deployed by the teacher and/or the pupils to (re-establish the normatively prescribed medium of classroom interaction (Amir & Musk, 2013; cf. Bonacina & Gafaranga, 2011. The data comes from sequential analyses of 20 hours of video recordings in grades 8 & 9 of an international compulsory school in Sweden between the years 2007-2010. Drawing on Auer (1984 and Gafaranga’s (1999 organisational code-switching framework, this study sheds light on how teachers and pupils self-initiate a switch to English in their interactions. As will be demonstrated, both teachers and pupils, while orienting to the English-only norm, use a three-step sequence for language policing.

  4. Modeling the multidimensional structure of students’ foreign language competence within and between classrooms

    Directory of Open Access Journals (Sweden)

    Johannes Hartig

    2010-09-01

    Full Text Available Combining multilevel (ML analysis and multidimensional item response theory (MIRT provides a valuable method for analyzing data of educational assessments, where clustered data (e.g., students in classes and multidimensional constructs frequently occur. It allows to model multiple ability dimensions while simultaneously taking the hierarchical structure into account. The dimensional structure of students’ foreign language competence within and between classrooms was investigated by applying a ML-MIRT measurement model to data of N = 9,410 students in 427 classes who had answered three different subtests of English as a foreign language. Results were compared to a MIRT model not taking into account the multilevel structure. A markedly more differentiated correlation structure is found within classrooms compared with the between-classroom level and compared with the model without multilevel structure. Results show that by modeling the latent multilevel structure, estimation and interpretation of ability profiles can be possible even with highly correlated ability dimensions.

  5. Digital Stories: A 21st-Century Communication Tool for the English Language Classroom

    Science.gov (United States)

    Brenner, Kathy

    2014-01-01

    Digital storytelling can motivate and engage students and create a community in the classroom. This article lays out a 12-week digital storytelling project, describing the process in detail, including assessment, and pinpointing issues and challenges as well as benefits the project affords English language students.

  6. Developing Interactional Competence by Using TV Series in "English as an Additional Language" Classrooms

    Science.gov (United States)

    Sert, Olcay

    2009-01-01

    This paper uses a combined methodology to analyse the conversations in supplementary audio-visual materials to be implemented in language teaching classrooms in order to enhance the Interactional Competence (IC) of the learners. Based on a corpus of 90.000 words (Coupling Corpus), the author tries to reveal the potentials of using TV series in …

  7. Code-Switching: L1-Coded Mediation in a Kindergarten Foreign Language Classroom

    Science.gov (United States)

    Lin, Zheng

    2012-01-01

    This paper is based on a qualitative inquiry that investigated the role of teachers' mediation in three different modes of coding in a kindergarten foreign language classroom in China (i.e. L2-coded intralinguistic mediation, L1-coded cross-lingual mediation, and L2-and-L1-mixed mediation). Through an exploratory examination of the varying effects…

  8. Humorous Language Play in a Thai EFL Classroom

    Science.gov (United States)

    Forman, Ross

    2011-01-01

    The relationship between creativity, play, and language learning has been of increasing interest over the past decade, but the role of humour itself in SLL remains significantly under-explored. The present study examines humorous language play initiated by a bilingual EFL teacher and taken up by his post-beginner students in a Thai university…

  9. Teaching Strategic Competence in the Foreign Language Classroom.

    Science.gov (United States)

    Tarone, Elaine

    Communicative competence has at least three components: grammatical competence, sociolinguistic competence, and strategic competence. Strategic competence is the knowledge of how to use one's language to communicate intended meaning. Foreign language students may develop competence in each of these three areas at different rates, but all are…

  10. Classroom research in Environmental Engineering Courses- CREUPI: a feasible practice

    Directory of Open Access Journals (Sweden)

    Gerson Araújo de Medeiros

    2004-06-01

    Full Text Available Classroom research is a strategy that proposes linking teaching and research, thereby rendering teachers and students partners in the search for knowledge and combining theory and practice as allies in the educational process. This paper reports on classroom research experience in the subjects of Introduction to Environmental Engineering and Research Metodology, which are disciplines taught in CREUPI’s Environmental Engineering course. The conceptual and methological landmark achieved through this educational approach is discussed, analyzing the process involved in each discipline as well as the results derived from this practice.

  11. Conceptualizing Humanistic Competence in the Language Classroom by TJP - A Chinese Case

    Directory of Open Access Journals (Sweden)

    Ling Zhang

    2010-10-01

    Full Text Available As learning is seen to be a social process as well as an intellectual activity in which teachers work in active partnership with students, “Teaching by Joint Presentation” (TJP project sought to investigate what a humanistic concept of teacher-student joint presentation and critical inquiry can evoke in the language classroom within Chinese context. 289 college English literature learning students and 87 in-service secondary school teachers have participated in this study. The findings articulated a series of multifaceted differences concerning with students’ learning aspiration and competence, together with the complexities of teaching methods in a humanistic language classroom. The results indicate that humanistic ideal does increase students’ learning competence of critical insight, independent thought and reflective analysis. The study provides insights into humanistic competence growth of Chinese college language students based on empirical evidence.

  12. How can I use Irish language e-portfolios in the assessment for learning approach in my primary classroom?

    OpenAIRE

    Clerkin, Martina

    2009-01-01

    This paper investigates the process of assessment for learning (AfL) in the primary school Irish language classroom. Electronic portfolios (e-portfolios) are used as a tool in assessment for learning with eight of my second class pupils in an urban primary school in North Dublin. This research was carried out as part of the Master of Science in Education and Training Management (e-learning strand) at Dublin City University and was supervised by Dr. Margaret Farren. Some strategies from the li...

  13. L2 and L3 integrated learning – lingua franca use in learning an additional language in the classroom.

    DEFF Research Database (Denmark)

    Hazel, Spencer; Wagner, Johannes

    2015-01-01

    This study offers an empirical account of the use of English in Danish-as-a-foreign-language classroom settings. We will refer to English as the lingua franca - which in itself is a second language for the majority of the participants in the data - and to Danish as the target language. We consider implications of lingua franca interaction in target language classroom interactions, and show how in sequences where participants orient to linguistic issues in the target language, for example grammatical forms or lexical items, they often do this with reference to the lingua franca.

  14. Biography, policy and language teaching practices in a multilingual context: Early childhood classrooms in Mauritius

    Scientific Electronic Library Online (English)

    Aruna, Ankiah-Gangadeen; Michael Anthony, Samuel.

    Full Text Available Language policies in education in multilingual postcolonial contexts are often driven by ideological considerations more veered towards socio-economic and political viability for the country than towards the practicality at implementation level. Centuries after the advent of colonisation, when cultu [...] rally and linguistically homogenous countries helped to maintain the dominion of colonisers, the English language still has a stronghold in numerous countries due to the material rewards it offers. How then are the diversity of languages - often with different statuses and functions in society - reconciled in the teaching and learning process? How do teachers deal with the intricacies that are generated within a situation where children are taught in a language that is foreign to them? This paper is based on a study involving pre-primary teachers in Mauritius, a developing multilingual African country. The aim was to understand how their approach to the teaching of English was shaped by their biographical experiences of learning the language. The narrative inquiry methodology offered rich possibilities to foray into these experiences, including the manifestations of negotiating their classroom pedagogy in relation to their own personal historical biographies of language teaching and learning, the policy environment, and the pragmatic classroom specificities of diverse, multilingual learners. These insights become resources for early childhood education and teacher development in multilingual contexts caught within the tensions between language policy and pedagogy.

  15. Gender and Language Education Research: A Review

    OpenAIRE

    Mustapha, Abolaji S.

    2013-01-01

    Gender and language education studies have multiplied in the past one decade. However, it does not appear that any state-of-the-art article has reviewed the various undertakings. This paper attempts to fill this gap by focusing on gender representation in learning materials and classroom interaction studies globally within gender and education literature. Selected studies from the 70s to date are reviewed under three phases and suggestions for further investigation are made with the anticipat...

  16. CALL of the Wild : Using language technology in the second language classroom

    OpenAIRE

    Karlstro?m, Petter

    2009-01-01

    Technology that analyzes written human language displays compelling possibilities for computer assisted language learning (CALL). Applications may be designed to examine second language students’ free text production in order to suggest improvements, draw attention to selected linguistic elements, provide examples from native language use, etc. However, language technology is not free from issues. Output from the tools is occasionally inaccurate, and the tools’ emphasis on language struct...

  17. Competing Desires and Realities: Language Policies in the French-Language Classroom

    OpenAIRE

    Angela Giovanangeli

    2009-01-01

    French language policy has historically centred on ways French can be considered a dominant and influential language. It has done this since the Middle Ages, by allowing the French language to serve as a political tool. On an international level, language was a way of subjugating conquered peoples (former colonies). It promoted France’s international status (by the 18th century French was the diplomatic language of Europe). On a national level, the French language was one of the ways govern...

  18. Repositioning of CLT from Curriculum to Classroom: A Review of the English Language Instructions at Bangladeshi Secondary Schools

    OpenAIRE

    Md. Zulfeqar Haider; Takad Ahmed Chowdhury

    2012-01-01

    This paper attempts a study of the present state of teaching and learning English at the secondary schools in Bangladesh. It offers an analysis of the current English curriculum and textbooks for the secondary grades and explores the current classroom practices through classroom observation and teachers’ interview. The classroom observations were conducted to identify the features of Communicative Language Teaching (CLT) approach prescribed by the curriculum and syllabus document of Nationa...

  19. Hearing the voices of alternatively certified teachers in Texas: Narratives of teaching English language learners in urban secondary mainstream classrooms

    Science.gov (United States)

    Zannou, Yetunde Mobola

    In Texas, nearly half of all new teachers are alternatively certified (AC) whilst English language learners (ELL) are over one-third of the public school population in some districts. As this trend continues, the likelihood that AC teachers will teach ELLs increases and alters what Texas teachers must know upon entering the classroom. This research explores teacher knowledge and beliefs about teaching ELLs through constructivist and narrative lenses. Four AC science teachers in two diverse school districts participated in in-depth interviews and reflective interviews following classroom observations to answer the research questions: (1) how do AC teachers describe and interpret their acts of teaching ELLs in mainstream classrooms; and (2) how do AC teachers describe and interpret their learning to teach ELLs in mainstream classrooms. Data were transcribed and analyzed using thematic narrative methods. This study found that participants saw ELL instruction as: (1) "just good teaching" strategies, (2) consisting primarily of cultural awareness and consideration for student comfort, and (3) less necessary in science where all students must learn the language. The most experienced teacher was the only participant to reference specific linguistic knowledge in describing ELL instruction. Many of the teachers described their work with ELL students as giving them an opportunity to improve their lives, which was consistent with their overall teaching philosophy and reason for entering the profession. Participant narratives about learning to teach ELLs described personal experience and person-to-person discussions as primary resources of knowledge. District support was generally described as unhelpful or incomplete. Participants portrayed their AC program as helpful in preparing them to work with ELL students, but everyone desired more relevant information from the program and more grade-appropriate strategies from the district. Participant narratives reveal AC teachers needed a pragmatic and less theoretical understanding of diversity during pre-service training. Participant tendency to draw upon "common sense", affective, and practical strategies in teaching ELL students in lieu of the state-mandated English language proficiency standards (ELPS) suggests AC programs should have teachers articulate and discuss their beliefs about ELL instruction in order to provide training targeted towards misconceptions about language development, particularly in science.

  20. Fostering autonomy in intercultural language learning in the foreign language classroom: A case study of international students learning English at a higher education institution in Ireland

    OpenAIRE

    Sudhershan, Aleksandra

    2012-01-01

    This study is concerned with the concept of autonomy in intercultural language learning, understood here as the capacity to take responsibility for one’s own language and intercultural development. It examines how such autonomy can be developed among international students in the foreign language classroom as a means of helping this student group to maximise the potential for language and intercultural development that study abroad offers. To investigate this issue, a qualitative case s...

  1. Incorporating Competency-Based Blended Learning in a Chinese Language Classroom: A Web 2.0 Drupal Module Design

    Science.gov (United States)

    Huang, Chung-Kai; Lin, Chun-Yu; Chiang, Yueh-Hui

    2010-01-01

    This study aims to create a blended learning environment, based on the concept of competency-based training, in a Chinese as a Foreign Language (CFL) classroom at an American university. Drupal platform and web 2.0 tools were used as supplements to traditional face-to-face classroom instruction. Students completed various selective tasks and…

  2. Towards a Bernsteinian Language of Description for Mathematics Classroom Discourse

    Science.gov (United States)

    Straehler-Pohl, Hauke; Gellert, Uwe

    2013-01-01

    This article aims at developing an external language of description to investigate the problem of why particular groups of students are systematically not provided access to school mathematical knowledge. Based on Basil Bernstein's conceptualisation of power in classification, we develop a three-dimensional model that operationalises the…

  3. Raising Cultural Awareness in the English Language Classroom

    Science.gov (United States)

    Frank, Jerrold

    2013-01-01

    This article discusses how teachers can incorporate cultural knowledge into English language classes, exploring elements of culture, intercultural phenomena, and high-context and low-context cultures. Activities offered by the author to raise cultural awareness include web quests, role plays, cultural observations, and culture journals.

  4. Teaching Culture in the Classroom to Arabic Language Students

    Science.gov (United States)

    Eldin, Ahmad Abdel Tawwab Sharaf

    2015-01-01

    Arabic language learning comprises of certain elements, including syntactic ability, oral capability, dialect proficiency, and a change in state of mind towards different culture or society. For teachers and laymen alike, cultural competence, i.e., the knowledge of the customs, beliefs, and systems of another country, is indisputably an integral…

  5. Culture-Authentic Materials in the Foreign Language Classroom.

    Science.gov (United States)

    Pino, Barbara Gonzalez

    The importance of using culturally authentic materials in foreign language instruction is discussed within the context of national calls for American students to understand other cultures. A brief report on a summer institute for Spanish teachers is presented. Participants studied the teaching of culture, some tenets of U.S. culture for awareness…

  6. Extensive Writing in Foreign-Language Classrooms: A Blogging Approach

    Science.gov (United States)

    Sun, Yu-Chih

    2010-01-01

    A weblog (blog or Web log) has recently become one of the most widely used Internet applications. The current study concerns developing a blog specifically designed for learners learning English as a foreign language. The study investigated the effects of extensive writing by comparing the writing performance in the first three and the last three…

  7. Living Language and Culture: Concordia Language Villages--One Example of Learning outside the Classroom

    Science.gov (United States)

    Phillippe, Denise E.

    2012-01-01

    At Concordia Language Villages, language and culture are inextricably intertwined, as they are in life. Participants "live" and "do" language and culture 16 hours per day. The experiential, residential setting immerses the participants in the culture of the country or countries where the target language is spoken through food, music, sports,…

  8. Learning English as an International Language: EFL Learners' Perceptions of Cultural Knowledge Acquisition in the English Classroom

    OpenAIRE

    Hsuan-Yau Tony Lai

    2013-01-01

    Culture is an important element in the foreign language classroom. Some scholars believe that culture is the fifth language skill along with the four traditional skills (reading, writing, listening and speaking) of English. Traditionally, learning English required learners to acquire some target language cultural knowledge (e.g. British culture and/or American culture) especially in the context of English as a foreign language. However, with the increasingly important status of English as an ...

  9. Learning English as an International Language: EFL Learners' Perceptions of Cultural Knowledge Acquisition in the English Classroom

    Directory of Open Access Journals (Sweden)

    Hsuan-Yau Tony Lai

    2013-12-01

    Full Text Available Culture is an important element in the foreign language classroom. Some scholars believe that culture is the fifth language skill along with the four traditional skills (reading, writing, listening and speaking of English. Traditionally, learning English required learners to acquire some target language cultural knowledge (e.g. British culture and/or American culture especially in the context of English as a foreign language. However, with the increasingly important status of English as an international language, the ownership of English has been extensively discussed. Scholars have argued that English is no longer in the custody of any particular country or community. Therefore, whether we should address target language culture in the English classroom or not has become a matter of debate. The study aims to explore EFL learners’ perceptions of the ownership of English and acquiring cultural knowledge in the classroom through in-depth interviews. In total, twenty undergraduates, including both English-major and non-English-major students, from three different universities in Central Taiwan participated in the study. The results show that the majority of the participants reject the notion that English belongs to particular countries in today’s world. In terms of acquiring cultural knowledge, they believe that it is necessary to have some target language cultural knowledge (e.g. British culture and/or American culture in the English classroom. However, apart from the target language cultural knowledge, they would also like to explore various cultures worldwide, using English as a communication tool to become global citizens. Therefore, rather than debate whether to teach a specific culture or language model in the English classroom, it is perhaps more meaningful and important to develop a language learner’s intercultural communicative competence. These findings provide some insightful implications for English language teaching professionals and educators in terms of teaching culture in the English classroom.

  10. Practical Techniques for Cultural-based Language Teaching in the EFL Classroom

    OpenAIRE

    Lili Dai

    2011-01-01

    The present paper concerns itself with a study of the cultural-based language teaching issue, particularly with the issue of some practical techniques for teaching culture in the EFL classroom. We want to emphasize the importance of cultural acquisition in the study of language courses, and to present a range of practical techniques that have been found to be effective and successful in cultural-based courses and a few tips that can help to make the teaching of culture a better experience for...

  11. Classroom Interaction Mediated by Gender and Technology: The Language Laboratory Course

    OpenAIRE

    Shomoossi, Nematullah; Amouzadeh, Mohammad; Ketabi, Saeed

    2008-01-01

    This present study investigates classroom interaction with reference to gender and technology. The study data were gathered through partial ethnography by a non-participant observer; two sessions of the course Language Laboratory 1 were carefully observed, and notes were taken with a focus on the nature of interactions. Results of the study show that the interaction patterns are gender-related only to some extent. Also, the interaction pattern in the laboratory classes is similar to, but not ...

  12. Turkish Teachers’ Practices of Assessment for Learning in the English as a Foreign Language Classroom

    OpenAIRE

    Hüseyin Öz

    2014-01-01

    Recently there has been a noticeable paradigm shift in educational assessment where assessment and student learning are viewed as inseparable and assessment is perceived as a tool for supporting student learning. This study was designed to investigate Turkish teachers’ preferences of common assessment methods in the English as a foreign language (EFL) classroom, their Assessment for Learning (AFL) practices, and determine whether they differed in their AFL practices according to some va...

  13. Conceptualizing Humanistic Competence in the Language Classroom by TJP - A Chinese Case

    OpenAIRE

    Ling Zhang; Chris Atkin

    2010-01-01

    As learning is seen to be a social process as well as an intellectual activity in which teachers work in active partnership with students, “Teaching by Joint Presentation” (TJP) project sought to investigate what a humanistic concept of teacher-student joint presentation and critical inquiry can evoke in the language classroom within Chinese context. 289 college English literature learning students and 87 in-service secondary school teachers have participated in this study. The findings a...

  14. Learners Involvement in Materials Selection for Teaching English in Language Classroom at Aligarh Muslim University

    OpenAIRE

    Sheema Fatima

    2014-01-01

    The onset of the present paper throws light on materials selection and traditional outlook. Then the paper discusses four types of materials, more specifically, instructional, experiential, exploratory and elicitative materials and their use in language classroom. It discusses the role relationship between teachers, learners and materials in the present scenario at Aligarh Muslim University, keeping in consideration the requirements of the changing times. The paper aims to highlight the posit...

  15. Narrowing the gap : using aided language stimulation (ALS) in the inclusive classroom

    OpenAIRE

    Uys, Catharina Jacoba Elizabeth; Harty, Michal

    2007-01-01

    This article presents a description of a training programme designed to increase teachers’ knowledge and skill regarding the use of aided language stimulation (ALS) in the inclusive classroom. The development of the two-phase training programme is discussed in terms of the content and presentation method utilised. Phase 1 focused on increasing knowledge related to inclusive teaching practices and Phase 2 focused on increasing skills in using ALS as an adapted teaching strategy. Phase 2 e...

  16. Using Original Methods in Teaching English Language to Foreign Students (Chinese) in Indian Classroom

    OpenAIRE

    Devimeenakshi. K.; Baby Maheswari, C. N.

    2012-01-01

    The article gives information on English language teaching schemes in Indian classrooms for foreign students. The teacher monitors as facilitator and instructor. The trainees were trained in the four macro skills, LSRW. I taught some topics in three skills, namely, writing, listening and reading (just three, not speaking skills) to Chinese students in VIT University. The other skill speaking was trained by other teachers among the four. Students were trained to listen to English words and pa...

  17. The Development of Speaking and Writing Proficiencies in the Spanish Language Classroom: A Case Study

    Science.gov (United States)

    Hubert, Michael D.

    2013-01-01

    An important task for foreign language (FL) instructors and researchers is to understand how the development of each language skill affects other aspects of language acquisition. This case study seeks to determine if speaking and writing proficiencies develop at similar rates among FL learners. Seventeen students enrolled in beginning,…

  18. A Constructive Teaching Model in Learning Research Concept for English Language Teaching Students

    Science.gov (United States)

    Anwar, Khoirul

    2015-01-01

    This is a study to focus on analyzing the use of constructive teaching method toward the students' motivation in learning content subject of Introduction to Research of English Language Teaching. By using a mix-method of qualitative and quantitative analysis, the data are collected by using questionnaire and classroom observation. The…

  19. Documentation in the Visual Arts: Embedding a Common Language from Research

    Science.gov (United States)

    Hetland, Lois; Cajolet, Sharron; Music, Louise

    2010-01-01

    This article illustrates the effects of embedding a common language derived from research, conducted through Project Zero at the Harvard Graduate School of Education, into teachers' documentations of classroom experiences. It suggests that documentation can be enhanced by using shared professional vocabularies that describe categories important in…

  20. Research Ethics in Sign Language Communities

    Science.gov (United States)

    Harris, Raychelle; Holmes, Heidi M.; Mertens, Donna M.

    2009-01-01

    Codes of ethics exist for most professional associations whose members do research on, for, or with sign language communities. However, these ethical codes are silent regarding the need to frame research ethics from a cultural standpoint, an issue of particular salience for sign language communities. Scholars who write from the perspective of…

  1. KEEP Language Research Strategy. Technical Report #14.

    Science.gov (United States)

    Tharp, Roland G.; Gallimore, Ronald

    This paper outlines the strategies of Kamehameha Early Education Program (KEEP) language research, and briefly reviews the findings through Spring 1974. A major research emphasis has been placed on the assessment of Standard English comptence of Hawaii school children. (CM)

  2. The relevance of body language to evolution of language research

    OpenAIRE

    Wacewicz, S?awomir; Z?ywiczyn?ski, Przemys?aw

    2010-01-01

    The heterogeneous category of phenomena covered by the term body language (roughly equivalent to nonverbal communication, NVC), although essential to human day-to-day communication, is also largely dissociable from human verbal behaviour. As such, it has received little attention in the area of evolution of language research. In this paper we point to an important factor – signal reliability (honesty) as an elementary constraint on communication as an evolutionarily stable strategy (ESS) ?...

  3. Evaluating the Psychometric Properties of the Foreign Language Classroom Anxiety Scale for Cypriot Senior High School EFL Students: The Rasch Measurement Approach

    OpenAIRE

    Panayiotis Panayides; Miranda Jane Walker

    2013-01-01

    The aim of this study was to investigate the psychometric properties of the Foreign Language Classroom Anxiety Scale (FLCAS) for Cypriot senior high school EFL students, through Rasch measurement. In doing so, the researchers clarified two discrepancies found in the literature: first the factor structure of the scale and second whether test anxiety is a component of FLCA. The Greek version of the FLCAS was administered to a sample of 304 senior high school EFL students. Results showed that af...

  4. The application of language-game theory to the analysis of science learning: Developing an interpretive classroom-level learning framework

    Science.gov (United States)

    Ahmadibasir, Mohammad

    In this study an interpretive learning framework that aims to measure learning on the classroom level is introduced. In order to develop and evaluate the value of the framework, a theoretical/empirical study is designed. The researcher attempted to illustrate how the proposed framework provides insights on the problem of classroom-level learning. The framework is developed by construction of connections between the current literature on science learning and Wittgenstein's language-game theory. In this framework learning is defined as change of classroom language-game or discourse. In the proposed framework, learning is measured by analysis of classroom discourse. The empirical explanation power of the framework is evaluated by applying the framework in the analysis of learning in a fifth-grade science classroom. The researcher attempted to analyze how students' colloquial discourse changed to a discourse that bears more resemblance to science discourse. The results of the empirical part of the investigation are presented in three parts: first, the gap between what students did and what they were supposed to do was reported. The gap showed that students during the classroom inquiry wanted to do simple comparisons by direct observation, while they were supposed to do tool-assisted observation and procedural manipulation for a complete comparison. Second, it was illustrated that the first attempt to connect the colloquial to science discourse was done by what was immediately intelligible for students and then the teacher negotiated with students in order to help them to connect the old to the new language-game more purposefully. The researcher suggested that these two events in the science classroom are critical in discourse change. Third, it was illustrated that through the academic year, the way that students did the act of comparison was improved and by the end of the year more accurate causal inferences were observable in classroom communication. At the end of the study, the researcher illustrates that the application of the proposed framework resulted in an improved version of the framework. The improved version of the proposed framework is more connected to the topic of science learning, and is able to measure the change of discourse in higher resolution.

  5. The Status of Research in Foreign Languages.

    Science.gov (United States)

    Warriner, Helen P.

    The problematic nature of research in the teaching of foreign languages discloses fundamental areas of concern, particularly related to secondary school teacher attitudes. Comments of leading researchers concerning the nature of research, purpose and design, responsibility for generation of research, and the use of research are cited extensively.…

  6. Teaching English as an Additional Language In The Global Classroom: A Transnational Study In The United States and United Kingdom

    Directory of Open Access Journals (Sweden)

    Gail McEachron

    2015-04-01

    Full Text Available Abstract Global research has shown the persistence of inequality with regard to accessing curriculum with a view to obtaining suitable work and making useful contributions to society. The intersection of race, gender, language and low socio-economic levels creates situations which often marginalize ethnic minorities in school settings (Freire, 1968; Nieto & Turner, 2012. The graduation rates in the United States for Native American, African American and Hispanic students are lower than the graduation rates of Whites and Asian Americans. In addition, Bangladeshis and African Caribbeans currently living in the UK are under-represented in higher education, particularly young men in those communities. The research questions that guide this inquiry are: (1 According to databases, how does the academic performance of language minority groups compare to the academic performance of non-linguistic minority groups at the elementary and secondary levels of education? (2 According to language support teachers and university students, what are the strengths and weaknesses of the instructional practices for language minorities who are learning English in the United Kingdom (UK (Bristol and the United States (US (Henrico? Participants were: five UK teachers, four UK university students, five US teachers, four US university students. Data collection supervised by lead researchers included interviews, focus groups, classroom observation, and performance documents. Data analysis utilized a mixed-methods approach. Overall, linguistic minority groups performed lower than their English proficient peers. Culturally, UK teachers provided a greater emphasis on religious instruction, whereas US teachers addressed patriotic topics more frequently. Teachers in the United States and the United Kingdom were culturally supportive with slight variation in the encouraged use of the students’ heritage languages.

  7. Research on College Teachers’ Politeness Strategies in EFL Classrooms

    OpenAIRE

    Liu Peng; Lingling Cai; Xianjun Tan

    2012-01-01

    Politeness is a common phenomenon in any society. Thus conventions of politeness vary from culture to culture. How people value politeness or show politeness is influenced by many factors such as age, gender, knowledge level, or social status or power. In this research, we deal with politeness in China EFL classrooms. Based on Brown and Levinson’s Face Theory and applying a series of research methods like class observation, survey questionnaires and semi-structured interviews in a case ...

  8. Doing Culture, Doing Race: Everyday Discourses of "Culture" and "Cultural Difference" in the English as a Second Language Classroom

    Science.gov (United States)

    Lee, Ena

    2015-01-01

    While current conceptualisations of the inextricable connection between language and culture in English language education are largely informed by complex sociocultural theories that view culture as constructed in and through social practices among people, classroom practices continue to be influenced by mainstream discourses of culture that…

  9. California/Spain Visiting Teachers Program Participants' Opinions about the Use and Effects of Students' Primary Languages in the Classroom

    Science.gov (United States)

    Ramos, Francisco

    2009-01-01

    This study examined opinions about some theoretical and practical tenets of bilingualism and bilingual education, as well as about the instructional use of English language learners' (ELLs) native languages in the classroom, of 77 teachers from Spain working in California as part of the California/Spain Visiting Teachers Program. In their…

  10. Perspectives on Educational Language Policy and Its Implementation in African Classrooms: A Comparative Study of Botswana and Tanzania.

    Science.gov (United States)

    Arthur, Jo

    2001-01-01

    Examines debate over educational language policy in Botswana and Tanzania. Proposes that descriptions of classroom practice are necessary for effective educational language planning. Describes bilingual code switching and reliance on teacher-centered recitation routines. Argues that more creative and effective teaching and learning can be…

  11. Elementary English Language Instruction: Colombian Teachers’ Classroom Practices

    OpenAIRE

    Cadavid Múnera Isabel Cristina; McNulty María; Quinchía Ortiz Diana Isabel

    2004-01-01

    An in-progress ethnographic research project about teachers who are facing the complex task of teaching English to children in 7 public elementary schools in the metropolitan area of Medellin is presented in this article. First, the need for this research is outlined by researchers; second, the methodology of the project is described; third, up-to-date findings which include a profile of the 12 teachers who are participating in this study, and an analysis of their class methodology in te...

  12. The education of English language learners research to practice

    CERN Document Server

    Shatz, Marilyn

    2010-01-01

    This comprehensive volume describes evidence-based strategies for supporting English language learners (ELLs) by promoting meaningful communication and language use across the curriculum. Leading experts explain how and why learning is different for ELLs and pinpoint specific best practices for the classroom, illustrated with vivid examples. Particular attention is given to ways in which learning English is intertwined with learning the student's home language. The book addresses both assessment and instruction for typically developing ELLs and those with language disabilities and

  13. Language Variables in Cross-Cultural Research

    Science.gov (United States)

    Nagi, Mostafa H.

    1977-01-01

    The role of language in cross-cultural research is investigated through analysis of: communication of information; conceptual and functional equivalence; measurement of linguistic variables; and social and language changes. Available from: UNESCO, 7 Place de Fontenoy, 75700 Paris, France. (Author/DB)

  14. Learning to "walk the talk":language socialization in an MBA classroom and the production of marginality

    OpenAIRE

    Schwab,Inger-Lise

    2006-01-01

    This thesis is about the ways in which language socialization is intimately tied not only to ways of talking, but also to ways of knowing and being. The empirical material is drawn from a Masters of Business Administration classroom in Oslo, Norway. The analysis presented here draws primarily on anthropological theories of language use, but is also inspired by globalization studies. The coupling of these two approaches is intended to show the ways in which language use, when treated as social...

  15. Supporting Early Writing in Dual Language Head Start Classrooms

    Science.gov (United States)

    Matera, Carola

    2011-01-01

    The following research-to-practice summary addresses the findings from the original intervention study and provides specific guidance for early childhood practitioners. These recommendations respond to a current and growing concern on how to implement developmental, cultural, and linguistically appropriate curricula, namely, recommendations focus…

  16. Predicting Acceptance of Diversity in Pre-Kindergarten Classrooms. Research Brief

    Science.gov (United States)

    Sanders, Kay; Downer, Jason T.

    2013-01-01

    Given the increasing ethnic and language diversity within the United States, this study examined practices that acknowledge and promote diversity in pre-Kindergarten classrooms. Findings indicate that acceptance of diversity is a component of positive environments for young children, particularly in classrooms with high poverty levels where there…

  17. WHY CORRUPTION MAY HAPPEN?: A CLASSROOM ACTION RESEARCH

    OpenAIRE

    Anita Maharani

    2014-01-01

    The Anti Corruption course is one of several ways of anti-corruption’s campaign in Indonesia’s higher education system. In terms of education, the Anti Corruption’s curriculum were prepared and developed by Indonesia’s ministry of education, but in practice it is possible for lecturers to creatively modify the way of delivering subjects to students. The purpose of this study is to explore student perspectives on what causes corruption. The researches itself is a classroom action resea...

