WorldWideScience
1

Research in the Language Classroom: State of the Art  

OpenAIRE

New trends in language teaching have resulted in a move towards research in thelanguage classroom. A brief overview of classroom research reveals three distinct but interrelatedresearch paradigms: classroom-centered research, classroom process research, andqualitative research, respectively.

Salmani-nodoushan, Mohammad Ali

2006-01-01

2

Research in the Language Classroom: State of the Art. Research Papers  

Science.gov (United States)

New trends in language teaching have resulted in a move towards research in the language classroom. A brief overview of classroom research reveals three distinct but inter-related research paradigms: classroom-centered research, classroom process research, and qualitative research, respectively.

Salmani-Nodoushan, Mohammad Ali

2006-01-01

3

Classroom Research for Language Teachers. Teacher Development Series  

Science.gov (United States)

Why should English language teachers conduct classroom research? As teachers gain experience, they instinctively want to learn more about their practice, the profession, and ways to contribute to the field. The way to dig deeper into their passion for teaching is through researching their own classroom contexts. This easy-to-follow guide…

Stewart, Tim

2013-01-01

4

Progress in Language Classroom Research: Evidence from "The Modern Language Journal," 1916-2000.  

Science.gov (United States)

Reviews topical and methodological trends in the past 85 years of research on language classrooms in "The Modern Language Journal." Focus is on empirical investigations into oral classroom instruction in post-secondary classes, which include comparisons of language teaching methodology, observational procedures in classrooms, examinations of…

Chaudron, Craig

2001-01-01

5

Understanding Classroom Language Assessment through Teacher Thinking Research  

Science.gov (United States)

While research into classroom language assessment has expanded in recent years, the nature of thought processes used by teachers when conducting such assessment has received less attention. This article reports on research that explored these cognitions through case studies of two instructors teaching an EAP (English for Academic Purposes) course…

Yin, Muchun

2010-01-01

6

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

Directory of Open Access Journals (Sweden)

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.

Miranda J. Walker

2014-11-01

7

Thinking Allowed: Integrating Process and Genre into the Second Language Writing Classroom: Research into Practice  

Science.gov (United States)

The field of second language (L2) writing has moved beyond the false dichotomies between process- and genre-based pedagogies perpetuated in the 1980s and 1990s, but there has still been little research on how the two are actually reconciled in the classroom. Consequently, L2 writing instructors are left with an incomplete picture, unsure how to…

Racelis, Juval V.; Matsuda, Paul Kei

2013-01-01

8

Picturebooks in foreign language classroom  

OpenAIRE

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...

Martincova?, Kristy?na

2008-01-01

9

Silence in the second language classroom  

OpenAIRE

This mixed-methods investigation reports on the under-researched issue of silence within Japanese university second language (L2) classrooms. An extensive, multi-site study using a structured observation methodology was employed to investigate the classroom behaviour of over 900 language learners across nine universities in Japan. To effectively measure the extent of macro-level silence within their classrooms, an original observation instrument called the Classroom Oral Participation Scheme ...

King, James Edward

2011-01-01

10

Talking the Talk and Walking the Walk: Researching Oral Language in the Classroom (Focus on Research).  

Science.gov (United States)

Reflects on studies by teacher-researchers that show how attending to children's multiple oral discourses informs teachers' understanding of learning and language development. Discusses the school as a site of discourses in contact, ways of talking, appropriating new discourses, exploring different language genres, explicit practice in discussion,…

Gallas, Karen; And Others

1996-01-01

11

Phonics Teaching and Learning in Whole Language Classrooms: New Evidence from Research.  

Science.gov (United States)

Investigates eight first-grade whole language classrooms in terms of what phonics skills and concepts were taught, where phonics instruction occurred, and how it was conducted. Shows gains in ability to decode and encode words for all students. Finds that teachers responded to individual needs of learners, and that skills were taught within the…

Dahl, Karin L.; Scharer, Patricia L.

2000-01-01

12

A teacher’s learning process in dual design research: learning to scaffold language in a multilingual mathematics classroom  

OpenAIRE

In this paper, we argue that dual design research (DDR) is a fruitful way to promote and trace the development of a mathematics teacher’s expertise. We address the question of how a teacher participating in dual design research can learn to scaffold students’ development of the language required for mathematical learning in multilingual classrooms. Empirical data were collected from two teaching experiments (each with 8 lessons, and 21 and 22 students, aged 11–12...

Smit, J.; Eerde, H. A. A.

2011-01-01

13

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

Science.gov (United States)

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…

Ahmadian, Mohammad Javad; Tavakoli, Mansoor

2011-01-01

14

Updating Language Teaching: Classroom Practices  

Science.gov (United States)

The cognitive-code theory of learning has influenced the field of language teaching. Increased use of communicative practice and contextualization, simulation, concept-based teaching methods and increased integration of language skills are the result of this influence observed in the classroom. (CLK)

Varela, L.

1975-01-01

15

A Probe into Classroom Teaching and Second Language Acquisition  

Directory of Open Access Journals (Sweden)

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.

Zhengdan Li

2009-02-01

16

A Probe into Classroom Teaching and Second Language Acquisition  

OpenAIRE

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.

Zhengdan Li

2009-01-01

17

Plenary Speech: Researching Complex Dynamic Systems--"Retrodictive Qualitative Modelling" in the Language Classroom  

Science.gov (United States)

While approaching second language acquisition from a complex dynamic systems perspective makes a lot of intuitive sense, it is difficult for a number of reasons to operationalise such a dynamic approach in research terms. For example, the most common research paradigms in the social sciences tend to examine variables in relative isolation rather…

Dörnyei, Zoltán

2014-01-01

18

Beyond Tradition: Innovative Enhancement of Oral Language in the Classroom.  

Science.gov (United States)

Written and developed to assist speech and language clinicians in the ongoing process of providing support for classroom teachers in their efforts to enhance the oral language of their students, this manual provides a rationale and intervention activities for improving oral language in the classroom. The manual first discusses research supporting…

Cornick, Craig M.; Thomas, Timothy M.

19

Journals in the Language Classroom  

Science.gov (United States)

In this article, the author describes some of the ways that journals can be used as teaching tools in the language classroom; in fact, the suggestions he makes could be applied to the use of journals in teaching just about any subject. He begins by describing the concept of writing to learn, which is the theoretical foundation that journals are…

Baxter, Scott J.

2009-01-01

20

Learning Anxiety in the Language Classroom  

OpenAIRE

It has generally been acknowledged that anxiety is an affective factor that plays a significant role in any learning. A highly specific type of anxiety, foreign language classroom learning anxiety, has been distinguished and recognised as quite common among foreign language learners (Horwitz et al. 1991). The article provides some theoretical considerations related to the issue and presents findings from research on it conducted among Polish secondary school students of English. Conclusions i...

Zybert, Jerzy

2006-01-01

21

Language to Language: Nurturing Writing Development in Multilingual Classrooms  

Science.gov (United States)

The author spent four years embedded in a multilingual kindergarten classroom in which children spoke six different languages and several more years observing multilingual Head Start classrooms. She shares numerous examples of young dual language learners actively figuring out the way written language works in their first and second languages.…

Shagoury, Ruth

2009-01-01

22

Code Choice in the Language Classroom  

Science.gov (United States)

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,…

Levine, Glenn S.

2011-01-01

23

English in the Chinese foreign language classroom  

CERN Document Server

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

Wang, Danping

2013-01-01

24

A research program for foreign language teachers : building up investigation in classroom contexts  

OpenAIRE

When researchers in the field of Applied Linguistics or L2 teachers try to carry out any kind of research, several problems arise. The first one is knowing how to start the process of ‘researching’. The second problem, perhaps more frustrating, arises when one finds out that one cannot grasp the complexities to be taken into account when getting started on the research task at hand. Third, one has to find out how to adapt the different steps of the research to one’s ow...

Luque Agullo?, Gloria; Ramos A?lvarez, Manuel Miguel

2004-01-01

25

Maximising Target Language Use in the Immersion Classroom  

Science.gov (United States)

This article is the second part of a report on research that examined immersion language teachers' strategies to modify their speech in order to maintain use of the target language. As described in the first part in "Babel," Volume 40, Number 2 (Veque, 2005), this classroom-based research, undertaken at Methodist Ladies College (MLC) in Melbourne,…

Veque, Catherine

2006-01-01

26

Language Learning Styles: Research and Practical Considerations for Teaching in the Multicultural Tertiary ESL/FL Classroom.  

Science.gov (United States)

Key definitions, assumptions, and research concerning learning styles related to culture are presented with six case study examples of cross-cultural conflicts in tertiary education settings. The optimal management of teacher-student style disparities in the multicultural classroom is discussed. (38 references) (Author/LB)

Oxford, Rebecca L.; And Others

1992-01-01

27

Conquering Language Babel in the Classroom  

Science.gov (United States)

This article is an exploration of the available applications for speech to speech real-time translation software for use in the classroom. Three different types of machine language translation (MLT) software and devices are reviewed for their features and practical application in secondary education classrooms.

Minichino, Mario; Berson, Michael J.

2012-01-01

28

Current Developments in Second Language Reading Research.  

Science.gov (United States)

Reviews current developments in second-language reading research and its implications for the classroom, particularly the English-as-a-Second-Language classroom. It is argued that the last 10 years have yielded insights that challenge previous views of first- and second-language reading and imply future avenues of research. (67 references) (VWL)

Grabe, William

1991-01-01

29

Visual Puzzles in the Second Language Classroom.  

Science.gov (United States)

Supports and give examples of adding visual aids to problem-solving activities in language classroom through which teacher will inject a recreational element into learning process, foster verbal learning, and stimulate communicative interaction. (Author/BK)

Mollica, Anthony

1981-01-01

30

Dual Language Learners in the Early Childhood Classroom. National Center for Research on Early Childhood Education (NCRECE) Series  

Science.gov (United States)

The school readiness of young dual language learners depends on high-quality preschool programs that meet their needs--but how should schools promote and measure the progress of children learning two languages? Find out what the research says in this authoritative resource, which investigates the experiences of dual language learners in preschool…

Howes, Carollee, Ed.; Downer, Jason T., Ed.; Pianta, Robert C., Ed.

2011-01-01

31

Second Language Reading Research: A Critical Review  

Science.gov (United States)

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…

Hazelrigg, Amy C.

2008-01-01

32

Language of Peace in the Peaceful Classroom  

Science.gov (United States)

For the past 30 years, peace educators have drawn attention to the vital role of language--the caring, creative words that describe and enhance peace. The language of peace has evolved through several stages of growth and complexity. It also offers a heritage of caring and acceptance for all children who enter through educators' classroom doors.…

Stomfay-Stitz, Aline; Wheeler, Edyth

2006-01-01

33

Using Technology in the Languages Classroom from the 20th to the 21st Century: A Literature Review of Classroom Practices and Fundamental Second Language Learning Theories  

Science.gov (United States)

In this paper, the literature related to the use of technology in the languages classroom will be explored. In relation to the teaching and learning methodologies and approaches past and present as well as current research, comparisons are made between the audio-lingual/visual classroom and the digital classroom by way of describing and comparing…

Hess, Cherie

2011-01-01

34

Beyond Paradigm: The "What" and the "How" of Classroom Research  

Science.gov (United States)

This article reviews studies in second language classroom research from a cross-theoretic perspective, arguing that the classroom holds the potential for bringing together researchers from opposing theoretical orientations. It shows how generative and general cognitive approaches share a view of language that implicates both implicit and explicit…

Whong, Melinda; Gil, Kook-Hee; Marsden, Heather

2014-01-01

35

Measuring Teacher-Child Interactions in Linguistically Diverse Pre-K Classrooms. Research Brief  

Science.gov (United States)

Researchers investigated whether the Classroom Assessment Scoring System[TM] reliably characterized prekindergarten classrooms having varying ethnic and language compositions across the instrument's three domains (Emotional Support, Classroom Organization, and Instructional Support). They also examined whether the instrument predicted children's…

Downer, Jason T.; Lopez, Michael L.; Grimm, Kevin J.; Hamagami, Aki; Pianta, Robert C.; Howes, Carollee

2012-01-01

36

Body Language in the Classroom  

Science.gov (United States)

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…

Miller, Patrick W.

2005-01-01

37

TEACHING CREATIVE WRITING IN ENGLISH LANGUAGE CLASSROOM  

OpenAIRE

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...

Rodriques, Marku Monis And M. V.

2012-01-01

38

Developing Reflective and Investigative Skills in Teacher Preparation Programs: The design and implementation of the Classroom Research Component at the Foreign Language Program of Universidad del Valle  

Scientific Electronic Library Online (English)

Full Text Available En este articulo se describe el proceso y la experiencia de diseño, planificación e implementación del componente de investigación en el aula en los primeros cinco semestres de la Licenciatura en Lenguas Extranjeras de la Universidad del Valle. Queremos resaltar el papel de la investigación en el au [...] la en la formación inicial de nuestros estudiantes y en nuestro desarrollo profesional como docentes. Además queremos mostrar la importancia de preparar a los futuros profesores no solo en el desarrollo de competencia lingüística en las lenguas extranjeras sino también de competencias que les permitan reflexionar, analizar y encontrar maneras de mejorar su práctica profesional. La descripción de esta experiencia busca compartir nuestros logros, dificultades y planes de desarrollo futuro. Abstract in english In this article we want to describe our process and experience in studying, designing, planning and implementing the Classroom Research Component in the first five semesters of the Licenciatura program at the School of Language Science, Universidad del Valle. We want to stress the role of Classroom [...] Research in our students' initial training and in our own professional development. We also want to show the importance of preparing students and future teachers who possess not only linguistic competence in the foreign languages, but also competences that allow them to reflect, analyze and find ways of improving their professional practice. The description of this experience leads us to share our achievements, difficulties and plans for future development.

Rosalba, Cárdenas Ramos; Carmen Cecilia, Faustino.

2003-01-01

39

Supporting English Language Learners' Reading in the Science Classroom  

Science.gov (United States)

It may seem obvious that students with limited reading skills also have limited educational opportunities. Students acquiring English as their second, non-native language--presently referred to as English Language Learners (ELLs)--face this obstacle. Fortunately, a body of research has emerged that provides specific techniques for supporting and developing their reading ability. These findings can be readily applied to the science classroom.

Greg Corder

2007-09-01

40

Questioning the Stability of Foreign Language Classroom Anxiety and Motivation across Different Classroom Contexts  

Science.gov (United States)

This study examined whether foreign language learner anxiety and motivational goal orientations remained stable across two different classroom contexts: a reading course and a conversation course. The researcher measured anxiety and four types of motivational goal orientations by surveying 59 Korean college students learning English in both…

Kim, Sung-Yeon

2009-01-01

41

EFL Teachers' Language Use for Classroom Discipline: A Look at Complex Interplay of Variables  

Science.gov (United States)

The issue of classroom management in the English as a foreign language (EFL) setting has not been addressed adequately despite teachers' views of it as constituting one of their prioritized tasks. Among the aspects of classroom management, in particular, classroom discipline seems to warrant research focus because it contributes to "smooth and…

Kang, Dae-Min

2013-01-01

42

Role of Focus-on-Form Instruction, Corrective Feedback and Uptake in Second Language Classrooms: Some Insights from Recent Second Language Acquisition Research  

Science.gov (United States)

A considerable number of studies on focus-on-form instruction, corrective feedback and uptake have been carried out in the field of second language acquisition (SLA) research over the last two decades. These studies have investigated the above-mentioned concepts from different perspectives, in a number of different contexts and in a number of…

Afitska, Oksana

2015-01-01

43

FACEBOOK GROUPS AS A SUPPORTING TOOL FOR LANGUAGE CLASSROOMS  

Directory of Open Access Journals (Sweden)

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.

Arzu Ekoç

2014-07-01

44

Implementing Language-in-Education Policy in Multilingual Mathematics Classrooms: Pedagogical Implications  

Science.gov (United States)

In this paper, we examine selected literature on classroom-based research to understand how students and teachers (re)negotiate the language of interaction in a mathematics classroom when the official medium of instruction is different from the students' dominant language. We identify the tensions and dilemmas associated with the implementation of…

Halai, Anjum; Karuku, Simon

2013-01-01

45

Language in Science Classrooms: An Analysis of Physics Teachers' Use of and Beliefs About Language  

Science.gov (United States)

The world over, secondary school science is viewed mainly as a practical subject. This may be one reason why effectiveness of teaching approaches in science education has often been judged on the kinds of practical activity with which teachers and students engage. In addition to practical work, language—often written (as in science texts) or oral (as in the form of teacher and student talk)—is unavoidable in effective teaching and learning of science. Generally however, the role of (instructional) language in quality of learning of school science has remained out of focus in science education research. This has been in spite of findings in empirical research on difficulties science students encounter with words of the instructional language used in science. The findings have suggested that use of (instructional) language in science texts and classrooms can be a major influence on the level of students' understandings and retention of science concepts. This article reports and discusses findings in an investigation of physics teachers' approaches to use of and their beliefs about classroom instructional language. Direct classroom observations of, interviews with, as well as content analyses of the participant teachers' verbatim classroom talk, were used as the methods of data collection. Evidence is presented of participant physics teachers' lack of explicit awareness of the difficulty, nature, and functional value of different categories of words in the instructional language. In conclusion, the implications of this lack of explicit awareness on the general education (initial and in-service) of school physics teachers are considered.