  18. Developing Teaching in the "University Classroom": The Teacher as Researcher when Initiating and Researching Innovations

    OpenAIRE

    May Britt Postholm

    2011-01-01

    The teacher’s role in the university classroom has traditionally been to present the syllabus to listening students. In Norway new rules have been introduced for the activity in this classroom. The overarching goal for the teaching is to organize a learning situation that makes the students active learners. The article deals with the teacher as a researcher, and focuses on how innovative actions can be implemented by the teacher and studied from a researcher point of view. The text pres...

  19. The relationship between conceptual metaphors and classroom management language: reactions by native and non-native speakers of English

    Directory of Open Access Journals (Sweden)

    Graham Low

    2009-04-01

    Full Text Available The use of the target language to manage a class and organise its work represents one of the few genuinely communicative uses of the target language in many formal foreign-language or bilingual-education teaching situations. It is thus important that both teachers and learners understand and know how to use the key expressions involved. These tend to be highly metaphoric (Low, 2008 with one particularly productive conceptual metaphor involving the JOURNEY (or TRAVEL source domain seemingly standing out. There seems to have been little investigation to date into whether or not learners whose first language is not English actually understand the expressions involved in such classroom management language. Moreover, with the recent growing interest in the area of content-based learning, there is increasing pressure on language teachers, whose first language is not English, to use English as their classroom management language. Our first aim was to look at whether the acceptability judgements for classroom management expressions offered by non-native speaking teachers of English resembled those of native speakers, and whether these judgements reflected corpus findings regarding the frequency of usage in spoken English. To do this, we analysed native and non-native speaker responses to a short questionnaire. Our second aim was to look at how non-native speakers of English perceive the meanings of these expressions, comparing our findings to native speaker judgements and corpus results.

  20. Using Conversation Analysis in the Second Language Classroom to Teach Interactional Competence

    Science.gov (United States)

    Barraja-Rohan, Anne-Marie

    2011-01-01

    This article focuses on the use of conversation analysis (CA) to help teaching interactional competence in English to adult second language learners from lower to intermediate levels. To set the context, this article gives a brief overview on the use of CA in second language research as well as considering the construct of interactional competence…

  1. MALL Technology: Use of Academic Podcasting in the Foreign Language Classroom

    Science.gov (United States)

    Abdous, M'hammed; Camarena, Margaret M.; Facer, Betty Rose

    2009-01-01

    Integrating Mobile Assisted Language Learning (MALL) technology (personal multimedia players, cell phones, and handheld devices) into the foreign language curriculum is becoming commonplace in many secondary and higher education institutions. Current research has identified both pedagogically sound applications and important benefits to students.…

  2. The Pedagogical Mediation of a Developmental Learner Corpus for Classroom-Based Language Instruction

    Directory of Open Access Journals (Sweden)

    Julie A. Belz

    2008-10-01

    Full Text Available Although corpora have been used in language teaching for some time, few empirical studies explore their impact on learning outcomes. We provide a microgenetic account of learners’ responses to corpus-driven instructional units for German modal particles and pronominal da-compounds. The units are based on developmental corpus data produced by native speakers during interactions with the very learners for whom the units are designed. Thus, we address the issue of authentication in corpus-driven language pedagogy. Finally, we illustrate how an ethnographically supplemented developmental learner corpus may contribute to second language acquisition research via dense documentation of micro-changes in learners’ language use over time.

  3. Online Publication Enhances Integration of Current Research in the Classroom

    Directory of Open Access Journals (Sweden)

    George R. Hess

    2003-07-01

    Full Text Available Integrating current research materials and issues into graduate courses provides students with exposure to emerging concepts and methods. New online journal formats that allow authors to include raw data and model code provide a unique opportunity to bring current research into the classroom. We developed a graduate-level landscape ecology assignment using data and code provided as appendices to an article in Conservation Ecology. Our assignment required students to engage actively with the published material, was positively reviewed by the students, and prompted valuable discussion.

  4. O desenvolvimento de uma metaconsciência, no professor, acerca da importância de vivenciar a linguagem como prática social na sala de aula de língua inglesa por meio da pesquisa colaborativa / The development of a teacher's meta-awareness on the importance of experiencing language as social practice in an EFL classroom through collaborative research

    Scientific Electronic Library Online (English)

    Luciane Kirchhof, Ticks.

    2010-08-01

    Full Text Available Neste artigo, discutimos o processo reflexivo vivenciado por duas professoras de inglês ao problematizarem suas ações em sala de aula. Destacamos particularmente o processo de reconfiguração de suas atividades pedagógicas que inicialmente focalizam estruturas lexicogramaticais isoladas e, no decorre [...] r do processo reflexivo, são reconfiguradas em direção ao uso de gêneros textuais e à (des)construção dos contextos de situação e cultura nos quais esses textos são socialmente produzidos e vivenciados (MOTTA-ROTH, 2006). Essas reflexões foram desenvolvidas por meio de um processo de pesquisa colaborativo (MAGALHÃES, 2004). A análise do discurso dessas professoras indica que o processo reflexivo lhes permitiu desenvolver uma metaconsciência acerca de como a linguagem se organiza e se constitui ao mediar a atividade social. Abstract in english In this paper is discussed the thoughtful process experienced by two English teachers, as they problematize their procedures in the classroom. In the foreground is the process of reconfiguration of their pedagogical activities, which initially would focus on the isolated lexical-grammatical structur [...] es and which, along the reflective process, were reconfigured to focus more on textual genres and on the (de)construction of the situational and cultural contexts in which such texts are socially produced and experienced (MOTTA-ROTH, 2006). Such thoughts were developed by means of a collaborative research process (MAGALHÃES, 2004). The discourse analysis of those teachers indicate that the reflective process allowed them to develop a metaawareness about how language organizes itself and constitutes itself when it mediates the social activity.

  5. Understanding and Facing Discipline-Related Challenges in the English as a Foreign Language Classroom at Public Schools

    Directory of Open Access Journals (Sweden)

    Quintero Corzo Josefina

    2011-11-01

    Full Text Available

    Complying with school regulations and teachers’ instructions is a basic principle of an excellent class; both novice and experienced teachers face challenging situations when getting into real classrooms, especially those related to classroom management. There are various reasons that explain discipline problems in public schools, as well as varied strategies beginning teachers create and try when coping with those challenges. This article reports an action research study on how this methodology helped a group of teacher-trainees overcome indiscipline in English as a foreign language classrooms at public schools, and align with professional development initiatives which focus on reflection and decision-making processes that the new Colombian policies demand from new teachers seeking a higher quality 
    of education.


    Responder a las normas escolares y a las instrucciones de los profesores es un principio básico de una clase excelente. Tanto los profesores novatos como los experimentados enfrentan situaciones problemáticas en las aulas de clase reales, especialmente en relación con la disciplina. Hay varias razones que explican la indisciplina en los colegios públicos y también estrategias variadas que los profesores principiantes crean y ensayan para superar tal reto. Este artículo reporta un estudio de investigación acción que ayudó a un grupo de profesores principiantes a superar la indisciplina en el aula de inglés en colegios públicos y a responder a iniciativas de desarrollo profesional con base en procesos de reflexión y toma de decisiones que las nuevas políticas educativas colombianas demandan de las nuevas generaciones de profesores para mejorar la calidad de la educación.

  6. READING BASED-CLASSROOM ACTIVITIES: AN EFFORT TOWARD THE INTEGRATION OF LANGUAGE SKILLS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA

    OpenAIRE

    Hadi Hadi

    2006-01-01

    Abstract: This paper proposes the implementation of reading-based classroom activities for teaching English as a foreign language in Indonesia. Compared to other language skills, reading is viewed to provide a relatively stable foundation for Indonesian students to develop their communicative competence in English. It is argued that reading-focused activities stimulate confidence for Indonesian learners to get involved in listening, speaking, and writing related-activities in ways that ...

  7. PDI: Science for English Language Learners (ELL): Integrating Reading, Writing, Listening, Speaking, and Thinking into the K-8 Classroom, New Orleans, Louisiana; March 18, 2009

    Science.gov (United States)

    1900-01-01

    This Professional Development Institute (PDI) will focus on teaching strategies and methods that incorporate language acquisition with science instruction for English Language Learners (ELL) in the K-8 classroom. Specifically, this institute will begin with an overview of research on the ELL population, instruction, and programs available to teachers who have responsibilities for teaching science. The bulk of the 6 hours of instruction will provide guided inquiry activities that model integrated (Sheltered Instruction) strategies in science, reading, writing, listening, speaking, and thinking. The follow-up workshops will provide more in-depth research and instruction in each of the language skills (reading, writing, listening, speaking, and thinking) as they apply to science instruction as well as working with specific populations of ELL students and available programs. Classrooms in the United States are becoming more diverse thus requiring regular classroom teachers to develop new skills in working with students whose first language is not English. Recent census data show that over the past twenty five years the number of ELL students (ages 5-17) grew from 3.8 million to 9.9 million or approximately 10% of the entire U.S. school population (NCES, 2006). With this incredible growth, regular classroom teachers are in need of learning new teaching skills in language acquisition to integrate into everyday classroom content instruction. Sheltered Instructional strategies or Specially Designed Academic Instruction in English (SDAIE) involve teaching strategies used in developing language skills in reading, writing, listening, and speaking and incorporates them into content area (Science) planning, instruction and assessment. These strategies include clearly defined language and content objectives, creating instruction that relates to students' prior knowledge, tailoring teacher talk to students' English language proficiency levels, allowing students to process material in a variety of formats including guided inquiry, scaffolding content instruction, and using assessment methods that allow students to display learning in a variety of ways (Becijos,1997; Echevarria, Vogt, and Short, 2008). This is especially important to teachers at the elementary and middle school as the majority of ELL students are entering schools at these levels. Of all ELL students entering school, 44% are in grades K-3 and 35% in grades 4-8 (Kindler, 2002). This Professional Development Institute will be conducted by David Crowther, a Professor of Science Education at the University of Nevada, Reno. Dr. Crowther is the coauthor/editor of Science for English Language Learners by NSTA Press. He has written several chapters in books and articles about science for ELLs; presented at NSTA workshops and TESOL on the subject; and teaches science methods using Sheltered Instruction strategies at the University of Nevada, Reno. Joaquin Vil? is a Professor of English and Second Language Acquisition at Salisbury University in Maryland. In his numerous years of experience he has conducted many workshops on teaching EL students, written chapters / articles, and led departments and programs for ELL within the English departments at several universities. Dr. Vil? is also a NCATE evaluator of TESOL programs and is the Special Assistant to the Vice President of the University for Diversity. Presenters are recognized as top researchers, authors, and workshop facilitators in the field of science and language acquisition.

  8. Reading anxiety, classroom anxiety, language motivation, reader self-perception, and arabic achievement of Arab-American students learning arabic as a second language.

    Science.gov (United States)

    Alkhateeb, Haitham M

    2014-12-01

    The present study assessed the relations between reading anxiety, classroom anxiety, language motivation, and readers' self-perception for a sample of Arab-American students in Arabic classes. The effects of sex, grade, and years studying Arabic on academic achievement were examined as well. Measures were administered to 118 middle school students (56 boys, 62 girls; M age = 13.0 yr., SD = 0.8), and teachers reported academic grades in Arabic. Reading anxiety was significantly correlated with classroom anxiety and reader self-perception. Classroom anxiety scores were significantly correlated with motivation and reader self-perception. Significant positive correlations were found between language motivation and reader self-perception scores, and between years studying Arabic and reader self-perception scores. Boys in the second year of Arabic had significantly lower classroom anxiety than girls, and students in Grade 7 had higher reader self-perception than those in Grade 8. Classroom anxiety, language motivation, and reader self-perception significantly predicted Arabic achievement. Pedagogical implications are discussed. PMID:25457094

  9. The Zooniverse: Cutting Edge Scientific Research in the Classroom

    Science.gov (United States)

    Borden, K. A.; Whyte, L. F.; Smith, A.; Tarnoff, A.; Schmitt, H.

    2012-12-01

    Increasingly scientists and researchers from a multitude of disciplines are finding themselves inundated with more data than they could possibly interpret in a lifetime. Computers can be used entirely or partially for some data analysis; but there are some tasks that are currently best suited to human eyes, ears and brains. Zooniverse (www.zooniverse.org) invites members of the public to help researchers analyze and interpret data. To date, hundreds of thousands of volunteers have been involved in classifying images, interpreting sounds and transcribing texts. Zooniverse citizen scientists are providing valuable analyses across a variety of fields, from the hunt for exoplanets in Planet Hunters (planethunters.org) to the transcription of Greek papyri in Ancient Lives (ancientlives.org). Multiple academic publications have resulted from the combined efforts of the Zooniverse community and science teams demonstrating that citizen science is more than ever becoming a well-established method of doing research. Unlike most research projects the data, analysis and interactions with the science teams have an established and visible online presence through the project website and related discussion sites and blogs. These in themselves provide a valuable classroom resource, an opportunity for free and easy access to cutting edge scientific research. Anecdotal evidence exists that teacher can and already do use Zooniverse projects. By providing a rich and varied scaffolding to accompany the Zooniverse projects the opportunity exists for bringing citizen scientists to a wider classroom audience. An audience that may include non-specialist teachers, who require additional support to deliver challenging content, or time strapped educators who haven't the time to develop their own accompanying resources to weave Zooniverse projects into their lessons. During the session we will discuss the recent Zooniverse projects specifically designed to support and promote classroom adoption locally, within the Chicago Public School (CPS) system and nationally within the United States. Introducing ZooTeach, a website where educators may share and search for lesson plans, activities, and resources. Beyond a simple lesson plan repository, ZooTeach is a community where educators are encouraged to modify, comment on, and otherwise actively participate in the educational efforts of Zooniverse. Teacher workshops run at Adler have and will continue to have the dual effect of promoting the Zooniverse and it's educational effort while increasing the pool of resources available nationally via ZooTeach. In house developed teacher guides and interactive tools allowing for the collection and manipulation of data will further enhance the classroom education experience and further lower the bar for entry into the world of citizen science.

  10. A framework to build readers and writers in the second language classroom

    Scientific Electronic Library Online (English)

    Gilma, Zúñiga Camacho.

    2003-01-01

    Full Text Available Este artículo propone un marco de referencia para crear lectoescritores en el aula donde se enseña una segunda lengua. Los componentes son el currículo, la enseñanza y la evaluación. El currículo establece los objetivos, y la filosofía del programa de lectura y también pretende el desarrollo de un l [...] ector crítico, que encuentra en la lectura en segunda lengua una fuente de información y entretenimiento. El currículo también tiene en cuenta el efecto de la lectura en primera lengua sobre la segunda, y el uso de materiales adecuados para el logro de los objetivos. La enseñanza está enmarcada en principios tales como la lectura y la escritura se enseñan simultáneamente, y la tecnología influye en el desarrollo de la lectoescritura. La evaluación de la lectura es el siguiente componente, y propone el uso de instrumentos auténticos tales como el portafolio y la observación. Se menciona, además, el uso de instrumentos tradicionales tales como los exámenes. Abstract in english This article proposes a framework to create readers and writers in the second language classroom. The components of the framework are curriculum, instruction and assessment. The curriculum states the goals and philosophy of the program that intends to create lifelong readers that find reading as a s [...] ource of entertainment and information. It will also include the kind of literacy that the curriculum wants to support, the effect of reading in the first language, and the use of appropriate materials to achieve the goals. Instruction is framed under principles like reading is thinking and learning, reading and writing are taught together, and technology influences reading and writing development. Assessing reading in the second language classroom is the next component of the framework discussed in the article and it proposes the use of authentic tools like portfolios and observations. Traditional tools like tests are also mentioned.

  11. The Mismatch between Non-native English as a Foreign Language (EFL Teachers’ Grammar Beliefs and Classroom Practices

    Directory of Open Access Journals (Sweden)

    Rabia Hos

    2014-01-01

    Full Text Available Teachers’ beliefs affect their classroom practices, whether these beliefs are implicit or explicit (Williams & Burden, 1997. However, there may be discrepancies between what teachers believe and practice. The purpose of this study was to investigate the mismatches between language instructors’ beliefs and practices regarding grammar teaching. The participants were non-native instructors of English as a foreign language (EFL. A 12-item qualitative questionnaire was used for the data collection. Classroom observations were also conducted to observe how grammar was taught in the classroom. The data were analyzed in abductive and iterative manner (Dörnyei, 2007. There were three main findings to the study: 1 Many of the teachers believed that communicative language teaching method (CLT would be the best method to teach grammar.  2 The teachers who favored CLT did not make use of it in their classrooms and many used grammar translation method (GTM. 3 Finally, the washback effect (Taylor, 2005 widely influenced teachers’ way of grammar teaching. This study makes a contribution to the TEFL field by revealing the mismatches between teachers’ beliefs on what would be the most beneficial for student learning when teaching grammar and the classroom practice realities.

  12. Spanish as a Second Language when L1 Is Quechua: Endangered Languages and the SLA Researcher

    Science.gov (United States)

    Kalt, Susan E.

    2012-01-01

    Spanish is one of the most widely spoken languages in the world. Quechua is the largest indigenous language family to constitute the first language (L1) of second language (L2) Spanish speakers. Despite sheer number of speakers and typologically interesting contrasts, Quechua-Spanish second language acquisition is a nearly untapped research area,…

  13. Validation of A Learning Environment Instrument in Tertiary Foreign Language Classrooms in China

    OpenAIRE

    Zheng Li

    2014-01-01

    This study validated the College and University Classroom Environment Inventory (CUCEI) in the context of Chinese tertiary education, which has not been investigated before. The research sample included 4617 first-year undergraduate students (116 classes) in two Chinese universities. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted. Data analysis shows that the CUCEI has robust validity and reliability after six items being deleted. The final solution of...

  14. Getting real in the language classroom: developing Japanese students' communicative competence with authentic materials

    OpenAIRE

    Gilmore, Alexander

    2008-01-01

    The research described in this thesis reports on a 10-month quantitative/qualitative classroom-based study, carried out at a Japanese university, investigating the potential of authentic materials to develop learners’ communicative competence. It was hypothesised that the ‘richer’ input provided by authentic materials, combined with appropriate awareness-raising activities, would be better able to develop a range of communicative competencies in learners (linguistic, pragmalinguistic, s...

  15. Motivation, language development, and lesson design in task-based lessons in two foreign language classrooms

    OpenAIRE

    Waara, Renee

    2010-01-01

    The fieldwork for this study is conducted by two PPU students. Lessons are designed and implemented following principles of task-based learning in upper secondary school, one in German and one in Spanish. A pre- and post-survey is collected that maps affective variables and preferred types of language activities. Spoken pre- and post-tests are collected by the students using wordless comic strips. Transcript are analyzed using standardized measures for fluency, lexical complexity, structural ...

  16. Learning with Music in the Classroom: What Research Says.

    Science.gov (United States)

    Ohlhaver, Dorothy

    1998-01-01

    Examines the argument that accelerated learning occurs in the presence of music. Summarizes animal and human research findings relating music exposure to enhanced learning, the role of introversion/extroversion on learning environment preferences, state-specific learning, the use of music to enhance second-language learning, and the impact of…

  17. Teachers' Language in Interactions: An Exploratory Examination of Mental State Talk in Early Childhood Education Classrooms

    Science.gov (United States)

    King, Elizabeth; La Paro, Karen

    2015-01-01

    Research Findings: This study examined 34 Head Start teachers' use of four categories of mental state talk (verbalizations of mental processes using emotion terms, cognition terms, desire terms, and perception terms) during naturally occurring classroom interactions. Transcriptions from classroom videos were coded for mental state talk…

  18. Research on College Teachers’ Politeness Strategies in EFL Classrooms

    Directory of Open Access Journals (Sweden)

    Liu Peng

    2012-09-01

    Full Text Available Politeness is a common phenomenon in any society. Thus conventions of politeness vary from culture to culture. How people value politeness or show politeness is influenced by many factors such as age, gender, knowledge level, or social status or power. In this research, we deal with politeness in China EFL classrooms. Based on Brown and Levinson’s Face Theory and applying a series of research methods like class observation, survey questionnaires and semi-structured interviews in a case study, the researcher tries to find out: how students’ gender and level of English proficiency influence their understanding of teachers’ politeness strategies, what attitudes they have towards the application of teachers’ PS, and how students value politeness strategies in EFL classrooms. In conclusion, on one hand, teachers should increase their own politeness awareness as well as students’; on the other hand, it is very important to improve students’ English proficiency, which can help them understand situational contexts in English and interpret teachers’ well meaning in the term of politeness.

  19. A Case Study on Use of One-to-One Laptops in English as Second Language Classrooms

    Science.gov (United States)

    Turgut, Guliz

    2012-01-01

    One-to-one laptop programs, where each student has their own laptop to use in classroom, are becoming popular in schools especially in Australia and the United States. The purpose of the study was to contribute to the limited knowledge base explaining the implementation of laptop programs specifically with English language learners. Four ESL…

  20. The Diffusion of Innovations in Education: A Study of Secondary English Language Arts Teachers' Classroom Technology Integration

    Science.gov (United States)

    Thayer, Kelly Keener

    2013-01-01

    This study explored secondary English Language Arts teachers' experiences using digital technologies in their classrooms, as presented in two key journals in the English Education field: the "Journal of Adolescent and Adult Literacy" ("JAAL"), sponsored by the International Reading Association, and "English…

  1. The Ideological Production of Learner Identities in the World outside/inside the Classroom: Language Learning, Consumption, and National Belonging

    Science.gov (United States)

    Ullman, Char

    2010-01-01

    Adult education ESOL teachers usually know a lot about learners' lives inside the classroom, but they are less aware of learners' lives outside that space. This article focuses on learner talk about "Ingles Sin Barreras," a heavily advertised English-language program for Spanish-speakers who want to learn English. I analyzed learner talk along…

  2. Review Article: Second Language Acquisition of Bantu Languages--A (Mostly) Untapped Research Opportunity

    Science.gov (United States)

    Spinner, Patti

    2011-01-01

    This review article presents a summary of research on the second language acquisition of Bantu languages, including Swahili, Zulu, Xhosa and Lingala. Although second language (L2) research on these languages is currently very limited, work in morphosyntax and phonology suggests promising directions for future study, particularly on noun class,…

  3. READING BASED-CLASSROOM ACTIVITIES: AN EFFORT TOWARD THE INTEGRATION OF LANGUAGE SKILLS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA

    Directory of Open Access Journals (Sweden)

    Hadi Hadi

    2006-01-01

    Full Text Available Abstract: This paper proposes the implementation of reading-based classroom activities for teaching English as a foreign language in Indonesia. Compared to other language skills, reading is viewed to provide a relatively stable foundation for Indonesian students to develop their communicative competence in English. It is argued that reading-focused activities stimulate confidence for Indonesian learners to get involved in listening, speaking, and writing related-activities in ways that are similar to normal daily life communication. The reasons for the proposed implementation of reading-based classroom activities in TEFLIN and the role of reading and its relation with other language skills are presented.

  4. A Case for Explicit Grammar Instruction in English as Second/Foreign Language Classrooms

    Science.gov (United States)

    Williams, Kent

    2013-01-01

    This paper will provide a review of research--regarding explicit grammar instruction--that groups recent studies into three main categories and then sub-categorizes these studies under key terms in second language acquisition (SLA) research. The overall purpose of this paper is to argue that in light of these issues, recent studies have shown that…

  5. New notions in a classic classroom : Applying late modern sociolinguistics and socially informed SLA to foreign language learner data

    DEFF Research Database (Denmark)

    Ritzau, Ursula

    2014-01-01

    The dissertation investigates learner beliefs, language ideologies, self-positioning, and language use among a group of Swiss university students of Danish as a foreign language. The theoretical framework of the study draws on socially informed second language acquisition (SLA) research and on late modern sociolinguistics. The main research questions are: What do Swiss university students of Danish as a foreign language believe about language and language learning, why do they hold these beliefs, and how do the beliefs relate to language ideologies? How do the participants present themselves in terms of beliefs, ideologies, and selfpositioning? In what ways do the participants use linguistic features generally thought to belong to different languages, to what degree can their language use be compared with polylingual behaviour, and how does their language use relate to the beliefs and ideologies expressed by the participants?

  6. Language Testing--SLA Research Interfaces.

    Science.gov (United States)

    Bachman, Lyle F.

    1988-01-01

    Discusses three research/testing interfaces in second-language (L2) testing: the covariance structure analysis of ex post facto correlational data, the qualitative investigation of test-taking processes, and the development of L2 assessment instruments based on developmental sequences in L2 acquisition. (61 references) (GLR)

  7. Trends in Second-Language-Acquisition Research

    Science.gov (United States)

    Hakuta, Kenji; Cancino, Herlinda

    1977-01-01

    Authors present a critical, historical overview of research on second-language acquisition. Outlines four analytical approaches--contrastive, error, performance, and discourse analysis--traces the shifts among these approaches, and demonstrates the advantages and disadvantages of each. Also shows how the different approaches reflect changing…

  8. Using Biological-Control Research in the Classroom to Promote Scientific Inquiry & Literacy

    Science.gov (United States)

    Richardson, Matthew L.; Richardson, Scott L.; Hall, David G.

    2012-01-01

    Scientists researching biological control should engage in education because translating research programs into classroom activities is a pathway to increase scientific literacy among students. Classroom activities focused on biological control target all levels of biological organization and can be cross-disciplinary by drawing from subject areas…

  9. Hypothesis in Language Learning Research

    OpenAIRE

    Mohammad Adnan Latief

    2003-01-01

    Hypothesis is very often inevitable in research activities. Hypothesis is of at least three kinds, each of which should not be confused. A study trying to measure the relationship between variables can predict the finding based on theory or logical common sense. This prediction is called theoretical hypothesis. In testing hypothesis quantitatively, the theoretical hypothesis should be transformed into statistical hypothesis, which takes the form of Null hypothesis and its alternatives. It is ...

  10. Building Teachers’ Understanding of Classroom Action Research: A Rural Case Study in Indonesia

    Directory of Open Access Journals (Sweden)

    Dodi Sukmayadi

    2011-12-01

    Full Text Available Indonesia Open University (UT: Universitas Terbuka is a large, open university delivering distance education to students throughout Indonesia. An important aspect of its mission is to provide opportunities for Indonesian teachers to improve their education in-service. This includes two courses on classroom action research. In order to assess the effectiveness of these courses and, if necessary, improve them, a team of lecturers from UT conducted an investigation of the challenges teachers were facing in learning to conduct classroom action research through the UT modules. The team found that the modules did not adequately reflect an understanding of the actual characteristics of the teachers they were serving and were thus less effective than they might be in teaching teachers to conduct classroom action research. Changes in both the content and scheduling of the modules are recommended in order to more effectively promote classroom action research in Indonesian schools. Key Words: Classroom Action Research, Distance Education, Indonesia, Teacher Development

  11. Personality, Motivation and Communication Strategy Use: Individual Differences in the language classroom. A Study of Language Students and Language Teachers

    OpenAIRE

    Guhlemann, Mareike

    2011-01-01

    Individual differences have been of special interest in the field of second language acquisition for decades. Recent studies show special interest in the stability of various individual differences. The results, however, have not proven to be coherent. This thesis aimed to investigate individual differences of Swedish students enrolled in a German course in 2011 and addressed the issue of stability and correlation, in terms of personality, motivation/attitude and communication strategy use. F...

  12. Corpus in Foreign Language Teaching and Research

    Directory of Open Access Journals (Sweden)

    Xin-ping ZHOU

    2006-12-01

    Full Text Available Corpus-based language research has been long prospered since the middle of last century. Corpus is therefore frequently used in foreign language (mostly English teaching and research due to the fundamental principles of modern Corpus Linguistics along with the colorful resources of word-banks and the corresponding tools, especially in western countries. In China, the related literature found its way from introducing the foreign researches to our own practice into this field. As a conclusion, corpus and Corpus Linguistics can be closely connected with and widely applied in foreign language teaching and research with a predictable bright future.
    Keywords: corpus, Corpus Linguistics, foreign language teaching and research
    Résumé Le moyen de recherches sur le corpus a connu un développement rapide depuis le milieu du siècle précédent et a atteint la maturité aujourd’hui. En raison de l’importance de la linguistique de corpus et de la méthode de recherches sur le corppus, et étant donné ses ressources riches ainsi que les facilités apportées par les outils de recherche, le corpus est appliquée amplement dans les recherches linguistiques notamment dans celles de l’anglais. A l’étranger, l’étude de la linguistique de corpus a débuté tôt et a donné beaucoup de fruits ; le travail du milieu des langues étrangères chinois dans ce domaine a commencé par la présentation du corpus étranger et sa situation d’étude, et puis procède à des applications pratiques. En somme, il existe des relations étroites et diverses entre le corpus et les recherches de l’enseignement-apprentissage des langues étrangères, et les recherches de l’enseignement-apprentissage des langues étrangères basant sur le corpus présente une bonne perspective.
    Mots-clés: corpus, linguistique de corpus, recherches de l’enseignement-apprentissage des langues étrangères
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  13. The Distance Learning of Foreign Languages: A Research Agenda

    Science.gov (United States)

    White, Cynthia

    2014-01-01

    Research into the distance learning of languages is now established as a significant avenue of enquiry in language teaching, with evident research trajectories in several domains. This article selects and analyses significant areas of investigation in distance language learning and teaching to identify new and emerging gaps, along with research

  14. Principles and Practices for Building Academic Self-Efficacy in Middle Grades Language Arts Classrooms

    Science.gov (United States)

    McTigue, Erin; Liew, Jeffrey

    2011-01-01

    Academic self-efficacy contributes to students' motivation and persistence for learning. However, motivation for reading and learning, and students' self-efficacy in school often declines in adolescence. This manuscript presents research-based strategies for facilitating students' motivations within the context of language arts classes.

  15. Frequency versus Importance: Language Learning Strategy Use in the EFL Classroom

    Science.gov (United States)

    Agazade, Ali Sidki; Vefali, Gulsen Musayeva

    2014-01-01

    In recent decades, there has been a plethora of studies on language learning strategies (LLS hereafter). However, the research to date has mostly examined students' views on LLS, and there are few studies reflecting teachers' views. In contrast, this study surveyed 257 EFL students and 12 teachers to explore their views on the frequency…

  16. Extending the Flipped Classroom Model: Developing Second Language Writing Skills through Student-Created Digital Videos

    Science.gov (United States)

    Engin, Marion

    2014-01-01

    This paper describes a project that aimed to leverage the students' interest and experience of technology and multimodal environments to develop their academic writing skills and second language learning. Students were expected to follow a model, research a topic, and craft a digital video tutorial on an aspect of academic writing which would…

  17. Implementing Interventions to Increase Motivation in the English Language Classroom: from Theory to Practice

    OpenAIRE

    Iakovos Tsiplakides; Areti Keramida

    2010-01-01

    A growing body of empirical research shows a relationship between student motivation and learning outcomes in the teaching of English in ESL and EFL contexts. Despite a sound theoretical framework, however, there are few studies which implement strategies intended to increase motivation and report findings. Using qualitative research, this article attempts to link theory with practice and shed light into the factors which demotivate students and act as barriers to effective foreign language l...

  18. How Latino/a bilingual students use their language in a fifth grade classroom and in the science laboratory during science instruction

    Science.gov (United States)

    Stevenson, Alma R.

    This qualitative research study examines how Latino/a bilingual students use their linguistic resources in their homeroom classroom and in the science laboratory during science instruction. This study was conducted in a school district located in the southwestern part of the United States. The school was chosen based on the criterion that the school is located in an area considered economically depressed, with a predominantly Latino student, school, and neighborhood population. The object of study was a fifth grade bilingual (Spanish/English) classroom where English was the means of instruction. Classroom interaction was examined from a sociolinguistics perspective. The study was descriptive in nature with the objective of analyzing the students' use of their linguistic resources while participating in science learning. The results of this study suggest that the students used their linguistic resources purposefully in order to facilitate their participation in science leaning. In the same manner, it was observed the students' reliance on Spanish as a foundation to enhance their comprehension of the scientific concepts and the dynamics involved in the science lessons, with the purpose of making sense, and thus, to express their understanding (orally and in writing) using their linguistic resources, especially their English language, as it was expected from them. Further, the findings disclose the students' awareness of their own bilingualism, preference for speaking Spanish, and their conceptualization of English as the language to achieve academic success. It has also been observed how the pressure put upon the teacher and the students by the accountability system brings about an implicit bias against Spanish, causing the teacher to assume a paradoxical stance regarding the students' use of Spanish, and thereby, placing the students in an ambivalent position, that might affect, to a certain extent, how students use their Spanish language as a resource to participate in science learning.

  19. Examining the literacy component of science literacy: 25 years of language arts and science research

    Science.gov (United States)

    Yore, Larry D.; Bisanz, Gay L.; Hand, Brian M.

    2003-06-01

    This review, written to celebrate the 25th anniversary of the International Journal of Science Education, revealed a period of changes in the theoretical views of the language arts, the perceived roles of language in science education, and the research approaches used to investigate oral and written language in science, science teaching, and learning. The early years were dominated by behavioralist and logico-mathematical interpretations of human learning and by reductionist research approaches, while the later years reflected an applied cognitive science and constructivist interpretations of learning and a wider array of research approaches that recognizes the holistic nature of teaching and learning. The early years focus on coding oral language into categories reflecting source of speech, functional purpose, level of question and response, reading research focused on the readability of textbooks using formulae and the reader's decoding skills, and writing research was not well documented since the advocates for writing in service of learning were grass roots practitioners and many science teachers were using writing as an evaluation technique. The advent of applied cognitive science and the constructivist perspectives ushered in interactive-constructive models of discourse, reading and writing that more clearly revealed the role of language in science and in science teaching and learning. A review of recent research revealed that the quantity and quality of oral interactions were low and unfocused in science classrooms; reading has expanded to consider comprehension strategies, metacognition, sources other than textbooks, and the design of inquiry environments for classrooms; and writing-to-learn science has focused on sequential writing tasks requiring transformation of ideas to enhance science learning. Several promising trends and future research directions flow from the synthesis of this 25-year period of examining the literacy component of science literacy - among them are critical listening and reading of various sources, multi-media presentations and representations, effective debate and argument, quality explanation and the role of information and communication technologies/environments.

  20. Engaging Learner Attribute Research in Dialogue with Classroom Practice: Predictors of Success in the Accelerated, Online Classroom

    OpenAIRE

    Jean Mandernach, B.; Emily Donnelli; Amber Dailey-Hebert

    2006-01-01

    Research examining student success in online education has focused extensively on internal learner attributes with little emphasis on external, controllable factors that may mediate a student’s ability to perform within the distinctive environment of the virtual classroom. The purpose of this study is to balance student characteristic research with external, direct data from the perspective of online instructors in order to provide a practice-oriented understanding of the unique factors pre...

  1. Developing the language of thinking within a classroom community of inquiry: pre-service teachers' experiences

    Scientific Electronic Library Online (English)

    Lena, Green; Janet, Condy; Agnes, Chigona.

    Full Text Available We argue that the "community of inquiry" approach, using reading materials modelled on Lipman's Philosophy for Children programme, is a theoretically justified and teacher-friendly means of promoting effective thinking skills. The stimulus materials, used by the pre-service teachers, consist ofshort [...] stories ofclassroom life designed to elicit children's ideas for further discussion as a community of inquiry. Research has shown that the community of inquiry approach to classroom discussion is perceived positively by educators and teachers and makes a difference to learners. This study explored how the Intermediate and Senior Phase pre-service teachers experienced a classroom community of inquiry by using a qualitative research design with 47 final year pre-service teachers. Data consisted of written reflections from the whole class and recordings of two focus group interviews with selected individuals from the group. From the analysis of the data, the following themes became evident: personal and professional development, changes in learners, contextual concerns, and curriculum links. We conclude that this approach is a valuable addition to the pedagogical strategies of pre-service teachers.

  2. "Deja Vu"? A Decade of Research on Language Laboratories, Television and Video in Language Learning

    Science.gov (United States)

    Vanderplank, Robert

    2010-01-01

    The developments in the last ten years in the form of DVD, streaming video, video on demand, interactive television and digital language laboratories call for an assessment of the research into language teaching and learning making use of these technologies and the learning paradigms underpinning them. This paper surveys research on language

  3. Exploring South African Grade 11 Learners' Perceptions of Classroom Inquiry: Validation of a Research Instrument

    Science.gov (United States)

    Dudu, Washington T.; Vhurumuku, Elaosi

    2012-01-01

    This paper discusses the adoption and validation of a research instrument, on determining learners' levels of perception of classroom inquiry based on data collected from South African Grade 11 learners. The Learners' Perception of Classroom Inquiry (LPCI) instrument consists only of Likert-type items which rank activities according to how often…

  4. Finding a Place for Critical Thinking and Self-voice in College English as a Foreign Language Writing Classrooms

    OpenAIRE

    Osman Barnawi

    2011-01-01

    Although the concepts of critical thinking and self-voice have been extensively discussed in a second language writing, little attention has been given, on the pedagogical level, to critical thinking and self-voice in college EFL writing instruction. To fill such a void, this paper attempts to propose some pedagogical tasks namely:  persuasive writing tasks, draft workshops one-on-one mentoring approaches for finding a place for critical thinking and self-voice in EFL classrooms. In doing so...

  5. Facilitating Research and Learning in Petrology and Geochemistry through Classroom Applications of Remotely Operable Research Instrumentation

    Science.gov (United States)

    Ryan, J. G.

    2012-12-01

    Bringing the use of cutting-edge research tools into student classroom experiences has long been a popular educational strategy in the geosciences and other STEM disciplines. The NSF CCLI and TUES programs have funded a large number of projects that placed research-grade instrumentation at educational institutions for instructional use and use in supporting undergraduate research activities. While student and faculty response to these activities has largely been positive, a range of challenges exist related to their educational effectiveness. Many of the obstacles these approaches have faced relate to "scaling up" of research mentoring experiences (e.g., providing training and time for use for an entire classroom of students, as opposed to one or two), and to time tradeoffs associated with providing technical training for effective instrument use versus course content coverage. The biggest challenge has often been simple logistics: a single instrument, housed in a different space, is difficult to integrate effectively into instructional activities. My CCLI-funded project sought primarily to knock down the logistical obstacles to research instrument use by taking advantage of remote instrument operation technologies, which allow the in-classroom use of networked analytical tools. Remote use of electron microprobe and SEM instruments of the Florida Center for Analytical Electron Microscopy (FCAEM) in Miami, FL was integrated into two geoscience courses at USF in Tampa, FL. Remote operation permitted the development of whole-class laboratory exercises to familiarize students with the tools, their function, and their capabilities; and it allowed students to collect high-quality chemical and image data on their own prepared samples in the classroom during laboratory periods. These activities improve student engagement in the course, appear to improve learning of key concepts in mineralogy and petrology, and have led to students pursuing independent research projects, as well as requesting additional Geology elective courses offering similar kinds of experiences. I have sustained these activities post-project via student lab fees to pay for in-class microprobe time.

  6. WHY CORRUPTION MAY HAPPEN?: A CLASSROOM ACTION RESEARCH

    Directory of Open Access Journals (Sweden)

    Anita Maharani

    2014-05-01

    Full Text Available The Anti Corruption course is one of several ways of anti-corruption’s campaign in Indonesia’s higher education system. In terms of education, the Anti Corruption’s curriculum were prepared and developed by Indonesia’s ministry of education, but in practice it is possible for lecturers to creatively modify the way of delivering subjects to students. The purpose of this study is to explore student perspectives on what causes corruption. The researches itself is a classroom action research, and discuss through intrepretative approach. Sampling technique were done through judgemental sampling. Respondents involved were students who attend the anti-corruption class year 2013 (n = 20. Data collection is done by using open question form in e-learning (elearning.paramadina.ac.id. Questions will lead to response of students about their perspectives of what causes corruption and as a results, students perspectives are then classified into three kinds of responses, they are internal causes of corruption, external and internal causes of corruption and external causes of corruption.

  7. Conducting Original, Hands-On Astronomical Research in the Classroom

    Science.gov (United States)

    Corneau, M. J.

    2009-12-01

    Since 2007 I have been a Team Leader for the Tzec Maun Foundation, a non-profit foundation dedicated to providing free, research grade, Internet telescopes to students, teachers and researchers around the world. The name Tzec Maun (pronounced “Teh-Zeck-Moan”) comes from Mayan culture. Tzec Maun was the jovial messenger, laughed at adversity. Based on the challenges students, researchers and professional astronomers face with finances, equipment, and telescope access, the jovial mascot seems to fit. Hundreds of hours performing astronomical outreach as a NASA/JPL Solar System Ambassador and Astronomical League Master of outreach taught me that the best way to inspirationally teach astronomy and space science (and most subjects) is actually being at the eyepiece. I’m NOT a fan of the traditional planetarium experience as a teaching tool because it inhibits inspiration and the learning experience to a 2-D mat on a faux horizon with artificial representations. Once, a student at my dark sky observatory excitedly commented that the night sky was like a 3-D planetarium. I have hosted several classes at my own personal dark sky observatory, but this resource is impractical for all but a few lucky students. Experience has taught me that the next best thing to being at the eyepiece is to control a remote telescope via the Internet. Tzec Maun’s arsenal of telescopes is all research capable, linked to the Internet and positioned for round-the-clock dark skies. The final conditions described above, mean that I can enter an 8:30am science class, log onto the Tzec Maun telescope Portal and turn over control of an Australian system (where it is night) to a student or teacher. Working as a group, the class can either begin their investigations. My Tzec Maun science team (TARP) is engaged in searching for potentially hazardous asteroids (PHAs). PHA work excites student and teacher alike. Teaching from telescopes can unleash powerful attention-getting tools that enable teachers to convey moderately complex computer science, optical, geographic, mathematical, informational and physical principles through hands-on telescope operations. In addition to the general studies aspects of classroom internet-based astronomy, Tzec Maun supports real science by enabling operators precisely point telescopes and acquire extremely faint, magnitude 19+ CCD images. Thanks to the creative Team of Photometrica (photometrica.org), my teams now have the ability to process and analyze images online and produce results in short order. Normally, astronomical data analysis packages cost greater than thousands of dollars for single license operations. Free to my team members, Photometrica allows students to upload their data to a cloud computing server and read precise photometric and/or astrometric results. I’m indebted to Michael and Geir for their support. The efficacy of student-based research is well documented. The Council on Undergraduate Research defines student research as, "an inquiry or investigation conducted by an undergraduate that makes an original intellectual or creative contribution to the discipline." (http://serc.carleton.edu/introgeo/studentresearch/What. Teaching from Tzec Maun in the classroom is the most original teaching research I can imagine. I very much look forward to presenting this program to the convened body.

  8. Teaching and Learning Classroom Action Research at a Distance in an Indonesian Urban Community

    Directory of Open Access Journals (Sweden)

    [None] Sandra S.A.

    2011-12-01

    Full Text Available This action research project aims to understand whether teachers are mastering the knowledge and skills necessary to conduct classroom action research through two courses, Classroom Action Research (CAR and Enhancing Teaching Professional Skills (PKP: Pemantapan Kemampuan Profesional, offered via distance education to Indonesian teachers and to identify areas for possible improvement of both courses. The research was conducted in two urban study centers located in the cities of Bogor and Tangerang in the Indonesian provinces of West Java and Banten. Data were collected via semi-structured interviews, classroom observations, questionnaires, and focus group discussions. All data were analyzed for patterns that might offer insight into the problems tutors and teacher-learners were facing as they worked through the Classroom Action Research (PTK: Penelitian Tindakan Kelas module and tutorial. The research team from Indonesia Open University (UT: Universitas Terbuka identified several problematic aspects of each course, including excessive lag time between the first and second courses, insufficient examples of model classroom action research projects, a lack of supervised practice of action research techniques, variability of tutorial quality, and a mismatch between course assessments and the content and purpose of the courses. While the findings of this study focus primarily on two distance courses offered by UT, they offer insight into the challenges of providing in-service teacher development via distance education in the Indonesian context. Key Words: Distance Learning, Classroom Action Research, Teacher Professional Skill

  9. BUILDING BLOCKS IN THE FOREIGN LANGUAGE CLASSROOM (PILARES BÁSICOS EN EL AULA DE IDIOMAS

    Directory of Open Access Journals (Sweden)

    Coto Keith Rossina

    2010-12-01

    Full Text Available Resumen:Este artículo presenta las ventajas de la integración de tres áreas comúnmente estudiadas en la enseñanza de idiomas: Estilos de Aprendizaje, Inteligencias Múltiples y Estrategias para el Aprendizaje de Idiomas. Cada una de estas áreas tiene un papel fundamental en la enseñanza de idiomas y el aprendizaje, pero por lo general se utilizan por separado, o en el mejor de los casos, los y las docentes integran ya sea estilos e inteligencias o estrategias, pero no las tres al mismo tiempo. De hecho, la mayoría de la literatura presenta cada una por separado, dando la idea de que sólo una o dos se pueden utilizar en la clase de idiomas, por lo que en muchas oportunidades se ignoran aspectos fundamentales. La tesis principal del artículo es que, para ser más eficaz, Estilos de Aprendizaje, Inteligencias Múltiples y Estrategias de Aprendizaje deben entrelazarse a fin de crear un pilar sólido para el aprendizaje de idiomas. Primeramente, la autora ofrece una visión general de cada una de estas áreas. Luego en el referente teórico explica cómo estas deben usarse como una unidad, y posteriormente da un ejemplo de esto a través de un plan de clase sobre el tema de la conservación del medio ambiente para un curso de Comunicación Oral I de la carrera de inglés de la Escuela de Lenguas Modernas de la Universidad de Costa Rica. Por último, se ofrecen algunas recomendaciones a los y las instructores sobre la integración de estos pilares en el aula.Abstract: This article presents the advantages of integrating three areas commonly addressed in the teaching of languages: Learning Styles, Multiple Intelligences and Language Learning Strategies. Each of these areas plays a fundamental role when teaching and learning languages, but usually they are used separately or in the best of cases, instructors integrate either styles and intelligences or strategies, but not the three of them at the same time. Indeed, most of the literature presents each separately, giving the idea that only one or two can be used in the language classroom, thus missing some important matters. The point of this article is that in order to be more effective, Learning Styles, Multiple Intelligences and Language Learning Strategies must intertwine, so as to create a solid building block. The author first gives an overview of each of these areas. She then explains in the review of the literature how they should be used as a closely-knit unit. Next, she provides an example of this integration through a lesson plan on the topic of environmental conservation for an Oral Communication course for English majors at School of Modern Languages, University of Costa Rica. Finally, some advice is given to instructors on the incorporation of each of these building blocks.

  10. Using Original Methods in Teaching English Language to Foreign Students (Chinese in Indian Classroom

    Directory of Open Access Journals (Sweden)

    Devimeenakshi. K.

    2012-07-01

    Full Text Available The article gives information on English language teaching schemes in Indian classrooms for foreign students. The teacher monitors as facilitator and instructor. The trainees were trained in the four macro skills, LSRW. I taught some topics in three skills, namely, writing, listening and reading (just three, not speaking skills to Chinese students in VIT University. The other skill speaking was trained by other teachers among the four. Students were trained to listen to English words and passages, to read the comprehension passages and answer the questions, and to coach basic grammar and revising it. More over, beginners were also guided to learn technical words related to their respective disciplines (major subjects other than English words. For example, Chinese students posed a query to the faculty to explain on technical words and terms of their main subjects in English, for instance, B.Sc Computer Science (under graduate programme students wished to learn about the word data. Since, the English Oxford Dictionary meaning is ‘facts or statistics used for reference or analysis’, but in the field of Computer Science, the word means “information processed by a computer”. So, there arouse a need to help them in distinguishing the different meanings of the word. In addition to, many students were not familiar with English. Thus through the above said way of facilitating, they acquired a good knowledge by varied types of expressions to master their particular subjects. It was a moment to state that they had come from China to India to obtain the nuances of English language. They undertook and were gradually expertised at specific courses in English medium of instruction, perhaps to get degree. Teacher’s a few lesson plans (how the practices are conducted in listening, reading and writing skills as well as some parts in allotted syllabus (listening to songs, passages, writing a paragraph and essay, picture-story writing and write about yourself, reading the passage and writing were discussed in the current paper. Role of the teacher and student were explained in detail. Therefore, the abstract would portray how the beginners were trained, taught, convinced, persuaded and managed by a tutor to reach the goal of English language teaching to Chinese students.

  11. Language diversity in the mathematics classroom: does a learner companion make a difference?

    Scientific Electronic Library Online (English)

    Hendrik, Botes; Andile, Mji.

    Full Text Available Language and education are interrelated because all teaching is given through the medium of language. Language is considered to be both a precondition for thought and a bearer of thought and therefore influences the extent to which a child's intelligence is actualised. In the South African context l [...] inguistic diversity is a complex issue. It has increasingly become the task and responsibility of educators to develop strategies in an attempt to facilitate quality education for their learners. In this study, the researchers developed an 'aid' that would assist learners to relate mathematics terms and concepts in English with terms in their own languages. The study determined whether a visual multilingual learner companion brought change in learners' performance in mathematics. Also what the educators' views were about this. A combination of a quasiexperimental study and an interview schedule was conducted. The quasiexperimental study was conducted among learners while the interview schedule was with their educators. The sample comprised 2,348 learners in Grade 4, Grade 5 and Grade 6 from 20 schools as well as 20 educators from the treatment schools. The results indicated that the mathematics marks of the treatment group improved. Also, the educators were complimentary about the learner companion and indicated that they would utilise this going forward in their teaching. It is recommended that the multilingual visual explanatory mathematics learner companion be used and investigated on a larger scale to corroborate the efficacy reported here.

  12. Language diversity in the mathematics classroom: does a learner companion make a difference?

    Directory of Open Access Journals (Sweden)

    Hendrik Botes

    2010-01-01

    Full Text Available Language and education are interrelated because all teaching is given through the medium of language. Language is considered to be both a precondition for thought and a bearer of thought and therefore influences the extent to which a child's intelligence is actualised. In the South African context linguistic diversity is a complex issue. It has increasingly become the task and responsibility of educators to develop strategies in an attempt to facilitate quality education for their learners. In this study, the researchers developed an 'aid' that would assist learners to relate mathematics terms and concepts in English with terms in their own languages. The study determined whether a visual multilingual learner companion brought change in learners' performance in mathematics. Also what the educators' views were about this. A combination of a quasiexperimental study and an interview schedule was conducted. The quasiexperimental study was conducted among learners while the interview schedule was with their educators. The sample comprised 2,348 learners in Grade 4, Grade 5 and Grade 6 from 20 schools as well as 20 educators from the treatment schools. The results indicated that the mathematics marks of the treatment group improved. Also, the educators were complimentary about the learner companion and indicated that they would utilise this going forward in their teaching. It is recommended that the multilingual visual explanatory mathematics learner companion be used and investigated on a larger scale to corroborate the efficacy reported here.

  13. Laptop classrooms as ‚catalysts of change'? A review of international research on the effects of laptop classrooms

    OpenAIRE

    Maderthaner, Paul

    2007-01-01

    Considering the dynamics of laptop implementation activities in secondary education in German-speaking countries, the lack of broadly-based research activities on the effects and critical success factors of laptop classrooms is remarkable. Particularly since the broad variety of studies that have been conducted in English-speaking nations for more than 20 years has not yet found general recognition. Therefore it is the objective of this paper to give a well-founded review of international res...

  14. Arctic research in the classroom: A teacher's experiences translated into data driven lesson plans

    Science.gov (United States)

    Kendrick, E. O.; Deegan, L.

    2011-12-01

    Incorporating research into high school science classrooms can promote critical thinking skills and provide a link between students and the scientific community. Basic science concepts become more relevant to students when taught in the context of research. A vital component of incorporating current research into classroom lessons is involving high school teachers in authentic research. The National Science Foundation sponsored Research Experience for Teachers (RET) program has inspired me to bring research to my classroom, communicate the importance of research in the classroom to other teachers and create lasting connections between students and the research community. Through my experiences as an RET at Toolik Field Station in Alaska, I have created several hands-on lessons and laboratory activities that are based on current arctic research and climate change. Each lesson uses arctic research as a theme for exemplifying basic biology concepts as well as increasing awareness of current topics such as climate change. For instance, data collected on the Kuparuk River will be incorporated into classroom activities that teach concepts such as primary production, trophic levels in a food chain and nutrient cycling within an ecosystem. Students will not only understand the biological concepts but also recognize the ecological implications of the research being conducted in the arctic. By using my experience in arctic research as a template, my students will gain a deeper understanding of the scientific process. I hope to create a crucial link of information between the science community and science education in public schools.

  15. Modes of Governmentality in an Online Space: A Case Study of Blog Activities in an Advanced Level Japanese-as-a-Foreign-Language Classroom

    Science.gov (United States)

    Doerr, Neriko M.; Sato, Shinji

    2011-01-01

    This article discusses the validity of the incorporation of online communication in language education classes as a practice free of power politics. By examining blog activities in an advanced-level Japanese-as-a-Foreign-Language classroom at a university in the USA, we show that the blog's postings and readers' comments evoke certain modes of…

  16. Swearing and how to deal with it in the classroom

    OpenAIRE

    Fiona Elizabeth Oliver

    2011-01-01

    Swearing is a phenomenon that has been overlooked in EFL/ESL classrooms in Iceland and little has been published on the subject. EFL teachers should help pupils learn the use of appropriate language in the appropriate context. This study aimed to investigate teachers’ attitudes and approaches to teaching about swearing and appropriate language use in EFL classrooms in Iceland. In this research paper I examined the sociolinguistics of swearing by discussing taboo language, recalling taboo...

  17. Connecting Content and Language for English Language Learners

    CERN Document Server

    Smith, Jodene

    2011-01-01

    Bridge the gap between content and language and put research into practice to instruct English language learners with strategies that meet their needs in language development and literacy. This must-have book reviews the author's experiences as a teacher in a diverse instructional setting and discusses the challenges and successes teachers experience in the ELL classroom. 200pp.

  18. Role of Foreign Language Teacher Shaping Students’ Research Skills

    Directory of Open Access Journals (Sweden)

    Olga Vladimirovna Lopatina

    2015-01-01

    Full Text Available Nowadays many foreign language teachers are not enough aware about the significance of the research component within their profile discipline, arguing that students even in their native language do not have enough use of fundamentals in their scientific professional activities. Therefore, this article is aimed to study the role of foreign language teacher when mastering students’ research skills in the process of learning English as a foreign language. The study results have confirmed that process of mastering students’ research skills when learning foreign language is directly connected with their teacher’s own research skill level. These article materials have practical value both for foreign language teachers and for students enrolled for foreign languages programs of education sciences faculties at high schools.

  19. The Use of L1 in the Foreign Language Classroom / El uso de la lengua materna en el salón de inglés como lengua extranjera

    Scientific Electronic Library Online (English)

    Yi-chun, Pan; Yi-ching, Pan.

    2010-07-01

    Full Text Available El uso de la lengua materna es una ocurrencia común en los contextos de la enseñanza de la lengua extranjera, a pesar de que a veces reciba críticas por su interferencia en la adquisición de la Lengua meta. Mientras que los docentes deben maximizar el uso de la Lengua meta, sin duda, hay espacios pa [...] ra que el profesor utilice la lengua materna de los estudiantes en su pedagogía. En este trabajo se presenta un argumento basado en las perspectivas teóricas y la investigación empírica dentro de la literatura existente, apoyando el uso apropiado de la Lengua materna en el salón de inglés como lengua extranjera. El argumento se centra en tres cuestiones fundamentales-racionales para el uso de la lengua materna: Los efectos positivos que la lengua materna tiene tanto en el aprendizaje y la instrucción de una lengua extranjera, como en las formas en las que la lengua materna ayuda a los docentes de idiomas extranjeros. Abstract in english L1 use is a common occurrence in foreign language teaching contexts despite the fact that it often receives criticism for its interference with target language (TL) acquisition. While foreign language teachers should maximize their use of the TL, there is indeed a place for the teacher to use the st [...] udents' L1 in their pedagogy. In this paper, an argument derived from theoretical perspectives and empirical research within existing literature supporting the appropriate use of L1 in foreign language classrooms is presented. The argument addresses three key issues-rationales for L1 use, positive effects L1 has on both foreign language learning and instruction, and ways that L1 assists instructors on foreign languages.

  20. ERPs show that classroom-instructed late second language learners rely on the same prosodic cues in syntactic parsing as native speakers.

    Science.gov (United States)

    Nickels, Stefanie; Opitz, Bertram; Steinhauer, Karsten

    2013-12-17

    The loss of brain plasticity after a 'critical period' in childhood has often been argued to prevent late language learners from using the same neurocognitive mechanisms as native speakers and, therefore, from attaining a high level of second language (L2) proficiency [7,11]. However, more recent behavioral and electrophysiological research has challenged this 'Critical Period Hypothesis', demonstrating that even late L2 learners can display native-like performance and brain activation patterns [17], especially after longer periods of immersion in an L2 environment. Here we use event-related potentials (ERPs) to show that native-like processing can also be observed in the largely under-researched domain of speech prosody - even when L2 learners are exposed to their second language almost exclusively in a classroom setting. Participants listened to spoken sentences whose prosodic boundaries would either cooperate or conflict with the syntactic structure. Previous work had shown that this paradigm is difficult for elderly native speakers, however, German L2 learners of English showed very similar ERP components for on-line prosodic phrasing as well as for prosody-syntax mismatches (garden path effects) as the control group of native speakers. These data suggest that L2 immersion is not always necessary to master complex L2 speech processing in a native-like way. PMID:24141083

  1. The Competency Based Approach to English Language Education and the Walls between the Classroom and the Society in Cameroon: Pulling Down the Walls

    OpenAIRE

    Carlous Muluh Nkwetisama

    2012-01-01

    This paper contends that English as a foreign language teaching in the classrooms at all the levels of education is not adapted to the everyday communication needs of the Cameroonian learners and that an English language pedagogy of integration; otherwise known as the outcomes approach or the competency based approach can solve the problem. This approach seeks for linguistic and sociolinguistic competence in the language. In fact, walls seem to exist between the knowledge these learners get i...

  2. Relations among Preschool Teachers' Self-Efficacy, Classroom Quality, and Children's Language and Literacy Gains

    Science.gov (United States)

    Guo, Ying; Piasta, Shayne B.; Justice, Laura M.; Kaderavek, Joan N.

    2010-01-01

    This study examined the relations among preschool teachers' self-efficacy (n = 67), classroom quality (instructional and emotional support), and children's (n = 328) gains in print awareness and vocabulary knowledge over an academic year in the US. Results indicated that teachers' self-efficacy and classroom quality served as significant and…

  3. Literacy Lessons in One Language Arts Sixth-Grade Classroom: The Year of the Guinea Pigs

    Science.gov (United States)

    Radcliffe, Barbara J.

    2015-01-01

    All classrooms are active social systems; the middle school classroom involves complex interactions between and among peers as well as between students and teachers. In the elementary years, attention is often given to nurturing students and fostering relationships, yet when young adolescents transition to the middle school, a focus on control and…

  4. Identity Revealed through Talk among Young Language-Minority Children in Norwegian Classrooms

    Science.gov (United States)

    Rydland, Veslemoy; Aukrust, Vibeke Grover

    2008-01-01

    The study investigated the ethnic identity development of Turkish-speaking children in Norwegian preschool and first-grade classrooms, examining how they made their ethnicity interactionally relevant in everyday talk. Classroom conversations and interviews revealed their interest in ethnic diversity. The manner in which the children talked about…

  5. The Language of Sustainability: From Basic Writing Classroom to Professional Discourse

    DEFF Research Database (Denmark)

    Karatsolis, Andreas; Papadopoulos, Pantelis M.

    Understanding and describing professional practice, especially in Engineering and the Sciences,  has always been at the heart of research in Professional Communication. Several significant field  research projects have showed us that content knowledge alone is not sufficient to claim disciplinary expertise; a rhetorical understanding of the discipline and its ways of thinking is essential in achieving full participation in the field. Most professionals would expect that such a sophisticated approach can only be learned through on-the-job training or opportunities to interact with practitioners within authentic disciplinary contexts. Although this can certainly be the case in many instances, we argue that a rhetorical understanding can be enacted even within a freshman writing classroom. The results of our content and rhetorical analyses of student work from the beginning and the end of a course on academic writing with the theme of sustainability show that students were able in one semester to write in discipline-appropriate ways and understand the rhetorical strategies necessary to become part of a disciplinary conversation.  The implications of our findings can extend into the way we design courses in basic writing or professional communication and the ways we can use pre-assessment data to drive our course design decisions. 

  6. The use of classroom videos as a context for research on teachers’ practice and teacher education

    OpenAIRE

    Oliveira, He?lia; Menezes, Lui?s; Canavarro, Ana Paula

    2012-01-01

    The present communication comes from a project where we are developing multimedia cases for teacher education that integrate video and other resources from classrooms where an inquiry-based approach to teaching is taking place, combing a perspective of research on classroom practice and teacher education development. This paper concerns one grade 4 lesson taught by an experienced teacher, and intends to analyze how the teacher’s reflection about a particular phase of the lesson is used in t...

  7. Beyond the Classroom: The Role of Self-Guided Learning in Second Language Listening and Speaking Practice

    OpenAIRE

    Marion Davis

    2013-01-01

    There is a significant difference in most language instruction pro­­grams concerning the number of hours students spend practicing reading/writing skills versus listening/speaking skills. The primary cause for this is most likely due to the lack of class time that can be feasibly spent on meaningful conversation exchanges. Thus, the most logical answer is to have students practice outside the classroom. However, the transition from in-class learning to out-of-class practice is often not a v...

  8. Reclaiming our language through education : teaching in Lusoga in primary schools: what change in and out of the classroom?

    OpenAIRE

    2009-01-01

    In late 2006/early 2007, the Cultural Research Centre (CRC), with financial and technical support from the Cross-Cultural Foundation of Uganda, carried out research in Iganga and Namutumba districts to gauge the impact of the introduction of the local language as a medium of instruction in ‘pilot’ lower primary school classes. Our research was in response to new circumstances in Uganda’s education sector, with Government introducing teaching in local languages in lower primary classes f...

  9. Research on Chinese College English Teachers’ Classroom Code-switching: Beliefs and Attitudes

    OpenAIRE

    Xiaoli Cheng

    2013-01-01

    This article documents the beliefs and attitudes of Chinese college English teachers towards classroom code-switching. The findings suggest that teachers’ code-switching is commonplace in class, although most of them still hold negative attitude toward it. Besides, students’ ability is regarded as the most significant factor affecting teachers’ code-switching, and the first language (L1) is mainly used to teach grammar and abstract words. The conclusion is that, in Chinese E...

  10. Professional Development of Mexican Secondary EFL Teachers: Views and Willingness to Engage in Classroom Research

    Directory of Open Access Journals (Sweden)

    Ruth Roux

    2014-08-01

    Full Text Available The effective implementation of any educational reform is largely dependent on the preparation of teachers. In the case of the National English Program in Basic Education, (NEPBE implemented in public schools in Mexico in 2009, teacher preparation options have been designed by both public and private higher education institutions in several states of the country. Most options have been based on the needs of teacher trainers and educational administrators, rather than on teachers’ needs. This paper presents the partial results of a professional development needs analysis carried out with secondary English language teachers in northeast Mexico. The study examined the teachers’ previous professional development experiences; their views on professional development contents and formats; and disposition to engage in inquiry-based professional development. Results indicated that stand-alone and degree courses were the only professional development activities the participants had experienced. Other practices such as mentoring, peer observation, attending conferences, or networking, were unfamiliar to the majority of them. Although most of the teachers considered that training courses had a high impact on teaching, some of them valued the impact of professional development practices that involve autonomy, reflection and collaboration. A high percentage of teachers reported disposition to learn about and engage in classroom research.