Oyoo, Samuel Ouma

2012-10-01

46

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

Science.gov (United States)

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…

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

2012-01-01

47

· Attitude towards Computers and Classroom Management of Language School Teachers  

OpenAIRE

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 instruc...

Sara Jalali; Vahid Panahzade; Ali Firouzmand

2014-01-01

48

Teachers’ approaches to language classroom assessment in Cameroon primary schools  

Directory of Open Access Journals (Sweden)

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 

Achu Charles Tante

2013-10-01

49

Classroom tandem – Outlining a Model for Language Learning and Instruction  

OpenAIRE

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...

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

2013-01-01

50

Dramatic Activities in Language Arts Classrooms: Resource Summary. ERIC Digest.  

Science.gov (United States)

This digest reviews some of the related literature about the benefits of classroom drama activities and introduces a variety of resources to help educators incorporate dramatic activities in their language arts classrooms. The digest notes that although several terms have been used to refer to "classroom drama" such as creative dramatics,…

Tatar, Sibel

51

Strategy Training in a Task-Based Language Classroom  

Science.gov (United States)

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…

Lai, Chun; Lin, Xiaolin

2015-01-01

52

Mobile Sign Language Learning Outside the Classroom  

Science.gov (United States)

The majority of deaf children in the United States are born to hearing parents with limited prior exposure to American Sign Language (ASL). Our research involves creating and validating a mobile language tool called SMARTSign. The goal is to help hearing parents learn ASL in a way that fits seamlessly into their daily routine. (Contains 3 figures.)

Weaver, Kimberly A.; Starner, Thad

2012-01-01

53

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

Science.gov (United States)

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.

Hill, Jane D.; Bjork, Cynthia Linnea

2008-01-01

54

Anxiety and Predictors of Performance in the Foreign Language Classroom  

Science.gov (United States)

This study is concerned with possible relationships between general foreign language classroom anxiety (FLCA), foreign language reading anxiety (FLRA), gender, extended overseas experience, and classroom performance. Versions of previously published measurement scales (the FLCAS and the FLRAS) were administered to three different groups in nine…

Matsuda, Sae; Gobel, Peter

2004-01-01

55

Communication Strategies Used by High School English Language Learners in Multilingual Classrooms  

Science.gov (United States)

In this study, twenty-five high school English language learners were observed in their classrooms in a New York City public school while they worked in small groups. All observations were video recorded or done by the researcher while in the classrooms. The videos were then transcribed. Communication strategies that the participants used were…

Spromberg, Sarah

2011-01-01

56

Language Teaching Research: Promoting a More Interdisciplinary Approach  

Science.gov (United States)

Although research in the field of language teaching and learning has appeared to enhance classroom pedagogy, I argue here that these advances have had a relatively small impact on actual foreign language learning. Unlike in most school subjects, the recipients of language pedagogy, i.e. the students, arrive in the classroom with several…

Stapleton, Paul

2014-01-01

57

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

Science.gov (United States)

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,…

Rothwell, Julia

2011-01-01

58

Classroom Discourse Of Malay Language Lesson: A Critical Analysis  

Directory of Open Access Journals (Sweden)

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.

Idris Aman

2006-01-01

59

What in the World Happens in Classrooms? Qualitative Classroom Research  

Science.gov (United States)

This report synthesizes the discussion that took place in a Conference on Qualitative Classroom Research ("What in the world happens in classrooms?" ), organized by the authors and held in Oaxtepec, Mexico in May 2002. The primary aim was to visualize possible interconnections among the various disciplines represented by the 35 scholars who were…

Candela, Antonia; Rockwell, Elsie; Coll, Cesar

2004-01-01

60

Considerations for Literacy Coaches in Classrooms with English Language Learners  

Science.gov (United States)

This brief by the Literacy Coaching Clearinghouse addresses issues related to literacy coaching in classrooms where there are English Language Learners (ELLs). Briefly defined, an English Language Learner is a child whose native language is other than English and who is learning English as a second language. Moreover, ELLs are defined as students…

Escamilla, Kathy

2007-01-01

61

Developing Language Skills in Science Classrooms  

Science.gov (United States)

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…

Jimenez-Silva, Margarita; Gomez, Conrado Laborin

2011-01-01

62

Classroom Management for Teachers of Japanese and Other Foreign Languages  

Science.gov (United States)

This article describes the classroom management component of the Professional Development of Japanese Teachers of Texas (PDJT), a certification program for teachers of Japanese. In addition, it offers suggestions in classroom management for teachers of Japanese and other foreign languages as well as guidance for teacher trainers to help new…

Horwitz, Elaine K.

2005-01-01

63

Research methods for English language teachers  

CERN Document Server

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

McDonough, Jo

2014-01-01

64

Second Language Research Forum Colloquia 2009: Colloquium--Language Learning Abroad: Insights from the Missionary Experience  

Science.gov (United States)

Recent years have brought increasing attention to studies of language acquisition in a country where the language is spoken, as opposed to formal language study in classrooms. Research on language learners in immersion contexts is important, as the question of whether study abroad is valuable is still somewhat controversial among researchers

Hansen, Lynne

2011-01-01

65

Effects of Teaching Literature on Culture Learning in the Language Classroom  

OpenAIRE

Problem statement: The role of literature in enhancing readers cultural understanding in the language classroom was explored. It was a part of an extensive research which focused mainly on language learning and creativity. It is argued that the interface of language, literature and culture are at the forefront of present-day language and literature learning and this facilitates inter-racial, intra-racial and global understanding. Approach: As method, a quasi-experimental study was conducted o...

Chittra Muthusamy; Rasaya Marimuthu; Elangkeeran Sabapathy

2011-01-01

66

The Culture and Language Learning of Chinese Festivals in a Kindergarten Classroom  

Science.gov (United States)

Culture plays a vital role in second language learning. This paper presents an action research study that investigates the role of culture in a Chinese language program in a kindergarten classroom. Three topics have been explored: (a) culture as the core in the development of a thematic unit on Chinese festivals, (b) a culturally responsive…

Yang, Hui-Chin

2006-01-01

67

The Silent Language in the Multicultural Classroom  

Science.gov (United States)

The author discusses the implications of nonverbal communication in the multicultural classroom setting, a factor frequently overlooked since it is largely culturally determined and normally operates outside of the awareness level. (MJB)

Wolfgang, Aaron

1977-01-01

68

Complex language encounters : observations from linguistically diverse South African classrooms  

OpenAIRE

This article reports on the initial observation phase of a larger, longitudinal project that explores complex language encounters in grades R (Reception) to 3 classrooms in South Africa. Complex language encounters refer to teacher-learner exchanges that take place when neither teachers nor learners are first language speakers of the language of instruction, in this case English. Observations during teaching practice visits to linguistically and culturally diverse South African urban classro...

Evans, Rinelle; Cleghorn, Ailie

2010-01-01

69

Sociolinguistics Inputs and English as Second Language Classrooms  

Directory of Open Access Journals (Sweden)

Full Text Available Sociolinguistic inputs in language acquisition and use of English as Second Language in classrooms is the main focus of this study. A survey research design was adopted. The population consisted of all secondary school students in Akure Local Government of Ondo State, Nigeria. Two hundred and forty (240 students in senior secondary school classes were deliberately selected from six secondary schools randomly sampled. A fourteen-item questionnaire designated to elicit the required information on the sociolinguistic inputs was used for data collection. The face and content validity of the instrument was ensured. A trial test of the instrument was carried out with students in a community senior secondary school in Ekiti State. Split- half reliability was used and a reliability coefficient of 0.9 was obtained. One way Analysis of Variance (ANOVA, t-test and Pearson Product Moment correlation statistics were employed for the data analysis. Findings revealed that parents’ occupations have significant impact on secondary school students’ use of English. Results also revealed that gender, age and religion have insignificant input on secondary school students’ use of English. It was concluded that the family still remains a major source and most potent place for language learning; therefore, parents should give more attention to students language use at home and provide all the necessary impetus.

Ofodu Graceful Onovughe

2012-06-01

70

Classroom tandem – Outlining a Model for Language Learning and Instruction  

Directory of Open Access Journals (Sweden)

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.

Katri KARJALAINEN

2013-10-01

71

Exploring Bilingual Pedagogies in Dual Language Preschool Classrooms  

Science.gov (United States)

In this paper, we present an analysis of the language practices of four Spanish/English dual language (DL) preschool teachers, focusing on the ways in which the teachers mediate bilingual interactions with students and distribute Spanish and English across different classroom discourse functions. Findings reveal teachers' flexible and…

Gort, Mileidis; Pontier, Ryan W.

2013-01-01

72

Whole Language in the Music Classroom: Part 1 of 2.  

Science.gov (United States)

Describes how to use whole language instruction in the music classroom. Discusses the various aspects of whole language instruction, such as authentic learning experiences, whole concept, learning that focuses on inquiry, the importance of social interaction, and reflection. Lists appropriate activities. (CMK)

Cavner, Delta; Gould, Elizabeth

2003-01-01

73

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

CERN Document Server

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.

Chappell, Philip

2014-01-01

74

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

OpenAIRE

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...

Gkonou, Christina

2011-01-01

75

Firefighter or Fireman? Teachers’ attitudes towards gender neutrality in the foreign language classroom  

OpenAIRE

This essay investigates the extent and significance of a gender decisive language in the foreign language classroom. Focus lies on teachers teaching English as a foreign language and their attitudes towards gender neutrality from a pure linguistic point of view. My starting point was previous research done concerning my topic and the survey was performed through questionnaires that were sent out with both qualitative and quantitative questions to thirty teachers.   My findings indicate that ...

Wessman, Sofia

2007-01-01

76

The Identity, Second Language, and the Classroom Dynamic: Participant Observation in a Beginning Korean as a Second Language Classroom  

Science.gov (United States)

The goal of this qualitative study was to explore the nexus between second language acquisition, identity, and the beginning second language classroom. Using a social constructionist framework, the study utilizes ethnographic methodology incorporating both narrative and autoethnographic elements. Specifically the author acted as a participant…

Diamond, Joel S.

2010-01-01

77

Games for the Foreign Language Classroom.  

Science.gov (United States)

Two marketing games are described, "Le Marche Francais" and "El Mercado: The Mexican Market Comes to Life in the Spanish Classroom." Both are patterned after a published game entitled "Market: A Simulation Game." The adaptation in each instance relied on simplifying the original game and presenting it in a form understandable to middle school…

McMillan, Nancy; Madaras, Susan W.

78

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

Directory of Open Access Journals (Sweden)

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.

Abraham Oommen

2012-10-01

79

Classroom noise and children learning in a second language  

Science.gov (United States)

The presence of background noise affects children more negatively than adults. Understanding speech in noise is a skill that continues to develop well into a child's adolescent years. Childrens' experience with a specific language also may affect their ability to make sense of incoming speech. Research suggests that even for adults the presence of background noise negatively affects the ability to listen in a second language. Two studies were conducted to investigate the effects of classroom noise on attention and speech perception in native Spanish-speaking second graders learning English as their second language (L2), as compared to English-only speaking peers (EO). In Study 1 we measured childrens' on-task behavior during instructional activities with and without soundfield amplification. In Study 2 we measured the effects of noise (+10 dB signal-to-noise ratio) using an experimental English word-recognition task. Findings indicate although there were no effects of amplification on on-task behavior, word-recognition performance declined significantly for both EO and L2 groups in the noise condition. In particular, the impact of the noise was disproportionately greater for the L2 group. Children learning in their L2 appear to be at a distinct disadvantage when listening in rooms with typical noise and reverberation.

Nelson, Peggy; Kohnert, Kathryn; Sabur, Sabina; Shaw, Daniel

2005-04-01

80

Creative Writing: Poetry for the Language Classroom.  

Science.gov (United States)

Presents some suggestions for the writing of poetry to expand vocabulary in the target language. Since poetry demands preciseness, writing poetically helps students develop this language skill. (Author/CK)

Mollica, Anthony

1995-01-01

81

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)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese 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.

Núbio Delanne Ferraz, Mafra; Carla Viana, Coscarelli.

2013-09-01

82

Students' Language Learning Strategy Use and Achievement in the Korean as a Foreign Language Classroom  

Science.gov (United States)

This study examined the relationship between student strategy use and the development of proficiency in a Korean as a Foreign Language classroom. A total of 66 English native speakers learning Korean as a Foreign Language were administered the Strategy Inventory for Language Learning (SILL), Version 5.1. Findings indicated a low positive…

Murray, Bokyung

2010-01-01

83

The Impact MCT2 Has on an Elementary and Middle School Reading and Language Arts Classroom Instruction in Mississippi  

Science.gov (United States)

The purpose of this study was to understand what No Child Left Behind (NCLB) meant to teachers in Mississippi and to determine what impact this reform had on reading and language arts classroom instruction for teachers. Qualitative research methods in the form of interview data and classroom observations were used to examine teachers' perceptions…

Campbell, Sarah Elizabeth

2009-01-01

84

Nonverbal Teacher-student Communication in the Foreign Language Classroom  

Directory of Open Access Journals (Sweden)

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. 

Qi Pan

2014-12-01

85

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

Directory of Open Access Journals (Sweden)

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.

Lori Friesen

2009-12-01

86

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

OpenAIRE

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.

Lori Friesen

2009-01-01

87

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

Directory of Open Access Journals (Sweden)

Full Text Available 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, and researcher observation the hope is that these will aid in bringing to light the instructional activities used by pre-service teachers during reading instruction with ELLs. This study explores how pre-service bilingual teachers connect theory into practice by examining their instruction in the following categories: Instructional Practices, Interactive Teaching, English-Language Development, and Content Specific to Reading as listed in The English Language Learner Classroom Observation Instrument (ELLCOI developed by Haager, Gersten, Baker, and Graves (2003. To capture these instructional events video tape recordings of eight South Texas pre-service teachers were taken during a reading language arts lesson in order to observe instruction in high need districts’ dual language/bilingual classrooms. Data were compiled to capture the nature and quality of instruction on key essential elements, as well as reading instructional practices specific to the teaching/learning process in the dual language classroom. The findings portray the results of the ELLCOI with bilingual/ESL pre- service teachers and how they make sense of their instructional practices as a means to instruction in one-way dual language public school classrooms.

Michael Whitacre

2013-01-01

88

Twenty Ideas for Using Mobile Phones in the Language Classroom  

Science.gov (United States)

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…

Reinders, Hayo

2010-01-01

89

Assessing English-Language Learners in Mainstream Classrooms  

Science.gov (United States)

Increasingly, mainstream U.S. classrooms include children who are English-language learners (ELLs). As a result, teachers need to become more aware of ways to assess the literacy progress of their ELL students. The first type of assessment that teachers need to make is to determine ELLs' literacy backgrounds. Teachers can use predictability logs…

Lenski, Susan Davis; Ehlers-Zavala, Fabiola; Daniel, Mayra C.; Sun-Irminger, Xiaoqin

2006-01-01

90

Foreign Students' Attitudes in Portuguese Language Classrooms. A Case Study.  

Science.gov (United States)

In Portugal's monolingual school system, foreign students are expected to succeed just like Portuguese native students, despite their linguistic and cultural needs and differences. This study characterized the attitudes and motivation of four 9th grade foreign students toward Portuguese and English language classrooms in two Portuguese public…

Cabral, Maria

91

Silence in the Second Language Classrooms of Japanese Universities  

Science.gov (United States)

Japanese language learners' proclivity for silence has been alluded to by various writers (e.g. Anderson 1993; Korst 1997; Greer 2000) and is supported by plenty of anecdotal evidence, but large-scale, empirical studies aimed at measuring the extent of macro-level silence within Japanese university L2 classrooms are notably lacking. This article…

King, Jim

2013-01-01

92

Spoken Grammar and Its Role in the English Language Classroom  

Science.gov (United States)

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…

Hilliard, Amanda

2014-01-01

93

Language Policy for the Multilingual Classroom: Pedagogy of the Possible  

Science.gov (United States)

With contributions from leading scholars all around the world, this volume underlines the ever-pressing need for new language in education policies to include all learners' voices in the multilingual classroom and to empower teachers to develop responsive and transformative pedagogies. Using testimonies, narratives and examples from different…

Helot, Christine; Laoire, Muiris O.