  11. Networking Antarctic Research Discoveries to a Science Classroom

    Science.gov (United States)

    Podoll, Andrew; Olson, Barry; Montplaisir, Lisa; Schwert, Donald; McVicar, Kim; Comez, Dogan; Martin, William

    2008-01-01

    In 2006, a unique scenario transported eighth-grade Earth science students from the classroom into the cold, dry, pristine surroundings of Antarctica. The mission was to expose the students to hands-on science using satellite telephones, Contact 3.0 software, and some very creative improvisation. In addition, a detailed, well-illustrated blog…

  12. Teaching in the Foreign Language Classroom: How Being a Native or Non-Native Speaker of German Influences Culture Teaching

    Science.gov (United States)

    Ghanem, Carla

    2015-01-01

    The study explores the complexities associated with graduate language instructors' NS/NNS identities and teaching of culture. Researchers, who work mainly in the English as a Second/Foreign Language field, have been discussing this divide and have examined the advantages and disadvantages each group brings to the profession, but not the…

  13. Natural Language Processing in Game Studies Research: An Overview

    Science.gov (United States)

    Zagal, Jose P.; Tomuro, Noriko; Shepitsen, Andriy

    2012-01-01

    Natural language processing (NLP) is a field of computer science and linguistics devoted to creating computer systems that use human (natural) language as input and/or output. The authors propose that NLP can also be used for game studies research. In this article, the authors provide an overview of NLP and describe some research possibilities…

  14. The Relationship between SLA Research and Language Pedagogy: Teachers' Perspectives

    Science.gov (United States)

    Nassaji, Hossein

    2012-01-01

    There is currently a substantial body of research on second language (L2) learning and this body of knowledge is constantly growing. There are also many attempts in most teacher education programs around the world to inform practicing and prospective L2 teachers about second language acquisition (SLA) research and its findings. However, an…

  15. The Use of Foreign Languages in Tourism: Research Needs.

    Science.gov (United States)

    Watts, Noel

    1994-01-01

    Examines the research needs relative to the use of foreign languages in tourism activities in Australia and New Zealand. Findings indicate a lack of precise information on the ways in which the tourism industry in these countries provides appropriate language assistance to non-English speaking inbound visitors. Suggestions for future research are…

  16. Trends in Qualitative Research in Language Teaching since 2000

    Science.gov (United States)

    Richards, Keith

    2009-01-01

    This paper reviews developments in qualitative research in language teaching since the year 2000, focusing on its contributions to the field and identifying issues that emerge. Its aims are to identify those areas in language teaching where qualitative research has the greatest potential and indicate what needs to be done to further improve the…

  17. The NINDS Hearing, Speech, and Language Research Program.

    Science.gov (United States)

    National Inst. of Neurological Diseases and Stroke (NIH), Bethesda, MD.

    Presented is an overview of hearing, speech and language research being sponsored by the National Institute of Neurological Diseases and Stroke (NINDS). Described is research in such areas as infant audiological screening, auditory prostheses, larynx surgery, and developmental dysphasia. (LS)

  18. Finding a Place for Critical Thinking and Self-voice in College English as a Foreign Language Writing Classrooms

    Directory of Open Access Journals (Sweden)

    Osman Barnawi

    2011-06-01

    Full Text Available Although the concepts of critical thinking and self-voice have been extensively discussed in a second language writing, little attention has been given, on the pedagogical level, to critical thinking and self-voice in college EFL writing instruction. To fill such a void, this paper attempts to propose some pedagogical tasks namely:  persuasive writing tasks, draft workshops one-on-one mentoring approaches for finding a place for critical thinking and self-voice in EFL classrooms. In doing so, this paper provides the operational definitions of critical thinking and self-voice concepts. It then discusses how these two concepts are closely related to complement EFL writing learning. In what follows, it presents the rationale for finding a place for critical thinking and self-voice in EFL writing. It then touches on some pedagogical practices for developing critical thinking and self-voice in classrooms. Lastly, it addresses some challenges related to implementing critical thinking and self-voice tasks in EFL classrooms.

  19. The role of teachers’ classroom discipline in their teaching effectiveness and students’ language learning motivation and achievement: A path method

    Directory of Open Access Journals (Sweden)

    Mehrak Rahimi

    2015-01-01

    Full Text Available This study investigated the role of EFL teachers’ classroom discipline strategies in their teaching effectiveness and their students’ motivation and achievement in learning English as a foreign language. 1408 junior high-school students expressed their perceptions of the strategies their English teachers used (punishment, recognition/reward, discussion, involvement, and aggression to discipline the classroom. The students evaluated their teachers’ teaching effectiveness by completing effective Iranian EFL teacher questionnaire (Moafian, & Pishghadam, 2009. They also filled in Attitude/Motivation Test Battery (GhorbanDordinejad & ImamJomeh, 2011 that assessed their motivation towards learning English as a foreign language. Achievement in English was established based on formal grades students received at the end of the academic year. The results showed that EFL teachers reward and praise students for good behavior and they are not very authoritarian. Further, teaching effectiveness, motivation and achievement in learning English were all found to be related to discipline strategies. The results of path analysis showed that those teachers who used involvement and recognition strategies more frequently were perceived to be more effective teachers; however, students perceived teachers who used punitive strategies as being less effective in their teaching. It was also revealed that in classes where teachers managed disruptive behaviors by using punitive strategies, students had problems in learning as punitive strategies lowered students’ motivation. Teaching effectiveness was found to mediate the effect of punishment on motivation while motivation mediated the effect of punitive strategies on achievement. Motivation was found to have the strongest effect on achievement.

  20. Mexican American Preschoolers Create Stories: Sociodramatic Play in a Dual Language Classroom.

    Science.gov (United States)

    Riojas-Cortez, Mari

    2000-01-01

    A study in a south Texas preschool found that Mexican American children, when given the opportunity to engage in sociodramatic play, displayed various language functions needed for the development of early literacy skills. The preschoolers created elaborate monologues and dialogue in their native language (sometimes in their second language),…

  1. The Ecology of Language in Classrooms at a University in Eastern Ukraine

    Science.gov (United States)

    Tarnopolsky, Oleg B.; Goodman, Bridget A.

    2014-01-01

    Using an ecology of language framework, the purpose of this study was to examine the degree to which English as a medium of instruction (EMI) at a private university in eastern Ukraine allows for the use of Ukrainian, the state language, or Russian, the predominantly spoken language, in large cities in eastern Ukraine. Uses of English and Russian…

  2. Using Music in the Adult ESL Classroom. ERIC Digest.

    Science.gov (United States)

    Lems, Kristen

    Music can be used in the adult English-as-a-Second-Language (ESL) classroom to create a learning environment; to build listening comprehension, speaking, reading, and writing skills; to increase vocabulary; and to expand cultural knowledge. This digest looks briefly at research and offers strategies for using music in the adult ESL classroom.…

  3. Concordancing: use of language-based research in medical communication.

    OpenAIRE

    Skelton, Jr; Hobbs, Fd

    1999-01-01

    BACKGROUND: The available literature on medical communication reports almost exclusively on observational, qualitative studies. We aimed to apply a novel approach to the analysis of doctor-patient consultation by means of computer concordancing. This methodology, established in linguistic research but rarely applied to professional language, allows both the quantitative and qualitative study of language. METHODS: We analysed the language of 40 doctors and their patients during 373 complete pr...

  4. Mind the Gaps: Higher Education Language Policies, the National Curriculum and Language Research

    Science.gov (United States)

    Balfour, Robert J.

    2010-01-01

    What emerges repeatedly in research regarding language choice in South Africa is that people negotiate culture, face and identity through more than one language, and balance the need for modernity and the value of tradition, together with awareness that multiculturalism is normative in South Africa. South African scholarship focusing on…

  5. Language differences in qualitative research: is meaning lost in translation?

    OpenAIRE

    van Nes, Fenna; Abma, Tineke; Jonsson, Hans; Deeg, Dorly

    2010-01-01

    This article discusses challenges of language differences in qualitative research, when participants and the main researcher have the same non-English native language and the non-English data lead to an English publication. Challenges of translation are discussed from the perspective that interpretation of meaning is the core of qualitative research. As translation is also an interpretive act, meaning may get lost in the translation process. Recommendations are suggested, aiming to contribute...

  6. Engaging Learner Attribute Research in Dialogue with Classroom Practice: Predictors of Success in the Accelerated, Online Classroom

    Directory of Open Access Journals (Sweden)

    B. Jean Mandernach

    2006-07-01

    Full Text Available Research examining student success in online education has focused extensively on internal learner attributes with little emphasis on external, controllable factors that may mediate a student’s ability to perform within the distinctive environment of the virtual classroom. The purpose of this study is to balance student characteristic research with external, direct data from the perspective of online instructors in order to provide a practice-oriented understanding of the unique factors predictive of student success in accelerated, online courses. Experienced online educators were surveyed to identify practical skills, strategies or factors most likely to lead to success for students enrolled in online courses. A content-analysis of open-ended responses revealed 23 relevant factors that clustered into six broad themes. Within these themes, four issues emerge as the most predictive of online learner success: time, technology, initiative, and competence. Discussion examines the practical, deliberate application of this information to facilitate students’ successful completion of online courses.

  7. Quizzes on tap: exporting a test generation system from one less resourced language to another

    OpenAIRE

    Maritxalar, Montse; UI Dhonnchadha, Elaine; Foster, Jennifer; Ward, Monica

    2011-01-01

    It is difficult to develop and deploy Language Technology and applications for minority languages for many reasons. These include the lack of Natural Language Processing (NLP) resources for the language, a scarcity of NLP researchers who speak the language and the communication gap between teachers in the classroom and researchers working in universities and other centres of research. One approach to overcoming these obstacles is for researchers interested in Less-Resourced Languages (LRLs...

  8. First language transfer in second language writing: An examination of current research

    OpenAIRE

    Khaled Karim; Hossein Nassaji

    2013-01-01

    First language (L1) transfer has been a key issue in the field of applied linguistics, second language acquisition (SLA), and language pedagogy for almost a century. Its importance, however, has been re-evaluated several times within the last few decades. The aim of this paper is to examine current research that has investigated the role of L1 transfer in second language (L2) writing. The paper begins by discussing the different views of L1 transfer and how they have changed ov...

  9. Computer Assisted Language Learning

    OpenAIRE

    Calvo, Manuel Vicente

    2005-01-01

    This article will provide an overview of computers; an overview of the history of CALL, its pros and cons, the internet, World Wide Web, Multimedia, and research related to the uses of computers in the language classroom. Also, it also aims to provide some background for the beginners on using the Internet in language classes today. It discusses some of the common types of Internet activities that are being used today, what the minimum requirements are for using the Internet for language lear...

  10. Being Bilingual: Issues for Cross-Language Research

    Directory of Open Access Journals (Sweden)

    Bogusia Temple

    2006-01-01

    Full Text Available The current political debates in England highlight the role of language in citizenship, social exclusion, and discrimination. Similar debates can also be found around the world. Correspondingly, research addressing different language communities is burgeoning. Service providers and academics are increasingly employing bilingual community researchers or interpreters to carry out research. However, there is very little written about the effect of working with bilingual researchers. What it means to be bilingual is often essentialised and rarely problematised. Bilingual researchers are seen as unproblematically acting as bridges between communities just because they are bilingual. Their ties to communities, their use of language, and their perspectives on the research are rarely investigated. Language is tied in an unproblematic way to meaning, values, and beliefs. In this article, I use examples from my own research to question what it means to be bilingual and to do cross-language research. I argue that there is no straightforward way in which meanings can be read off from researchers’ ties to language and that being bilingual is not the same for everyone.

  11. Sign Languages: Contribution to Neurolinguistics from Cross-Modal Research

    OpenAIRE

    Malaia, Evie; Wilbur, Ronnie

    2010-01-01

    Using sign language research as an example, we argue that both the cross-linguistic descriptive approach to data, advocated by Evans and Levinson (2009), as well as abstract (‘formal’) analyses are necessary steps towards the development of “neurolinguistic primitives” for investigating how human languages are instantiated in the brain.

  12. Communicative Language Testing: Current Issues and Future Research

    Science.gov (United States)

    Harding, Luke

    2014-01-01

    This article discusses a range of current issues and future research possibilities in Communicative Language Testing (CLT) using, as its departure point, the key questions which emerged during the CLT symposium at the 2010 Language Testing Forum. The article begins with a summary of the 2010 symposium discussion in which three main issues related…

  13. Sociolinguistic Approaches to Second Language Acquisition Research: 1997-2007

    Science.gov (United States)

    Tarone, Elaine

    2007-01-01

    This article discusses sociolinguistically oriented research on second language acquisition (SLA) in the decade since Firth and Wagner (1997). Over the last 10 years, substantial progress has been made in developing a model of the sociolinguistic processes that inform second language acquisition. This model is supported by empirical evidence on…

  14. Trying on a New Pair of Shoes: Urban Teacher--Learners Conduct Research and Construct Knowledge in Their Own Classrooms

    Science.gov (United States)

    Blumenreich, Megan; Falk, Beverly

    2006-01-01

    This article explores how classroom-based teacher inquiry research supports teachers in constructing understandings about teaching and learning that are uniquely applicable to their own contexts in American urban schools. This study was conducted by two teacher educators in their year-long classroom-based inquiry research classes with…

  15. ¿Duermes mucho Tony?: Interpersonal and Transactional Uses of L1 in the Foreign-Language Classroom ¿Duermes mucho Tony?: Usos interpersonales y transaccionales de la lengua materna en el aula de clase de lengua extranjera

    OpenAIRE

    Sandra Higareda; Georgina López; Gerrard Mugford

    2009-01-01

    Whilst communicative teaching approaches sanction, often grudgingly, the limited use of the students' first language (L1) in English Language Teaching (ELT), critical debate is now centred on a much more substantial and energetic role for the use of mother tongue in the language classroom. Justifications favouring the use of L1 currently range from ideological arguments to classroom teaching considerations. This paper contributes to this ongoing debate by examining how new generations of ...

  16. Speakers’ comfort and voice level variation in classrooms: Laboratory research

    DEFF Research Database (Denmark)

    Pelegrin Garcia, David; Brunskog, Jonas

    2012-01-01

    Teachers adjust their voice levels under different classroom acoustics conditions, even in the absence of background noise. Laboratory experiments have been conducted in order to understand further this relationship and to determine optimum room acoustic conditions for speaking. Under simulated acoustic environments, talkers do modify their voice levels linearly with the measure voice support, and the slope of this relationship is referred to as room effect. The magnitude of the room effect depends highly on the instruction used and on the individuals. Group-wise, the average room effect ranges from 0.93 dB/dB, with free speech, to 0.1 dB/dB with other less demanding communication tasks as reading and talking at short distances. The room effect for some individuals can be as strong as 1.7 dB/dB. A questionnaire investigation showed that the acoustic comfort for talking in classrooms, in the absence of background noise, is correlated to the decay times derived from an impulse response measured from the mouth to the ears of a talker, and that there is a maximum of preference for decay times between 0.4 and 0.5 s. Teachers with self-reported voice problems prefer higher decay times to speak in than their healthy colleagues.

  17. Speakers' comfort and voice level variation in classrooms: laboratory research.

    Science.gov (United States)

    Pelegrín-García, David; Brunskog, Jonas

    2012-07-01

    Teachers adjust their voice levels under different classroom acoustics conditions, even in the absence of background noise. Laboratory experiments have been conducted in order to understand further this relationship and to determine optimum room acoustic conditions for speaking. Under simulated acoustic environments, talkers do modify their voice levels linearly with the measure voice support, and the slope of this relationship is referred to as room effect. The magnitude of the room effect depends highly on the instruction used and on the individuals. Group-wise, the average room effect ranges from -0.93 dB/dB, with free speech, to -0.1 dB/dB with other less demanding communication tasks as reading and talking at short distances. The room effect for some individuals can be as strong as -1.7 dB/dB. A questionnaire investigation showed that the acoustic comfort for talking in classrooms, in the absence of background noise, is correlated to the decay times derived from an impulse response measured from the mouth to the ears of a talker, and that there is a maximum of preference for decay times between 0.4 and 0.5 s. Teachers with self-reported voice problems prefer higher decay times to speak in than their healthy colleagues. PMID:22779474

  18. Como evalvar la actuacion del profesor en una clase de segundo idioma (How to Evaluate a Teacher in a Second Language Classroom).

    Science.gov (United States)

    Galvez de Bracamonte, Teresa

    This guide in Spanish provides performance criteria for evaluating the foreign language teacher. It provides an outline for analyzing the teacher's actions and teaching methods in the classroom. Through the evaluation by an outsider, the teacher can learn his or her faults in the views of others and can improve on them. The aspects to be analyzed…

  19. Blogs and the Development of Plurilingual and Intercultural Competence: Report of a Co-Actional Approach in Portuguese Foreign Language Classroom

    Science.gov (United States)

    Melo-Pfeifer, Sílvia

    2015-01-01

    Focusing on the topic of the development of the plurilingual and intercultural competence through the integration of electronic communicative practices both in foreign language classrooms and non-formal contexts, this work aims at defining and characterizing, in view of a co-actional perspective, a "pedagogical blog", by considering it…

  20. RELATIONSHIP BETWEEN WEB-BASED LEARNING TIME OUTSIDE THE CLASSROOM AND ACADEMIC ACHIEVEMENT IN GERMAN AS A TERTIARY LANGUAGE BY THE STUDENTS ON VOCATIONAL HIGH SCHOOLS

    Directory of Open Access Journals (Sweden)

    Orhan HANBAY

    2013-01-01

    Full Text Available The purpose of this empirical research is to investigate the relationship between web-based learning time and academic achievement in German. 36 learners of L3 German with L1 Turkish and L2 English from Vocational High School of Kahta at Adiyaman University were the participants of this study. The empirical process of the study continued 6 weeks in 2011-2012 fall semesters. During this time, the German, as tertiary language, course was lectured by traditional face-to-face method in the classroom. But the students studied outside the course the same subjects in interactive form via web page, specifically designed for this study. At the end of the empirical process, the data about the study were obtained. The Pearson product-moment correlation was used to find out the relationship between web-based learning time and academic achievements in German. As a result of this study it is found out that there is a significant relationship between web-based learning time and academic achievement in German as a tertiary language.

  1. Foreign Language Study and the Brain.

    Science.gov (United States)

    LeLoup, Jean W.; Ponterio, Robert

    2003-01-01

    Provides information on foreign language study and the brain and highlights a Web site called Foreign Language Study and the Brain. The Web site is in Spanish and English and provides information on brain-sensitive activities that foster memory storage and language retrieval. Recent research on the brain and general recommendations for classroom

  2. Brain Matters: Translating Research into Classroom Practice. 2nd Edition

    Science.gov (United States)

    Wolfe, Patricia

    2010-01-01

    While you don't need to be a scientist to understand brain-compatible teaching, you'll be far more effective when you base your teaching practices on the very best scientific information. This expanded and updated ASCD best-seller delivers that essential information in clear, everyday language that any teacher can immediately incorporate into…

  3. Revisiting "Pearl Harbor": Resistance to Reel and Real Events in an English Language Classroom

    Science.gov (United States)

    Mackie, Ardiss; Norton, Bonny

    2006-01-01

    In this article, we draw on disruptive scenes in a postsecondary classroom to examine a critical incident concerning conflicting readings of the film "Pearl Harbor" (2001). We raise crucial questions for pedagogical work with popular film: Who speaks for whom about the meaning of a given film? Under what conditions do students resist particular…

  4. Practices for Social Interaction in the Language-Learning Classroom: Disengagements from Dyadic Task Interaction

    Science.gov (United States)

    Hellermann, John; Cole, Elizabeth

    2009-01-01

    Using conversation analysis and situated learning theory, in this paper we analyze the peer dyadic interactions of one adult learner of English in class periods 16 months apart. The analyses in the paper present microgenetic and longitudinal perspectives on the learner's increasing participation in his classroom communities of practice. The focus…

  5. The Storyline Approach: Promoting Learning through Cooperation in the Second Language Classroom

    Science.gov (United States)

    Ahlquist, Sharon

    2015-01-01

    In the Storyline approach, a fictive world is created in the classroom, with learners working in small groups, taking on the role of characters in a story. The story develops as they work on a range of tasks which integrate the practical and theoretical content of the curriculum. This article reports on a study based on the syllabus for English,…

  6. Classroom Language Use in Hong Kong's Reformed English-Medium Stream

    Science.gov (United States)

    Evans, Stephen

    2008-01-01

    During the last two decades of colonial rule, a wide gulf existed between policy and practice in Hong Kong's English-medium secondary schools: while English was the medium of textbooks, assignments and examinations, Cantonese and Cantonese-English mixed code were the dominant media of classroom communication. Although mixed-mode instruction was…

  7. Towards a Classroom Pedagogy for Learner Autonomy: A Framework of Independent Language Learning Skills

    Science.gov (United States)

    Reinders, Hayo

    2010-01-01

    In recent years there has been a growing recognition of the importance of learner autonomy and the role of individual learners in directing their own learning process, both inside and outside the classroom (Alford & Pachler, 2007; Benson, 2000; Breen, 2001; Conacher & Kelly-Holmes, 2007). However, in practice it is not always clear how to support…

  8. Instruction in Spanish in Pre-Kindergarten Classrooms and Child Outcomes for English Language Learners

    Science.gov (United States)

    Burchinal, Margaret; Field, Samuel; Lopez, Michael L.; Howes, Carollee; Pianta, Robert

    2012-01-01

    The purpose of the present study was to examine the relationships among proportion of instruction in Spanish, observed classroom quality, and preschool-aged children's academic skills. Study participants included 357 Spanish-speaking 4-year-old children who attended state-funded pre-kindergarten programs in 11 states that participated in one of…

  9. Investigating the impact of learner codeswitching on L2 oral fluency in task-based activities: The case of EFL primary school classrooms in Cyprus.

    OpenAIRE

    Vrikki, Maria; Macaro, Ernesto

    2013-01-01

    The potentially beneficial role of classroom codeswitching, or the use of the first language (L1) in foreign language (FL) classroom settings, is gradually becoming acknowledged in the field of second language acquisition (SLA) research. However, researchers call for the construction of a framework, which indicates when this use is beneficial for language learning and when it is not. In an attempt to contribute to the construction of this framework, the present study investigates whether code...

  10. EFFECT OF TECHNOLOGY ON MOTIVATION IN EFL CLASSROOMS

    OpenAIRE

    Genc Ilter, Binnur

    2009-01-01

    In language classrooms, being in unnatural conversational situations, students need motivation more than other learning milieus. Teachers try to capture the attention of students through various methods and techniques. Many researchers in EFL teaching profession have stated that good motivation has appositive effect on foreign language learning. The purpose of this study is to explore how technology could be used to increase students’ motivation in EFL classrooms. For this purpose; a quest...

  11. Cross-linguistic comparisons in child language research.

    Science.gov (United States)

    Berman, Ruth A

    2014-07-01

    Major large-scale research projects in the early years of developmental psycholinguistics were English-based, yet even then numerous studies were available or under way in a range of different languages (Ferguson & Slobin, 1973). Since then, the field of cross-linguistic child language research has burgeoned in several directions. First, rich information is now available on the acquisition of dozens of languages from around the world in numerous language families, spearheaded by the five-volume series edited by Slobin (1985-1997) and complemented by in-depth examination of specific constructions - e.g. causative alternation, motion verbs, passive voice, subject elision, noun compounding - in various languages, culminating in an in-depth examination of the acquisition of ergativity in over a dozen languages (Bavin & Stoll, 2013). A second fruitful direction is the application of carefully comparable designs targeting a range of issues among children acquiring different languages, including: production of early lexico-grammatical constructions (Slobin, 1982), sentence processing comprehension (MacWhinney & Bates, 1989), expression of spatial relations (Bowerman, 2011), discourse construction of oral narratives based on short picture series (Hickmann, 2003) and longer storybooks (Berman & Slobin, 1994), and extended texts in different genres (Berman, 2008). Taken together, research motivated by the question of what is particular and what universal in child language highlights the marked, and early, impact of ambient language typology on processes of language acquisition. The challenge remains to operationalize such insights by means of psychologically sound and linguistically well-motivated measures for evaluating the interplay between the variables of developmental level, linguistic domain, and ambient language typology. PMID:25023494

  12. Students and Teachers' Reasons for Using the First Language Within the Foreign Language Classroom (French and English) in Central Mexico / Razones de alumnos y maestros sobre el uso de la primera lengua en el salón de lenguas extranjeras (francés e inglés) en el centro de México

    Scientific Electronic Library Online (English)

    Irasema, Mora Pablo; M. Martha, Lengeling; Buenaventura, Rubio Zenil; Troy, Crawford; Douglas, Goodwin.

    2011-10-01

    Full Text Available La presente investigación explora el uso de la lengua materna en un contexto de enseñanza de lenguas extranjeras. Esta investigación cualitativa presenta la práctica docente y los puntos de vista de maestros y alumnos de francés e inglés en el contexto de una universidad pública del centro de México [...] , mediante el uso de las técnicas del cuestionario y la entrevista semiestructurada. Los resultados muestran que tanto los maestros como la mayoría de los alumnos perciben el uso de la lengua materna como algo positivo en el proceso de enseñanza-aprendizaje. Un número reducido de estudiantes rechaza el uso de la lengua materna y prefiere que su clase de lengua extranjera sea dirigida exclusivamente en la lengua meta. Abstract in english The present study explores the use of the first language in a context of foreign language teaching. This qualitative research presents the classroom practice and points of view of French and English teachers and students within a public educational institute in central Mexico using the techniques of [...] questionnaires and semi-structured interviews. The results show that teachers and the majority of students perceive the use of the first language as positive and part of the teaching and learning process. A small number of students do not like the use of the first language in the classroom and prefer that their teachers use the target language only.

  13. Students and Teachers' Reasons for Using the First Language Within the Foreign Language Classroom (French and English in Central Mexico Razones de alumnos y maestros sobre el uso de la primera lengua en el salón de lenguas extranjeras (francés e inglés en el centro de México

    Directory of Open Access Journals (Sweden)

    Irasema Mora Pablo

    2011-10-01

    Full Text Available The present study explores the use of the first language in a context of foreign language teaching. This qualitative research presents the classroom practice and points of view of French and English teachers and students within a public educational institute in central Mexico using the techniques of questionnaires and semi-structured interviews. The results show that teachers and the majority of students perceive the use of the first language as positive and part of the teaching and learning process. A small number of students do not like the use of the first language in the classroom and prefer that their teachers use the target language only.La presente investigación explora el uso de la lengua materna en un contexto de enseñanza de lenguas extranjeras. Esta investigación cualitativa presenta la práctica docente y los puntos de vista de maestros y alumnos de francés e inglés en el contexto de una universidad pública del centro de México, mediante el uso de las técnicas del cuestionario y la entrevista semiestructurada. Los resultados muestran que tanto los maestros como la mayoría de los alumnos perciben el uso de la lengua materna como algo positivo en el proceso de enseñanza-aprendizaje. Un número reducido de estudiantes rechaza el uso de la lengua materna y prefiere que su clase de lengua extranjera sea dirigida exclusivamente en la lengua meta.

  14. Fostering Intercultural Communicative Competence through Reading Authentic Literary Texts in an Advanced Colombian EFL Classroom: A Constructivist Perspective (Desarrollo de la competencia comunicativa intercultural mediante la lectura de textos literarios auténticos: una perspectiva constructivista)

    Science.gov (United States)

    Gómez, Luis Fernando R.

    2012-01-01

    This article describes an action research experience carried out in an advanced English as a foreign language classroom of the language program at a university in Bogotá, Colombia, in 2010. The study proposes the inclusion of authentic literary texts in the English as a foreign language classroom through the implementation of four constructivist…

  15. Incorporating languages into histories of war: a research journey

    OpenAIRE

    Footitt, Hilary

    2012-01-01

    This article discusses the ways in which languages can be integrated into histories of war and conflict, by exploring ongoing research in two case studies: the liberation and occupation of Western Europe (1944–47), and peacekeeping/peace building in Bosnia-Herzegovina (1995–2000). The article suggests that three methodological approaches have been of particular value in this research: adopting an historical framework; following the “translation” of languages into war situations; and c...

  16. Sharing Antarctic Research in the Classroom: Authentic Outreach as a Means of Improving Student Performance

    Science.gov (United States)

    Betteley, Pat; Harr, Natalie; Lee, Richard E., Jr.

    2013-01-01

    For six seasons, Richard Lee has included a K-12 teacher on his Antarctic research team to coordinate outreach to U.S. classrooms. These teachers have communicated with thousands of students and their teachers and planned authentic outreach activities to improve student performance. Program success depends on funding by the National Science…

  17. An Action Research Study: Using Classroom Guidance Lessons to Teach Middle School Students about Sexual Harassment

    Science.gov (United States)

    Bates, Rebecca C.

    2006-01-01

    This article describes a three-part classroom guidance lesson that teaches middle school students the definition of sexual harassment, the difference between flirting and sexual harassment, and the harmful effects of sexual harassment. An action research study evaluated the effectiveness of the lessons in decreasing referrals for sexual harassment…

  18. Final Report on Pilot Studies / Final Report on Classroom Research with STEM and TESL Assessment

    DEFF Research Database (Denmark)

    Biel, Carmen; Wake, Jo Dugstad

    2014-01-01

    This Deliverable is the final report on pilot studies within the NEXT-TELL project (D6.7) and furthermore comprises the Deliverable on Classroom Research with STEM and TESL Assessment (D2.9) in order to avoid redundancies between those two Deliverables.

  19. Towards a Model of Strategic Actions in the Classroom: Games Theory as a Research Heuristic.

    Science.gov (United States)

    Elstad, Eyvind

    2002-01-01

    Discusses how the conceptual apparatus and modus operandi of games theory provides a research heuristic for understanding the strategic possibilities inherent in typical classroom situations in which the interests of students and teachers are partially concurrent and partly in conflict. Also discusses the preconditions for contracts between…

  20. Input-Based Approaches to Teaching Grammar: A Review of Classroom-Oriented Research.

    Science.gov (United States)

    Ellis, Rod

    1999-01-01

    Examines the theoretical rationales (universal grammar, information-processing theories, skill-learning theories) for input-based grammar teaching and reviews classroom-oriented research (i.e., enriched-input studies, input-processing studies) that has integrated this option. (Author/VWL)

  1. Using Qualitative Research to Assess Teaching and Learning in Technology-Infused TILE Classrooms

    Science.gov (United States)

    Van Horne, Sam; Murniati, Cecilia Titiek; Saichaie, Kem; Jesse, Maggie; Florman, Jean C.; Ingram, Beth F.

    2014-01-01

    This chapter describes the results of an assessment project whose purpose was to improve the faculty-development program for instructors who teach in technology-infused TILE (Transform, Interact, Learn, Engage) classrooms at the University of Iowa. Qualitative research methods were critical for (1) learning about how students and instructors…

  2. Research-Based Strategies to Ignite Student Learning: Insights from a Neurologist and Classroom Teacher

    Science.gov (United States)

    Willis, Judy

    2006-01-01

    The author of this book combs through brain research and pulls out the information that is most valid and relevant to classroom teaching. It describes how to enhance students' memory and test-taking abilities and presents ways to captivate and hold students' attention and encourage their participation and progress. This is the first book ever…

  3. Setting the Foundation for Working with English Language Learners in the Secondary Classroom

    Science.gov (United States)

    Berg, Helen; Petron, Mary; Greybeck, Barbara

    2012-01-01

    In many schools, an increasing number of students are learning English as their second language. Secondary teachers are faced with the challenge of teaching English Language Learners (ELLs) with little or no training. This article highlights ideas and strategies that teachers can incorporate to make their instruction more effective in meeting the…

  4. Examination of the Relationship between Perfectionism and English Achievement as Mediated by Foreign Language Classroom Anxiety

    Science.gov (United States)

    GhorbanDordinejad, Farhad; Nasab, Amir Hosein Farjad

    2013-01-01

    There are a number of individual and affective factors which correlate foreign language learners' achievement both positively and negatively. The aim of this study was to examine the relationship between perfectionism and English language achievement among high school third graders in Chenaran, a city in northeast of Iran, mediated by foreign…

  5. Japanese Language and Culture: 9-Year Program Classroom Assessment Materials, Grade 4

    Science.gov (United States)

    Alberta Education, 2008

    2008-01-01

    This document is designed to provide assessment materials for specific Grade 4 outcomes in the Japanese Language and Culture Nine-year Program, Grades 4-5-6. The assessment materials are designed for the beginner level in the context of teaching for communicative competence. Grade 4 learning outcomes from the Japanese Language and Culture…

  6. Long-Term Effects of Gestures on Memory for Foreign Language Words Trained in the Classroom

    Science.gov (United States)

    Macedonia, Manuela; Klimesch, Wolfgang

    2014-01-01

    Language and gesture are viewed as highly interdependent systems. Besides supporting communication, gestures also have an impact on memory for verbal information compared to pure verbal encoding in native but also in foreign language learning. This article presents a within-subject longitudinal study lasting 14 months that tested the use of…

  7. Developing Pre-Service English Teachers' Competencies for Integration of Technology in Language Classrooms in Kazakhstan

    Science.gov (United States)

    Egorov, Victor V.; Jantassova, Damira D.; Churchill, Natalia

    2007-01-01

    This article discusses the implementation of the "Information and Communication Technologies in Foreign Language Teaching and Learning" course conducted as a component of the pre-service English language teacher training program in the Buketov Karaganda State University, Kazakhstan. The course was introduced in 2003. The central objective of the…

  8. The Integration of English Language Development and Science Instruction in Elementary Classrooms

    Science.gov (United States)

    Zwiep, Susan Gomez; Straits, William J.; Stone, Kristin R.; Beltran, Dolores D.; Furtado, Leena

    2011-01-01

    This paper explores one district's attempt to implement a blended science and English Language Development (ELD) elementary program, designed to provide English language learners opportunities to develop proficiency in English through participation in inquiry-based science. This process resulted in blended program that utilized a combined…

  9. Transmediation in the Language Arts Classroom: Creating Contexts for Analysis and Ambiguity

    Science.gov (United States)

    McCormick, Jennifer

    2011-01-01

    When a language arts curriculum provided students with the opportunity to translate meaning across sign systems (that is, from poetry to dance), numerous benefits were noted. Transmediation, the translation of meaning from one sign system to another, led students to analyze compositional structures and to enhance their use of academic language

  10. Practical Tips on How to Promote Learner Autonomy in Foreign Language Classrooms

    Science.gov (United States)

    Dincer, Ali; Yesilyurt, Savas; Goksu, Ali

    2010-01-01

    Autonomy is basically described as an individual's taking responsibility for his/her own learning and seen as one of the most significant features of life-long learning process today. Therefore modern language teaching approaches and innovations in this area have made language practitioners focus largely on the concept "autonomy" in educational…

  11. Promoting Learner Autonomy: Student Perceptions of Responsibilities in a Language Classroom in East Asia

    Science.gov (United States)

    Sakai, Shien; Takagi, Akiko; Chu, Man-Ping

    2010-01-01

    With the advent of communicative language teaching in East Asia, the idea of learner autonomy has become a topic of discussion and a goal among language teachers. The idea of autonomy raises important questions that need to be further explored, particularly in terms of students taking responsibility for learning. While examining the English…

  12. Using a "Living Lab" to Engage Students in the Foreign Language Classroom.

    Science.gov (United States)

    Prince, Tamara G.

    2000-01-01

    Describes how a group of foreign language teachers created and used a theatre set (called the "living lab") with changeable painted backdrops. Describes a number of ways to use the living lab in the language class; describes how one class wrote and produced an original 10-page drama in French; and describes the process of creating the living lab.…

  13. Ways of talking Halkomelem: interaction in classroom procedural talk

    OpenAIRE

    Russell, Susan Marie

    2009-01-01

    The dissertation is an empirical report of the language used in four different types of classrooms (language review, language immersion, linguistics, mentoring) in which one dialect of the endangered Salish language Halkomelem was being taught and learned. A conversation analysis approach was used to examine the interactional patterns of turn-taking and repair by the different participants (elders, instructors, students, researcher) while they were engaged in two types of procedural talk: set...

  14. Language Teaching at a Distance: An Overview of Research

    Science.gov (United States)

    Vorobel, Oksana; Kim, Deoksoon

    2012-01-01

    In this paper, we review empirical research on language teaching at a distance, published between 2005 and 2010. After compiling a list of journals, we went through a multi-stage process of analyzing relevant studies. This overview of research is based on twenty-four articles. The content analysis of research studies led our inquiry on topics…

  15. Implementation of Portfolios in an ESL Classroom.

    Science.gov (United States)

    Newman, Carole; And Others

    This research project represents phase 1 of a longitudinal study involving sixth graders in an English-as-a-Second-Language middle school classroom. Research activities focus on the development and implementation of portfolio management strategies for these students. It was believed that developing an efficient system to teach these students how…

  16. Focus on the use of language in the multicultural mathematics classroom

    DEFF Research Database (Denmark)

    Johansen, Lene Østergaard

    Learning mathematics can be seen as learning a foreign language or learning a particular mathematical discourse.  Nolte (2004) calls mathematics the students' first second language. The use of language in mathematics teaching, hence the way we talk and the way we write, differ from the way the same words and concepts are used in everyday language or in teaching and learning other subjects. Looking through material for mathematics teaching shows that the students are expected to have a certain level of mathematical ability (ex. being able to count to ten) and a certain level of language ability (ex. understanding the meaning of the words "in front of") when they enter first grade in primary school (Nyborg and Nyborg, 1990). Students who lack these abilities either with regard to mathematics or language are from the beginning of schooling limited in their mathematical performance and in a "risk zone" of developing learning difficulties in mathematics. Teaching the teachers a consciousness for the use of language in mathematics teaching as well as educating them to have a special focus on developing the vocabulary of the students can render the mathematics teaching more inclusive. Furthermore, it may help students with different ethnical background to succeed in mathematics (Johansen; 2007).

  17. Developing laboratory research techniques for an ongoing research program in a high school classroom

    Science.gov (United States)

    Adornato, Philip

    Incorporating research into a high school classroom is an excellent way to teach students fundamental concepts in science. One program that incorporates this approach is the Waksman Student Scholar Program (WSSP), which allows high school students, teachers and Rutgers professors to work side by side on an ongoing molecular biology research program. Students in the program first isolated plasmid clones from bacteria that contain cDNA fragments of genes from the Brine Shrimp Artemia franciscana. They then determined the size of the DNA by performing molecular biology experiments. Students then analyzed the DNA sequence and after review from WSSP staff and high school teachers, the student's sequences were published in the National Center for Biotechnology Information (NCBI) database. This was often the last step in the project the students performed. However, if the project were being conducted in a research lab instead of a high school, the cDNA clone would often be further analyzed. In the past, safety, convenience, and affordability have limited the availability of these experiments in a high school setting. Although additional bioinformatic experiments could easily be performed in the high school, there is a strong need for additional "wet lab" experiments to keep the students engaged and motivated to work on the project. I have worked on developing three experimental modules that can be performed in a high school setting. These experiments were tested with the students and teachers of the WSSP. This work will expand the scope of experiments that can be performed in a high school environment.

  18. Accuracy of Teachers' Predictions of Language Minority and Majority Students' Language Comprehension

    Science.gov (United States)

    Wold, Astri Heen

    2013-01-01

    The classroom is an important context of second language learning for language minority children. Teachers are responsible for creating good learning opportunities by securing language use well adjusted to the children's level of comprehension. Thus, teachers should have realistic expectations of this. The purpose of the research is to…

  19. Experimental research on thermal comfort in the university classroom of regular semesters in Korea

    International Nuclear Information System (INIS)

    This research has investigated physical variables affecting indoor thermal comfort and subjective responses of thermal comfort of students in a university in Korea in which the weather is oceanic temperate climate, and has been performed to contribute to the research fields of Sustainable Thermal Standard and Adaptive Thermal Comfort (ATC). This research is based on the ISO 7730-2005 standard and the ATC theories and 4 main variables of PMV such as dry bulb temperature (Ta), relative humidity (RH), black bulb temperature (Tg), and air velocity (Va) are measured once a week during two regular semesters. A clothing insulation, a thermal sensation vote (TSV), an acceptability of thermal environment, and a preference for cooling and heating are investigated at the same time using a questionnaire. This study was carried out for 26 weeks during the spring season, from March to June 2009, and the autumn season, from September to December 2009. The main achievements of this study are as follows. Monthly Mean Outdoor Temperature (MMOT) and Operative Temperature (OT) in the classroom during research periods are 7.4?23.3 .deg. C and 17.5?29.0 .deg. C, respectively. The acceptability ratio of thermal environment shows over 80% when the range of OT in the classroom is 17?25 .deg. C, and the range can be applicable to operative index of heating and cooling of classroom. The mean TSV of respondents is almost 'neutral (0)' when the PMV in the classroom moves to 'neutral (0)' an classroom moves to 'neutral (0)' and 'slightly cool (-1)', and the TSV is almost '+1.5' when the PMV moves to 'slightly warm (+1)'. The acceptability ratio of thermal environment is slightly different from ASHRAE Standard 55-2004. So it is necessary to more investigate standard range of acceptability of thermal environment in oceanic temperate climate region using much more databases

  20. First language transfer in second language writing: An examination of current research

    Directory of Open Access Journals (Sweden)

    Khaled Karim

    2013-01-01

    Full Text Available First language (L1 transfer has been a key issue in the field of applied linguistics, second language acquisition (SLA, and language pedagogy for almost a century. Its importance, however, has been re-evaluated several times within the last few decades. The aim of this paper is to examine current research that has investigated the role of L1 transfer in second language (L2 writing. The paper begins by discussing the different views of L1 transfer and how they have changed over time and then reviews some of the major studies that have examined the role of L1 transfer both as a learning tool and as a communicative strategy in L2 writing. The paper concludes with a number of suggestions for L2 writing instruction and future research.

  1. Classroom-Based Science Research at the Introductory Level: Changes in Career Choices and Attitude

    OpenAIRE

    Harrison, Melinda; dunbar, David; Ratmansky, Lisa; Boyd, Kimberly; Lopatto, David

    2011-01-01

    Our study, focused on classroom-based research at the introductory level and using the Phage Genomics course as the model, shows evidence that first-year students doing research learn the process of science as well as how scientists practice science. A preliminary but notable outcome of our work, which is based on a small sample, is the change in student interest in considering different career choices such as graduate education and science in general. This is particularly notable, as previou...

  2. Fostering Intercultural Communicative Competence in the Foreign Language Classroom: Pedagogical Implications

    OpenAIRE

    Vicente Beltrán-Palanques

    2014-01-01

    The development of learners' communicative competence has been regarded as the major goal of foreign and second language teaching. Several authors have advanced various communicative models in order to better explain how language teaching and learning work (e.g. Canale & Swain, 1980; Canale, 1983; Bachman, 1990; Celce-Murcia et al. 1995; Usó-Juan & Martínez-Flor 2006). One of the elements of the communicative model is that of intercultural competence (Byram, 1997; Usó-Juan & Martínez-Flor...

  3. PRACTICAL VALUE OF UNDERSTANDING THE MINDSET OF SECONDARY SCHOOL TEACHERS AND STUDENTS IN ENGLISH LANGUAGE CLASSROOM

    OpenAIRE

    Noora Abdul Kader

    2013-01-01

    Understanding the mind set of students and teachers seeks much more importance in the present scenario. The present study is intended to find the type of mindset of secondary school students in learning English language on the select areas and also made an attempt to find out the effect of fixed mindset of students on the attitude of students towards English language. Understanding the mind set of secondary school English teachers regarding the performance and attitude of students in learning...

  4. Teaching culture in the Japanese language classroom: A NSW case study

    OpenAIRE

    Caroline Mahoney

    2009-01-01

    This study examines, through a qualitative case study approach, how non-native-speaking (NNS) Japanese language teachers in New South Wales (NSW) teach culture and why. The study seeks to understand the pedagogy used to teach culture, teachers’ attitudes and beliefs on teaching culture and how these attitudes and beliefs have been influenced by past experiences. This study also explores how the NSW K-10 Japanese syllabus and concepts of Intercultural Language Learning (IcLL) are being imple...

  5. The Effects of Global Education in the English Language Conversation Classroom

    OpenAIRE

    Reza Omidvar; Benjamin Sukumar

    2013-01-01

    Global education is the backbone of balanced teaching. This is also applicable in the second language teaching domain where its application could result in enhancing global awareness and the linguistic competence of learners. It is, however, important to consider the platform of teaching English to speakers of other languages where the participant’s content as well as task plays an important role in enhancing the learning curve. With the above as a theoretical background, this study puts gl...

  6. Language and space in a multilingual undergraduate physics classroom in Rwanda

    OpenAIRE

    Andersson, Ingrid; Rusanganwa, Joseph

    2011-01-01

    This case study examines how a lecturer and a group of students adjust to a request for English-only medium of instruction in tertiary education. The study draws on sociocultural theories considering context and language use as tools for meaning making. Goffman's theories of stage setting and footing are used to analyse how the lecturer positions himself in relation to language use. The findings show that in the observed session the lecturer used code-switching as a tool to extend students’...

  7. The Role of the African Languages Research Institute in Addressing Language of Instruction Dilemmas in Zimbabwe

    Directory of Open Access Journals (Sweden)

    Jesta Masuku

    2011-10-01

    Full Text Available

    Abstract: The lexicographic work of the African Languages Research Institute (ALRI has played a significant role in attempting to avoid some of the dilemmas associated with using African languages as media of instruction in the Zimbabwean education system. Monolingual Shona and Ndebele dictionaries, biomedical reference works, dictionaries of musical, literary and linguistic terms as well as children's dictionaries constitute part of ALRI's contribution towards the goal of mainstreaming African languages in the education system. This article is an evaluation of the research activities taking place at ALRI. The aim of the article is to demonstrate that if they receive adequate attention through corpus planning, African languages possess the capacity to play an important role as media of instruction across the entire spectrum of the education curricula in Zimbabwe and elsewhere. The article concludes by observing that, if the efforts of ALRI are to succeed, there is need for the co-operation of all stakeholders in language practice.

    Keywords: DICTIONARIES, LEXICOGRAPHY, LEXICOGRAPHER, LEXICOGRAPHIC RESEARCH, INDIGENOUS AFRICAN LANGUAGES, AFRICAN LANGUAGES RESEARCH INSTITUTE (ALRI, EDUCATION, CURRICULUM, MEDIUM OF INSTRUCTION, SHONA, NDEBELE, ZIMBABWE

    Opsomming: Die rol van die African Languages Research Institute by die hantering van onderrigtaaldilemmas in Zimbabwe. Die leksikografiese werk van die African Languages Research Institute (ALRI het 'n betekenisvolle rol gespeel om sommige van die dilemmas te probeer vermy wat gepaard gaan met die gebruik van Afrikatale as onderrigmedia in die Zimbabwiese opvoedingstelsel. Eentalige Sjona- en Ndebelewoordeboeke, biomediese naslaanwerke, woordeboeke van musiek-, letterkunde- en taalkundeterme sowel as woordeboeke vir kinders maak deel uit van ALRI se bydrae tot die doelwit om Afrikatale in die hoofstroom van die opvoedingstelsel te plaas. Hierdie artikel is 'n beoordeling van die navorsingsaktiwiteite wat by ALRI plaasvind. Die doel van die artikel is om te toon dat, indien hulle voldoende aandag deur korpusbeplanning ontvang, Afrikatale die vermoë besit om 'n belangrike rol as onderrigmedia oor die hele spektrum van die opvoedingsleerplanne in Zimbabwe en elders te speel. Die artikel sluit met die waarneming dat, indien die pogings van ALRI wil slaag, daar behoefte is aan die same-werking van alle belanghebbendes in die taalpraktyk.

    Sleutelwoorde: WOORDEBOEKE, LEKSIKOGRAFIE, LEKSIKOGRAAF, LEKSIKO-GRAFIESE NAVORSING, INHEEMSE AFRIKATALE, AFRICAN LANGUAGES RESEARCH INSTITUTE (ALRI, OPVOEDING, LEERPLAN, ONDERRIGMEDIUM, SJONA, NDEBELE, ZIMBABWE

  8. Overcoming Constraints of Building Successful Partnerships Incorporating STEM Research Into K-12 Classrooms

    Science.gov (United States)

    Radencic, S.; McNeal, K. S.; Pierce, D.; Hare, D.

    2011-12-01

    The Initiating New Science Partnerships in Rural Education (INSPIRE) program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on the advancement of Earth and Space science education in K-12 classrooms. INSPIRE is currently in its second year of partnering ten graduate students from the STEM fields of Geosciences, Engineering and Chemistry at MSU with five teachers from local, rural school districts. The five year project serves to increase inquiry and technology experiences in science and math while enhancing graduate student's communication skills as they create interactive lessons linking their STEM research focus to the state and national standards covered in the classrooms. Each graduate student is responsible for the development of two lessons each month of the school year that are then published on the INSPIRE project webpage, www.gk12.msstate.edu, where they are a free resource for any K-12 classroom teacher seeking innovative activities for their classrooms. Many of the participating teachers and graduate students share activities developed with non-participating teachers, expanding INSPIRE's outreach throughout the local community. Numerous challenges were met during the formation of the program as well as throughout the first year in which the project management team worked together to find solutions ensuring that INSPIRE maintained successful partnerships for all involved. Proposed solutions of the following key components were identified by INSPIRE through the development, implementation, and continuous evaluation (internal and external) of the first year of the program as areas that can pose challenges to the construction of strong relationships between STEM research and K-12 classrooms: initializing the partnerships with the K-12 classrooms and STEM graduate fields at the university; maintaining strong partnerships; providing appropriate training and support; developing sound resources involving STEM research, inquiry, and technology; implementing STEM graduate research into the classroom; clarifying potential benefits for all involved partners (school districts, teacher, university departments, graduate students and K-12 students); improving management methods; and planning for sustainability of partnerships and resources developed including synergy with other university outreach projects.

  9. English language teaching textbooks content, consumption, production

    CERN Document Server

    Harwood, Nigel

    2013-01-01

    English language teaching textbooks (or coursebooks) play a central role in the life of a classroom. This edited volume contains research-informed chapters focusing on: analysis of textbook content; how textbooks are used in the classroom; and textbook writers' accounts of the materials writing, design, and publishing process.

  10. The Cultural Dimensions of Language Teaching and Learning : Research Timeline

    DEFF Research Database (Denmark)

    Risager, Karen

    2011-01-01

    Language teaching and learning has many different cultural dimensions, and over the years more and more of these have been the subject of research. The first dimension to be explored was that of content: the images of target language countries and the world that were offered in textbooks and presented in class. The next dimension was that of the learner: the (inter)cultural learning, competence and identity of the learner or subject. The next dimension was context: the situation and role of language teaching and learning in society and in the world.

  11. The Teaching and Learning of Arabic Post 9/11: Late Modernity and Possibilities for Change in Language Classrooms

    Science.gov (United States)

    Abbadi, Sawsan Omar

    2011-01-01

    In this current era of postmodernity, globalization, and new technological and social conditions, new approaches to literacy teaching are being introduced and examined. Studies that explore complexities of language teaching and learning in discourses of postmodernity as they relate to college contexts are significant for educators, researchers,…

  12. The Application of Statistics Education Research in My Classroom

    Science.gov (United States)

    Jordan, Joy

    2007-01-01

    A collaborative, statistics education research project (Lovett, 2001) is discussed. Some results of the project were applied in the computer lab sessions of my elementary statistics course. I detail the process of applying these research results, as well as the use of knowledge surveys. Furthermore, I give general suggestions to teachers who want…

  13. Teacher Professional Development Programs Promoting Authentic Scientific Research in the Classroom

    Science.gov (United States)

    Sukow, W. W.

    2003-12-01

    Research Experiences for Teachers (RET) are a fundamentally different kind of professional development (PD) than the more typical teacher PD workshop format. In the past decade RET has evolved from "a great summer research experience with slides to show students" to an equal emphasis on transfer to the classroom so students "learn science by doing science" as they engage in authentic scientific research. Different models for RET have evolved as well as methods to increase the transfer to the classroom of thelearning-science-by-doing-science pedagogical paradigm. In the Elementary, Secondary, And Informal Education (ESIE) division at NSF, different RET models have been developed through program emphases such as Teacher Leadership, Research Experiences for Teachers and Students programs and most recently through Teacher Retention and Renewal programs. Some of them include the Research Based Science Education I project at NOAO, Research Experiences In Industry at Mississippi State, QuarkNet at Fermilab, The Cosmic Ray Observatory Project at University of Nebraska-Lincoln, the Teacher Experiencing Antarctica/the Arctic program, oceanographic research in The Teacher ARMADA project at the University of Rhode Island, and the Science Research in High School project at SUNY-Albany. Regardless of the RET model, one of the critical results is the development of a professional learning community that outlives the research experience and the RET program. RET programs exemplify the integration of science disciplinary research and education, which is a critical component of NSF's strategic plan.

  14. PRACTICAL VALUE OF UNDERSTANDING THE MINDSET OF SECONDARY SCHOOL TEACHERS AND STUDENTS IN ENGLISH LANGUAGE CLASSROOM

    Directory of Open Access Journals (Sweden)

    Noora Abdul Kader

    2013-07-01

    Full Text Available Understanding the mind set of students and teachers seeks much more importance in the present scenario. The present study is intended to find the type of mindset of secondary school students in learning English language on the select areas and also made an attempt to find out the effect of fixed mindset of students on the attitude of students towards English language. Understanding the mind set of secondary school English teachers regarding the performance and attitude of students in learning English language on select areas revealed the result that most of the teachers are having fixed mind set and there is an urgent necessity to change the situation. A sample of 100 secondary school students and 20 secondary school English teachers were selected randomly from the state of Kerala. Majority of students are having fixed mindset in select areas and they believe that it is talent which is worthwhile and their effort won’t do anything in learning English language. A shift in this situation is the need of the hour. For that the teachers should change their mindset and motivate the learners to assure themselves that their intelligence is not static.

  15. Using Explicit Positive Assessment in the Language Classroom: IRF, Feedback, and Learning Opportunities

    Science.gov (United States)

    Waring, Hansun Zhang

    2008-01-01

    Within the framework of sociocultural theory, learning is conceptualized as participation rather than acquisition (Donato, 2000). Given the governing metaphor of changing participation as learning (Young & Miller, 2004), an important contribution conversation analysis can make to the study of second language acquisition is to detail the…

  16. A Toolkit of Strategies: Building Literacy in the World Languages Classroom

    Science.gov (United States)

    Zeppieri, Rosanne; Russel, Priscilla

    2013-01-01

    In elementary schools around the United States, children learn in text-rich environments with literacy a primary goal of instruction, whether the instruction is in Arabic, Chinese, English, French, Russian, or Spanish. Nonetheless, second language instruction is often overlooked as a vehicle for building students' reading, writing, speaking,…

  17. Resilient and Nonresilient Hispanic English Language Learners' Attitudes toward Their Classroom Learning Environment in Mathematics

    Science.gov (United States)

    Rivera, Hector H.; Waxman, Hersh C.

    2011-01-01

    This study examines resilient and nonresilient characteristics in mathematics among Hispanic students in a major metropolitan city located in the south central region of the United States. The study examined data from semistructure interviews of 118 resilient and nonresilient English language learners (ELLs) in 4th and 5th grade. The interviews…

  18. Discourse Analysis of Language Choice and Code-Switching: Classroom Strategies

    Science.gov (United States)

    Boztepe, Erman

    2009-01-01

    There is an ever-increasing trend in the world today to adopt English as the language of instruction in higher education. The increase is in part due to the views that such adoption constitutes the key to competitiveness in a globalized higher education market. Thus, a growing number of universities in non-English-speaking countries switch to…

  19. The Use of Videoconferencing to Support Multimodal Interaction in an Online Language Classroom

    Science.gov (United States)

    Hampel, Regine; Stickler, Ursula

    2012-01-01

    The introduction of virtual learning environments has made new tools available that have the potential to support learner communication and interaction, thus aiding second language acquisition both from a psycholinguistic and a sociocultural point of view. This article focuses on the use of videoconferencing in the context of a larger exploratory…

  20. Language and Space in a Multilingual Undergraduate Physics Classroom in Rwanda

    Science.gov (United States)

    Andersson, Ingrid; Rusanganwa, Joseph

    2011-01-01

    This case study examines how a lecturer and a group of students adjust to a request for English-only medium of instruction in tertiary education. The study draws on sociocultural theories considering context and language use as tools for meaning making. Goffman's theories of stage setting and footing are used to analyse how the lecturer positions…

  1. Strategies and Struggles in the ELT Classroom: Language Policy, Learner Autonomy, and Innovative Practice

    Science.gov (United States)

    Rivers, Damian J.

    2011-01-01

    Within the Japanese English Language Teaching context and consistent with the dominant conversation role assigned to the native English speaker teacher, there exists a belief that the most effective manner in which to teach and promote multilingualism and intercultural understanding is through restricting students to monolingual practices and…

  2. Aboriginal Education as Cultural Brokerage: New Aboriginal Teachers Reflect on Language and Culture in the Classroom

    Science.gov (United States)

    Kitchen, Julian; Cherubini, Lorenzo; Trudeau, Lyn; Hodson, Janie M.

    2009-01-01

    This paper reports on a Talking Circle of six beginning Aboriginal teachers who discussed their roles as teachers. Participants criticized teacher education programs for not preparing them to teach in ways that are respectful of Aboriginal languages and culture. They discussed the importance of coming to know themselves and their culture. The…

  3. Discussing Animal Rights and Animal Research in the Classroom.

    Science.gov (United States)

    Herzog, Harold A.

    1990-01-01

    Reviews two prominent philosophical justifications for animal liberation and describes a simulation that facilitates class discussion of animal research issues. Students reported that the exercise increased their awareness of the issues and of the complexity of making ethical decisions. (DB)

  4. Research on teaching of "Solar Eclipse" in primary classroom

    OpenAIRE

    So, Winnie Wing Mui; Kwong, Yun Foon

    2003-01-01

    It has been realized that children have their own understanding of how the world works preceding formal education in schools. It is also found in research that the social-cultural views about specific scientific concepts have generated certain alternative concepts in pupils. A great number of western studies have been done to find out students' science understanding; less has been done to understand local children's understanding of science. This research attempts to explore children's unders...

  5. Building Teachers’ Understanding of Classroom Action Research: A Rural Case Study in Indonesia

    OpenAIRE

    Dodi Sukmayadi; Titi Chandrawati; Adhi Susilo; Ngadi Marsinah; Herawati; Della Raymena Jovanka; Denny Setiawati; [None] Kartono; [None] Hasanudin; [None] Afriani

    2011-01-01

    Indonesia Open University (UT: Universitas Terbuka) is a large, open university delivering distance education to students throughout Indonesia. An important aspect of its mission is to provide opportunities for Indonesian teachers to improve their education in-service. This includes two courses on classroom action research. In order to assess the effectiveness of these courses and, if necessary, improve them, a team of lecturers from UT conducted an investigation of the challenges teachers we...

  6. The embodied turn in research on language and social interaction

    DEFF Research Database (Denmark)

    Nevile, Maurice

    2015-01-01

    I use the term the embodied turn to mean the point when interest in the body became established among researchers on language and social interaction, exploiting the greater ease of video-recording. This review paper tracks the growth of "embodiment" in over 400 papers published in Research on Language and Social Interaction from 1987-2013. I consider closely two areas where analysts have confronted challenges, and how they have responded: settling on precise and analytically helpful terminology for the body; and transcribing and representing the body, particularly its temporality and manner.

  7. Language Learning Strategy Research: Where do we go from here?

    OpenAIRE

    Heath Rose

    2012-01-01

    Language learning strategy (LLS) research has been on the decline since the mid-1990s, when there was a boom in strategy research. This decline is, in part, due to growing criticisms of categorizations of learning strategies (Dörnyei, 2005), the data collection instruments used (Dörnyei, 2005; Woodrow, 2005), and contradictory and questionable results (Hadwin & Winne, 1996). In more recent years some research has been conducted under the umbrella of terms such as strategic learning and self...

  8. Close-to-practice classroom research by way of Vygotskian units of analysis

    OpenAIRE

    Gade, Sharada

    2012-01-01

    This paper discusses the potential of Vygotskian units in researching classroom practices. Adopting a close-to-practice approach and action research where possible, an attempt is made to shed light on ongoing practices across grades 4-6, 7-9 and the gymnaisum. The theory/practice approach adopted keeps alive the relationship between theory-which-informs and theory-being-built, as well as existing-practice and steered-practice in these studies. The potential to inform researcher reflexivity an...

  9. Performativity Theory and Language Learning: Sedimentating, Appropriating, and Constituting Language and Subjectivity

    Science.gov (United States)

    Miller, Elizabeth R.

    2012-01-01

    This article examines several "language practice" interactions among adult immigrant students in an ESL classroom in the U.S. from the perspective of performativity theory. In drawing on performativity theory, it conceptualizes such classroom interactions, along with the research practices used to investigate them, as constitutive actions. That…

  10. Research, Development, and the Classroom Teacher Producer/Consumer.

    Science.gov (United States)

    DeVault, M. Vere, Ed.; And Others

    This bulletin contains six articles designed to assist teachers in understanding research and development activities so that they may have a more positive impact on educational practices in schools. The first article reviews significant issues in elementary education, focuses on problems that have prevented a successful implementation of past…

  11. CLIL Across languages: research outcomes in two bilingual communities

    Directory of Open Access Journals (Sweden)

    Yolanda RUIZ DE ZAROBE

    2011-12-01

    Full Text Available 0 0 1 193 1064 Instituto Universitario de Ciencias de la Educación 8 2 1255 14.0 Normal 0 21 false false false ES JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-ansi-language:ES; mso-fareast-language:EN-US;} Content and Language Integrated Learning (CLIL seems to be fully accepted as the preferred approach at present to promote multilingualism in Europe. Spain has also followed this trend, although the way it has been implemented varies depending on the community involved, whether monolingual or bilingual, since in the latter case the foreign language, usually English, adds to two previous languages. The aim of this paper is to carry out a comparison of the linguistic competence attained in two bilingual communities, namely the Basque Country and Catalonia, two settings where we find both educational approaches: on the one hand, a traditional English as a Foreign Language (non-CLIL strand and, on the other, the CLIL strand. More precisely, we will analyse the written competence that secondary students reach in these two communities when different variables are considered. Firstly, we will compare the educational approach followed in the communities (CLIL versus non-CLIL and, secondly, we will analyse the influence of the number of hours of instruction in two different age groups. Our results demonstrate that the amount of instruction has an important bearing on written competence, irrespective of the approach followed in the classroom

  12. Computer-assisted Language Learning

    OpenAIRE

    Bennett, T. John A.

    2011-01-01

    This article will provide an overview of computers; an overview of the history of CALL, its pros and cons, the internet, World Wide Web, Multimedia, and research related to the uses of computers in the language classroom. Also, it also aims to provide some background for the beginners on using the Internet in language classes today. It discusses some of the common types of Internet activities that are being used today, what the minimum requirements are for using the Internet for language lear...