2011-01-01

94

Code-Switching in Japanese Language Classrooms: An Exploratory Investigation of Native vs. Non-Native Speaker Teacher Practice  

Science.gov (United States)

Research on language classroom code-switching ranges from describing both teachers' and learners' first language and target language use to making connections between code-switching and student learning. However, few studies compare differences in practice between native and non-native speaker teachers and even fewer consider culture of learning…

Hobbs, Valerie; Matsuo, Ayumi; Payne, Mark

2010-01-01

95

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

Directory of Open Access Journals (Sweden)

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.

Iakovos Tsiplakides

2009-10-01

96

The link between Foreign Language Classroom Anxiety, Second Language Tolerance of Ambiguity and Self-rated English proficiency among Chinese learners  

OpenAIRE

Previous research has suggested that high levels of Foreign Language Classroom Anxiety (FLCA) have a negative effect on foreign language learning (Horwitz, 2001; Lu & Liu, 2011) while moderate levels of Second Language Tolerance of Ambiguity (SLTA) are believed to boost foreign language learning (Ely, 1995). There is prima facie evidence that both dimensions are inversely related as Foreign Language Learning contexts are full of ambiguities which may contribute to anxiety. However, the rel...

Dewaele, Jean-marc; Ip, Tsui Shan

2013-01-01

97

Storytelling as a teaching strategy in the English language classroom in Iceland  

OpenAIRE

This thesis takes sources from existing literature, personal experiences and a classroom-based study aimed at discovering how storytelling can be adapted in the ninth and tenth grade to help achieve the goals of the National Curriculum (2007) of Iceland in regards to English language teaching, Communicative Language Teaching (CLT), and specifically, to improve students’ skills in writing and speaking. My findings are based on action research design targeted at exploring the benefits of ...

Patience Adjahoe Karlsson

2012-01-01

98

Language Practices in the Ci-Classroom  

DEFF Research Database (Denmark)

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.

Mourtou, Eleni

2014-01-01

99

Children's Attendance Rates and Quality of Teacher-Child Interactions in At-Risk Preschool Classrooms: Contribution to Children's Expressive Language Growth  

Science.gov (United States)

The present research examines whether children's daily attendance rates would be predictive of gains in expressive language within the context of high-quality preschool classrooms. The quality of preschool classrooms was assessed by measuring the quality of the teacher's interactions with the children in his or her classroom. Hierarchical linear…

Logan, Jessica A. R.; Piasta, Shayne B.; Justice, Laura M.; Schatschneider, Christopher; Petrill, Stephen

2011-01-01

100

The Relationship between Iranian ELT Instructors’ Beliefs about Language Teaching and Their Practices in Real Classrooms  

Directory of Open Access Journals (Sweden)

Full Text Available Teachers play different roles in multidimensional process of language teaching and their beliefs about language teaching might influence their practices. Donaghue (2003 stated that beliefs guide teachers in their practice. However, Argyris and Schon (1978 claimed that there is almost a discrepancy between teachers’ beliefs about language teaching and their practices in the classrooms. Therefore, the present study investigated the relationship between Iranian ELT instructors’ beliefs about language teaching and their real practices in classrooms. To achieve this goal, the researchers accidentally selected 369 Iranian ELT instructors and 512 Iranian students. To collect the required data, the researchers employed Teacher’s Beliefs Questionnaire (TBQ to elicit instructors’ beliefs about language teaching and Students’ Satisfaction Questionnaire (SSQ to elicit to what extent Iranian instructors applied their beliefs in their practices. Besides, to verify the results of questionnaires, the researchers interviewed nine instructors. The results revealed a positive significant relationship (p?0.05 between instructors’ beliefs about language teaching and their real practices in classrooms. The findings proposed some applicable implications that can be applied by policy makers and curriculum designers to provide facilities to support reflective teaching and to improve teacher education programs.

Morteza Mellati

2013-03-01

101

The Role of Relational and Instructional Classroom Supports in the Language Development of At-Risk Preschoolers  

Science.gov (United States)

The purpose of this study is to contribute to the limited research base on the complex relationships between classroom supports and language development by addressing two research aims. The first aim is to determine the unique association between relational support and and instructional support and preschoolers' language development. The second…

Gosse, Carolyn S.; McGinty, Anita S.; Mashburn, Andrew J.; Invernizzi, Marcia

2012-01-01

102

Influencing Motivation in the Foreign Language Classroom  

Science.gov (United States)

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…

Nicholson, Simon James

2013-01-01

103

Research Making Its Way into Classroom Practice  

Science.gov (United States)

Identifying researchers whose work has influenced classroom practice, raises questions about the nature of research and its relationship with practice, and the means through which knowledge is distributed. We argue that normally, influence arises through lines of research more than individuals, that knowing-in-practice distribution systems should…

Johnston, Peter; Goatley, Virginia

2015-01-01

104

Current Research on Effective Classroom Management.  

Science.gov (United States)

This presentation provides an overview of research on classroom management, emphasizing results from a program of research conducted at the Research and Development Center for Teacher Education (University of Texas) during the last 5 years. These studies, along with others, provide a basis for describing important dimensions of teacher behavior…

Emmer, Edmund T.

105

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

Directory of Open Access Journals (Sweden)

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.

Douglas Altamiro Consolo

2001-02-01

106

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

Science.gov (United States)

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…

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

2009-01-01

107

Expectations in the Foreign Language Classrooms: A Case Study  

Science.gov (United States)

Research shows the strong correlation between expectations and student achievement across different disciplines. However, little research has been conducted regarding the role of discipline specific classroom expectations in student academic achievement. This multiple instrumental case study discusses expectations in two rural Spanish high school…

Ketsman, Olha

2012-01-01

108

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

Science.gov (United States)

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…

Bonacina, Florence; Gafaranga, Joseph

2011-01-01

109

Teachers' Classroom-Based Action Research  

Science.gov (United States)

Teachers' classroom-based action research is sometimes misunderstood by those who undertake it and support it, in three respects. First, it is wrongly assumed to fall into either positivist or interpretive paradigms (or perhaps a mixture of both) or to be critical. Second, there is little understanding as to why action research is necessarily…

Cain, Tim

2011-01-01

110

Teachers’ approaches to language classroom assessment in Cameroon primary schools  

OpenAIRE

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 assess...

Achu Charles Tante

2013-01-01

111

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

OpenAIRE

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 ...

Demarco Berman, Stephanie

2012-01-01

112

Rethinking Language, Rhetoric, Knowledge, and Social Studies: Classroom Implications.  

Science.gov (United States)

Proposes methods of applying new social studies teaching techniques. Suggests making the social studies classroom more social through group discussion, research, and writing. Recommends using textbook journals to help students learn to think, read, and write more critically. Calls for the use of interpersonal and textual metadiscourse. (SG)

Crismore, Avon

1991-01-01

113

Classroom Authority: Theory, Research, and Practice  

Science.gov (United States)

This book describes and analyzes authority relationships in classrooms through explorations of theory, prior research, and contemporary qualitative studies. The emphasis is on the social construction of authority and the crucial role authority plays in K-16 teachers' pedagogy and students' academic engagement and achievement. The introductory…

Pace, Judith L., Ed.; Hemmings, Annette B., Ed.

2006-01-01

114

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

Directory of Open Access Journals (Sweden)

Full Text Available 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 governments were able to centralise political power (suppression of regional languages. One of the ways French language authorities have promoted the use of language has been through education policies and the way language is taught in schools. For example, the French language was imposed on the colonised territories of France through teaching in missionary schools. Within France, stringent laws were adopted, in particular during the nineteenth century, allowing the French language to replace local languages in schools. In France today, language policies continue to exist and to have an influence on the way we view language and society. One of the main priorities of French language policy is to protect the status of the national language in particular with respect to the increasing use of English as a global dominant language in areas such as science, technology, tourism, entertainment and the media (Nunan: 2007, 178. Consequently, France has adopted policies to respond to this linguistic climate. This has implications on the way the French language is taught both within France as well as outside of France. This paper will examine some of the policies and agencies created over recent years that affect the French language. It will also identify some of the consequences these policies have on the teaching of language. Finally it will argue that a space has been created within the language classroom that attempts to find a compromise between the language policies of the French government and the realities of spoken French in society.

Angela Giovanangeli

2009-08-01

115

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

Directory of Open Access Journals (Sweden)

Full Text Available 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 governments were able to centralise political power (suppression of regional languages. One of the ways French language authorities have promoted the use of language has been through education policies and the way language is taught in schools. For example, the French language was imposed on the colonised territories of France through teaching in missionary schools. Within France, stringent laws were adopted, in particular during the nineteenth century, allowing the French language to replace local languages in schools. In France today, language policies continue to exist and to have an influence on the way we view language and society. One of the main priorities of French language policy is to protect the status of the national language in particular with respect to the increasing use of English as a global dominant language in areas such as science, technology, tourism, entertainment and the media (Nunan: 2007, 178. Consequently, France has adopted policies to respond to this linguistic climate. This has implications on the way the French language is taught both within France as well as outside of France. This paper will examine some of the policies and agencies created over recent years that affect the French language. It will also identify some of the consequences these policies have on the teaching of language. Finally it will argue that a space has been created within the language classroom that attempts to find a compromise between the language policies of the French government and the realities of spoken French in society.

Angela Giovanangeli

2009-03-01

116

TEACHER’S PERCEIVED CHARACTERISTICS AND PREFERENCES OF MOTIVATIONAL STRATEGIES IN THE LANGUAGE CLASSROOM  

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Full Text Available Motivated language teachers play a crucial role in building and developing students’ motivation in the classroom. This study aims to investigate teachers’motivational strategies in relation to their characteristics and preferences in Indonesian context of EFL instruction, which is an area that receives scant attention with regard to empirical research. The empirical data were collected through survey questionnaires and interviews. Twenty-eightactive teachers volunteered to participate in the present study. Findings show that most of these English teachers perceive themselves as enthusiastic facilitators as they explore a variety of ways to motivate students in the classroom. The majority of participants prefer assigning various learning activities or tasks in order to energize a learning environment. By doing so, teachers can draw students’ attention and get them engaged in the classroom. The teachers also integrate teaching materials with engaging pedagogical techniquesthat involve student interaction and movement.

Winda Hapsari

2013-07-01

117

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

OpenAIRE

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 ...

Greene, Cara

2013-01-01

118

Beetles and Butterflies: Language and Learning in a Dual Language Classroom  

Science.gov (United States)

Welcome to the classroom of Jill Sontag and her 19 young bilingual collaborators. Join them as they simultaneously explore the world of insects and the world of language. These curious and energetic second graders are easily drawn into the realm of bugs. Encouraging them to speak in Spanish, however, is a bit more complicated. Jill uses her…

Reyes, Sharon Adelman

2007-01-01

119

Empowering the Language Learner: Language Learning Strategy Training and Self-Regulation in an EFL Classroom  

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The purpose of this paper is to illustrate how an understanding of the Good Language Learner models described in the SLA literature can be used to tailor and implement a program of learning strategy training and self-regulatory practices in the classroom to empower L2 learners in an EFL context. The paper begins by reviewing the various…

Torres, Gabriella

2013-01-01

120

Foreign Students' Attitudes in Portuguese Language Classrooms: An Exploratory Study  

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This exploratory study aims to investigate the attitudes and motivation of four English-speaking students in two Portuguese public schools towards their Portuguese and English language classes. Our research revealed that that the needs of these students were not met in their Portuguese language classes nor their English language classes. This can…

Cabral, Maria

2005-01-01

121

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

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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.

Planas, Núria; Civil, Marta

2013-09-01

122

Moving beyond Communicative Language Teaching: A Situated Pedagogy for Japanese EFL Classrooms  

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This article questions the appropriateness of communicative language teaching (CLT) in classrooms teaching English as a foreign language (EFL) to Japanese students. The four main criticisms of CLT are the ambiguity of its description, the benefits of CLT for language learning, the amalgamation of CLT methods with local classroom practices, and the…

Lochland, Paul W.

2013-01-01

123

Researching Classrooms: Complexity and Chaos  

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This article presents a critical review of complexity theory in relation to educational research. The "analytical reductionist" approach is one in which the educational researcher seeks to reduce complex wholes to particular factors and to identify correlations between them and desirable outcomes. Complexity theory shows how this approach in…

Radford, Mike

2006-01-01

124

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

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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.

Jeanpierre, Bobby Jo

2000-08-01

125

Metacognition Training in the Chinese University Classroom: An Action Research Study  

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In the author's previous teaching English as a foreign language (TEFL) experience, he had found that Chinese university students were overdependent on teachers in EFL learning. Drawing on research on language learning strategies, he used metacognition training (MT) as a form of classroom intervention to promote learner autonomy. This article…

Jing, Huang

2005-01-01

126

Linguaculture in the Language Classroom: A Sociocultural Approach  

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This article seeks to explore how a sociocultural approach to learning can change pedagogy in the teaching of second language literacy. As a first step, the changing notions of first language literacy are acknowledged. Vygotsky's notion of everyday and schooled concepts is then used to understand research data gathered in a Year 9 Japanese…

Mackerras, Stephen

2007-01-01

127

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

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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.

Iakovos Tsiplakides

2010-05-01

128

Flipping the Classroom for English Language Learners to Foster Active Learning  

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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…

Hung, Hsiu-Ting

2015-01-01

129

Liar or Truth-Teller? Logic Puzzles in the Foreign-Language Classroom.  

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This paper discusses logic puzzles, often used with students in the mathematics classroom, in the context of foreign language education, highlighting them as tools for individual or class practice in a problem-based learning environment that combines challenges and entertainment. Benefits of logic puzzles in the foreign language classroom include…

Raizen, Esther

1999-01-01

130

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

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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…

Xin, Liu; Luzheng, Lou; Biru, Shi

2011-01-01

131

Language Ideologies in English Learner Classrooms: Critical Reflections and the Role of Explicit Awareness  

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This paper draws on fieldwork conducted over the course of one academic year in two urban high-school English learner (EL) classrooms located in the south-western part of the United States. As part of a larger interest in how language ideologies mediate classroom discourse practices, this paper analyses the role of awareness in language

Razfar, Aria; Rumenapp, Joseph C.

2012-01-01

132

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

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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

Opoku-Amankwa, Kwasi

2009-01-01

133

Effects of Teaching Literature on Culture Learning in the Language Classroom  

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Full Text Available Problem statement: The role of literature in enhancing readers cultural understanding in the language classroom was explored. It was a part of an extensive research which focused mainly on language learning and creativity. It is argued that the interface of language, literature and culture are at the forefront of present-day language and literature learning and this facilitates inter-racial, intra-racial and global understanding. Approach: As method, a quasi-experimental study was conducted on two intact groups; the control (n = 30 and experimental (n = 30 groups. Both groups underwent an eight week experiment whereby one short story, The Burden of Sin by S. Karthigesu was taught to both groups. The control group was taught using the routine and traditional reading and comprehension teaching approach while the experimental group was taught using the reader response approach adapting Ibsens the I Model text exploration and literary devices. Results: Descriptive and inferential statistical analyses were conducted on the data collected using two non-parametric tests: The Wilcoxon Signed Ranks test to determine the significant difference between the experimental groups pretest and posttest scores and the Mann-Whitney U test to determine the significant difference between the scores of the experimental and control groups. Conclusion: The results proved to be substantially significant. The findings revealed that cultural understanding can be taught through literature in a language classroom and it is a valuable instructional medium in the learning of culture.

Chittra Muthusamy

2011-01-01

134

Research Ideas for the Classroom: High School Mathematics.  

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Research Ideas for the Classroom is a three-volume series of research interpretations for early childhood, middle grades, and high school mathematics classrooms. Each volume looks at research from the perspective of the learner, the content, and the teacher, and chapters are co-authored by a researcher and a teacher. Chapter titles in the high…

Wilson, Patricia S., Ed.

135

Classroom Management: What Does Research Tell Us?  

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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…

Postholm, May Britt

2013-01-01

136

Making Sense of Power Relations in a Malaysian English-as-a-Second-Language Academic Writing Classroom  

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The role of power in an English-as-a-second-language classroom has yet to be fully explored by an action research practitioner, especially in a Malaysian higher education setting. This study aims to contribute to this gap by working within an academic literacies perspective to teaching academic writing, which propagates the understanding of…

Abraham, Alison

2014-01-01

137

Language Development Subcontexts in Head Start Classrooms: Distinctive Patterns of Teacher Talk During Free Play, Mealtime, and Book Reading  

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Research findings: Language development subcontexts within 20 Head Start classrooms were studied by observing teachers' child-directed talk during free play, mealtime, and book reading. In each context, observers coded all child-directed statements, directives, and questions, noted instances of pretend talk and decontextualized talk, and rated the…

Gest, Scott D.; Holland-Coviello, Rebecca; Welsh, Janet A.; Eicher-Catt, Deborah L.; Gill, Sukhdeep

2006-01-01

138

Classroom Management: Research and Implications. Research on Classroom Learning and Teaching. R&D Rep. No. 6178.  

Science.gov (United States)

Classroom management is conceptualized as a set of teacher behaviors and activities that are directed at eliciting study involvement or engagement in classroom activities and preventing disruption. Research on classroom management and discipline is reviewed and integrated into a three phase model. The first phase occurs prior to the beginning of…

Emmer, Edmund T.

139

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

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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.

Seyed Ali Rezvani Kalajahi

2012-10-01

140

Relation between Language Experiences in Preschool Classrooms and Children's Kindergarten and Fourth-Grade Language and Reading Abilities  

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Indirect effects of preschool classroom indexes of teacher talk were tested on fourth-grade outcomes for 57 students from low-income families in a longitudinal study of classroom and home influences on reading. Detailed observations and audiotaped teacher and child language data were coded to measure content and quantity of verbal interactions in…

Dickinson, David K.; Porche, Michelle V.

2011-01-01

141

Research and Reflective Practice in the ESL Classroom: Voices from Sri Lanka  

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Modern language education favours the model of a reflective teacher-researcher who is engaged in both individual and collaborative curriculum revision and teaching-learning environment improvement. The present paper addresses the issue of classroom research and reflective practice in current ESL pedagogy and teacher professional development. The…

Cirocki, Andrzej; Tennekoon, Sujeewa; Calvo, Alicia Pena

2014-01-01

142

Probing EFL Students’ Language Skill Development in Tertiary Classrooms  

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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.

Hong Wang

2008-12-01

143

Language, Access, and Power in the Elementary Science Classroom  

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The Next Generation Science Standards call for the adoption of many aspects of scientific inquiry in the classroom. The ways in which classroom talk and classroom environment change as students and teachers learn to utilize inquiry approaches are underexplored. This study examines the frequency with which linguistic markers related to access and…

Schoerning, Emily; Hand, Brian; Shelley, Mack; Therrien, William

2015-01-01

144

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

OpenAIRE

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...

Fakhri Mesri

2012-01-01

145

Talking Classrooms: Shaping Children's Learning through Oral Language Instruction.  

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This book offers a variety of viewpoints relevant to teachers and researchers who are interested in the practical application of the theory and philosophy behind oral language instruction. Through an assortment of international essays, the authors demonstrate the changing nature of children's talk in the writing circle, reading conference, English…

Smith, Patricia G., Ed.

146

The Chinese Bouyei College Students’ Classroom Anxiety in Foreign Language Learning: A Survey Study  

OpenAIRE

This survey study aims to investigate the level of the Chinese Bouyei college students’ general foreign language (FL) classroom anxiety, the relationships between their FL classroom anxiety and the four independent variables, gender, major field of study, level of academic year, and level of college, and possible causal factors contributive to their FL classroom anxiety. A previously published written questionnaire was administered to 320 1st- and 2nd-year Bouyei college learners in three m...

Jianhua Wei; Butsakorn Yodkamlue

2012-01-01

147

Connecting Science and Literacy in the Classroom: Using Space and Earth Science to Support Language Arts  

Science.gov (United States)

The connections between science and literacy in the classroom have received increasing attention over the last two decades, as more and more evidence demonstrates that science provides an exciting vehicle in which to engage students on the path to literacy improvement. Combining literacy with science allows students to creatively explore the world or universe, and it. Combining science and literacy improves both reading and science scores, and increases students’ interest in science. At a time when over 40% of students beyond the 5th grade are reading two or more levels below grade level and are struggling with their current materials, finding ways to excite and engage them in the reading process is key. Literacy programs incorporating unique space science content can help prepare children for standardized language arts tests. It also engages our nation’s youngest learners and their teachers with the science, math, and technology of exploration in a language arts format. This session focuses on programs and products that bring the excitement of earth and space science into the literacy classroom, with a focus on research-based approached to combining science and language arts. Reading, Writing and Rings! Grades 1-2

Wessen, A. S.; Cobabe-Ammann, E. A.

2009-12-01

148

Whose Language Is It? Struggles for Language Ownership in an Irish Language Classroom  

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The purpose of this article is to examine how struggles over language ownership are played out in a minority language setting, focusing on the case of Irish in the Republic of Ireland. The article examines the more or less serious struggles that emerge between so-called native, or L1, and nonnative, or L2, speakers of Irish in a language learning…

O'Rourke, Bernadette

2011-01-01

149

"Going up There": Challenges and Opportunities for Language Minority Students during a Mainstream Classroom Speech Event  

Science.gov (United States)

This article explores challenges and opportunities for language minority students and their monolingual English-speaking classmates during oral presentations in mainstream 7th grade social studies classrooms. The classrooms were designed to provide access to rigorous content and opportunities to develop English for use in academic settings.…

Bunch, George C.

2009-01-01

150

Bilingual Education Students Reflect on Their Language Education: Reinventing a Classroom 10 Years Later  

Science.gov (United States)

Ten years ago, an ethnographic study in a bilingual whole-language third-grade classroom identified conditions that defined the classroom as a learning community: a high level of intellectual expectation, symmetric power and trust relationships, authenticity, and additive bilingualism and biliteracy. The students' insights strengthened the…

Whitmore, Kathryn F.; Crowell, Caryl G.

2005-01-01

151

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

Science.gov (United States)

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)

Riojas-Cortez, Mari

2001-01-01

152

A Small-Scale Study of Primary School English Language Teachers' Classroom Activities and Problems  

Science.gov (United States)

Turkey's search for upgrading the quality of English language teaching is still in progress. Publication of Ministry of National Education's "English Language Curriculum for Primary Education Grades 4,5,6,7 and 8" (2006) framed the content and delivery of our primary school English language teaching classes along with a list of suggested classroom

Arikan, Arda

2011-01-01

153

Early-adolescents' reading comprehension and the stability of the middle school classroom-language environment.  

Science.gov (United States)

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 of speech transcripts revealed substantial variability in teachers' use of sophisticated vocabulary and total amount of talk and that individual teacher's language use was consistent across the school year. Analyses using Hierarchical Linear Modeling showed that when controlling for students' reading comprehension and vocabulary knowledge at the start of the year, teachers' use of sophisticated vocabulary was significantly related to students' reading comprehension outcomes, as was the time spent on vocabulary instruction. These findings suggest that the middle school classroom language environment plays a significant role in the reading comprehension of adolescent learners. (PsycINFO Database Record PMID:25688998

Gámez, Perla B; Lesaux, Nonie K

2015-04-01

154

Learning and researching in the classroom  

Science.gov (United States)

A new method in the course "Carbonate rocks diagenesis" has been tested. This is an optional course in the year 4 of a four year degree in Geology (University of Barcelona, Spain). The number of students in the course is generally reduced (less than ten), and duration of the course is 3 one-hour lecture and 1 three-hour practical per week during 5 weeks. This course has been selected to test a new learning method because is given in the last year of the undergraduate degree and also because the number of students is low, thus achieving a great degree of motivation of the students and favouring the communication in the classroom. The new model implies a general change in the development of the course: students will be trained in scientific research, working in group and using available analytical techniques. Nevertheless, this method does not invalidate the pre-existing educational resources; both new and classic teaching materials coexist in the course. Traditionally, the course was divided in lectures and practical work. The practical work is done on rock specimens and on thin sections using the petrological microscope, which is essentially invariable every course, and which is related with the theoretical concepts explained in the corresponding lecture. The students describe and interpret the material in a "passive" way, only with minor student-teacher feed-back when specific questions are asked by the student. The real learning in Sciences is not learning of isolate subjects, but to understand the relationships between all these subjects. Therefore, the student must learn science and how to do science. In the new tested method, the students carry out by themselves a scientific research project from a basic material provided by the teacher. This research work, which is done along the 5 weeks course, consists on a single project developed from all the students as a single group, thus observing the evolution in the student's knowledge and opening a continuous feed-back in the student-student and student-teacher relationships. This proposal implies that the lectures and practicals of the course must be reorganized and adapted. The research work is presented during the first day of the course, including a general presentation of the geological setting and the main problem to solve. The research work is developed during the entire course in the classroom, and concluded at the end of the course. In the first part of the research (2-3 weeks), the students will describe a set of samples (hand rocks and thin sections) in order to define the petrographic characteristic (mainly focused in diagenetic processes affecting carbonate rocks and the stages of cementation and its relationships with the fracturation events). The samples are distributed among the students and the description of the samples is individual; students must reach and agreement about the common petrographic features of the rocks and establish a global diagenetic sequence for the studied material. The second part of the research consists on the application of advanced instrumentation and analytical techniques, available in the University of Barcelona, such as cathodoluminescence microscope, microprobe and carbona and oxygen isotope analyses. The obtained results must be processed and comparison with published data by means of bibliographic research should be done by the students out of the classroom. The last part of the research project includes a complete and collective analysis of the results, elaboration of an individual final report (which should take into account the conclusions arrived by the entire group) and an oral presentation of the main results in the classroom. During the development of the work, the teacher acts as a tutor and mediator in the discussions, not only as a transmissor of knowledge. The new proposal differs from the classical undergraduate research projects developed in other courses, which are carried out outside the classroom, and therefore, without the continuous support of the teacher. The degree of satisfaction o

Playa, E.; Travé, A.

2009-04-01

155

Aida and Her Mainstream Classroom: A Case Study of a Young English Language Learner's Literacy Development  

OpenAIRE

This article reports a nine-month study of literacy development of Aida, a young English language learner from Indonesia, who was mainstreamed in a Grade 2 classroom in a primary school in the south-eastern part of Australia. This article initially reviews the literature concerning features of the mainstream classroom conducive for second language learning and for literacy development. Following the presentation of methodological issues, it examines English learning activities in Aida's class...

Bambang Yudi Cahyono

2003-01-01

156

Students' Social Positioning in the Language Classroom: Implications for Interaction  

Science.gov (United States)

This paper outlines some findings of a three-month investigation into the effects of students' interpersonal relationships on communication in two EFL classrooms in a Japanese university. Data was collected to identify and describe the various social subgroups that existed within the classes, and samples of classroom discourse were then analysed…

Stone, Paul; Kidd, Andrew

2011-01-01

157

English Language Learning Inside and Outside the Classroom in Portugal  

OpenAIRE

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´...

Tonoian, Lilit

2014-01-01

158

Language Awareness in Language Learning and Teaching: A Research Agenda  

Science.gov (United States)

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,…

Svalberg, Agneta M.-L.

2012-01-01

159

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

OpenAIRE

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...

Niramitranon, Jitti; Sharples, Mike; Greenhalgh, Chris

2006-01-01

160

Classroom research and child and adolescent development in South America.  

Science.gov (United States)

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

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

2015-01-01

161

Classroom Research and Child and Adolescent Development in South America  

Science.gov (United States)

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.…

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

2015-01-01

162

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

Science.gov (United States)

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.

Kowalski, Susan Marie

163

Problem-Based Learning in the English Language Classroom  

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Full Text Available The purpose of this study was to investigate the effects of the problem-based learning approach (PBL on students in language classes in two areas: course content and language development. The study was conducted on 128 students, grouped into the experimental and control groups, and employed an experimental research design. The syllabus, textbook, and instructor were controlled for both groups. The findings of the study showed that in terms of course content, both groups improved but in terms of language the PBL group showed more improvements. The PBL group showed improvements in the post-writing test, that is, their essays were richer in terms of support and arguments for each point, while the non-PBL did not show much difference in their post-writing test. This indicates that students could still acquire the course content with minimal content instruction. The limitations of the study and suggestions for further research are offered at the end of the paper.

Normala Othman

2013-01-01

164

Aida and Her Mainstream Classroom: A Case Study of a Young English Language Learner's Literacy Development  

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Full Text Available This article reports a nine-month study of literacy development of Aida, a young English language learner from Indonesia, who was mainstreamed in a Grade 2 classroom in a primary school in the south-eastern part of Australia. This article initially reviews the literature concerning features of the mainstream classroom conducive for second language learning and for literacy development. Following the presentation of methodological issues, it examines English learning activities in Aida's classroom and highlights her literacy development with examples of her work. The results from this study show that Aida developed literacy skills considered important for her second language and learning development. The variety of English learning activities and the encouraging environment in her classroom contributed much to her literacy development.

Bambang Yudi Cahyono

2003-01-01

165

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

OpenAIRE

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...

Dracopoulos, Effie

2011-01-01

166

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

OpenAIRE

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’ q...

Tai, Hung-cheng

2013-01-01

167

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

Science.gov (United States)

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…

Colombo, Michaela

2011-01-01

168

Games and Puzzles in the Second Language Classroom: A Second Look.  

Science.gov (United States)

Revisits puzzleology (the study of puzzles and games in human cultures) in second language teaching to give the teacher an overview of the relevant facts "vis-a-vis" their incorporation into classroom instruction and to provide an elementary typology of puzzleological techniques for the teacher interested in incorporating them in language classes.…

Danesi, Marcel; Mollica, Anthony

1994-01-01

169

Error Analysis in the Classroom. CAL-ERIC/CLL Series on Languages and Linguistics, No. 12.  

Science.gov (United States)

This paper begins with a discussion of the meaning and importance of error analysis in language teaching and learning. The practical implications of what error analysis is for the classroom teacher are discussed, along with several possible systems for classifying learner errors. The need for the language teacher to establish certain priorities in…

Powell, Patricia B.

170

Immersion and Submersion Classrooms: A Comparison of Instructional Practices in Language Arts.  

Science.gov (United States)

Using the Communicative Orientation of Language Teaching (COLT) observation theme, this study compares the second-language-learning environments of elementary-level students of French in four submersion and four immersion classrooms in Montreal, Canada. Results indicate clear differences between the two environments. (Author/VWL)

Fazio, Lucy; Lyster, Roy

1998-01-01

171

Language and Social Development in a Multilingual Classroom: A Dinosaur Project Enriched with Block Play  

Science.gov (United States)

With the implementation of the natural approach, the dinosaur study and facilitated block play gave dual language learners many opportunities to acquire a new language, develop social skills, and improve communication abilities. Once teachers identified the barriers to children playing and talking together, they created a classroom environment…

Pate, Monique

2009-01-01

172

Linguistic Contact Zones in the College Writing Classroom: An Examination of Ethnolinguistic Identity and Language Attitudes  

Science.gov (United States)

In this examination of Mexican-American bilingual college writers, it is argued that implicit language ideologies, common misconceptions about bidialectalism/bilingualism, and the classroom attitudinal domain subvert the success of ethnolinguistic minority students. The author designed and conducted a randomized language attitude survey (N = 195)…

Kells, Michelle Hall

2002-01-01

173

Sign Language Use and the Appreciation of Diversity in Hearing Classrooms  

Science.gov (United States)

This article is the result of a year-long study into the effects of sign language use on participation in one mainstream preschool setting. Observations and interviews were the primary data-collection tools used during this investigation. This article focuses on how the use of sign language in the classroom affected the learning community's…

Brereton, Amy

2008-01-01

174

Effects of a Professional Development Program on Classroom Practices and Outcomes for Latino Dual Language Learners  

Science.gov (United States)

A randomized, controlled study was conducted to assess the effects of the Nuestros Ninos professional development program on classroom practices and child outcomes related to language development and early literacy skills in both English and Spanish. Fifty-five teachers and 193 Latino dual language learners (DLLs) enrolled in the North Carolina…

Buysse, Virginia; Castro, Dina C.; Peisner-Feinberg, Ellen

2010-01-01

175

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

Science.gov (United States)

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…

Pinnow, Rachel J.

2011-01-01

176

The Application of Virtual Simulations using Second Life in a Foreign Language Classroom  

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Full Text Available The purpose of this paper is to investigate the effects of virtual simulation-based language learning in a foreign language class in Korea. Total 35 1st-year university students in Korea participated in this research to figure out the effect of simulations. A virtual English learning community, ‘Cypris Chat’ in Second Life was selected as a learning tool. For the data collection, a survey questionnaire was distributed and analysed quantitatively. The result shows that the majority of the students had a positive attitude toward using a virtual simulation in English learning and had better understanding in learning English by experiencing an authentic practice. The first section of this paper provides a general overview of simulations in educational settings through an insightful literature review of the current research in the area. The review includes a comprehensive outlook on simulations, an example of successful classroom integration and some of the considerations researchers have found for their implementation. The latter section addresses the research method, results and conclusions.

Tecnam Yoon

2014-02-01

177

Meeting the Home Language Mandate: Practical Strategies for All Classrooms  

Science.gov (United States)

Experts throughout the United States tell us that teachers must support the home language development of all young children. Karen Nemeth emphasizes the important role early childhood educators play in ensuring that young dual language learners retain skills in their home language while building new English language skills. She invites educators…

Nemeth, Karen

2009-01-01

178

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

OpenAIRE

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...