  13. The Combine Project: An Experience in a Dual-Language Classroom

    Directory of Open Access Journals (Sweden)

    Rebecca Wilson

    2001-01-01

    Full Text Available This article describes what happened when a bilingual kindergarten class in West Liberty, Iowa, investigated a combine. The dual-language program supports content area instruction in both Spanish and English. The first part of the article tells the story of the Combine Project, this class's first project work. The story begins with a typical kindergarten field trip to a farm and ends with a parent night to show a combine constructed by the kindergartners. The second part of the article discusses the teacher's reflections on learning how to guide projects. Reflections by the teacher include relating kindergarten goals to projects, supporting second-language learners, involving parents, and including children with special needs.

  14. Critical literacy in the english language classroom O letramento crítico na aula de língua inglesa

    OpenAIRE

    Clarissa Menezes Jordão; Francisco Carlos Fogaça

    2012-01-01

    This paper reports the experience of developing teaching materials for public school teachers and students in southern Brazil in a project funded by the Education Department of Paraná State. The materials were intended as resources to be used by teachers according to their needs and those of their local communities, rather than as a textbook per se. The theory underlying this project is based on critical literacy and the idea that language is discourse, i.e. embedded in cultural and ideologi...

  15. Teacher Gesture and Lexical Focus on Form in a Foreign Language Classroom

    Science.gov (United States)

    Inceoglu, Solène

    2015-01-01

    This article explores the use of gesture by a French language teacher during lexical focus on form (FonF). The analysis compares pre-emptive FonF (before a problem in communication has occurred), and reactive FonF (after a problem has occurred) and looks at the differences between teacher-initiated and learner-initiated FonF in the use and type of…

  16. The dynamic nature of motivation in language learning: A classroom perspective

    OpenAIRE

    Pawlak, Miros?aw

    2012-01-01

    When we examine the empirical investigations of motivation in second and foreign language learning, even those drawing upon the latest theoretical paradigms, such as the L2 motivational self system (Dörnyei, 2009), it becomes clear that many of them still fail to take account of its dynamic character and temporal variation. This may be surprising in view of the fact that the need to adopt such a process- oriented approach has been emphasized by a number of theorists and resear...

  17. The Combine Project: An Experience in a Dual-Language Classroom

    OpenAIRE

    Rebecca Wilson

    2001-01-01

    This article describes what happened when a bilingual kindergarten class in West Liberty, Iowa, investigated a combine. The dual-language program supports content area instruction in both Spanish and English. The first part of the article tells the story of the Combine Project, this class's first project work. The story begins with a typical kindergarten field trip to a farm and ends with a parent night to show a combine constructed by the kindergartners. The second part of the article discus...

  18. Natural Conversation Reconstruction Tasks: The Language Classroom as a Meeting Place

    OpenAIRE

    Jun Ohashi

    2009-01-01

    This paper, drawing on Pratt’s notion of ‘transculturation’ and Bhabha’s ‘third space’, presents an example of language learning tasks that empower learners’ agency and promote their cross-cultural awareness and sensitivities to a different set of cultural expectations, using a naturally occurred Japanese thanking episodes. The paper discusses the merits of Natural Conversation Reconstruction Tasks (NCRTs) as a practical method for helping L2 learners develop this ‘intercultu...

  19. Fostering the autonomous use of communication strategies in the foreign language classroom

    OpenAIRE

    Manchón, Rosa María

    2000-01-01

    This paper focuses on one criterial aspect of learner autonomy generally referred to as 'learner training'. More specifically, the aim of the paper is to review both the proposals suggesting a beneficial effect of training learners in the use of one specific group of language- use strategies known as Communication Strategies (CS), and the suggestions concerning how to implement such training. As a broader aim, the paper presents an assessment of the proposals previously reviewed in the light ...

  20. Research into Sexism in Language Testing & Its Implications to Language Testing in China

    Science.gov (United States)

    Tao, Baiqiang

    2007-01-01

    This paper reviews foreign and domestic sexism research and practice in language testing and reveals that China lags behind in this sociolinguistics perspective in both theoretical study and practice. The paper indicates that sexism is represented in the listening comprehension section in National Matriculation English Test (NMET) after a case…

  1. Creating a Classroom Where Readers Flourish

    Science.gov (United States)

    Miller, Donalyn

    2012-01-01

    Numerous research studies prove that wide reading improves children's comprehension, background knowledge, vocabulary, fluency, and writing. The author, a sixth-grade language arts teacher, describes the classroom conditions and instructional practices that encourage wide reading and increase her students' reading motivation such as choice in…

  2. Research on Fostering Intercultural Communication Competence of Foreign Language Learners

    Directory of Open Access Journals (Sweden)

    Yueqin HAN

    2013-03-01

    Full Text Available Globalization has made cross-cultural communication a necessity. The mobility of people and the contact between countries have greatly increased cross-cultural communication. Intercultural awareness has become a prerequisite for successful cross-cultural communication. Intercultural awareness is required if a foreign language learner is to achieve the intercultural communication competence, which is now considered to be the major goal of foreign language learning. Intercultural communication competence is multi-dimensional in nature, implicating not only the linguistic competence, but also the power of perceiving and interpreting socio-cultural events, and the behavioral ability of coping independently with cross-cultural encounters. The objective of this paper is to present an overview of how language and culture are dealt with from a cross-cultural perspective, to discuss concerns with defining norms and standards for foreign language learning raised by this perspective, and to consider how to foster the intercultural communication competence by pedagogical approaches that integrate current understandings and researches of language, culture and learning into their curricular and instructional designs.Key words: Intercultural awareness; Intercultural communication competence; Language and culture; Socio-cultural perspective; Curriculum design

  3. A Framework for Successful Research Experiences in the Classroom: Combining the Power of Technology and Mentors

    Science.gov (United States)

    Graff, Paige Valderrama; Stefanov, William L.; Willis, Kim; Runco, Susan; McCollum, Tim; Lindgren, Charles F.; Baker, Marshalyn; Mailhot, Michele

    2011-01-01

    Authentic research opportunities in the classroom are most impactful when they are student-driven and inquiry-based. These experiences are even more powerful when they involve technology and meaningful connections with scientists. In today's classrooms, activities are driven by state required skills, education standards, and state mandated testing. Therefore, programs that incorporate authentic research must address the needs of teachers. NASA's Expedition Earth and Beyond (EEAB) Program has developed a framework that addresses teacher needs and incorporates the use of technology and access to mentors to promote and enhance authentic research in the classroom. EEAB is a student involvement program that facilitates student investigations of Earth or planetary comparisons using NASA data. To promote student-led research, EEAB provides standards-aligned, inquiry-based curricular resources, an implementation structure to facilitate research, educator professional development, and ongoing support. This framework also provides teachers with the option to incorporate the use of technology and connect students with a mentor, both of which can enrich student research experiences. The framework is structured by a modeled 9-step process of science which helps students organize their research. With more schools gaining increased access to technology, EEAB has created an option to help schools take advantage of students' interest and comfort with technology by leveraging the use of available technologies to enhance student research. The use of technology not only allows students to collaborate and share their research, it also provides a mechanism for them to work with a mentor. This framework was tested during the 2010/2011 school year. Team workspaces hosted on Wikispaces for Educators allow students to initiate their research and refine their research question initially without external input. This allows teams to work independently and rely on the skills and interests of team members. Once teams finalize their research question, they are assigned a mentor. The mentor introduces himself/herself, acknowledges the initial work the team has conducted, and asks a focused question to help open the lines of communication. Students continue to communicate with their mentor throughout their research. As research is completed, teams can share their investigation during a virtual presentation. These live presentations allow students to share their research with their mentor, other scientists, other students, parents, and school administrators. After the initial year of testing this authentic research process, EEAB is working to address the many lessons learned. This will allow the program to refine and improve the overall process in an effort to maximize the benefits. Combined, these powerful strategies provide a successful framework to help teachers enhance the skills and motivation of their students, preparing them to become the next generation of scientists, explorers, and STEM-literate citizens of our nation.

  4. A Framework for Successful Research Experiences in the Classroom: Combining the Power of Technology and Mentors

    Science.gov (United States)

    Graff, P. V.; Stefanov, W. L.; Willis, K.; Runco, S.; McCollum, T.; Lindgren, C. F.; Baker, M.; Mailhot, M.

    2011-12-01

    Authentic research opportunities in the classroom are most impactful when they are student-driven and inquiry-based. These experiences are even more powerful when they involve technology and meaningful connections with scientists. In today's classrooms, activities are driven by state required skills, education standards, and state mandated testing. Therefore, programs that incorporate authentic research must address the needs of teachers. NASA's Expedition Earth and Beyond (EEAB) Program has developed a framework that addresses teacher needs and incorporates the use of technology and access to mentors to promote and enhance authentic research in the classroom. EEAB is a student involvement program that facilitates student investigations of Earth or planetary comparisons using NASA data. To promote student-led research, EEAB provides standards-aligned, inquiry-based curricular resources, an implementation structure to facilitate research, educator professional development, and ongoing support. This framework also provides teachers with the option to incorporate the use of technology and connect students with a mentor, both of which can enrich student research experiences. The framework is structured by a modeled 9-step process of science which helps students organize their research. With more schools gaining increased access to technology, EEAB has created an option to help schools take advantage of students' interest and comfort with technology by leveraging the use of available technologies to enhance student research. The use of technology not only allows students to collaborate and share their research, it also provides a mechanism for them to work with a mentor. This framework was tested during the 2010/2011 school year. Team workspaces hosted on Wikispaces for Educators allow students to initiate their research and refine their research question initially without external input. This allows teams to work independently and rely on the skills and interests of team members. Once teams finalize their research question, they are assigned a mentor. The mentor introduces himself/herself, acknowledges the initial work the team has conducted, and asks a focused question to help open the lines of communication. Students continue to communicate with their mentor throughout their research. As research is completed, teams can share their investigation during a virtual presentation. These live presentations allow students to share their research with their mentor, other scientists, other students, parents, and school administrators. After the initial year of testing this authentic research process, EEAB is working to address the many lessons learned. This will allow the program to refine and improve the overall process in an effort to maximize the benefits. Combined, these powerful strategies provide a successful framework to help teachers enhance the skills and motivation of their students, preparing them to become the next generation of scientists, explorers, and STEM-literate citizens of our nation.

  5. LANGUAGES AND LANGUAGE VARIETIES: COMPARATIVE RESEARCH ON THE LINGUISTIC ATTITUDES IN FOUR BILINGUAL MINORITY COMMUNITIES IN HUNGARY

    OpenAIRE

    Anna Borbely

    2011-01-01

    A central issue of this paper is to study the patterns in variation of attitudes toward minority language varieties in four minority communities from Hungary: German, Slovak, Serb and Romanian. This study takes part from the research which focuses on how to obtain significant information about the mechanism of the language shift process concerning autochthonous minorities in Hungary. The results demonstrate that in the course of language shift communities at an advanced stage of language shif...

  6. Dyslexia in Chinese Language: An Overview of Research and Practice

    Science.gov (United States)

    Chung, Kevin K. H.; Ho, Connie S. H.

    2010-01-01

    Dyslexia appears to be the most prevalent disability of students with special educational needs in many mainstream classes, affecting around 9.7% of the school population in Hong Kong. The education of these students is therefore of great concern to the community. In the present paper research into dyslexia in the Chinese language is briefly…

  7. Art and Science in Second Language Acquisition Research.

    Science.gov (United States)

    Schumann, John H.

    1983-01-01

    Expands on Ochsner's (1979) call for a "bilingual" attitude toward second language acquisition research. Suggests work be viewed as science and art in order to better understand what we do and how we do it. Argues that theorists use artistic and scientific devices in building theories, and consumers of those theories use aesthetic and scientific…

  8. Developing Professional Teacher Researchers: Transforming Language Learning through Discourse Analysis

    Science.gov (United States)

    Troiano, Beverly

    2012-01-01

    I conducted a two-year case study of a cohort of two middle school mainstream teachers, one a mathematics and science teacher and the other a language arts teacher, and one elementary teacher involved in the LSciMAct ("Transforming Literacy, Math and Science Through Participatory Action Research") professional development project. The…

  9. Statistical Literacy among Applied Linguists and Second Language Acquisition Researchers

    Science.gov (United States)

    Loewen, Shawn; Lavolette, Elizabeth; Spino, Le Anne; Papi, Mostafa; Schmidtke, Jens; Sterling, Scott; Wolff, Dominik

    2014-01-01

    The importance of statistical knowledge in applied linguistics and second language acquisition (SLA) research has been emphasized in recent publications. However, the last investigation of the statistical literacy of applied linguists occurred more than 25 years ago (Lazaraton, Riggenbach, & Ediger, 1987). The current study undertook a partial…

  10. Independent Environmental Modeling Research in the Undergraduate Classroom

    Science.gov (United States)

    Whittinghill, K. A.

    2014-12-01

    Models allow scientists and others to represent features and behaviors of environmental systems in order to promote inquiry, develop insights, test hypotheses, and consider solutions to problems. Environmental modeling also offers a way to include independent research on environmental issues in undergraduate classes, especially during winter when outdoor labs are more difficult. I will present on an Environmental Studies Topics course on Environmental Modeling taught at St. Olaf College during interim, including student feedback. The class used primary literature and hands on experiences with computer models to introduce environmentally relevant modeling tools. Topics covered in readings, lectures, or student presentations included process based models of disease, climate, ice, ecosystems, ecosystem services, hydrology, predator-prey systems, and competition among species for resources. Students conducted student-designed original research projects either by developing their own environmental model or by using existing models. Students participating in the class were environmental studies, economics, biology, math, or physics majors, although the class was open to all students who were "comfortable thinking quantitatively". No prior programming experience was required as a prerequisite, although students who had previous experience with R or Matlab were able to design more complex models. The students were graded on their class participation in discussions, several modeling "checkpoint" assignments designed to monitor progress, and on 4 in-class presentations designed to foster a collaborative atmosphere and improve communication skills. While the course was taught over a month-long interim "semester", students were evenly divided in their feedback about whether they would prefer the course in that format or in a semester-long format.

  11. Teachers Learning to Research Climate: Development of hybrid teacher professional development to support climate inquiry and research in the classroom

    Science.gov (United States)

    Odell, M. R.; Charlevoix, D. J.; Kennedy, T.

    2011-12-01

    The GLOBE Program is an international science and education focused on connecting scientists, teachers and students around relevant, local environmental issues. GLOBE's focus during the next two years in on climate, global change and understanding climate from a scientific perspective. The GLOBE Student Climate Research Campaign (SCRFC) will engage youth from around the world in understanding and researching climate through investigations of local climate challenges. GLOBE teachers are trained in implementation of inquiry in the classroom and the use of scientific data collection protocols to develop inquiry and research projects of the Earth System. In preparation for the SCRC, GLOBE teachers will need additional training in climate science, global change and communicating climate science in the classroom. GLOBE's reach to 111 countries around the world requires development of scalable models for training teachers. In June GLOBE held the first teacher professional development workshop (Learning to Research Summer Institute) in a hybrid format with two-thirds of the teachers participating face-to-face and the remaining teachers participating virtually using Adobe Connect. The week long workshop prepared teachers to integrate climate science inquiry and research projects in the classrooms in the 2011-12 academic year. GLOBE scientists and other climate science experts will work with teachers and their students throughout the year in designing and executing a climate science research project. Final projects and research results will be presented in May 2012 through a virtual conference. This presentation will provide the framework for hybrid teacher professional development in climate science research and inquiry projects as well as summarize the findings from this inaugural session. The GLOBE Program office, headquartered in Boulder, is funded through cooperative agreements with NASA and NOAA with additional support from NSF and the U.S. Department of State. GLOBE is supported in countries around the world through bi-lateral agreements between U.S. Department of state and national governments.

  12. Promoting School Success for Chicanos: The View from Inside the Bilingual Classroom. Chapter 5.

    Science.gov (United States)

    Merino, Barbara J.

    This chapter describes the nature of bilingual education for Hispanics of Mexican origin (Chicanos), outlines successful and unsuccessful classroom approaches to bilingual education, and proposes a research agenda for the future. Four principal approaches have been used in observational studies of language use in bilingual classrooms, including…

  13. Disassembling the Classroom--An Ethnographic Approach to the Materiality of Education

    Science.gov (United States)

    Roehl, Tobias

    2012-01-01

    The ethnography of education is challenged by the materiality of the classroom. Ethnographic accounts of school lessons mostly highlight language and interaction and offer no suitable methodology for researching objects and their role in the classroom. Moreover, objects are part of complex and interwoven assemblages involving human actors,…

  14. An introduction to crowdsourcing for language and multimedia technology research

    OpenAIRE

    Jones, Gareth J. F.

    2013-01-01

    Language and multimedia technology research often relies on large manually constructed datasets for training or evaluation of algorithms and systems. Constructing these datasets is often expensive with significant challenges in terms of recruitment of personnel to carry out the work. Crowdsourcing methods using scalable pools of workers available on-demand offers a flexible means of rapid low-cost construction of many of these datasets to support existing research requirements and potentia...

  15. Recruitment and engagement research for a language school

    OpenAIRE

    Hakola, Ilari

    2013-01-01

    The research objective was to find out the current recruitment and engagement methods at a Spanish language school. The theory part includes recruiting with its stages, the engagement of the current employees, and the effects of company image on the recruiting process. In addition, expatriation is dealt with, because some of the employees are from abroad. Focused interview was used as the research method in the study. The number of interviews was nine in total, and each lasted approximate...

  16. L’erreur fondamentale d’attribution dans la classe de langue Fundamental attribution errors in the foreign language classroom

    Directory of Open Access Journals (Sweden)

    Bernd Müller-Jacquier

    2011-10-01

    Full Text Available Dans la classe de langue étrangère, les étudiants apprennent les conventions d’usage de la langue-cible (L2 et passent des tests dans les domaines suivants : lexique, phonétique, grammaire, stylistique, composition, etc. Mais dans la situation de communication authentique et interculturelle, tout le monde fait des erreurs qui résultent de deux ou plusieurs jeux de conventions superposées et utilisées simultanément. Les tâches des co-participants s’avèrent difficiles car il faut, en même temps, d’une part, communiquer en utilisant des expressions (non-, para- linguistiques adéquates, compréhensibles pour l’autre et, d’autre part, interpréter des signes, tout en sachant que l’interlocuteur peut se baser sur des conventions qui peuvent être communes ou « déviantes ».Dans cette contribution, l’auteur veut élaborer des catégories linguistiques et interactionnelles importantes pour maîtriser des situations interculturelles non enseignées dans la classe de langue. L’accent sera mis sur la tendance observée à interpréter les conventions non congruentes comme l’expression d’un état psychologique de l’autre. Dans ces cas d’erreur fondamentale d’attribution, les co-participants négligent la dimension linguistique en attribuant toute expression inattendue à un « fait » psychologique individuel, situationnel ou culturel.Foreign language learners do learn conventions of use of the target language (L2 and are tested in subjects such as lexicon, phonetics, grammar, stylistics, writing skills, etc. However, in real cross-cultural communication situations, everyone commits “errors” due to two or several sets of linguistic conventions, juxtaposed and used simultaneously. Co-participants’ tasks end up being difficult : they must simultaneously firstly communicate by using appropriate and understandable linguistic, non-linguistic and paralinguistic expressions, and secondly, interpret signs which they know that the speaker may refer to shared or unconventional, “misconstrued” L2-conventions.In this paper, the author will elaborate linguistic and interactional categories in order to overcome cross-cultural situations not taught in the language classroom and focus on the trend among speakers in intercultural situations to interpret “deviant” and L2-influenced conventions as expressions of a psychological state. Here, fundamental attribution errors become apparent : co-participants ignore the linguistic dimensions of interpersonal and intercultural interaction by attributing any unexpected “pieces of talk” to individual, situated or cultural psychological categories.

  17. Improving the speech intelligibility in classrooms

    Science.gov (United States)

    Lam, Choi Ling Coriolanus

    One of the major acoustical concerns in classrooms is the establishment of effective verbal communication between teachers and students. Non-optimal acoustical conditions, resulting in reduced verbal communication, can cause two main problems. First, they can lead to reduce learning efficiency. Second, they can also cause fatigue, stress, vocal strain and health problems, such as headaches and sore throats, among teachers who are forced to compensate for poor acoustical conditions by raising their voices. Besides, inadequate acoustical conditions can induce the usage of public address system. Improper usage of such amplifiers or loudspeakers can lead to impairment of students' hearing systems. The social costs of poor classroom acoustics will be large to impair the learning of children. This invisible problem has far reaching implications for learning, but is easily solved. Many researches have been carried out that they have accurately and concisely summarized the research findings on classrooms acoustics. Though, there is still a number of challenging questions remaining unanswered. Most objective indices for speech intelligibility are essentially based on studies of western languages. Even several studies of tonal languages as Mandarin have been conducted, there is much less on Cantonese. In this research, measurements have been done in unoccupied rooms to investigate the acoustical parameters and characteristics of the classrooms. The speech intelligibility tests, which based on English, Mandarin and Cantonese, and the survey were carried out on students aged from 5 years old to 22 years old. It aims to investigate the differences in intelligibility between English, Mandarin and Cantonese of the classrooms in Hong Kong. The significance on speech transmission index (STI) related to Phonetically Balanced (PB) word scores will further be developed. Together with developed empirical relationship between the speech intelligibility in classrooms with the variations of the reverberation time, the indoor ambient noise (or background noise level), the signal-to-noise ratio, and the speech transmission index, it aims to establish a guideline for improving the speech intelligibility in classrooms for any countries and any environmental conditions. The study showed that the acoustical conditions of most of the measured classrooms in Hong Kong are unsatisfactory. The selection of materials inside a classroom is important for improving speech intelligibility at design stage, especially the acoustics ceiling, to shorten the reverberation time inside the classroom. The signal-to-noise should be higher than 11dB(A) for over 70% of speech perception, either tonal or non-tonal languages, without the usage of address system. The unexpected results bring out a call to revise the standard design and to devise acceptable standards for classrooms in Hong Kong. It is also demonstrated a method for assessment on the classroom in other cities with similar environmental conditions.

  18. Teaching materials: a critical position about the role they play in the language classroom

    Directory of Open Access Journals (Sweden)

    Araya Araya, Karla

    2007-12-01

    Full Text Available Resumen: Este artículo se propone esclarecer la importancia y la función que juegan los materiales didácticos –desde los planteamientos de la pedagogía crítica– en la conformación y desarrollo del proceso de la enseñanza-aprendizaje de una lengua. Más allá de la función instrumentalista que suele asignarse a los materiales didácticos, en el presente trabajo éstos se visualizan como construcciones discursivas que pueden facultar la apropiación del pensamiento basada en el desarrollo de habilidades lingüísticas que reflejen un discurso crítico ante los diferentes reclamos (problemas históricos a los que estudiantes se ven expuestos dentro y fuera del aula. Para tal propósito, se realiza una revisión conceptual-teórica sobre la importancia y la función que los materiales tienen en el proceso de enseñanza-aprendizaje de una lengua. Bajo una perspectiva crítica, se aborda el tema de los materiales didácticos y la construcción de la motivación así como el tema de ideología y materiales didácticos. Finalmente, se concluye que en el proceso de enseñanza-aprendizaje de una lengua, los materiales didácticos son reproductores y reproducciones discursivas e ideológicas de ciertas realidades que pueden ofrecer visiones de mundo basadas en los intereses de clases dominantes si no se abordan desde posturas críticas.Abstract: The aim of this article is to state the importance teaching materials have in developing a language teaching-learning process based on the principles of the critical thinking pedagogy. From this perspective, this work questions the traditional conceptions and notions related to instruments of access assigned to materials. They are conceived as discursive constructions that can, or cannot, help to empower students with a critical discourse in order to promote a significant change in their attitudes towards the social, political and economical problems they face every day. To support this position, a conceptual study about theoretical assumptions related to the importance and the role teaching materials have in the language teaching-learning process has been carried out. Also, there is a general analysis regarding the relationship among teaching materials, motivation and ideology. Finally, it can be concluded that materials are reproductions and constructors of certain discursive and ideological realities that usually favor the interests of the dominant classes. That is why a critical position about the role teaching materials have is necessary to prevent the reproduction of prejudices and common sense assumptions about language and society.

  19. Skill-Based L2 Anxieties Revisited: Their Intra-Relations and the Inter-Relations with General Foreign Language Anxiety

    Science.gov (United States)

    Pae, Tae-IL

    2013-01-01

    Recently, research in foreign language anxiety has extended to the examination of more language-skill-specific anxieties. Existing research findings on the language-skill-specific anxieties indicate a consistent negative relationship between individual skill-based anxieties (e.g. listening anxiety) and more general foreign language classroom

  20. Carving the World for Language: How Neuroscientific Research Can Enrich the Study of First and Second Language Learning

    OpenAIRE

    George, Nathan R.; Go?ksun, Tilbe; Hirsh-pasek, Kathy; Golinkoff, Roberta Michnick

    2014-01-01

    Linguistics, psychology, and neuroscience all have rich histories in language research. Crosstalk among these disciplines, as realized in studies of phonology, is pivotal for understanding a fundamental challenge for first and second language learners (SLLs): learning verbs. Linguistic and behavioral research with monolinguals suggests that infants attend to foundational event components (e.g., path, manner). Language then heightens or dampens attention to these components as children map wor...

  1. Research in Progress: Invited Colloquium--Foreign Languages in an Age of Globalization

    Science.gov (United States)

    Kramsch, Claire

    2013-01-01

    With the advent of globalization and the increasingly multilingual and multicultural nature of nations, institutions and classrooms, the fundamental nature of foreign language instruction is changing. Such traditional notions as: "native speaker", "target culture", "standard L2" are becoming problematic with the…

  2. A Research-Informed Approach to Teaching About Exoplanet Detection in STEM Classrooms

    Science.gov (United States)

    Brissenden, Gina; Wallace, C. S.; Prather, E. E.; Traub, W. A.; Greene, W. M.; Biferno, A. A.

    2014-01-01

    JPL’s NASA Exoplanet Exploration Program’s (ExEP) Public Engagement Program, in collaboration with the Center for Astronomy Education (CAE), is engaged in a research and curriculum development program to bring the science of exoplanet detection into STEM classrooms. In recent years, there has been a significant increase in the number of astronomers pursuing research related to exoplanets, along with a significant increase in interest amongst students and the general public regarding the topic of exoplanets. CAE has previously developed a curriculum unit (including Think-Pair-Share questions and a Lecture-Tutorial) to help students develop a deeper understanding of the Doppler method for detecting extrasolar planets. To date, there is a nearly nonexistent research base on students’ conceptual and reasoning difficulties related to the science of the transit and gravitational microlensing methods for detecting extrasolar planets. Appropriate for physical science classrooms from middle school to the introductory college level, the learner-centered active engagement activities we are developing are going through an iterative research and assessment process to ensure that they enable students to achieve increased conceptual understandings and reasoning skills in these areas. In this talk, we will report on our development process for two new Lecture-Tutorials that help students learn about the transit and gravitational microlensing methods for finding exoplanets.

  3. Exploring the Determinants of Language Barriers in Health Care (LBHC): Toward a Research Agenda for the Language Sciences

    Science.gov (United States)

    Segalowitz, Norman; Kehayia, Eva

    2011-01-01

    There is growing interest in language barriers in health care (LBHC)--interest, that is, in how the quality of health care service delivery might be compromised when patients and health care providers do not share the same first language. This article discusses LBHC as an emerging research area that provides valuable opportunities for researchers

  4. Speaking their language: communicating research through new media

    Science.gov (United States)

    Goruk, B.; Byrne, J. M.

    2012-12-01

    The research community primarily communicates internally through papers, books and other forms of print publication. Researchers typically depend upon the media to pick up on research important to policymakers, planners, managers and society at large. However in recent decades, there has been a major failure in this communication process as the media has become much less objective and far more opinionated; often contributing more confusion than clarity. We argue that the research community should be much more active in communicating work to sectors of society most in need of the knowledge. Members of society do not read research publications - we essentially speak different languages. Researchers have to reach out to society in a communication form that works for the listeners. We put forward a range of examples using new media to communicate climate change research results to society.

  5. “COMING TO KNOW”: WEAVING ABORIGINAL AND WESTERN SCIENCE KNOWLEDGE, LANGUAGE, AND LITERACY INTO THE SCIENCE CLASSROOM

    Directory of Open Access Journals (Sweden)

    GLORIA J. SNIVELY

    2008-03-01

    Full Text Available Following the work of contemporary thinkers, we propose that every culture has its own science and that both indigenous and western science knowledge systems are valuable and have been useful to the cultures developing them. Because a valid interpretation of scientific literacy must be consistent with a prevailing image of science and rapid changes taking place in society, we propose more inclusive definitions and metaphors of science literacy. Science literacy for Aboriginal people must reflect a broad cultural approach that recognizes the unique way Aboriginal people live and present their experience and knowledge. Literacy programs from an Aboriginal perspective must go beyond reading, writing, and numeracy to include oracy – stories, songs, dances, symbols, ceremonies. Science literacy from an Aboriginal perspective involves being knowledgeable about the extensive examples and applications of Aboriginal science knowledge, as well as western science knowledge, and science discourse about the nature of science. Literacy also includes the wisdom component of Aboriginal science, which brings the discussion of values and ethics to science and technology and requires sustaining both community and environment. Aboriginal languages serve as storehouses of experience and perspectives that help main-tain cultural identity, resist assimilation, and interpret the relationship between society and environment.

  6. Learning through a Familiar Language versus Learning through a Foreign Language--A Look into Some Secondary School Classrooms in Tanzania

    Science.gov (United States)

    Brock-Utne, Birgit

    2007-01-01

    This article builds on 30h of observations made in classrooms in secondary schools in Tanzania in the fall of 2004. The article presents an empirical study using an experimental group that was taught in Kiswahili and a control group taught the same topics in English. The author takes the reader straight into some of the classrooms and gives…

  7. Research and Innovation in Physics Education: Transforming Classrooms, Teaching, and Student Learning at the Tertiary Level

    Science.gov (United States)

    Jolly, Pratibha

    2009-04-01

    It is well recognized that science and technology and the quality of scientifically trained manpower crucially determines the development and economic growth of nations and the future of humankind. At the same time, there is growing global concern about flight of talent from physics in particular, and the need to make physics teaching and learning effective and careers in physics attractive. This presentation presents the findings of seminal physics education research on students' learning that are impacting global praxis and motivating changes in content, context, instruments, and ways of teaching and learning physics, focusing on active learning environments that integrate the use of a variety of resources to create experiences that are both hands-on and minds-on. Initiatives to bring about innovative changes in a university system are described, including a triadic model that entails indigenous development of PHYSARE using low-cost technologies. Transfer of pedagogic innovations into the formal classroom is facilitated by professional development programs that provide experiential learning of research-based innovative teaching practices, catalyze the process of reflection through classroom research, and establish a collaborative network of teachers empowered to usher radical transformation.

  8. The Missing Link in Vision and Governance: Foreign Language Acquisition Research.

    Science.gov (United States)

    Kramsch, Claire J.

    1987-01-01

    Foreign language acquisition research (concerned with the theoretical and practical issues related to socialization into and literacy in another language and culture) can help integrate language, literature, and culture in foreign language departments because it draws on insights gained from such diverse fields as anthropology, sociology,…

  9. Review Article: Recent Publications on Research Methods in Second Language Acquisition

    Science.gov (United States)

    Ionin, Tania

    2013-01-01

    The central goal of the field of second language acquisition (SLA) is to describe and explain how second language learners acquire the target language. In order to achieve this goal, SLA researchers work with second language data, which can take a variety of forms, including (but not limited to) such commonly used methods as naturalistic…

  10. Look Who's Talking: Language Choices and Culture of Learning in UK Chinese Classrooms

    Science.gov (United States)

    Wu, Chao-Jung

    2006-01-01

    The focus of this paper is the "culture of learning" in Chinese complementary schools. The term "culture" refers to the norms, attitudes, values and beliefs of the participants in these schools. Using data collected through multiple research methods from Chinese community schools in Britain, this paper takes a glimpse at cultural negotiation by…

  11. Fostering Learner Autonomy in a Technology-Enhanced, Inquiry-Based Foreign Language Classroom

    Science.gov (United States)

    Luke, Christopher L.