Michael Whitacre; Zulmaris Diaz; Joy Esquierdo

2013-01-01

179

Communicative Language Teaching in the Yemeni EFL Classroom: Embraced or Merely Lip-serviced?  

Directory of Open Access Journals (Sweden)

Full Text Available This study examines Yemeni EFL teachers’ knowledge of the major principles of Communicative Language Teaching (henceforth, CLT and their classroom subscription to these principles. The findings reveal that although these teachers are fairly knowledgeable of the principles of CLT, their classroom behavior does not always reflect this knowledge, which is most evident in their tendency to resort to structure-based practices. The authors conclude with a number of recommendations and pedagogical implications.

Rula Fahmi Bataineh

2011-07-01

180

Communicative Language Teaching in the Yemeni EFL Classroom: Embraced or Merely Lip-serviced?  

OpenAIRE

This study examines Yemeni EFL teachers’ knowledge of the major principles of Communicative Language Teaching (henceforth, CLT) and their classroom subscription to these principles. The findings reveal that although these teachers are fairly knowledgeable of the principles of CLT, their classroom behavior does not always reflect this knowledge, which is most evident in their tendency to resort to structure-based practices. The authors conclude with a number of recommendations and pedago...

Rula Fahmi Bataineh; Ruba Fahmi Bataineh; Samiha Saif Thabet

2011-01-01

181

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

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Full Text Available 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 positive effects of learner’s involvement in Materials Selection process. The researcher has tried to analyze the findings on the basis of a questionnaire distributed among teachers and students at Undergraduate level. Some suggestions are recommended, on the basis of the findings from the data collected.

Sheema Fatima

2014-06-01

182

A Case Study of Five Science Teachers’ Understandings of Classroom Research and Their Willingness to Become Active Classroom Researchers  

OpenAIRE

This article reports on the views of five secondary school science teachers who accepted the challenge to explore the self-assessment aspect of their practice with specific regard to their understandings of classroom research and their willingness to actively initiate and engage in classroom research. The approach is an explorative one and the accounts outline the context in which the teachers work, provide brief descriptions of their work, and consider what lessons from these case studies mi...

Rawatee Maharaj-Sharma

2011-01-01

183

Promoting Creativity in the Middle Grades Language Arts Classroom  

Science.gov (United States)

Middle level educators around the country aim to create a classroom environment and a way of teaching that is developmentally responsive, challenging, empowering, and equitable for every student. One way to ensure this is to include instruction that promotes creativity. This article offers guiding principles and shares instructional lessons that…

Batchelor, Katherine E.; Bintz, William P.

2013-01-01

184

Transfronterizo Literacies and Content in a Dual Language Classroom  

Science.gov (United States)

The purpose of this article is to discuss the ways in which young transfronterizo students who live between the two worlds of El Paso (USA) and Ciudad Juarez (Mexico) bring their literacy practices and content to the classroom. Drawing on the data gathered during a 3-year ethnographic study, we illustrate how transfronterizo texts and content are…

de la Piedra, Maria Teresa; Araujo, Blanca

2012-01-01

185

The Relationship between Iranian ELT Instructors’ Beliefs about Language Teaching and Their Practices in Real Classrooms  

OpenAIRE

Teachers play different roles in multidimensional process of language teaching and their beliefs about language teaching might influence their practices. Donaghue (2003) stated that beliefs guide teachers in their practice. However, Argyris and Schon (1978) claimed that there is almost a discrepancy between teachers’ beliefs about language teaching and their practices in the classrooms. Therefore, the present study investigated the relationship between Iranian ELT instructors’ beliefs abo...

Morteza Mellati; Mohammad Ali Fatemi; Khalil Motallebzadeh

2013-01-01

186

Differences between Language and Linguistic in the ELT Classroom  

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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.

Hajar Shahhoseiny

2013-12-01

187

"A Tiger in Your Tank": Advertisements in the Language Classroom.  

Science.gov (United States)

Describes the use of advertisements in language instruction, with particular attention to the language of advertisements, including the conative and emotive functions, linguistic shock, translation, humor, and cultural information. (AM)

Mollica, Anthony

1979-01-01

188

Sign Language: Meeting Diverse Needs in the Classroom  

Science.gov (United States)

For a number of years, sign language has been used in special education settings for learners with disabilities. Children with hearing loss, autism, cognitive disabilities, and language disorders have demonstrated improved communication skills with the use of signs. Recently, however, teachers have begun to use sign language with typical learners…

Simpson, Cynthia G.; Lynch, Sharon A.

2007-01-01

189

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

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Full Text Available 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 both teachers and students. The purpose of this paper is to explore effective approaches of culture communication transmission in English classroom teaching.

Lili Dai

2011-09-01

190

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

Scientific Electronic Library Online (English)

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.

Mamokgethi, Setati.

2008-02-01

191

Creating an Authentic Learning Environment in the Foreign Language Classroom  

Directory of Open Access Journals (Sweden)

Full Text Available 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 describes a video project carried out by Russian language learners at Universiti Malaysia Sabah (UMS. It examines how the work on the project created and supported authenticity of the learning experience. Though the article focuses on the video project done in the context of language learning and teaching this activity could be successfully implemented in teaching various subjects at both secondary and tertiary levels.

Larisa Nikitina

2011-01-01

192

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

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Full Text Available 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 presents cultural historical activity theory (CHAT as both the theoretical framework for the organized actions in the classroom and as an approach for studying the classroom processes. The article gives an overview over a material that can be gathered in a classroom characterized by student activity. It ends by reflections on how development in one classroom can be transferred to other classrooms.   

May Britt Postholm

2011-03-01

193

RESEARCH ON LANGUAGE AND LEARNING: IMPLICATIONS FOR LANGUAGE TEACHING  

OpenAIRE

Taking into account severa1 limitations of communicative language teaching (CLT), this paper calls for the need to consider research on language use and learning through communication as a basis for language teaching. It will be argued that a reflective approach towards language teaching and learning might be generated, which is explained in terms of the need to develop a context-sensitive pedagogy and in terms of teachers' and learners' development.

Eva Alcón

2004-01-01

194

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

Science.gov (United States)

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…

Gursoy, Esim; Saglam, Gulderen T.

2011-01-01

195

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

Directory of Open Access Journals (Sweden)

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.

Hung-Cheng TAI

2013-06-01

196

Science for English Language Learners K-12 Classroom Strategies  

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If you work with linguistically and culturally diverse students, you and your students will benefit from the foundation this book provides for teaching both science and language. Science for English Language Learners brings you the best practices from different but complementary fields of science education and English language teaching, integrating the two. The book is designed so you can easily dip in and out of the topics you want.

Fathman, Ann K

2006-01-01

197

Review: Doughty, C., & Williams, J. (1998). Focus on Form in Classroom Second Language Acquisition. New York: Cambridge University Press  

Science.gov (United States)

Classroom second language instruction can be characterized as one of the following: focus-on-formS, focus-on-meaning, or focus-on-form. The book titled "Focus on Form in Classroom Second Language Acquisition" (Doughty & Williams, 1998) argues for the desirability of focus-on-form over focus-on-formS and focus-on-meaning, discussing the efficacy…

Matsuzaki, Takeshi

1998-01-01

198

Understanding the Cultural-Linguistic Divide in American Classrooms: Language Learning Strategies for a Diverse Student Population  

Science.gov (United States)

This article addresses critical factors that impact learning for a growing population of students in American classrooms, the English Language Learner (ELL). Even in the smallest school districts, it is common for teachers to have one or more students with limited or no command of the English language in their classrooms. Many students in schools…

Holmes, Kerry P.; Rutledge, Susan; Gauthier, Lane Roy

2009-01-01

199

"Science Talks" in Kindergarten Classrooms: Improving Classroom Practice through Collaborative Action Research  

Science.gov (United States)

In this study we described an action research project enacted by a veteran Kindergarten teacher (Sarah) in the context of a professional development program. Over the course of a year, Sarah collaborated with other teachers in a small group to investigate how to use "Science Talks" to promote student learning in Kindergarten classrooms. A…

Zhang, Meilan; Passalacqua, Susan; Lundeberg, Mary; Koehler, Matthew J.; Eberhardt, Jan; Parker, Joyce; Urban-Lurain, Mark; Zhang, Tianyi; Paik, Sunhee

2010-01-01

200

Cross language information retrieval: a research roadmap  

OpenAIRE

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 ...

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

2003-01-01

201

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

Directory of Open Access Journals (Sweden)

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.

Johannes Hartig

2010-09-01

202

Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.  

Science.gov (United States)

This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of classroom environments, and (c) observations of teachers' emotional and instructional interactions with children in classrooms. Participants were 2,439 children enrolled in 671 pre-K classrooms in 11 states. Adjusting for prior skill levels, child and family characteristics, program characteristics, and state, teachers' instructional interactions predicted academic and language skills and teachers' emotional interactions predicted teacher-reported social skills. Findings suggest that policies, program development, and professional development efforts that improve teacher-child interactions can facilitate children's school readiness. PMID:18489424

Mashburn, Andrew J; Pianta, Robert C; Hamre, Bridget K; Downer, Jason T; Barbarin, Oscar A; Bryant, Donna; Burchinal, Margaret; Early, Diane M; Howes, Carollee

2008-01-01

203

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)

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.

Petr Najvar

2013-12-01

204

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

Science.gov (United States)

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.

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

2014-08-01

205

Fostering Ecological Literacy: A Case Study of the Saint John Harbour in Two High School English Language Arts Classrooms  

Science.gov (United States)

Integrating environmental education into curriculum in a way that tackles the holistic and complicated nature of multi-dimensional issues continues to be a challenge for educators and administrators. There is potential in using ecological literacy to introduce local environmental case studies into English Language Arts high school classrooms. This research examines the experiences of two ELA classrooms in one Saint John, NB, high school with a two-week unit based on stakeholder relationships within the Saint John Harbour. Through presentations by guest speakers and research sourced from local community groups, students learned about the highly complex environmental issues that inform management decisions for the Harbour. Using these materials as background, students participated in a mock stakeholders meeting. Case study methodology was used to explore student learning in both a higher-level and a lower-level grade 10 ELA class. Data for the analysis included: cognitive mapping exercises; oral and written classroom assignments and activities; a videotape of the mock stakeholder meetings; a focus group interview with selected students; and researcher field notes. Data demonstrated significant student learning about environmental issues including increased sophistication in describing links between and among environmental issues affecting the harbour, and much more complex understandings of the positions and roles of the various stakeholder groups. Some important areas of resistance to new learning were also evident. Implications for practice and policy and recommendations for future research are discussed.

Douglas, Velta

206

Functions of Repetition in Learners' Private Speech in Japanese Language Classrooms  

Science.gov (United States)

Studies investigating repetition in SL/FL learners' private speech have focused mainly on its cognitive and metacognitive functions. In the present study, the classroom observations, video-recordings of lessons, audio-recordings of six learners and two teachers and simulated recall interviews were conducted in Japanese language classes over two…

Yoshida, Reiko

2008-01-01

207

Biliteracy and Language Development in Samoan Bilingual Classrooms: The Effects of Increasing English Reading Comprehension  

Science.gov (United States)

This article addresses an area of international concern, the need to enhance the development in reading comprehension for English Language Learners. We report results of an intervention to raise achievement in English (L2) in Samoan bilingual classrooms for 9-13 year old Samoan children. The general aim was to examine patterns of biliteracy and…

Toloa, Meaola; McNaughton, Stuart; Lai, Mei

2009-01-01

208

Phonics Instruction and Student Achievement in Whole Language First-Grade Classrooms.  

Science.gov (United States)

Analyzes phonics teaching and learning in eight whole-language first-grade classrooms from October through May. Finds that foundation concepts (phonemic and phonological awareness, phonemic segmentation) and letter-sound relationships were taught and that teachers differentiated phonics instruction based on learned development and ongoing…

Dahl, Karin L.; Scharer, Patricia L.; Lawson, Lora L.; Grogan, Patricia R.

1999-01-01

209

Integrating Computers in the English Language Arts Classroom based on Vygotsky's Theory  

Science.gov (United States)

This study is to elaborate the implementation of computer and Vygotskian view of learning in an effort to explore how to properly integrate computers into the curriculum development for English language arts classroom and maximize each child's learning potential. With computers as natural tools for learning in a setting of collaborative learning…

Wang, Jenny; Fang, Yuehchiu; Lai, Shu Chuan

2005-01-01

210

How Do Teachers and Learners Perceive Corrective Feedback in the Japanese Language Classroom?  

Science.gov (United States)

This study examined Japanese language teachers' and learners' perceptions of corrective feedback (CF), focusing on the cases in which the learners responded to the teachers' CF. Data were collected from the second-year course of an Australian university for 1 semester by classroom observation and audio recording and stimulated recall interviews.…

Yoshida, Reiko

2010-01-01

211

Connections Between Teacher and Student Attitudes Regarding Script Choice in First-Year Japanese Language Classrooms  

Science.gov (United States)

This study investigates connections between teacher and student attitudes related to the delayed (or immediate) introduction of Japanese script in the Japanese language classroom. Two groups of students completed questionnaires concerning their attitudes toward the immediate or delayed introduction of Japanese script and the use of romaji…

Dewey, Dan P.

2004-01-01

212

Galaxy Classroom Project Evaluation, Language Arts, Grades 3-5. Final Report.  

Science.gov (United States)

The GALAXY Language Arts Demonstration Program is a package of integrated curricular and instructional approaches that features the organization of instruction around themes presented through television broadcasts, children's literature, classroom activities, and the use of interactive technology. During the GALAXY Project demonstration phase for…

Guth, Gloria J. A.; Block, Clifford

213

The Use of Video as an Audio-visual Material in Foreign Language Teaching Classroom  

Science.gov (United States)

In recent years, a great tendency towards the use of technology and its integration into the curriculum has gained a great importance. Particularly, the use of video as an audio-visual material in foreign language teaching classrooms has grown rapidly because of the increasing emphasis on communicative techniques, and it is obvious that the use of…

Cakir, Ismail

2006-01-01

214

"We Don't Believe Media Anymore": Mapping Critical Literacies in an Adult Immigrant Language Classroom  

Science.gov (United States)

This article maps critical literacies conceptually and empirically in the context of adult immigrant language classrooms. It begins by describing Deleuze and Guattari's cartographic approach. Then it traces critical literacies situated conceptually within a Freirean paradigm before mapping them differently through the Deleuzian-informed Multiple…

Waterhouse, Monica

2012-01-01

215

SELF-POLICING IN THE ENGLISH AS A FOREIGN LANGUAGE CLASSROOM  

Directory of Open Access Journals (Sweden)

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.

Alia AMIR

2013-10-01

216

Children's Literature in Traditional Arab Classrooms for Teaching English as a Foreign Language  

OpenAIRE

This research has shown that the use of authentic children’s literature is an effective and motivating ESL classroom strategy. However, this study investigated the use of children’s stories in EFL elementary classrooms where the teaching methods are very traditional and the resources are limited. This study was carried out in an elementary school in an Arab town in Israel. Approximately a hundred fifth and sixth grade pupils filled in a questionnaire expressing their attitudes towards bei...

Ruwaida Abu Rass; Susan Holzman

2010-01-01

217

Reframing the Debate on Language Separation: Toward a Vision for Translanguaging Pedagogies in the Dual Language Classroom  

Science.gov (United States)

The policy of strict separation of languages for academic instruction dominates dual language bilingual education programming. This article explores the dynamic bilingual practices of two experienced bilingual teachers in a two-way dual language public school in Texas and contributes to current research problematizing language separation. Data…

Palmer, Deborah K.; Martínez, Ramón Antontio; Mateus, Suzanne G.; Henderson, Kathryn

2014-01-01

218

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

Directory of Open Access Journals (Sweden)

Full Text Available 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 variables such as years of teaching experience, gender, and public vs. private school context. 120 EFL teachers completed the online self-report Assessment for Learning Questionnaire for Teachers (TAFL-Q consisting of 28 statements on a 5-point (ranging from strongly disagree to strongly agree Likert scale (? = .92. The findings revealed that most Turkish EFL teachers rely on conventional methods of assessment rather than formative assessment processes. While they generally reported high levels of perceived monitoring (82.86% and scaffolding practices (86.94% of AFL, they had significant differences in their assessments, especially monitoring in support of student learning, according to years of teaching experience, gender, and private vs. public schools variables (p<0.05. To practice AFL, teachers need to appraise their current assessment practices and develop AFL strategies and feedback procedures. Their perceptions of AFL cannot change overnight, nor do they can do it individually and independently. They need support from different sources to recognize the effect of their previous perspectives on their practices and weigh them against the insights offered by the new assessment culture. Through self-report and observational data from both teachers and students to get better insights into monitoring and scaffolding practices, further research could be conducted to explore probable mismatches between teacher and student perceptions of AFL in EFL classrooms.

Hüseyin Öz

2014-07-01

219

Language Alternation in Classrooms Where Lecturers use a Non-Shared First Language  

OpenAIRE

The present research shows that during on-stage interactions, English is the only language that is used. During off-stage interactions lecturers use English when talking to foreign students and Dutch when talking to Dutch students. The use of Dutch by lecturers is perceived by foreign students as ‘irritating’ (F20;5 ) and it is perceived to make them ‘feel excluded’ (D20;11) and ‘offended’ (F17;5), it creates ‘misunderstandings’ (20;9) and foreign students want ‘to know what...

Veenhuizen, Judith

2013-01-01

220

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

OpenAIRE

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...

Clerkin, Martina

2009-01-01

221

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

OpenAIRE

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...

Karlstro?m, Petter

2009-01-01

222

Encouraging Empirical Research: Findings from the Music Appreciation Classroom  

OpenAIRE

Empirical research can be a very useful tool for the music history pedagogue, as a collection of studies relating to the teaching of collegiate-level music appreciation classes has shown. Although the body of literature is small, the existing empirical research involving collegiate-level music appreciation classrooms provides important pedagogical findings. Studies have investigated how students’ backgrounds influence their music appreciation experience, the success of courses in increasing...

Scott Dirkse

2011-01-01

223

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

Science.gov (United States)

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,…

Phillippe, Denise E.

2012-01-01

224

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

DEFF Research Database (Denmark)

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.

Hazel, Spencer; Wagner, Johannes

2015-01-01

225

Factor analysis of the Foreign Language Classroom Anxiety Scale in Korean learners of English as a foreign language.  

Science.gov (United States)

This study examined the latent constructs of the Foreign Language Classroom Anxiety Scale (FLCAS) using two different groups of Korean English as a foreign language (EFL) university students. Maximum likelihood exploratory factor analysis with direct oblimin rotation was performed among the first group of 217 participants and produced two meaningful latent components in the FLCAS. The two components of the FLCAS were closely examined among the second group of 244 participants to find the extent to which the two components of the FLCAS fit the data. The model fit indexes showed that the two-factor model in general adequately fit the data. Findings of this study were discussed with the focus on the two components of the FLCAS, followed by future study areas to be undertaken to shed further light on the role of foreign language anxiety in L2 acquisition. PMID:25153961

Park, Gi-Pyo

2014-08-01

226

Handling of Morpho-syntactic Learners Errors in Tanzanian English Language Classrooms  

OpenAIRE

This paper examines issues related to morpho-syntactic errors among secondary school students in Tanzanian English Language Classrooms (ELCs). Specifically, the study assesses the corrective feedback techniques that teachers use to handle their students’ morpho-syntactic errors (both written and spoken errors). The data reveal that a total of four Corrective Feedback techniques are commonly used in Tanzanian ELCs. These techniques include focused Corrective Feedback, direct Corrective F...

Rafiki Yohana Sebonde; John Misana Biseko

2013-01-01

227

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

OpenAIRE

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...

Uys, Catharina Jacoba Elizabeth; Harty, Michal

2007-01-01

228

Understanding Influences of Play on Second Language Learning: A Microethnographic View in One Head Start Preschool Classroom  

Science.gov (United States)

With dual language learners falling behind their same-age peers at the beginning of kindergarten, understanding how school experiences can enhance language learning is critical. This study demonstrates how play among preschool-aged children can foster English language learning. Using an ethnographic approach, one classroom composed of two teachers…

Piker, Ruth A.

2013-01-01

229

Research Ethics in Sign Language Communities  

Science.gov (United States)

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…

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

2009-01-01

230

Second Language Research Using Magnetoencephalography: A Review  

Science.gov (United States)

In this review we show how magnetoencephalography (MEG) is a constructive tool for language research and review MEG findings in second language (L2) research. MEG is the magnetic analog of electroencephalography (EEG), and its primary advantage over other cross-sectional (e.g. magnetic resonance imaging, or positron emission tomography) functional…

Schmidt, Gwen L.; Roberts, Timothy P. L.

2009-01-01

231

Researching in Classrooms: Getting beyond "What Works"  

Science.gov (United States)

The dominant approach to research in learning disabilities utilizes experimental and quasi-experimental designs to identify the most effective instructional strategies for students with learning disabilities. Research is always undertaken from a point of view, yet the discourse on "what works?" is generally silent on how theoretical frameworks…

Dudley-Marling, Curt

2011-01-01

232

Children's Use of Language and Pictures in Classroom Inquiry  

Science.gov (United States)

The article examines third graders who use reading, speaking, writing, gestures, and visual representation strategically in their inquiry research and to share what they learn. Examples of their speaking, writing and drawing shows their developing skill in choosing semiotic meaning-making systems appropriately for the purpose of developing their…

Gray, Esther Cappon

2006-01-01

233

Supporting Early Writing in Dual Language Head Start Classrooms  

Science.gov (United States)

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…

Matera, Carola

2011-01-01

234

When the Shoe Won't Fit: Sizing Up Teachers' Concerns about Responses to Diversity in the Language Arts Classroom.  

Science.gov (United States)

Discusses concerns (curricular, diversity, and community concerns) teachers have about multiculturalism and multicultural education in the language arts classroom. Discusses also teachers' ideas and solutions to these concerns. (SR)

Eldridge, Deborah

1996-01-01

235

The relevance of body language to evolution of language research  

OpenAIRE

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) ?...

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

2010-01-01

236

A Typology of Language-Brokering Events in Dual-Language Immersion Classrooms  

Science.gov (United States)

This paper examines language-brokering events to better understand how children utilize their linguistic resources to create spaces where the coexistence of two languages can enable or restrict understanding and learning of academic content for themselves and others. An analysis of the structure of language-brokering events reveals that different…

Coyoca, Anne Marie; Lee, Jin Sook

2009-01-01

237

Deep ocean research meets the special education classroom  

Science.gov (United States)

The scientific activities carried out on board the JOIDES Resolution during IODP Expedition 327: Juan de Fuca Hydrogeology (summer 2010) are exciting to elementary-level students and provide an excellent opportunity to use that enthusiasm to teach concepts outlined in state-mandated curricula. This is especially important for special education classrooms where individualized education plans are implemented to bring students up to these standards when regular classrooms have failed to do so. Using concepts from drilling and coring to geobiology and sedimentology, we have developed cross-curricular lesson plans for elementary special education students with learning and cognitive disabilities. All lesson plans include hands-on, visual and auditory activities and are aimed at using students' natural interest in real research to drive home simple concepts like integers, geography, pressure and descriptive writing. Because special education classrooms more often than not include children with variable abilities in all subjects, the lesson plans developed in this project can be adapted for several levels so that every child in the classroom can participate.

Turner, A.; Turner, M.; Edwards, K. J.; Scientific Team Of Iodp Expedition 327

2010-12-01

238

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)

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 in my society. I have used Maria Rivera Maulucci's paper, Language experience narratives and the role of autobiographical reasoning in becoming an urban science teacher as a reference. This paper helps me to show how isolated and generalized is the Mozambican situation and the value of our struggle in giving value to local languages.

Cupane, Alberto Felisberto

2011-06-01

239

The use of weblog in language learning: motivation of second language learners in reading classroom  

OpenAIRE

The age of technology has enabled learners to interact with other users outside the four wallsof the classroom. Weblogs, in particular, provide a channel for asynchronous computermediatedcommunication to take place in the learning process. Motivation is one of thelearning aspects that is greatly enhanced by the use of technology. Questionnaires andobservations were carried out to 108 undergraduate engineering students taking ReadingCourse to determine the level of the learners’ motivation t...

Ahmad Nasaruddin Sulaiman; Asiah Kassim

2010-01-01

240

When Commas Meet Kryptonite: Classroom Lessons from the Comic Book Project. Language and Literacy Series  

Science.gov (United States)

This definitive book presents the newest research linking graphic narratives and literacy learning, as well as the tools teachers will need to make comic book projects a success in their classrooms. The Comic Book Project (www.comicbookproject.org) is an internationally celebrated initiative where children plan, write, design, and publish original…

Bitz, Michael

2010-01-01

241

THE FEASIBILITY OF INTEGRATING FORM AND MEANING IN THE LANGUAGE CLASSROOM: A QUALITATIVE STUDY OF CLASSROOM DISCOURSE  

OpenAIRE

Recent years have witnessed a revival of interest in form-focused instruction in foreign language pedagogy and there is a growing realization that a certain degree of emphasis on formal aspects of the target language is necessary if learners are to achieve high levels of accuracy (e.g. Doughty and Williams 1998; Ellis 2001). In the view of second language theorists and researchers, one of the ways in which this kind of emphasis can most profitably be accomplished is by drawing students' at...

Pawlak, Miros?aw

2005-01-01

242

Computer Modeling and Research in the Classroom  

Science.gov (United States)

We report on a computational chemistry course for undergraduate students that successfully incorporated a research project on the design of new contrast agents for magnetic resonance imaging and shift reagents for in vivo NMR. Course outcomes were positive: students were quite motivated during the whole year--they learned what was required of…

Ramos, Maria Joao; Fernandes, Pedro Alexandrino

2005-01-01

243

Corpus in Foreign Language Teaching and Research  

OpenAIRE

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,...

Zhou, Xin-ping

2006-01-01

244

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

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...

Sudhershan, Aleksandra

2012-01-01

245

Correlations between task complexity and measures og language development in the foreign language classroom  

OpenAIRE

Does the Cognition Hypothesis predict the correlation between task complexity and language development? Robinson (2003) proposes that by increasing the cognitive demands in tasks, language learners will produce more fluent, accurate and structurally complex language. In a longitudinal study, a 10th grade class follows a syllabus designed to increase cognitive demands. The class ranks higher in fluency and structural complexity measurements in both the spoken and written data, but do not impro...

Waara, Renee

2011-01-01

246

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

Science.gov (United States)

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.

Ahmadibasir, Mohammad

247

Developing Authentic Research Experiences in the K-12 Classroom  

Science.gov (United States)

The excitement of an authentic science experiment in one's own backyard piques interest, but teachers need resources and professional development experiences to capitalize upon this excitement and create opportunities for their students' learning. Three obstacles must be overcome for success in carrying out authentic research in the classroom. First, scientists and teachers must work together to identify relevant and developmentally appropriate research questions for the target audience. Second, teachers need professional development experiences that engage them in authentic research and that provide support for introducing a similar research experience in their own classroom. Third, the outcome of the research experience must have value to the scientist, teacher and student to motivate sustained participation by all. I have directed two projects that have opened the door for teachers to conduct authentic research with their students: monitoring earthquakes with educational seismometers and investigating local environmental problems with a GIS. Classroom seismometers permit students and the public to see first-hand Earth's dynamic response to both human and natural events in their hometown and around the country. From plotting earthquakes occurring throughout the school year to reveal plate tectonic relationships, or conducting seismic hazard analysis of the local region, to analyzing patterns of foreshocks and aftershocks of major earthquakes, students have been actively engaged and motivated in their learning. GIS opens the opportunity to investigate problems of land, water and other resource uses, but presents special problems in acquiring appropriate and useful data. I will discuss the lessons learned from working with teachers in educational seismology and GIS programs and how those lessons can be applied to developing research experiences for teachers and students.

Hall, M. K.

2004-12-01

248

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

Directory of Open Access Journals (Sweden)

Full Text Available 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, 2008. This competence has been defined by Meyer (1991, p. 137 as "the ability of a person to behave adequately in a flexible manner when confronted with actions, attitudes and expectations of representatives of foreign cultures". Cultural dimensions play a paramount role in learners' learning process; however, there is not apparently a particular approach for its integration in the language classroom. Taken into account those aspects, in this paper, I attempt to provide an instructional approach for the integration of culture in the language classroom so as to foster learners' communicative competence. The present paper presents first a revision of different communicative models, then, a description of the notion intercultural competence is provided. Finally, an instructional approach for the teaching of this particular competence is proposed.

Vicente Beltrán-Palanques

2014-06-01

249

ELL Excel: Using Peer Mentoring to Help English Language Learners Excel in American Classrooms  

Science.gov (United States)

This action research study describes implementation of a peer mentorship program to improve the performance of English language learners at the research site, a suburban high school in Ohio. With the rapidly increasing number of English language learners at the research site as well as schools across the country and the expectations of No Child…

Turney, Kristilynn M.

2013-01-01

250

Corpora, classroom and context: the place of spoken grammar in English language teaching  

OpenAIRE

The main research question investigated in this thesis is: In an era when English is increasingly used in international contexts, how relevant are the grammatical findings of native speaker spoken corpora in the ELT classroom? In terms of original research data, the thesis draws, initially, on data from a large-scale quantitative survey into the attitudes of students and teachers to conforming to native speaker norms. The data from this survey shows that a desire to conform to native speak...

Timmis, Ivor

2003-01-01

251

Language Variables in Cross-Cultural Research  

Science.gov (United States)

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)

Nagi, Mostafa H.

1977-01-01

252

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

OpenAIRE

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...

Panayiotis Panayides; Miranda Jane Walker

2013-01-01

253

Sketching a Self-Portrait of Skills Instruction: Classroom Research and Accountability.  

Science.gov (United States)

Describes how the authors collaborated on a teacher research project in three elementary school classrooms (first, second, and third grade) as a means of documenting teaching and learning in "Wholistic" classrooms. Offers a skill sketch of the data collected in each classroom, documenting exactly which skills were receiving attention and practice…

Hinchey, Patricia H.; Adonizio, Sally; Demarco, Nan; Fetchina, Kyra

1999-01-01

254

Is Teaching Sign Language in Early Childhood Classrooms Feasible for Busy Teachers and Beneficial for Children?  

Science.gov (United States)

Infants' hands are ready to construct words using sign language before their mouths are ready to speak. These research findings may explain the popularity of parents and caregivers teaching and using sign language with infants and toddlers, along with speech. The advantages of using sign language with young children go beyond the infant and…

Brereton, Amy Elizabeth

2010-01-01

255

Living Linguistic Diversity in the Classroom: A Teacher Inductee Explores Dual Language Books  

Science.gov (United States)

This article addresses strategies for promoting culturally responsive pedagogy through the implementation of a language awareness curriculum that includes a structured reading intervention program using dual language books. The research builds on the premise that resources such as dual language books can give teachers the opportunity to…

Naqvi, Rahat; Pfitscher, Christina

2011-01-01

256

Observations of Teacher-Child Interactions in Classrooms Serving Latinos and Dual Language Learners: Applicability of the Classroom Assessment Scoring System in Diverse Settings  

Science.gov (United States)

With the rising number of Latino and dual language learner (DLL) children attending pre-k and the importance of assessing the quality of their experiences in those settings, this study examined the extent to which a commonly used assessment of teacher-child interactions, the Classroom Assessment Scoring System (CLASS), demonstrated similar…

Downer, Jason T.; Lopez, Michael L.; Grimm, Kevin J.; Hamagami, Aki; Pianta, Robert C.; Howes, Carollee

2012-01-01

257

The education of English language learners research to practice  

CERN Document Server

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

Shatz, Marilyn

2010-01-01

258

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)

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.

Gail McEachron

2015-04-01

259

Action Research: A Tool for Improving Teacher Quality and Classroom Practice  

Science.gov (United States)

Background: Action research is a meaningful form of research because it is conducted by the teacher in his or her own classroom. Action research requires a teacher to design a study in an area of interest and conduct it in their own classroom. Action research is a requirement for some masters of education programs in the United States. Purpose: To…

O'Connor, Katherine A.; Greene, H. Carol; Anderson, Patricia J.

2006-01-01

260

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

Science.gov (United States)

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…

Lee, Ena

2015-01-01

261

It’s good to talk. An investigation into target language use in the modern languages classroom.  

OpenAIRE

Although there is a considerable body of research into various aspects of the teaching and learning of English as a foreign language, there appear to be few studies into the teaching of modern foreign languages (ML) to adolescents in the context of a secondary school setting. This thesis reports the findings of research aimed at identifying the strategies that ML teachers, considered examples of good practice, used to engage secondary school learners in interaction in the targe...

Crichton, Hazel

2011-01-01

262

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

OpenAIRE

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...

Zheng Li

2014-01-01

263

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

OpenAIRE

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...