    2006-01-01

    This article focuses on a qualitative teacher research project with a fourth-semester university Spanish class that emphasized inquiry-based learning. One of the primary objectives of the class was to increase learner autonomy through self-selected inquiries, self-directed learning activities, and curricular negotiation. Multiple data sources were…

  12. Critical literacy in the english language classroom / O letramento crítico na aula de língua inglesa

    Scientific Electronic Library Online (English)

    Clarissa Menezes, Jordão; Francisco Carlos, Fogaça.

    Full Text Available Este artigo relata uma experiência de desenvolvimento de materiais didáticos para alunos de escolas públicas no sul do Brasil, em um projeto financiado pela SEED - Secretaria de Estado da Educação do Paraná. Os materiais foram pensados como recursos a serem utilizados pelos professores de acordo com [...] suas necessidades locais, ao invés de constituírem-se simplesmente em um livro didático. A teoria subjacente ao projeto está baseada no letramento crítico e na concepção da língua como discurso, ou seja, uma língua repleta de valores culturais e ideológicos, os quais determinam significados e estabelecem relações de poder entre textos, entre leitores e entre textos e seus leitores, em sintonia com o conceito freiriano de palavramundo - "wor(l)d". Os alunos leitores são, nesse sentido, coprodutores de significados e responsáveis por dar sentido à realidade. Esperamos que alunos e professores, que venham a utilizar os materiais que elaboramos, se tornem mais cientes de suas possibilidades como agentes e, desse modo, pretendemos estimular um sentido de cidadania ativa tanto em alunos quanto em professores. Abstract in english This paper reports the experience of developing teaching materials for public school teachers and students in southern Brazil in a project funded by the Education Department of Paraná State. The materials were intended as resources to be used by teachers according to their needs and those of their l [...] ocal communities, rather than as a textbook per se. The theory underlying this project is based on critical literacy and the idea that language is discourse, i.e. embedded in cultural and ideological values which determine its meaning and establish power relations among texts, among readers and among texts and their readers - Freirean "readers of the wor(l)d". Student-readers are, in this sense, co-constructors of meanings and responsible for making sense of reality. We expect students and teachers who use the materials we designed to become more aware of their possibilities as agents and this way we intend to foster a sense of active citizenship.

  13. Researching multicultural mathematics classroom through the lens of landscapes of learning : NORMA 2008

    DEFF Research Database (Denmark)

    AlrØ, Helle; Skovsmose, Ole

    Students' motives for learning mathematics cannot be understood by looking solely at mathematical classroom activities. We discuss this claim in a multicultural context using the notion of 'landscapes of learning'. This notion serves as a theoretical and methodological tool that both defines a research perspective and sketches a field of empirical research. In this paper we want to focus on the notion and illustrate its usefulness when researching mathematical learning in multicultural contexts. We draw on data and results of an empirical study on student’s foregrounds with 45 teenage students in two 8th grade multicultural classes in Denmark. We show the dialectical relationship between each dimension of the landscape and the whole of it; and how, as a whole, it can help us coming closer to better theorisations.

  14. CLASSROOM MANAGEMENT

    Directory of Open Access Journals (Sweden)

    Jasmina Delceva – Dizdarevik

    2014-06-01

    Full Text Available This paper is aiming to discover the paths that enable teachers to manage their work with students in the classroom. To be an efficient teacher means to know with what and how to motivate students to learn. Teacher as an efficient classroom manager needs to have skills to plan and prepare the education process, know how to organize the teaching and how to guide the class. An efficient teacher moreover needs o establish positive classroom climate and working discipline. Also, teacher should be able to evaluate the progress of the students and self-evaluate his own work.In order to examine classroom management skills of teachers in Republic of Macedonia, a research has been made for teachers in primary schools in Republic of Macedonia. Instruments which will be used in order to complete the research and analyses are the following: questionnaire for teachers and educational policy analyses in our country in order to discover whether there is concrete strategy for promotion and implementation of classroom management on local and national level.Analyses of results show that there is a deficit of classroom management skills among teachers, which is due moreover to some lapses in initial education of teachers.

  15. A Research-Informed Approach to Teaching About Light & Matter in STEM Classrooms

    Science.gov (United States)

    Hornstein, Seth D.; Wallace, C. S.; Schlingman, W. M.; Prather, E. E.

    2014-01-01

    In collaboration with the National Radio Astronomy Observatory (NRAO), we have engaged in a research and curriculum development program to bring the detailed science of light and matter into STEM classrooms. Typical Astro 101 classes often discuss emission/absorption spectra with reference to the Bohr model only and teach radiation as produced/absorbed only by electron transitions. We present here curricula developed to highlight other emission/absorption phenomena (specifically those produced by rotational/vibrational molecular transitions as well as synchrotron radiation.) Appropriate for physical science classrooms from middle school to the introductory college level, the learner-centered active engagement activities we are developing are going through an iterative research and assessment process to ensure that they enable students to achieve increased conceptual understandings and reasoning skills. In this talk, we will report on our development process for a suite of activities, including lecture slides, Think-Pair-Share questions, assessment questions and a new Lecture-Tutorial that help students learn about these other important emission models.

  16. Encouraging Teachers to Build Collaborations with Researchers; Examples From the Classroom (Invited)

    Science.gov (United States)

    Kane, M.

    2013-12-01

    Bringing experts into our schools allows for highly engaging lessons, encourages career thinking, adds authenticity to the topic, and allows student's questions to be answered by experts. Researchers can physically visit classrooms or appear through presentation technologies, such as Skype, or Google Hangouts. Virtual visits allow students to see laboratories and field sites. Collaborating with scientists builds the connective tissue that helps all educators and our students learn more deeply. When K-12 teachers collaborate with scientists and graduate students, teachers learn more science, and scientists learn more teaching. This growth of background knowledge is a win-win situation and helps us meet the expectations of the Common Core State Standards. Teachers need to feel encouraged to contact their local or regional scientists for support. Reaching out into the universities to make contact with polar scientists or graduate students is a good place to start. Building professional networks allows PI's to address the 'broader impact' requirement on many grant applications, and helps spread the university's work in the polar regions out to the general public. These collaborations also give teachers expert insights and current data to build authentic lessons, and excite their students to seek careers in the sciences. This presentation will focus on three completed interactive opportunities I have built with researchers in my classroom. Students adding daily sediment to their sediment core, after communications from the field with scientist Heidi Roop in Alaska.

  17. How word decoding, vocabulary and prior topic knowledge predict reading comprehension. A study of language-minority students in Norwegian fifth grade classrooms

    OpenAIRE

    Rydland, Veslemøy; Aukrust, Vibeke Grøver; Fulland, Helene

    2010-01-01

    This study examined the contribution of word decoding, first-language (L1) and second-language (L2) vocabulary and prior topic knowledge to L2 reading comprehension. For measuring reading comprehension we employed two different reading tasks: Woodcock Passage Comprehension and a researcher-developed content-area reading assignment (the Global Warming Test) consisting of multiple lengthy texts. The sample included 67 language-minority students (native Urdu or native Turkish speakers) from 21 d...

  18. Applied Linguistics and Second Language Teaching. Odense Working Papers in Language and Communication.

    Science.gov (United States)

    Wagner, Johannes, Ed.

    This collection of papers focuses on applied linguistics and second language teaching. Three of the papers discuss classroom issues, two examine new views and models in second language writing, and one describes the Koge project, which has presented the most comprehensive research on bilingual children in Denmark. The six papers include the…

  19. The Impact of a Professional Development Program on English Language Teachers' Classroom Performance / El impacto de un programa de desarrollo profesional en el desempeño en clase de profesores de lengua inglesa

    Scientific Electronic Library Online (English)

    Frank, Giraldo.

    2014-06-01

    Full Text Available En este artículo se presentan los resultados de una investigación-acción en un programa de desarrollo profesional y su impacto en el desempeño de clase de profesores de inglés de un instituto de lenguas de una universidad pública colombiana. Para recoger los datos se utilizaron cuestionarios, entrev [...] istas, observaciones de clase y el diario del investigador. Los resultados sugieren mejorías en el desempeño de los docentes, ya que la enseñanza fue más comunicativa, organizada, atenta a las necesidades de los estudiantes y basada en principios. La teoría, la práctica, la reflexión y el papel desempeñado por el tutor se combinaron de manera efectiva para ayudar a los profesores a mejorar. Se concluye que los programas de desarrollo profesional deben planearse con base en las filosofías y necesidades de los profesores y articular la teoría, la práctica, la experiencia y la reflexión de manera más efectiva. Abstract in english This article reports the findings of an action research study on a professional development program and its impact on the classroom performance of in-service English teachers who worked at a language institute of a Colombian state university. Questionnaires, semi-structured interviews, class observa [...] tions, and a researcher's journal were used as data collection instruments. Findings suggest that these in-service teachers improved their classroom performance as their teaching became more communicative, organized, attentive to students' needs, and principled. In addition, theory, practice, reflection, and the role of the tutor combined effectively to help the in-service teachers improve classroom performance. It was concluded that these programs must be based on teachers' philosophies and needs and effectively articulate theory, practice, experience, and reflection.

  20. A Research in the Influences of Vague Language on Second Language Learning

    Science.gov (United States)

    Gao, Hongyun; Zhu, Yue

    2005-01-01

    Vague language is widely used in both spoken and written English and it is also a very important language variable. The process of language use is active, during which speakers and hearers constantly have to make choices out of variables. This paper mainly studies the influences of vagueness in language on second language learning and attaches…

  1. Double vision uncertainty: the bilingual researcher and the ethics of cross-language research.

    Science.gov (United States)

    Shklarov, Svetlana

    2007-04-01

    Translation is a significant factor in cross-language research and can make an overarching impact on research outcomes and ethical adequacy. In this article, the author examines ethical considerations of language translation and interpretation in human science research. The focus is narrowed to ethical aspects of research design in which a bilingual researcher assumes a double role, as an interpreter and translator in his or her inquiry with monolingual, non-English-speaking research participants. The bilingual researcher has a great advantage of expertise and clear vision in the cross-cultural ethical environment. However, such clarity of the ethical vision can cause many reasonable doubts, because it might not fully fit into the framework of standardized, rational ethics. The author shows that the dualism of the bilingual researcher's position can either induce caution or carry solutions, but both aspects of this role contribute to its essential significance for good cross-cultural knowledge exchange. PMID:17416706

  2. A Research on Second Language Acquisition and College English Teaching

    OpenAIRE

    Changyu Li

    2009-01-01

    It was in 1970s that American linguist S.D. Krashen created the theory of “language acquisition”. And the theories on second language acquisition were proposed based on the study on the second language acquisition process and its rules. Here, the second language acquisition process refers to the process in which a learner with the mastery of his mother language learns another language without its social environment. Due to the close relationship between second language acquisition researc...

  3. Research and Comparison on the Second Language Acquisition at Home and Abroad

    Directory of Open Access Journals (Sweden)

    Yuanna Xu

    2015-04-01

    Full Text Available After more than 30 years of development, second language acquisition has developed into an independent discipline and is constantly expanding itself in the research field. Based on the introduction of Chinese development of second language acquisition, the essay also introduces the study of second language acquisition abroad, pointing out the deficiencies in the study of second language acquisition and accordingly poses recommendations on how to promote the combination of the study of second language acquisition and teaching practice. 

  4. DISCURSO DA SALA DE AULA DE LÍNGUA ESTRANGEIRA: DIALOGICIDADE INTER-REGULADA / Foreign language classroom speech: inter-regulated dialogue

    Scientific Electronic Library Online (English)

    Jader Martins, Rodrigues Junior; Izabel, Magalhães.

    2015-04-01

    Full Text Available Resumo: O presente trabalho tem como objetivo analisar o discurso em uma sala de aula de nível iniciante em escola de língua estrangeira. Para tanto, apresentamos uma breve revisão do conceito de discurso ( FOUCAULT, 1996 2008 FAIRCLOUGH, 2003 2010 MAINGUENEAU, 2008 ), também abordando os conceitos [...] do dialogismo bakhtiniano (2011) e da interincompreensão regulada de Maingueneau (2008 ). Nessa esteira adotamos, em nossa metodologia de análise, a teoria social do discurso ( FAIRCLOUGH, 2001 ), bem como as considerações de Blommaert (2005 ) sobre a natureza dialógica da comunicação. Dessa forma, pretendemos estabelecer a ancoragem teórico-metodológica que norteia nossa análise das amostras de eventos comunicativos. Como resultado da análise, concluímos que as relações interdiscursivas que se realizam nessa sala de aula são controladas entre os participantes da interação, conforme as metas estabelecidas no programa do curso, gerando uma dialogicidade inter-regulada de acordo com o plano de ensino. Abstract in spanish Resumen: Este trabajo tiene como objetivo analizar el discurso en una sala de aula de nivel iniciante, en escuela de lengua extranjera. Así, presentamos una breve revisión del concepto de discurso ( FOUCAULT, 1996 2008 FAIRCLOUGH, 2003 2010 MAINGUENEAU, 2008 ), abordando también los conceptos del di [...] alogismo de Bajtín (2011) y de la inter-incomprensión regulada de Maingueneau (2008 ). En ese camino, adoptamos como metodología de análisis la teoría social del discurso ( FAIRCLOUGH, 2001 ), y las consideraciones de Blommaert (2005 ) sobre la naturaleza dialógica de la comunicación. Además, pretendemos establecer el anclaje teórico-metodológico que sirve de norte para nuestro análisis de las muestras de eventos comunicativos. Como resultado del análisis, concluimos que las relaciones inter-discursivas que se realizan en esa sala de aula son controladas entre los participantes de la interacción, de acuerdo con las metas establecidas en el programa del curso, generando una dialogicidad inter-regulada conforme el plan de enseñanza. Abstract in english Abstract: The present work aims at analysing the discourse of a beginner's foreign language classroom. To do so, we present a brief review of the concept of discourse ( FOUCAULT, 1996 2008 FAIRCLOUGH, 2003 2010 MAINGUENEAU, 2008 ), bringing to our discussion the Bakhtinian (2011 ) principle of dialo [...] gism, and the concept of regulated inter-incomprehension ( MAINGUENEAU, 2008 ). For the analysis, our methodology is based on the social theory of discourse ( FAIRCLOUGH, 2001 ), as well as Blommaert's (2005 ) considerations on the dialogic nature of meaning. Thus, we propose to set the theoretical and methodological basis guiding our analysis of samples of communicative events. As a result of the analysis, we conclude that the interdiscursive relations which take place in this classroom are regulated in interaction, according to the goals set in the course program, generating an inter-regulated dialogue in accordance with the teaching plan.

  5. Factors Influencing Oral Corrective Feedback Provision in the Spanish Foreign Language Classroom: Investigating Instructor Native/Nonnative Speaker Status, SLA Education, & Teaching Experience

    Science.gov (United States)

    Gurzynski-Weiss, Laura

    2010-01-01

    The role of interactional feedback has been a critical area of second language acquisition (SLA) research for decades and while findings suggest interactional feedback can facilitate SLA, the extent of its influence can vary depending on a number of factors, including the native language of those involved in communication. Although studies have…

  6. Assessment and Outcomes of Teacher Professional Development Programs That Promote the Use of Authentic Science Research in Classrooms

    Science.gov (United States)

    Buxner, S.

    2012-12-01

    Recent education research and national policy documents actively promote the use of authentic science research in the classroom as an effective way to help students to learn first-hand how science is done. One strategy for increasing the use of authentic science research in classrooms is engaging science teachers in authentic research experiences. These experiences occur at universities, labs, and field-sites across the United States funded by government grants and private organizations. Assessments of program outcomes often target increases in teachers' knowledge and intention to use inquiry methods. Many programs also aim to engage students in authentic science research experiences of these teachers. This paper will present assessment strategies used to research and evaluate several research experiences for teachers that have been completed in the last five years at various sites across the United States for both pre-service and in-service teachers. The discussion will include benefits and challenges of different quantitative and qualitative strategies for assessing program outcomes. Research and evaluation outcomes of these programs include many personal and professional values for teachers, increases in implementation of reformed teaching methods including engaging students in scientific inquiry, and best practices that lead to increased student engagement in research in the classroom. Recent research has followed teachers for several years after their research internships to understand how their research experiences have led to changes in their teaching practice.

  7. Bringing Geoscience Research into Undergraduate Education in the Classroom and Online

    Science.gov (United States)

    Reed, D. L.

    2008-12-01

    The growth of the cyberinfrastructure provides new opportunities for students and instructors to place data- driven, classroom and laboratory exercises in the context of an integrated research project. Undergraduate majors in a classroom section of the applied geophysics course at SJSU use Google Earth to first visualize the geomorphic expression of the Silver Creek fault in the foothills of the eastern Santa Clara Valley in order to identify key research questions regarding the northward projection of the fault beneath the valley floor, near downtown San Jose. The 3-D visualization, both regionally and locally, plays a key element in establishing the overall framework of the research. Students then plan a seismic hazards study in an urban environment, which is the primary focus of the class, using satellite imagery to locate specific stations along a geophysical transect crossing the inferred location of the fault. Geophysical modeling along the transect combines field-based data acquisition by members of the class with regional geophysical data, downloaded from an online USGS database. Students carry out all aspects of the research from project planning, to data acquisition and analysis, report writing, and an oral presentation of the results. In contrast, online courses present special challenges as students may become frustrated navigating complex user interfaces, sometimes employed in research-driven online databases, and not achieve the desired learning outcomes. Consequently, an alternate approach, implemented in an online oceanography course, is for the instructor to first extract research data from online databases, build visualizations, and then place the learning objects in the context of a virtual oceanographic research expedition. Several examples of this approach, to engage students in the experience of oceanographic research, will be presented, including seafloor mapping studies around the Golden Gate and across the major ocean basins, using data obtained in part through the use of the Marine Geoscience Data System and GeoMapApp. Students also locate and undertake submersible dives inside hydrothermal vents using visualizations provided by the OceanExplorer program and New Millennium Observatory of NOAA/PMEL. Other learning activities include participation, at least virtually, in an iron fertilization experiment in the Southern Ocean (SOFeX) and the development of a model of surface circulation using data from the Global Drifter Program and the National Data Buoy Center. One factor contributing to student learning is to establish a research context for the class early on, so that students become engaged in a sense of exploration, testing and discovery.

  8. Immediate dissemination of student discoveries to a model organism database enhances classroom-based research experiences.

    Science.gov (United States)

    Wiley, Emily A; Stover, Nicholas A

    2014-01-01

    Use of inquiry-based research modules in the classroom has soared over recent years, largely in response to national calls for teaching that provides experience with scientific processes and methodologies. To increase the visibility of in-class studies among interested researchers and to strengthen their impact on student learning, we have extended the typical model of inquiry-based labs to include a means for targeted dissemination of student-generated discoveries. This initiative required: 1) creating a set of research-based lab activities with the potential to yield results that a particular scientific community would find useful and 2) developing a means for immediate sharing of student-generated results. Working toward these goals, we designed guides for course-based research aimed to fulfill the need for functional annotation of the Tetrahymena thermophila genome, and developed an interactive Web database that links directly to the official Tetrahymena Genome Database for immediate, targeted dissemination of student discoveries. This combination of research via the course modules and the opportunity for students to immediately "publish" their novel results on a Web database actively used by outside scientists culminated in a motivational tool that enhanced students' efforts to engage the scientific process and pursue additional research opportunities beyond the course. PMID:24591511

  9. Distance Learning as a Successful Means to Enable Research in the Classroom

    Science.gov (United States)

    Walker, C. E.; Pompea, S. M.; Croft, S. K.; NOAO Education Outreach Team

    2004-12-01

    Teacher Leaders in Research Based Science Education (TLRBSE) is an NSF-funded Teacher Enhancement Program hosted by the National Optical Astronomy Observatory (NOAO) in Tucson, AZ. Consistent with national priorities in education, TLRBSE seeks to retain and renew middle and high school science teachers. Within the exciting context of astronomy, TLRBSE integrates the best pedagogical practices of Research Based Science Education with the process of mentoring. The main means by which participants are provided training in astronomy content, research pedagogy, image processing and leadership skills is through a 15-week distance-learning course and an in-residence, two-week summer institute at Kitt Peak National Observatory and the National Solar Observatory. At the observatories, teachers are the researchers on one of four research projects. In preparation for the research experience on Kitt Peak, the distance-learning course addresses the transition of the educational environment into an authentic research center and describes how best to prepare teachers to become part of scientific research teams. The DL course achieves this by successfully modeling best practices in research-based science education in three investigations. Subsequently the teachers' experience and knowledge gained through the distance-learning course and the summer institute are transferred to the classroom, where students learn science by doing science and mentees are mentored. Staff support by astronomers and education specialists continues with efforts to sustain a professional learning community that outlives the research experience. Further observing experience is available during the academic year. Students submit research papers to the RBSE on-line journal. Teachers and their mentees present at national NSTA meetings. During the AGU presentation, the focus will be on aspects of the distance-learning course, outcomes, lessons learned and future directions.

  10. The TOEFL Trump Card: An Investigation of Test Impact in an ESL Classroom

    Science.gov (United States)

    Johnson, Karen E.; Jordan, Stefanie Rehn; Poehner, Matthew E.

    2005-01-01

    Much of the research on the effects of tests on foreign and second-language classrooms has examined the impact or washback effect that commercial/institutional language tests, such as the TOEFL, have on teachers' instructional practices (Hughes, 1998; Wall & Alderson, 1993). Using a case study methodology, this study uncovered the ways in which…

  11. The Development of Practices for Action in Classroom Dyadic Interaction: Focus on Task Openings

    Science.gov (United States)

    Hellermann, John

    2007-01-01

    This study is part of a larger research program investigating conversational practices that are resources for language learning in classroom settings. Using methods from conversation analysis, this analysis describes how low-level adult learners' interactional competence in English develops through their interactional practices in a language

  12. The Solid Earth Research and Teaching Environment, a new software framework to share research tools in the classroom and across disciplines

    Science.gov (United States)

    Milner, K.; Becker, T. W.; Boschi, L.; Sain, J.; Schorlemmer, D.; Waterhouse, H.

    2009-12-01

    The Solid Earth Teaching and Research Environment (SEATREE) is a modular and user-friendly software framework to facilitate the use of solid Earth research tools in the classroom and for interdisciplinary research collaboration. SEATREE is open source and community developed, distributed freely under the GNU General Public License. It is a fully contained package that lets users operate in a graphical mode, while giving more advanced users the opportunity to view and modify the source code. Top level graphical user interfaces which initiate the calculations and visualize results, are written in the Python programming language using an object-oriented, modern design. Results are plotted with either Matlab-like Python libraries, or SEATREE’s own Generic Mapping Tools wrapper. The underlying computational codes used to produce the results can be written in any programming language and accessed through Python wrappers. There are currently four fully developed science modules for SEATREE: (1) HC is a global geodynamics tool based on a semi-analytical mantle-circulation program based on work by B. Steinberger, Becker, and C. O'Neill. HC can compute velocities and tractions for global, spherical Stokes flow and radial viscosity variations. HC is fast enough to be used for classroom instruction, for example to let students interactively explore the role of radial viscosity variations for global geopotential (geoid) anomalies. (2) ConMan wraps Scott King’s 2D finite element mantle convection code, allowing users to quickly observe how modifications to input parameters affect heat flow over time. As seismology modules, SEATREE includes, (3), Larry, a global, surface wave phase-velocity inversion tool and, (4), Syn2D, a Cartesian tomography teaching tool for ray-theory wave propagation in synthetic, arbitrary velocity structure in the presence of noise. Both underlying programs were contributed by Boschi. Using Syn2D, students can explore, for example, how well a given input structure (e.g., a checkerboard pattern) will be resolved by data for different types of earthquake-receiver geometries. Additionally, Larry3D, a three-dimensional seismic tomography tool contributed by Boschi, and NonLinLoc, a nonlinear earthquake relocation tool by Anthony Lomax, are both under development. The goal of all of the implemented modules is to aid in teaching research techniques, while remaining flexible enough for use in true research applications. In the long run, SEATREE may contribute to new ways of sharing scientific research, making published (numerical) experiments truly reproducible again. SEATREE can be downloaded as a package from http://geosys.usc.edu/projects/seatree/wiki/, and users can also subscribe to our Subversion project page. The software is designed to run on GNU/Linux based platforms and has also been successfully run on Mac OS-X. Our poster will present the four currently implemented modules, along with our design philosophies and implementation details.

  13. Initiating New Science Partnerships in Rural Education (INSPIRE): Enhancing Scientific Communication by Bringing STEM Research into the Classroom

    Science.gov (United States)

    Pierce, D.; Radencic, S.; Funderburk, W. K.; Walker, R. M.; Jackson, B. S.; Dawkins, K. S.; Schmitz, D.; Bruce, L. M.; McNeal, K.

    2014-12-01

    INSPIRE, a five-year partnership between Mississippi State University and three local school districts, is designed to strengthen the communication skills of graduate Fellows in geosciences, physics, astronomy, chemistry, and engineering as they incorporate their research into inquiry-based lessons in 7th - 12th grade science and math classrooms. All lesson plans designed and taught by the graduate Fellows must include one or more connections to their research, and these connections must be demonstrated to the students during the lessons. International research partnerships with Australia, the Bahamas, England, and Poland provide valuable opportunities for graduate Fellows to conduct field work abroad and allow our partner teachers to have authentic research experiences that they can bring back to their classrooms. Program effectiveness has been examined using pre- and post-year attitudinal surveys, formal lesson plan documents, Fellow and teacher journals, focus group meetings with a project evaluator, and direct observation of Fellow-led classroom activities. Analyses of data gathered during the past four years of the partnership will be presented that examine the diversity in approaches taken by Fellows to communicate big ideas, changes in the ability of Fellows to find connections between their research and classroom lessons while keeping them aligned with state and national standards, and the quality of the mentorship provided to the Fellows by our partner teachers. INSPIRE is funded by the Graduate K-12 (GK-12) STEM Fellowship Program of the National Science Foundation (Award No. DGE-0947419).

  14. Language, Culture, Idioms, and Their Relationship with the Foreign Language

    Directory of Open Access Journals (Sweden)

    Oktay Ya?iz

    2013-09-01

    Full Text Available This study explores the close relationship between language and culture. Nowadays, the issue of human communication is one of the most important subjects occupying the minds of linguists, anthropologists, psychologists, and philosophers. .Since it is the most important means for communication among human beings, the relation between language, culture, and their mutual interactions have high significance. The inextricable connection highlights various manifestations of conventionalized language including the idiomatic expressions as one of the important and pervasive language uses reflecting culture in real life. Like other types of figurative language, idioms appear to be the natural decoders of customs, cultural beliefs, social conventions, and norms. Idioms, as a major component of native-like communication, enable a language learner to understand the thoughts, emotions and views of the speakers of target language. For this reason, learning idioms provides learners with a significant chance to acquire information about the underlying parameters of a language. Awareness of figurative language particularly idioms will improve teaching and assist learners to have better communication strategies. Otherwise, accurate and appropriate target language use and understanding will be at risk and the learners will tend to transfer their native language conceptual structure which will most probably be inappropriate. The strong relationship among the language, culture, and the figurative branch of the language especially idioms need particular attention in language learning since it appears to have inadequate research. Therefore, a systematic knowledge of language and culture integration inside and beyond the classroom setting can be built up.

  15. Positive Outcomes of a Teacher Professional Development Program Promoting Science Research in the Classroom

    Science.gov (United States)

    Miller, A.

    2003-12-01

    This presentation will focus on the experiences of a middle school science teacher from Brownsville, TX who attended the NSF-funded Research Based Science Education program during the summer of 2000. RBSE, sponsored by the National Optical Astronomy Observatories based in Tucson, AZ, provided attending teachers the opportunity to interact with and receive instruction from professional astronomers, both at the NOAO facility in Tucson, and at the Kitt Peak Observatory. Teachers were provided with raw astronomical data collected by astronomers and then trained in the use of image processing software for data analysis. Upon returning to the classroom in Brownsville, a research-based after school program was initiated by the teacher for four interested students. The students were given background on the research projects, taught to use the software, and then developed their own research questions in each of the three areas of RBSE: a search for novae in the Andromeda galaxy; an analysis of the number and area of sunspots; and an investigation into spectra of Active Galactic Nuclei. Students came to the classroom after school daily during a large part of the year and generally would work for one to two hours processing and analyzing data. Completed research projects were presented in a variety of formats including: competition at the Brownsville School District, Rio Grande Valley Regional, and Texas State science fairs; publication of professional-style research articles in the RBSE journal; and poster presentations at Research Day at the University of Texas-Brownsville. The students have won numerous awards at all levels of Science Fair competition, have been the subject of three local newspaper articles, and two of them have accelerated their academics to the point of graduating from high school in only two years and have received full college scholarship offers. The students today credit their RBSE experience with increasing their interest level in science, helping them to understand the scientific method and research, and developing the self-confidence that has enabled them to pursue greater academic and personal goals.

  16. Understanding and Facing Discipline-Related Challenges in the English as a Foreign Language Classroom at Public Schools Comprensión y tratamiento de los retos asociados a la disciplina en el aula de lengua extranjera en escuelas públicas

    Directory of Open Access Journals (Sweden)

    Josefina Quintero Corzo

    2011-10-01

    Full Text Available Complying with school regulations and teachers' instructions is a basic principle of an excellent class; both novice and experienced teachers face challenging situations when getting into real classrooms, especially those related to classroom management. There are various reasons that explain discipline problems in public schools, as well as varied strategies beginning teachers create and try when coping with those challenges. This article reports an action research study on how this methodology helped a group of teacher-trainees overcome indiscipline in English as a foreign language classrooms at public schools, and align with professional development initiatives which focus on reflection and decision-making processes that the new Colombian policies demand from new teachers seeking a higher quality of education.Responder a las normas escolares y a las instrucciones de los profesores es un principio básico de una clase excelente. Tanto los profesores novatos como los experimentados enfrentan situaciones problemáticas en las aulas de clase reales, especialmente en relación con la disciplina. Hay varias razones que explican la indisciplina en los colegios públicos y también estrategias variadas que los profesores principiantes crean y ensayan para superar tal reto. Este artículo reporta un estudio de investigación acción que ayudó a un grupo de profesores principiantes a superar la indisciplina en el aula de inglés en colegios públicos y a responder a iniciativas de desarrollo profesional con base en procesos de reflexión y toma de decisiones que las nuevas políticas educativas colombianas demandan de las nuevas generaciones de profesores para mejorar la calidad de la educación.

  17. Understanding and Facing Discipline-Related Challenges in the English as a Foreign Language Classroom at Public Schools / Comprensión y tratamiento de los retos asociados a la disciplina en el aula de lengua extranjera en escuelas públicas

    Scientific Electronic Library Online (English)

    Josefina, Quintero Corzo; Odilia, Ramírez Contreras.

    2011-10-01

    Full Text Available Responder a las normas escolares y a las instrucciones de los profesores es un principio básico de una clase excelente. Tanto los profesores novatos como los experimentados enfrentan situaciones problemáticas en las aulas de clase reales, especialmente en relación con la disciplina. Hay varias razon [...] es que explican la indisciplina en los colegios públicos y también estrategias variadas que los profesores principiantes crean y ensayan para superar tal reto. Este artículo reporta un estudio de investigación acción que ayudó a un grupo de profesores principiantes a superar la indisciplina en el aula de inglés en colegios públicos y a responder a iniciativas de desarrollo profesional con base en procesos de reflexión y toma de decisiones que las nuevas políticas educativas colombianas demandan de las nuevas generaciones de profesores para mejorar la calidad de la educación. Abstract in english Complying with school regulations and teachers' instructions is a basic principle of an excellent class; both novice and experienced teachers face challenging situations when getting into real classrooms, especially those related to classroom management. There are various reasons that explain discip [...] line problems in public schools, as well as varied strategies beginning teachers create and try when coping with those challenges. This article reports an action research study on how this methodology helped a group of teacher-trainees overcome indiscipline in English as a foreign language classrooms at public schools, and align with professional development initiatives which focus on reflection and decision-making processes that the new Colombian policies demand from new teachers seeking a higher quality of education.

  18. EFL Teachers’ Beliefs toward Using Computer Technology in English Language Teaching

    OpenAIRE

    Abbas Pourhosein Gilakjani

    2012-01-01

    Computers have made many of our everyday tasks easier and faster and made our society more productive. Some important variables such as the classroom teacher and the teacher’s beliefs towards the effective uses of computers have been overlooked in EFL classrooms. The impact of teachers’ beliefs on classroom instruction specifically in English Language Teaching (ELT) has been paid enough attention by previous researchers, but little research has been conducted to establish a simil...

  19. WormClassroom.org: An Inquiry-rich Educational Web Portal for Research Resources of Caenorhabditis elegans

    OpenAIRE

    Lu, Fong-mei; Eliceiri, Kevin W.; Stewart, James; White, John G.

    2007-01-01

    The utilization of biology research resources, coupled with a “learning by inquiry” approach, has great potential to aid students in gaining an understanding of fundamental biological principles. To help realize this potential, we have developed a Web portal for undergraduate biology education, WormClassroom.org, based on current research resources of a model research organism, Caenorhabditis elegans. This portal is intended to serve as a resource gateway for students to learn biological ...

  20. Power and meaning making in an EAP classroom engaging with the everyday

    CERN Document Server

    Chun, Christian W

    2015-01-01

    This book examines how critical literacy pedagogy has been implemented in a classroom through a year-long collaboration between the author (a researcher) and an EAP teacher. It details the teacher's introduction to functional grammar and accompanying critical literacy approaches to EAP, and her growing critical language and discourse awareness of power and meaning making in the classroom. The book traces her evolving classroom practices and addresses how powerful discourses in social circulation found their way into the classroom via the curriculum materials the students encountered. The main

  1. Expedition Earth and Beyond: Using NASA Data Resources and Integrated Educational Strategies to Promote Authentic Research in the Classroom

    Science.gov (United States)

    Graffi, Paige Valderrama; Stefanov, William; Willis, Kim; Runco, Sue

    2009-01-01

    Teachers in today s classrooms are bound by state required skills, education standards, and high stakes testing. How can they gain skills and confidence to replace units or individual activities with curriculum that incorporates project and inquiry-based learning and promotes authentic research in the classroom? The key to promoting classroom authentic research experiences lies in educator professional development that is structured around teacher needs. The Expedition Earth and Beyond Program is a new geosciences program based at the NASA Johnson Space Center designed to engage, inspire and educate teachers and students in grades 5-14. The program promotes authentic research experiences for classrooms and uses strategies that will help NASA reach its education goals while still allowing educators to teach required standards. Teachers will have access to experts in terrestrial and planetary remote sensing and geoscience; this will enhance their use of content, structure, and relevant experiences to gain the confidence and skills they need to actively engage students in authentic research experiences. Integrated and powerful educational strategies are used to build skills and confidence in teachers. The strategies are as follows: 1) creating Standards-aligned, inquiry-based curricular resources as ready-to-use materials that can be modified by teachers to fit their unique classroom situation; 2) providing ongoing professional development opportunities that focus on active experiences using curricular materials, inquiry-based techniques and expanding content knowledge; 3) connecting science experts to classrooms to deepen content knowledge and provide relevance to classroom activities and real world applications; 4) facilitating students sharing research with their peers and scientists reinforcing their active participation and contributions to research. These components of the Expedition Earth and Beyond Education Program will be enhanced by providing exciting and diverse research opportunities that are inspired by views of Earth from space taken by astronauts on board the International Space Station. The interest and connection to viewing our home planet from space will inevitably spark questions that will drive students to pursue their research investigations, as well as forming a basis for comparisons to the exploration of other planetary bodies in our solar system.

  2. Using a Humanoid Robot to Develop a Dialogue-Based Interactive Learning Environment for Elementary Foreign Language Classrooms

    Science.gov (United States)

    Chang, Chih-Wei; Chen, Gwo-Dong

    2010-01-01

    Elementary school is the critical stage during which the development of listening comprehension and oral abilities in language acquisition occur, especially with a foreign language. However, the current foreign language instructors often adopt one-way teaching, and the learning environment lacks any interactive instructional media with which to…

  3. Translation as a Pedagogical Tool in the Foreign Language Classroom: A Qualitative Study of Attitudes and Behaviours

    Science.gov (United States)

    Kelly, Niamh; Bruen, Jennifer

    2015-01-01

    A review of the literature on language teaching reveals predominantly negative attitudes towards the use of translation in language teaching (TILT) (Cook, 2010). The purpose of this article is to explore the question of whether this negativity is reflected in the attitudes and behaviours of university lecturers engaged in language teaching as well…

  4. Drama in the mixed-ability EFL classroom : observing its effects on motivation and self-confidence

    OpenAIRE

    Bess Renee Neal 1980

    2012-01-01

    This study is a result of experimenting with the use of drama to teach English as a foreign language in Iceland with special attention placed on a mixed-ability classroom environment. It begins with a comprehensive review of research pertaining to the use of drama for the instruction of English as a foreign language. It then examines my experience in the classroom through personal observation and unstructured interviews. The discussion focuses on the main benefits to using drama in the EFL cl...

  5. The "Common European Framework of Reference for Languages": A Research Agenda

    Science.gov (United States)

    Little, David

    2011-01-01

    This new strand in the journal provides a space for contributors to present a personal stance either on future research needs or on the perceived current applications of research in the classroom. Like much of our current content, it echoes the historical uniqueness of this journal in terms of its rich and expert overview of recent research in the…

  6. The influence of constructivism on nature of Science as an area of research and as a classroom subject

    Directory of Open Access Journals (Sweden)

    Mehmet KARAKAS

    2007-12-01

    Full Text Available This paper is an general article about the influence of constructivism on nature of science Constructivism has influenced research on the teaching and learning of nature of science, as well as actual teaching of the nature of science ideas. In the area of research, a constructivist learning theory perspective has influenced researchers to shift from using quantitative research techniques to using qualitative research methods in investigating the nature of science in the science classrooms. In the area of promoting the teaching of the nature of science, a constructivist learning theory perspective has influenced science educators to shift from merely emphasizing the teaching of the history of science in science classrooms to sequencing in instruction in science lessons and promotion of better teacher preparation programs in the universities.

  7. Classroom Communication Climate and Communicative Linguistic Competence of EFL Learners

    Directory of Open Access Journals (Sweden)

    Danebeth Tristeza Glomo-Narzoles

    2013-03-01

    Full Text Available This study aimed to determine the classroom communication climate and communicative linguistic competence of EFL students who are in their senior years in a university. This is a descriptive method of research which intended to find out the correlation between classroom communication climate and communicative linguistic competence. A validated questionnaire on the perceived classroom communication climate was used. To measure the students’ proficiency in the English language, a validated 100-item communicative linguistic assessment was given. The data gathered from the study were subjected to descriptive statistics such as means and standard deviations; and inferential statistics which included t-test, ANOVA, and Pearson r Correlation, all set at .05 alpha. The findings revealed that the students perceived the classroom communication climate as supportive. This supportive communication climate means that the communication atmosphere in the classroom allows students’ flexibility, experimentation, and creativity. Understanding and listening to the students, respecting their feelings and acknowledging their individual differences, making them feel secure, and avoiding control in the classroom are the teacher attributes that corroborate a supportive communication climate in the classroom. Moreover, the teacher is also a free of hidden motives and honest but with a few limitations. The students’ communicative linguistic competence was proficient. Programme enrolled and sex were not significant correlates of the perceived type of classroom communication climate and students’ communicative linguistic competence. There was a significant relationship between classroom communication climate and communicative linguistic competence.

  8. 'Passivity' or 'Potential'?: Teacher responses to learner identity in the low-level ESL classroom

    Directory of Open Access Journals (Sweden)

    Sue Ollerhead

    2012-05-01

    Full Text Available This paper explores some initial findings from a multi-site, classroom-based case study research project into English as a Second Language (ESL literacy provision to very low-literate adult learners within Australia’s Language, Literacy and Numeracy Program (LLNP. The aim of the research is to report on the researcher’s observations of teachers’ pedagogical practices and to investigate the extent to which they are responsive to learners’ developing and multiple identities.

  9. Natural Language Processing techniques for researching and improving peer feedback

    Directory of Open Access Journals (Sweden)

    Wenting Xiong, Diane Litman & Christian Schunn

    2012-11-01

    Full Text Available Peer review has been viewed as a promising solution for improving students' writing, which still remains a great challenge for educators. However, one core problem with peer review of writing is that potentially useful feedback from peers is not always presented in ways that lead to revision. Our prior investigations found that whether students implement feedback is significantly correlated with two feedback features: localization information and concrete solutions. But focusing on feedback features is time-intensive for researchers and instructors. We apply data mining and Natural Language Processing techniques to automatically code reviews for these feedback features. Our results show that it is feasible to provide intelligent support to peer review systems to automatically assess students' reviewing performance with respect to problem localization and solution. We also show that similar research conclusions about helpfulness perceptions of feedback across students and different expert types can be drawn from automatically coded data and from hand-coded data.

  10. Classroom Antarctica

    Science.gov (United States)

    1969-12-31

    As part of the Australian Antarctic Division, Classroom Antarctica gives dozens of downloadable Adobe Acrobat files that allow students to discover this unique continent. Subjects include the history of the scientific research undertaken on Antarctica, surviving its climate, its biological ecosystem, the land's physical characteristics and affects on climate, and much more.

  11. The Utility and Application of Mixed-Effects Models in Second Language Research

    Science.gov (United States)

    Linck, Jared A.; Cunnings, Ian

    2015-01-01

    Second language acquisition researchers often face particular challenges when attempting to generalize study findings to the wider learner population. For example, language learners constitute a heterogeneous group, and it is not always clear how a study's findings may generalize to other individuals who may differ in terms of language background…

  12. Educating Language Minority Students and Affirming Their Equal Rights: Research and Practical Perspectives

    Science.gov (United States)

    Hakuta, Kenji

    2011-01-01

    This article describes one researcher's journey as an experimental psycholinguist through changes in practice and policy in the education of English language learners in the United States from the 1970s to the present day. The development of key debates on issues such as bilingualism, language of instruction, and the inclusion of English language

  13. Research for Practice: A Look at Issues in Technology for Second Language Learning

    Science.gov (United States)

    Chapelle, Carol A.

    2010-01-01

    Over the past fourteen years, the pages of "Language Learning & Technology" have been filled with examples of research that take up the challenge of investigating second language learning through technology. It has been a period of expansion and growth in many ways. The expansion of technologies as well as their acceptance and use in language

  14. Language of Instruction and Student Performance: New Insights from Research in Tanzania and South Africa

    Science.gov (United States)

    Brock-Utne, Birgit

    2007-01-01

    This article, drawing on a set of studies conducted in the framework of the Language of Instruction in Tanzania and South Africa (LOITASA) research project, shows how well African students express themselves if they are allowed to use a familiar African language, and conversely the difficulties they have when forced to use a foreign language, a…

  15. A Language Socialization Approach to Uzbek Language Learning

    Directory of Open Access Journals (Sweden)

    Baburhan Uzum

    2013-08-01

    Full Text Available Using an ethnographic case study design, this study investigates language learners' socialization into the cultural values of Uzbek language. Informed by a language socialization theoretical framework, the study focuses on the classroom routines and interactions that socialize students into certain social values through mini-lectures that are beyond the linguistic objectives of the curriculum. The research questions addressed are: What social values are being taught implicitly or explicitly? What cultural values are students being socialized into? What constitutes valuable cultural knowledge as claimed by the teacher? In the audio and video recorded observation data, a selected excerpt of typical classroom interactions is analyzed adopting discourse analysis methods. The findings of the study could be implemented in teacher education programs and in designing textbooks and curriculum for less commonly taught languages.

  16. ppropriation of scientific discourse by protestant biology students: the contribution of Bakhtin's language theory to educational research and culture

    Directory of Open Access Journals (Sweden)

    Claudia Sepulveda

    2006-03-01

    Full Text Available Studies about the relations between classroom discourse interactions and processes of teaching and learning show that science learning is related to a process structured by speech genres and ways of establishing semantic links between events, objects, and people. Accordingly, it has been emphasized that science education research needs to incorporate theories and methods developed for the interpretative analysis of discourse. This paper shows the heuristic power that an interpretative analysis of discourse based on Bakhtin’s theory of language can have in the investigation of meaning making in science education in multicultural contexts. With this purpose, we discuss here results obtained in the analysis of the discourse about “nature” or “natural world” of protestant Biology preservice teachers of a Brazilian university, produced in the context of semi-structured interviews.

  17. Contribution of Bilingualism in Language Teaching

    OpenAIRE

    Muhammad Aslam Sipra

    2013-01-01

    This study is an investigation into the contribution of the use of bilingualism as an aid in learning/teaching English as a foreign language and bilingualism in EFL classroom does not reduce students’ communicative abilities but in effect can assist in teaching and learning process. The study employed a qualitative, interpretive research design involving questionnaires, classroom observations and semi-structured interviews. The data part analyzed the students and the teachers’ expressed r...

  18. Teacher's Literary Didactic Competence and Internal Differentiation in the Literature Classroom

    OpenAIRE

    Milena Kerndl

    2014-01-01

    The article presents a pedagogical experiment and its findings. It was carried out as the second part of the research Differentiation and Individualisation in the Literature Classroom in the Third Cycle of Basic School. In the first phase of the research we used quantitative methods, which involved 274 Slovene language teachers and 667 students in order to find out how teachers implemented differentiation and individualisation principles in the literature classroom in smaller (mixed-ability) ...

  19. Review: TEACHERS VOICES 8: EXPLICITLY SUPPORTING READING AND WRITING IN THE CLASSROOM

    OpenAIRE

    Sarah Ahern

    2011-01-01

    EDITED BY ANNE BURNS AND HELEN DE SILVA JOYCE National Centre for English Language Teaching and Research, Macquarie University, Sydney NSW 2005, 77pp, ISBN 1 74138 103 7   This is the most recent book in a series that deals with teaching and learning in the classroom.  The specific focus of this book is the explicit support of reading and writing in adult ESL teaching, investigated through classroom projects within the framework of an action research approach. It consists of three s...

  20. Ready, Set, Science! Putting Research To Work In K-8 Classrooms

    Science.gov (United States)

    van der Veen, Wil E.; Moody, T.

    2008-05-01

    What types of instructional experiences help students learn and understand science? What do professional development providers and curriculum designers need to know to create and support such experiences? Ready, Set, Science! is a book that provides a practical and accessible account of current research about teaching and learning science. Based on the groundbreaking National Research Council report "Taking Science to School: Learning and Teaching Science in Grades K-8” (2006), the book reviews principles derived from the latest educational research and applies them to effective teaching practice. Ready, Set, Science! is a MUST READ for everyone involved in K-12 education, or creating products intended for K-12 use. We will review Ready, Set, Science!'s new vision of science in education, its most important recommendations, and its implications for the place of astronomy in K-12 classrooms. We will review some useful suggestions on how to make student thinking visible and report on how we have put this into practice with teachers. We will engage the audience in a brief interactive demonstration of specific questioning techniques described in the book that help to make student thinking visible.

  1. Original research in the classroom: why do zebrafish spawn in the morning?

    Science.gov (United States)

    Liang, Jennifer O; Abata, Katie; Bachelder, Eric; Bartley, Becca; Bozadjieva, Nadejda; Caskey, Victoria; Christianson, Benjamin; Detienne, Shannon; Dillon, Cassandra; Ecklund, Derek; Eckwright, David; Erickson, Raymond; Fadness, Tyler; Fealey, Michael; Fetter, Nicholas; Flatten, Michael; Fulton, Joshua; Galloway, Ryan; Gauer, Jacob; Hagler, Michael; Hammer, Andrea; Hasbargen, David; Heckmann, Brandon; Hildebrandt, Anne; Hillesheim, Jaclyn; Hoffman, Meghan; Hovey, Jonathan; Iverson, Sonja; Joyal, Matthew; Jubran, Rami; Keller, Stephanie; Kent, Derek; Kiefer, Brendan; King, Jacob; Kuefler, Aaron; Larson, Alex; Lewis, Nathan; Lu, Po-nien; Malone, Jessica; Mickolichek, Chelsey; Mitchell, Sean; Nelson, Pamela; Nemec, Michelle; Olsen, Shayna; Olson, Kendelle; Pautz, Kelsey; Pieper, Kelsey; Remackel, Michelle; Rengo, Cody; Sekenski, Jaime; Sievers, Tyson; Slavik, Brittney; Sloan, Jami; Smrekar, Candice; Stromquist, Emily; Tandberg, Patrick; Taurinskas, Nicholas; Thiele, Mark; Timinski, Peter; Tusa, Barite; Tuthill, Andrew; Uher, Bradley; Ward, Amy; Wilson, Luke; Young, Nathan

    2011-12-01

    As part of an upper level undergraduate developmental biology course at the University of Minnesota Duluth, we developed a unit in which students carried out original research as part of a cooperative class project. Students had the opportunity to gain experience in the scientific method from experimental design all of the way through to the preparation of publication on their research that included text, figures, and tables. This kind of inquiry-based learning has been shown to have many benefits for students, including increased long-term learning and a better understanding of the process of scientific discovery. In our project, students designed experiments to explore why zebrafish typically spawn in the first few hours after the lights come on in the morning. The results of our experiments suggest that spawning still occurs when the dark-to-light transition is altered or absent. This is consistent with the work of others that demonstrates that rhythmic spawning behavior is regulated by an endogenous circadian clock. Our successes and failures carrying out original research as part of an undergraduate course should contribute to the growing approaches for using zebrafish to bring the excitement of experimental science to the classroom. PMID:22181662

  2. Classroom Acoustics

    Science.gov (United States)

    Classroom Acoustics A student's ability to hear and understand what is being said in the classroom is vital for ... reverberation time. Who is affected by poor classroom acoustics? All children are affected by poor classroom acoustics, ...

  3. From the research work on Miloš Crnjanski's language: Linguistic synthesis of some examples

    Directory of Open Access Journals (Sweden)

    Stanoj?i? Živojin

    2008-01-01

    Full Text Available The paper considers several elements that make the language of M. Crnjanski be characteristic by its layers. Author is suggesting that Crnjanski, besides of his native dialect, had the language of written documents, of the Holy Bible (New Testament texts and languages in contact as the most probable common source of some of his novels language features. Author's research was based on the theoretical works of R. Jakobson, St. Ullmann and M. Ivi?.

  4. Strategies of second language learners: some research findings and their pedagogical implications

    OpenAIRE

    Droz?dzia?-szelest, Krystyna

    1993-01-01

    This article deals with a question of how much we know about the processes accounting for success in learning a second/foreign language, and whether and how this knowledge can be used to plan learner-training activities. Some major research findings in the area of language learning strategies are presented together with suggestions as to how they may have a positive effect on language learning. In particular, the so-called “good language learner” studies and studies attempting to identify...

  5. Independence, Interaction, Interdependence and Interrelation: Learner Autonomy in a Web-based Less Commonly Taught Language Classroom

    Directory of Open Access Journals (Sweden)

    Marina V. Kostina

    2012-01-01

    Full Text Available In the United States, teaching less commonly taught languages has been a very challenging task due to low student enrollment and the high costs of hiring permanent teaching faculty. Therefore, webbased distance learning (DL is beginning to attract serious attention from the less commonly taught languages profession (Fleming, Hiple and Du, 2002. However, DL classes are often associated with student isolation, where learners are deprived of non-verbal clues, vocal expression, and eye contact that are crucial for foreign language learning (White, 2005. Thus, working in a more isolated context requires higher learner autonomy (White, 2005. This article provides a review of literature on autonomy that exists in the foreign language field, and describes four aspects of autonomy that need to be considered by language teachers while developing their web-based courses. It also offers some practical suggestions for the less commonly taught language instructors that foster autonomy and decrease isolation online.

  6. What Works in My Classroom. Ideas for Content Design Team for the 1991 Foreign Language Professional Development Seminar.

    Science.gov (United States)

    Perrine, Byron K.

    Techniques learned in the Goethe-Institut German classroom in Germany, are described and recommended for American use, particularly the immersion approach and emphasis on variety in instructional activities. Other features are also discussed, including: the role of a teacher's willingness to provide multi-sensory activities, creative use of the…

  7. 21st Century Skills and the English Foreign Language Classroom: A Call for More Awareness in Colombia

    Science.gov (United States)

    Fandiño, Yamith José

    2013-01-01

    The 21st century demands the explicit integration of learning strategies, digital competences and career abilities. Schools in general and EFL classrooms in particular should provide students with practices and processes focused on acquiring and developing, among other things, creativity, critical thinking, collaboration, self-direction, and…

  8. DIY Media in the Classroom: New Literacies Across Content Areas (Middle Through High School). Language & Literacy Series (Practitioner's Bookshelf)

    Science.gov (United States)

    Guzzetti, Barbara; Elliot, Kate; Welsch, Diana

    2010-01-01

    This book shows teachers how to bring students' Do-It-Yourself media practices into the classroom (Grades 6-12). In one accessible resource, the authors explain DIY media, identify their appealing features for content area instruction, and describe the literacy skills and strategies they promote. Chapters address: Adolescents' DIY Media as New…

  9. Peer-Assisted Learning and Interactions in Inclusive Music Classrooms: Benefits, Research, and Applications

    Science.gov (United States)

    Jellison, Judith; Brown, Laura; Draper, Ellary

    2015-01-01

    Contemporary music classrooms include a beautiful mosaic of individual children from diverse backgrounds, children who vary considerably in their capabilities, interests, and levels of motivation. Some of the variations we observe are related to social skills and knowledge. The effects of appropriate classroom behavior and positive social…

  10. Motivation and Cognitive Load in the Flipped Classroom: Definition, Rationale and a Call for Research

    Science.gov (United States)

    Abeysekera, Lakmal; Dawson, Phillip

    2015-01-01

    Flipped classroom approaches remove the traditional transmissive lecture and replace it with active in-class tasks and pre-/post-class work. Despite the popularity of these approaches in the media, Google search, and casual hallway chats, there is very little evidence of effectiveness or consistency in understanding what a flipped classroom

  11. Using Music and Image to Raise Spiritual and Moral Questions in the Foreign Language Classroom: Exploring the Sohne Mannheims

    Science.gov (United States)

    Smith, David I.; DeVries, Herman J., Jr.; Roberts, F. Corey

    2011-01-01

    Music offers to language teachers benefits in terms of language exposure, cultural information, and multisensory appeal. This article describes how the use of music videos offers potential for exploring spiritual and moral concerns, especially as the intersections between words, sounds, and images are explored. Exploring how (in this case)…

  12. The Effects of Songs in the Foreign Language Classroom on Text Recall, Delayed Text Recall and Involuntary Mental Rehearsal

    Science.gov (United States)

    Salcedo, Claudia S.

    2010-01-01

    Music represents an integral part of the human culture, and particularly language and communication. Music can be a powerful tool in the learning experience. The purpose of the present study is to investigate whether English native-speaker students learning a foreign language can benefit from integrating music into the curriculum. Students' text…

  13. The Role of Methods Textbooks in Providing Early Training for Teaching with Technology in the Language Classroom

    Science.gov (United States)

    Arnold, Nike

    2013-01-01

    The ability to make effective use of technology is becoming increasingly important for prospective language teachers. As a result, many teacher preparation programs include some form of training in computer assisted language learning (CALL). This study focuses on one component of such training, the textbooks used in methods courses, and employs…

  14. Validation and Application of the Constructivist Learning Environment Survey in English Language Teacher Education Classrooms in Iran

    Science.gov (United States)

    Ebrahimi, Nabi. A.

    2015-01-01

    This article reports the validation and application of an English language teacher education (LTE) version of the Constructivist Learning Environment Survey (CLES). The instrument, called the CLES-LTE, was field tested with a sample of 622 Iranian English language student teachers in 28 classes. When principal components analysis led to the…

  15. Classroom management of situated group learning: A research study of two teaching strategies

    Science.gov (United States)

    Smeh, Kathy; Fawns, Rod

    2000-06-01

    Although peer-based work is encouraged by theories in developmental psychology and although classroom interventions suggest it is effective, there are grounds for recognising that young pupils find collaborative learning hard to sustain. Discontinuities in collaborative skill during development have been suggested as one interpretation. Theory and research have neglected situational continuities that the teacher may provide in management of formal and informal collaborations. This experimental study, with the collaboration of the science faculty in one urban secondary college, investigated the effect of two role attribution strategies on communication in peer groups of different gender composition in three parallel Year 8 science classes. The group were set a problem that required them to design an experiment to compare the thermal insulating properties of two different materials. This presents the data collected and key findings, and reviews the findings from previous parallel studies that have employed the same research design in different school settings. The results confirm the effectiveness of social role attribution strategies in teacher management of communication in peer-based work.

  16. Research-Based Vocabulary Instruction for English Language Learners

    Science.gov (United States)

    Chung, Stephanie F.

    2012-01-01

    A major reading-achievement gap exists between English language learners and English-only students. In order for ELLs to experience school success, they must achieve English language proficiency. This article presents why vocabulary acquisition plays the most vital role in ELLs' learning of the English language. Factors include the severity and…

  17. Multilingual Communication and Language Acquisition: New Research Directions

    Science.gov (United States)

    Canagarajah, A. Suresh; Wurr, Adrian J.

    2011-01-01

    In this article, we outline the differences between a monolingual and multilingual orientation to language and language acquisition. The increasing contact between languages in the context of globalization motivates such a shift of paradigms. Multilingual communicative practices have remained vibrant in non-western communities for a long time. We…

  18. C-IMAGE Teachers at Sea Maiden Voyages: Promoting Authentic Scientific Research in the Classroom

    Science.gov (United States)

    Hine, A. C.; Greely, T.; Lodge, A.

    2012-12-01

    The Center for Integrated Modeling & Analysis of Gulf Ecosystems (C-IMAGE) is one of eight consortia participating in the BP/Gulf of Mexico Research Initiative. C-IMAGE is a comprehensive research consortium of 13 national and international universities tasked with evaluating the environmental impacts of the 2010 Deepwater Horizon Oil Spill (DWH) on coastal ecosystems, the water column and the sea floor. The associated C-IMAGE research cruises provide a unique opportunity for Florida's K12 science educators to participate in the data collection and collaboration process alongside marine scientists as a member of the scientific crew. The mission of the C-IMAGE cruises is to help to answer several fundamental questions about the DWH event and subsequent impacts on the plankton population, reef and fish communities and the microbial communities. Deep sea sediment samples, plankton and fishes collected during these expeditions are the data sources. Sampling activities include the use of the SIPPER plankton sampler, multi-core sediment system and long line surveys to assess fish health. While at sea teachers participate in the at sea research and serve as the ship to shore communicator via social media (FB, Twitter, daily blogs) and LIVE video conferencing with formal and informal classrooms. Marine scientists, post-docs and graduate students participating in the C-IMAGE cruises collaborate with the teacher on board to communicate the science, technology and life at sea experiences to educational and general audiences. Upon return to shore, teachers will translate their At Sea learning experience to understandable inquiry-based lessons about the science and technology encompassing the northern Gulf of Mexico ecology, the DWH event and subsequent impacts. Lessons developed from the cruises will inform a future series of C-IMAGE Teacher Professional Developments during Phase 2 of Outreach activities. The results from three Gulf of Mexico expeditions (Aug-Nov) will be presented: related to teachers' working knowledge of research and sampling procedures as well as metrics for the potential value-added of social media as a mechanism for communicating research with formal and informal audiences. C-IMAGE teachers will engage in research with experts in biological and chemical modeling, marine resource assessment, sedimentary geochemistry and toxicology. This research is made possible by a grant from BP/The Gulf of Mexico Research Initiative. Contract #SA 12-10/GoMRI-007;

  19. From the Bottom of the Sea to the Center of the Classroom - REVEL Teacher Falicitates Authentic Student Research in the Classroom.

    Science.gov (United States)

    Young, D.; Robigou, V.

    2005-12-01

    In 2000, as land-collaborator for REVEL teacher C. Maldonado while on an ocean-going research cruise, I got hooked by seafloor exploration, tectonic plate processes, and biological communities around hydrothermal vent systems. I decided then to bring deep-sea research to my classroom through participation in SEAS (Students Experiments at Sea) in 2003. But, to truly understand the scientific process, I needed to experience research myself. I was selected for the REVEL Project in 2004 and went to sea for a month to study hydrothermal plumes in the N.E. Pacific Ocean. While working with SEAS curriculum helped to introduce my students to authentic research, it wasn't until I experienced a research cruise and all the aspects of research on board that I felt confident enough to help my classes pursue and achieve the honor of sending their own experiments to sea. My 7th grade students wrote 2 proposals for the 2004 SEAS program. Neither proposal was chosen, but my students experienced the scientific process while collaborating with scientists as they wrote up results from experiments that had been implemented. The following year, my 9th grade class proposed to compare how water pressure at different depths affects various materials and different shapes. This proposal was selected and their experiment was deployed on the seafloor during an R/V Atlantis research cruise in April 2005. The material shapes (and controls) were exposed to increasing pressure at variable depths, including that of the seafloor. The results predicted by the students did not occur and the students submitted an "explanation article" explaining the possible reasons for the experiment failure and what they could better to prepare for a future deployment. Throughout the process students interacted with the scientists at sea. Despite the disappointing outcome of the experiment, it was a great learning experience for the class and an honor for all students to have their hard work validated by the deployment of their experiment on the seafloor. How many young people can say that they worked with scientists on research in such a remote environment as the bottom of the deep sea? I am currently at St. Joseph Catholic School in Pine Bluff, Arkansas and I am excited about bringing deep ocean research to this land locked state! Many of my students have never even been to an ocean shore! As I did in Washington State, I will be introducing them to oceanography and show them a world they have never dreamed of. These students are excited at the possibility of doing authentic research in the remote, deep ocean! In addition, I will continue to share my research-based expertise in teaching and in science with colleagues that might not have had the opportunity to do scientific research. My REVEL experience will continue to feed my enthusiasm for learning, and will spread as I entrain teachers and students in Arkansas to follow research cruises via the Internet. Research-based education is a window to worlds never before experienced by and often inaccessible to my students. My practice of research has given me the confidence to bring new research opportunities into my classroom and to serve as facilitator for students' research. Last year, I took high school students to Kitt Peak, Arizona where they made solar observations. They wrote a college level research paper on the magnetic field strengths of sunspots. And their paper was published in spring 2005 in the Research Based Science Education journal.

  20. "Multiculturalism" - a dead end in conceptualizing difference, or an open-ended approach to facilitating democratic experiences in the foreign language classroom?

    Directory of Open Access Journals (Sweden)

    Ulrika Tornberg

    2004-01-01

    Full Text Available The focus of this text is on the multicultural condition, related to the foreignlanguage classroom as a possible arena for democratic experiences. However,due to the increasing ambiguity, to say the least, of the conceptions of “culture”and “multiculturalism” today, I will argue that, depending on how “multicul-turalism” is conceived, this focus may indeed either lead to a cultural andcommunicative closure, or open up the possibility of multi-vocal dialogue andcommunication. If, on the one hand, “multiculturalism” is understood asdifference, mainly constituted by a variety of categorized cultural groupings,you may end up essentializing culture to something that people “have”, andthat is imposed on them collectively from an outside position. If, on the otherhand, cultural differences are seen as constructed within human practices ofongoing narratives and negotiations between individuals and groups – acrossand beyond all kinds of cultural borders – then the hybrid, pluralistic condi-tion of a society, or even of a foreign language classroom, may offer at least anopportunity for cultural identities to co-construct a social space, where nor-mative conflicts and different viewpoints could be dealt with through multi-vocal deliberative communication.