Gilmore, Alexander

2008-01-01

264

La photographie, un outil pour communiquer en classe de langue Photography as a Tool to Communicate in the Language Classroom  

Directory of Open Access Journals (Sweden)

Full Text Available Cette contribution, qui relève de la didactique des langues, s’appuie sur l’analyse des interactions verbales et de la communication en classe de langue. Elle repose sur la capacité de l’image à susciter des productions verbales. La photographie d’auteur est ici considérée comme un déclencheur d’interactions orales permettant de communiquer. Nous avons mis en œuvre une tâche dans des cours de français langue étrangère en contexte pluriculturel à Paris avec des apprenants de niveaux A1 à B2. Le projet mené en groupe consiste à commenter des photographies d’auteur sans objectifs langagiers prédéterminés. L’analyse d’une séquence recueillie devant la photographie Rue Mouffetard d’H. Cartier-Bresson révèle l’importance de la communication entre les apprenants. La photographie suscite des enjeux communicatifs qui favorisent l’implication des étudiants. Ces derniers prennent position sur l’image et sont amenés à confronter leurs points de vue avec leurs pairs. Les apprenants peuvent également avoir recours à l’humour et modifier leur rôle conversationnel habituel.The article, in the field of foreign language classroom research, deals with verbal interaction analysis. It is based on the capacity of images to trigger verbal expression. Photography is here considered as a means to induce oral interaction, thus enabling students to communicate. We have implemented a task in a “French as a foreign languageclassroom in a multicultural context in Paris, learners’ levels ranging from A1 to B2. In this group project, students were invited to comment on artistic and documentary photographs. We had no predetermined language objectives. The analysis of interactions triggered by the photograph Rue Mouffetard by H. Cartier-Bresson highlights learners’ interactions. The photograph creates communicative needs and induces students to get involved in the activity. They express their views on the image and confront their opinions with their peers. They also use humour, thus modifying their usual interactional role.

Catherine Muller

2012-04-01

265

Hypothesis in Language Learning Research  

OpenAIRE

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 ...

Mohammad Adnan Latief

2003-01-01

266

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

Science.gov (United States)

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…

Sanders, Kay; Downer, Jason T.

2013-01-01

267

Changes in science classrooms resulting from collaborative action research initiatives  

Science.gov (United States)

Collaborative action research was undertaken over two years between a Korean science teacher and science education researchers at the University of Iowa. For the purpose of realizing science learning as envisioned by constructivist principles, Group-Investigations were implemented three or five times per project year. In addition, the second year project enacted Peer Assessments among students. Student perceptions of their science classrooms, as measured by the Constructivist Learning Environment Survey (CLES), provided evidence that the collaborative action research was successful in creating constructivist learning environments. Student attitudes toward science lessons, as examined by the Enjoyment of Science Lessons Scale (ESLS), indicated that the action research also contributed to developing more positive attitudes of students about science learning. Discourse analysis was conducted on video-recordings of in-class presentations and discussions. The results indicated that students in science classrooms which were moving toward constructivist learning environments engaged in such discursive practices as: (1) Communicating their inquiries to others, (2) Seeking and providing information through dialogues, and (3) Negotiating conflicts in their knowledge and beliefs. Based on these practices, science learning was viewed as the process of constructing knowledge and understanding of science as well as the process of engaging in scientific inquiry and discourse. The teacher's discursive practices included: (1) Wrapping up student presentations, (2) Addressing misconceptions, (3) Answering student queries, (4) Coaching, (5) Assessing and advising, (6) Guiding students discursively into new knowledge, and (7) Scaffolding. Science teaching was defined as situated acts of the teacher to facilitate the learning process. In particular, when the classrooms became more constructivist, the teacher intervened more frequently and carefully in student activities to fulfill a variety of pedagogical functions. Students perceived Group-Investigations and Peer Assessments as positive in that they contributed to realizing constructivist features in their classrooms. The students also reported that they gained several learning outcomes through Group-Investigations, including more positive attitudes, new knowledge, greater learning capabilities, and improved self-esteem. However, the Group-Investigation and Peer Assessment methods were perceived as negative and problematic by those who had rarely been exposed to such inquiry-based, student-centered approaches.

Oh, Phil Seok

268

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)  

Science.gov (United States)

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.…

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

2011-01-01

269

Neuroimaging and Research into Second Language Acquisition  

Science.gov (United States)

Neuroimaging techniques are becoming not only more and more sophisticated but are also coming to be increasingly accessible to researchers. One thing that one should take note of is the potential of neuroimaging research within second language acquisition (SLA) to contribute to issues pertaining to the plasticity of the adult brain and to general…

Sabourin, Laura

2009-01-01

270

Research on College Teachers’ Politeness Strategies in EFL Classrooms  

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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.

Liu Peng

2012-09-01

271

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

Directory of Open Access Journals (Sweden)

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.

Quintero Corzo Josefina

2011-11-01

272

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

Scientific Electronic Library Online (English)

Full Text Available SciELO Colombia | Language: English Abstract in spanish 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.

Gilma, Zúñiga Camacho.

2003-01-01

273

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

OpenAIRE

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 ...

Waara, Renee

2010-01-01

274

Creating Meaningful Inquiry in Inclusive Classrooms: Practitioners' Stories of Research  

Science.gov (United States)

In recent years, the concept of teachers as researchers in both special and mainstream school settings has become part of our everyday language. Whilst many educational practitioners will see the need for research within their setting, many may not be familiar with the technical elements they believe are required. "Creating Meaningful Inquiry in…

Jones, Phyllis, Ed.; Whitehurst, Teresa, Ed.; Egerton, Jo, Ed.

2012-01-01

275

CLIL in the Foreign Language Classroom: Proposal of a Framework for ICT Materials Design in Language-Oriented Versions of Content and Language Integrated Learning  

OpenAIRE

A shortage of materials and guidelines that link CLIL theory to classroom practice has been reported in research about the European context. In all versions of CLIL implementation, the sequence of non-linguistic contents should be the point of departure for the sequence of linguistic contents. However, the teacher’s previous work to materials delivery will differ depending on the particularities of each possible CLIL scenario. In content-oriented versions of CLIL, the non-linguistic content...

Ferna?ndez Fontecha, Almudena

2012-01-01

276

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)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese 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.

Luciane Kirchhof, Ticks.

2010-08-01

277

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)

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

Alkhateeb, Haitham M

2014-12-01

278

How word decoding, vocabulary and prior topic knowledge predict reading comprehension. A study of language-minority students in Norwegian fifth grade classrooms.  

Science.gov (United States)

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 different fifth grade classrooms in Norway. Multiple regression analyses revealed that word decoding and different facets of L2 vocabulary explained most of the variance in Woodcock Passage Comprehension, but a smaller proportion of variance in the Global Warming Test. For the Global Warming Test, prior topic knowledge was the most influential predictor. Furthermore, L2 vocabulary depth appeared to moderate the contribution of prior topic knowledge to the Global Warming Test in this sample of language minority students. PMID:22308061

Rydland, Veslemøy; Aukrust, Vibeke Grøver; Fulland, Helene

2012-02-01

279

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

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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.

Julie A. Belz

2008-10-01

280

Research on teaching of "Solar Eclipse" in primary classroom  

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Full Text Available 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 understanding of a natural phenomenon "Solar Eclipse". The research also looks into the effectiveness of employing constructivist view in designing teaching and the feasibility of research on teaching in primary classrooms. All primary six pupils of a local school and their General Studies teachers were involved in the study. Research methods include interviews, questionnaires and analysis of lesson. The results showed that children's understanding are enhanced, at the same time, children chose their favorite effective teaching activities. Also, there were changes in teachers' conceptual understandings and use of teaching methods. There was evidence that research on teaching can enhance teachers' professional development.

Winnie Wing Mui SO

2003-12-01

281

THE ROLE OF OUTPUT AND FEEDBACK IN SECOND LANGUAGE ACQUISITION: A CLASSROOM-BASED STUDY OF GRAMMAR ACQUISITION BY ADULT ENGLISH LANGUAGE LEARNERS  

Directory of Open Access Journals (Sweden)

Full Text Available Second language acquisition (SLA has been a concern of many teachers and researchers since the early 1960s.One of the issues related to SLA has been finding the techniques which effectively focus the learners’ attention on the target form.A number of theories and methods have been advocated for this purpose, ranging from implicit options to more explicit ones. Although each of the suggested methods has its own advantages,they have, so far, proved insufficient to get learners to be able to notice the gap between their own interlanguage forms and the target language forms. Swain (1995, 1998 has argued that apart from providing the learners with comprehensible input, comprehensible output also plays a beneficial role in L2 acquisition. By encouraging the learners to speak or write in the L2 and providing them with the opportunities to do so, the learners can notice that they are not able to say what they want to say in the target language. On the basis of Swain’s output hypothesis, we assumed that encouraging adult learners (university students to produce target-like output would promote their achievement of the grammatical competence necessary for producing academic tests. The purpose of this article is to present the evidence from a classroom-based, small-scale study of the effect of output on learner acquisition of L2 modal verbs, adjectives and adverbs conveying the meanings of uncertainty, all of which are parts of speech that are important metadiscourse items. The results of the present study suggest that an approach in which students are encouraged to produce comprehensible output, combined with their being provided with learning reinforcement ensured by appropriate feedback, can be an effective source of establishing long-lasting grammatical accuracy in the students’ target language.

Ewa Donesch-Jezo

2011-01-01

282

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

Directory of Open Access Journals (Sweden)

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

Dodi Sukmayadi

2011-12-01

283

Students As Researchers In An Inquiry Based Classroom  

Science.gov (United States)

A teacher who participated in the National Science Foundation supported ARMADA Project through the University of Rhode Island Office of Marine Programs will share a series of lessons based on her experiences working with marine researchers. All of the activities are hands-on, inquiry based for use in elementary and secondary classrooms. The primary objective of these lessons is to give students a better understanding of what real scientist do and why. This enables students to make a real world connection with the scientific community. The emphasis on environmental monitoring will help develop an understanding of the positive and negative consequences of human action on the Earth's oceans. It will enhance the student's observation skills and increase their ability to record and analyze data.

Quintero, D. L.

2010-12-01

284

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

OpenAIRE

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...

Guhlemann, Mareike

2011-01-01

285

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  

OpenAIRE

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 ...

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

2011-01-01

286

The Podcasting Playbook: A Typology of Evidence-Based Podagogy for PreK-12 Classrooms with English Language Learners  

Science.gov (United States)

Podagogy, a fusion of podcasting and pedagogy, is evidence-based educational podcasting for teaching and learning. The purpose of our article was to compile a playbook of evidence-based strategies, the plays, for integrating podcasting into PreK-12 classrooms with English language learners (ELLs). Data for developing the playbook were drawn from…

Acosta, Sandra; Garza, Tiberio

2011-01-01

287

Teachers' and Students' Perceptions of Interactive Whiteboards in the English as a Foreign Language Classroom  

Science.gov (United States)

This article reports on the findings of a study conducted to investigate teachers' and students' perceptions of interactive whiteboards (IWBs) in the English as a foreign language (EFL) classroom and to find out differences of perceptions according to some variables such as gender, level of English proficiency, hours of weekly IWB use,…

Öz, Hüseyin

2014-01-01

288

Reading Dual Language Books: Improving Early Literacy Skills in Linguistically Diverse Classrooms  

Science.gov (United States)

Research has determined that dual language books have a positive effect on literacy achievement, motivation, and family involvement in children’s schooling. In this study we used quantitative methods to complement the largely qualitative extant research. We analyzed the early literacy skills of 105 kindergarten children (45 comparison, 60…

Naqvi, Rahat; Thorne, Keoma J; Pfitscher, Christina M; Nordstokke, David W; McKeough, Anne

2013-01-01

289

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)

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.

1900-01-01

290

Corpus in Foreign Language Teaching and Research  

Directory of Open Access Journals (Sweden)

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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Xin-ping ZHOU

2006-12-01

291

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)

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.

Hadi Hadi

2006-01-01

292

Research Informing Practice--Practice Informing Research: Innovative Teaching Methologies for World Language Teachers. Research in Second Language Learning  

Science.gov (United States)

"Research Informing Practice--Practice Informing Research: Innovative Teaching Methodologies for World Language Educators" is an edited volume that focuses on innovative, nontraditional methods of teaching and learning world languages. Using teacher-research projects, each author in the volume guides readers through their own personal journey and…

Schwarzer, David, Ed.; Petron, Mary, Ed.; Luke, Christopher, Ed.

2011-01-01

293

Interlanguage corpora and second language acquisition research  

OpenAIRE

Abstract This article presents a selective review of the work carried out recently in second language acquisition (SLA) research which makes use of oral learner corpora and computer technologies. In the first part, the reasons why the field of SLA needs corpora for addressing current theoretical issues are briefly reviewed. In the second part, recent literature on corpora and SLA is presented, as well as co...

Myles, Florence

2005-01-01

294

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

OpenAIRE

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...

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

2006-01-01

295

A Review of Foreign Researches on Influential Factors Affecting Students' Engagement in English Classroom  

Science.gov (United States)

Students' active engagement constitutes the core of the process of learning and teaching in the student-oriented classroom. The paper centers on a review of foreign researches on influential factors affecting students' engagement in English classroom. It is expected to figure out the relevant factors in order to promote students' active engagement.

Zhou, Chun-hong

2010-01-01

296

Understanding Authority in Classrooms: A Review of Theory, Ideology, and Research  

Science.gov (United States)

Authority is a fundamental, problematic, and poorly understood component of classroom life. A better understanding of classroom authority can be achieved by reviewing writings on social theory, educational ideology, and qualitative research in schools. Social theories provide important analytical tools for examining the constitutive elements of…

Pace, Judith L.; Hemmings, Annette

2007-01-01

297

The Power of Story in the ESL Classroom  

Science.gov (United States)

Although considerable research has examined the use of literature in the second language (L2) classroom, there has been less investigation into the integration of learners' personal stories in the English as a second language (ESL) classroom. Following Wajnryb's (2003) categorizations of story as language learning, genre, and the creation of what…

Nicholas, Bonnie J.; Rossiter, Marian J.; Abbott, Marilyn L.

2011-01-01

298

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

Science.gov (United States)

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,…

Spinner, Patti

2011-01-01

299

Conducting Original, Hands-On Astronomical Research in the Classroom  

Science.gov (United States)

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.

Corneau, M. J.

2009-12-01

300

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

Directory of Open Access Journals (Sweden)

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

[None] Sandra S.A.

2011-12-01

301

Sign language perception research for improving automatic sign language recognition:  

OpenAIRE

Current automatic sign language recognition (ASLR) seldom uses perceptual knowledge about the recognition of sign language. Using such knowledge can improve ASLR because it can give an indication which elements or phases of a sign are important for its meaning. Also, the current generation of data-driven ASLR methods has shortcomings which may not be solvable without the use of knowledge on human sign language processing. Handling variation in the precise execution of signs is an example o...

Ten Holt, G. A.; Arendsen, J.; Ridder, H.; Doorn, A. J.; Reinders, M. J. T.; Hendriks, E. A.

2009-01-01

302

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

OpenAIRE

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...

Iakovos Tsiplakides; Areti Keramida

2010-01-01

303

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

Science.gov (United States)

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…

Engin, Marion

2014-01-01

304

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

Science.gov (United States)

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…

Agazade, Ali Sidki; Vefali, Gülsen Musayeva

2014-01-01

305

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

Science.gov (United States)

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.

Kendrick, E. O.; Deegan, L.

2011-12-01

306

Centre for Applied Language Research at the University of Southampton  

Science.gov (United States)

The Centre for Applied Language Research at the University of Southampton is one of two research centres within the discipline of Modern Languages. Established in 2004, CALR now has more than 50 members, predominantly faculty members working in the School of Humanities/Modern Languages, as well as growing number of postgraduate researchers. The…

Baird, Robert; Hyde-Simon, Caroline

2009-01-01

307

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

DEFF Research Database (Denmark)

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?

Ritzau, Ursula

2014-01-01

308

Research Based Science Education: Bringing Authentic Scientific Research into the Secondary Classroom  

Science.gov (United States)

Teachers and students at Northview High School in Brazil, Indiana have the opportunity to engage in authentic scientific research through our participation in two national projects, TLRBSE and PEPP. Teacher Leaders in Research Based Science Education (TLRBSE) is a teacher professional development and retention program coupled with authentic scientific research projects in astronomy. Teacher-Leaders are trained in research-based pedagogy and serve as mentors to less experienced colleagues and work with students to develop science research methods and research projects for the classroom. Astronomical data collected at Kitt Peak by astronomers and teachers is made available on CD for classroom use. Northview is in its second year as a TLRBSE school. The Princeton Earth Physics Project (PEPP) trains mentor teachers in fundamentals of research in seismology. Teachers and students then gain hands on experience in science research through operation of a research quality seismic station sited at the high school. Data from the Northview seismometer are stored locally and also transmitted over the Internet to a database at Indiana University. Students have access to local data as well as seismic databases accessible through the Internet to use for research projects. The Northview Seismic Station has been in operation since 1998. In this presentation, I will describe how these projects have been incorporated into the physics and earth science programs at Northview High School. I will discus how our teachers and students have benefited from the opportunity to take part in hands-on scientific research under the guidance of university faculty. In particular, I will describe our participation in a regional seismic network through seismic data acquisition, data analysis using seismological software, and students' experiences in a university-based student research symposium. I reflect on the some of the successes and barriers to high-school teachers' and students' involvement in scientific research programs. I conclude with a discussion of a successful student seismology project that was a finalist in the 2003 INTEL International Science and Engineering Fair

Sayers, J.

2003-12-01

309

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)

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.

Stevenson, Alma R.

310

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

Science.gov (United States)

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.

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

2003-06-01

311

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

Directory of Open Access Journals (Sweden)

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.

Devimeenakshi. K.

2012-07-01

312

Classroom Research and Professional Development / Investigación en el aula y desarrollo profesional  

Scientific Electronic Library Online (English)

Full Text Available SciELO Colombia | Language: English Abstract in spanish Este artículo recoge la experiencia de un grupo de profesores universitarios que tuvieron a su cargo el seminario de investigación en el aula con un grupo de docentes inscritos en el programa de formación y desarrollo profesional docente de la Universidad del Valle y pertenecientes a una misma red d [...] e instituciones. Nuestro objetivo es compartir los logros y dificultades encontradas en el proceso de trabajar con los docentes, desde el aula universitaria, problemáticas de sus propias aulas a partir de objetivos e intereses diversos. Primeramente presentaremos el marco general del programa y el concepto de formación que lo sustenta; posteriormente nos centraremos en el contexto específico del seminario, sus objetivos metodología y procesos de desarrollo; finalmente exploraremos la incidencia del trabajo desarrollado en el aula universitaria en práctica profesional de los docentes participantes. Abstract in english This article intends to share the experience of a group of teachers in the Classroom Research Seminar of the Teacher Development Program in English carried out at Universidad del Valle, Cali , from January to June, 2007. The seminar was part of a high-level in-service program for teachers of English [...] of a network of private educational institutions. We would like to share the highlights and difficulties of the experience. We will start with the general framework of the program and the concept of professional development that underlies it. Next we will focus on the classroom research seminar, its objectives, methodology and results. Finally we share the voices of some of the participants, who talk about the influence this seminar had on their professional development and daily work.

Omaira, Vergara Luján; Fanny, Hernández Gaviria; Rosalba, Cárdenas Ramos.

2009-04-01

313

Using language as a transparent resource in the teaching and learning of mathematics in a Grade 11 multilingual classroom   

OpenAIRE

In this paper, we draw on a study conducted in Grade 11 classrooms to explore how the learners’ home languages can be used for teaching and learning mathematics in multilingual classrooms in South Africa. This report is part of a wider study that is still in progress. Based on an analysis of data collected through lesson observations in a Grade 11 class and learner interviews we argue for the deliberate, proactive and strategic use of the learners’ home languages as a transparent resource...

Mamokgethi Setati; Terence Molefe; Mampho Langa

2011-01-01

314

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

Science.gov (United States)

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

Vanderplank, Robert

2010-01-01

315

The Good Language Learner and the Good Language Teacher: A Review of the Literature and Classroom Applications.  

Science.gov (United States)

Reviews the literature on the characteristics of the good language learner and language teacher, showing those traits contributing to effective language learning as well as literature outlining practices and activities contributing to the development of a good language teacher. Includes an activity performance checklist. (14 references) (Author/CK)

Mollica, Anthony; Nuessel, Frank

1997-01-01

316

Literacy in the History Classroom: A Cross Case Analysis of Teacher Implemented Participatory Action Research  

Science.gov (United States)

This qualitative study researches a participatory action research project undertaken by 12 history teachers in two urban school districts. In this project middle and high school teachers were engaged in a yearlong action research project that involved them in implementing literacy strategies within their classrooms and reflecting on the use and…

D'warte, Jacqueline Ann

2010-01-01

317

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

Scientific Electronic Library Online (English)

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.

Hendrik, Botes; Andile, Mji.

318

THE USE OF CLASSROOM VIDEOS AS A CONTEXT FOR RESEARCH ON TEACHERS’ PRACTICE AND TEACHER EDUCATION  

OpenAIRE

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...

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

2012-01-01

319

Some Classroom ABC's: Research Takes a Closer Look  

Science.gov (United States)

Reports results of a study of 274 4-year-olds in 17 half-day nursery classrooms, which examined: (1) the relationship between class size and individualization; (2) the influence of space on children's involvement in activities; and (3) the impact of various activity areas on children's and teacher's behavior. (ED)

Shapiro, Sylvia

1975-01-01

320

Research Participation versus Classroom Lecture: A Comparison of Student Learning  

Science.gov (United States)

Previous literature has focused on students' perceptions of participation in experiments, but has not measured the effect of participation on learning. In Study 1, students rated their perceptions of learning about psychology; they compared the classroom experience to experiment participation, reading about psychology, or summarizing a journal…

Elliott, Lisa Jo; Rice, Stephen; Trafimow, David; Madson, Laura; Hipshur, Malisa F.

2010-01-01

321

Networking Antarctic Research Discoveries to a Science Classroom  

Science.gov (United States)

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…

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

2008-01-01

322

Early Heritage-Language Education and the Abrupt Shift to a Dominant-Language Classroom: Impact on the Personal and Collective Esteem of Inuit Children in Arctic Quebec  

Science.gov (United States)

This research explored the impact of the abrupt shift from heritage-language to dominant-language education on Inuit children's personal and collective self-esteem. Specifically, the following question was addressed: will early heritage-language education serve as an inoculation against the potential negative impact of being submerged in a…

Bougie, Evelyne; Wright, Stephen C.; Taylor, Donald M.

2003-01-01

323

Motivating language learners: a classroom-orientated investigation of teachers' motivational practices and students' motivation  

OpenAIRE

The teachers' use of motivational strategies is generally believed to enhance student motivation, yet there is scant empirical evidence to support this claim. This classroom-oriented investigation focused on how the motivational practices of EFL teachers in South Korea related to students' L2 motivation and motivated classroom behavior. In a first phase, the motivation of over 1,300 students was measured by a self-report questionnaire, and the use of motivational strategies by 27 teachers in ...

Guilloteaux, Marie-jose

2007-01-01

324

Researcher reflexivity leading to action research in a mathematics classroom : enabling Nelly to multiply again through deconstruction and reconstruction  

OpenAIRE

Two studies, at grade six and grade four in Sweden with a mathematics teacher Lea, are drawn upon in this paper to discuss the active role of researcher reflexivity made possible when situated narrative, classroom talk and mediated action are deployed as units of analysis. While in the first study, situated narrative provides access to voices and strategies of students in their attempts at learning the mathematics being demanded of them; the deployment of classroom talk and mediated action as...

Gade, Sharada

2011-01-01

325

Science in the Preschool Classroom: A Programmatic Research Agenda to Improve Science Readiness  

Science.gov (United States)

Research Findings: This article focuses on preschool science, an important but under-researched school readiness domain. There is considerable activity surrounding quality science in early childhood classroom practices, including state standards, curricula with science activities, and an extensive literature on potential best practices. However,…

Greenfield, Daryl B.; Jirout, Jamie; Dominguez, Ximena; Greenberg, Ariela; Maier, Michelle; Fuccillo, Janna

2009-01-01

326

Immediate Dissemination of Student Discoveries to a Model Organism Database Enhances Classroom-Based Research Experiences  

Science.gov (United States)

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…

Wiley, Emily A.; Stover, Nicholas A.

2014-01-01

327

Theme--Lessons from the Classroom and Research on Learning: Theory to Practice.  

Science.gov (United States)

Includes 10 theme articles addressing research uses in agricultural education, including research on effective teaching, classrooms as teaching labs, teacher inquiry, agriscience achievement, learning communities, applications of Bloom's taxonomy, use of the elements of reasoning, end-of-term student presentations, and personality types. (SK)

Agricultural Education Magazine, 2001

2001-01-01

328

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)

Full Text Available SciELO Colombia | Language: English Abstract in spanish 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.

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

2010-07-01

329

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)

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

Nickels, Stefanie; Opitz, Bertram; Steinhauer, Karsten

2013-12-17

330

Three Heresies of Language Testing Research.  

Science.gov (United States)

Provides a personal view of the history of Anglo-American language testing over the last half-century. Argues that major developments in the field have tended to be embraced too enthusiastically so that they have led to unbalanced views concerning the construct definition of language, the scope of test impact, and the value of new methods of test…

Davies, Alan

2003-01-01

331

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

Directory of Open Access Journals (Sweden)

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.

Osman Barnawi

2011-06-01

332

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

Directory of Open Access Journals (Sweden)

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.

B. Jean Mandernach

2006-07-01

333

Trends in Qualitative Research in Language Teaching since 2000  

Science.gov (United States)

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…

Richards, Keith

2009-01-01

334

Psycholinguistic Techniques and Resources in Second Language Acquisition Research  

Science.gov (United States)

In this article, a survey of current psycholinguistic techniques relevant to second language acquisition (SLA) research is presented. I summarize many of the available methods and discuss their use with particular reference to two critical questions in current SLA research: (1) What does a learner's current knowledge of the second language (L2)…

Roberts, Leah

2012-01-01

335

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

DEFF Research Database (Denmark)

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.

Pelegrin Garcia, David; Brunskog, Jonas

2012-01-01

336

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

Science.gov (United States)

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

Pelegrín-García, David; Brunskog, Jonas

2012-07-01

337

Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching  

Science.gov (United States)

Dialogue, as a communication form characterized by its commitment to inclusiveness and rationality, has long been advocated by educators as a mechanism for helping students become better thinkers. Unfortunately, numerous claims about the educational potential of participating in dialogue have not resulted in substantial changes in classroom

Reznitskaya, Alina; Gregory, Maughn

2013-01-01

338

Creating Video Games in a Middle School Language Arts Classroom: A Narrative Account  

Science.gov (United States)

This article describes the author's experience co-facilitating a project for which seventh-grade students designed and created original video games based on Madeleine L'Engle's "A Wrinkle in Time". The author provides an overview of recent literature on video game implementation in the classroom and explains how the project was designed and…

Oldaker, Adam

2010-01-01

339

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

Science.gov (United States)

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…

Evans, Stephen

2008-01-01

340

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

Science.gov (United States)

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,…

Ahlquist, Sharon

2015-01-01

341

Bringing the Field into the Classroom: A Field Methods Course on Saudi Arabian Sign Language  

Science.gov (United States)

The methodology used in one graduate-level linguistics field methods classroom is examined through the lens of the students' experiences. Four male Deaf individuals from the Kingdom of Saudi Arabia served as the consultants for the course. After a brief background information about their country and its practices surrounding deaf education, both…

Stephen, Anika; Mathur, Gaurav

2012-01-01

342

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

Science.gov (United States)

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…

Whitacre, Michael; Diaz, Zulmaris; Esquierdo, Joy

2013-01-01

343

Where's Your Partner? Pairing Bilingual Learners in Preschool and Primary Grade Dual Language Classrooms  

Science.gov (United States)

Children working alone is a common instructional strategy in some early childhood classrooms. According to foundational work by Johnson and Johnson (1986), however, cooperative teams employ higher levels of thought and retain information longer than children who work individually. Children engage in discussion, take responsibility for their…

Alanis, Iliana

2013-01-01

344

Science is for me: Meeting the needs of English language learners in an urban, middle school science classroom through an instructional intervention  

Science.gov (United States)

This study involved an intervention in which I explored how the multimodal, inquiry-based teaching strategies from a professional development model could be used to meet the educational needs of a group of middle school students, who were refugees, newly arrived in the United States, now residing in a large urban school district in the northeastern United States, and learning English as a second language. This group remains unmentioned throughout the research literature despite the fact that English Language Learners (ELLs) represent the fastest growing group of K-12 students in the United States. The specific needs of this particular group were explored as I attempted daily to confront a variety of obstacles to their science achievement and help to facilitate the development of a scientific discourse. This research was done in an effort to better address the needs of ELLs in general and to inform best practices for teachers to apply across a variety of different cultural and linguistic subgroups. This study is an autoethnographic case study analysis of the practices of the researcher, working in a science classroom, teaching the described group of students.

Johnson, Joseph A.

2011-12-01

345

Timing of translation in cross-language qualitative research.  

Science.gov (United States)

Although there is increased understanding of language barriers in cross-language studies, the point at which language transformation processes are applied in research is inconsistently reported, or treated as a minor issue. Differences in translation timeframes raise methodological issues related to the material to be translated, as well as for the process of data analysis and interpretation. In this article we address methodological issues related to the timing of translation from Portuguese to English in two international cross-language collaborative research studies involving researchers from Brazil, Canada, and the United States. One study entailed late-phase translation of a research report, whereas the other study involved early phase translation of interview data. The timing of translation in interaction with the object of translation should be considered, in addition to the language, cultural, subject matter, and methodological competencies of research team members. PMID:25189538

Santos, Hudson P O; Black, Amanda M; Sandelowski, Margarete

2015-01-01

346

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)

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.

Mehrak Rahimi

2015-01-01

347

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

OpenAIRE

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...

2009-01-01

348

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

Science.gov (United States)

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…

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

2014-01-01

349

Urban Teaching in America: Theory, Research, and Practice in K-12 Classrooms  

Science.gov (United States)

"Urban Teaching in America: Theory, Research, and Practice in K-12 Classrooms" is a brief yet comprehensive overview of urban teaching. Undergraduate and graduate students who are new to the urban context will develop a deeper understanding of the urban teaching environment and the challenges and opportunities they can expect to face while…

Stairs, Andrea J.; Donnell, Kelly A.; Dunn, Alyssa Hadley

2011-01-01

350

Constructing and Using Multimodal Narratives to Research in Science Education: Contributions Based on Practical Classroom  

Science.gov (United States)

This study deals with the problem of how to collect genuine and useful data about science classroom practices, and preserving the complex and holistic nature of teaching and learning. Additionally, we were looking for an instrument that would allow comparability and verifiability for teaching and research purposes. Given the multimodality of…

Lopes, J. B.; Silva, A. A.; Cravino, J. P.; Santos, C. A.; Cunha, A.; Pinto, A.; Silva, A.; Viegas, C.; Saraiva, E.; Branco, M. J.

2014-01-01

351

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

Science.gov (United States)

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…

Tarnopolsky, Oleg B.; Goodman, Bridget A.

2014-01-01

352

Opera in the Foreign Language Classroom: Learning German with Mozart, Wagner, Weber, and Johann Strauss  

Science.gov (United States)

Content-based instruction (CBI) has been part of the foreign language curriculum for many years at US colleges, leading to courses that combine language instruction with specific content domains, such as film, literature, politics, sports and many others. This article presents a rather unusual choice of content domain for a second-year language

Heinz, Solveig M.

2010-01-01

353

Taking an Investigative Stance in Using the Professional Standards in the Languages Classroom  

Science.gov (United States)

The Professional Standards Project (PSP) is a nationally coordinated professional learning program for languages teachers, to improve the quality of languages teaching and, thereby, improve student learning. It is based on the use of the "Professional standards for accomplished teaching of languages and cultures" (hereafter, "the Standards") as a…

Farmer, Kylie

2009-01-01

354

Learning from Each Other: Bilingual Pairs in Dual-Language Classrooms  

Science.gov (United States)

Early education programs in the United States are experiencing an increase in the number of English learners and, consequently, an increase in dual-language programs that best serve the needs of these children. Dual-language programs enable children to communicate orally and in written forms in both their native languages and in English. This…

Alanis, Iliana

2011-01-01

355

Teacher Talking Time in the EFL Classroom Tiempo de participación oral del profesor en el aula de inglés como lengua extranjera  

OpenAIRE

Classroom Research may be simply defined as ongoing and cumulative intellectual inquiry by classroom teachers into the nature of teaching and learning in their own classrooms (Cross and Steadman, 1996, p.2). This paper reports on a piece of classroom research, aiming to support the hypothesis that most of the talk in my English-as-a-foreign-language elementary and intermediate classrooms was done by the teacher, presumably implying a more teacher-centred approach. In terms of the percentage o...

Nilton Hitotuzi

2005-01-01

356

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

Science.gov (United States)

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…

Ghanem, Carla

2015-01-01

357

Findings of Research in Miscue Analysis: Classroom Implications.  

Science.gov (United States)

Intensive studies of children's miscues in oral reading were conducted from 1965 through 1974 by researchers at Wayne State University. This volume contains the concepts and assumptions underlying that research, the basic research design, the complex nature and function of the Goodman Taxonomy of Oral Reading Miscues, the findings of the research,…

Allen, P. David, Ed.; Watson, Dorothy J., Ed.

358

Listening Comprehension in the Foreign Language Classroom. CAL-ERIC/CLL Series on Languages and Linguistics, No. 16.  

Science.gov (United States)

This paper suggests that language teachers reconsider their approach to listening comprehension, as recent studies seem to indicate that listening is not a passive but a highly active skill. The importance of listening comprehension as an independent skill is stressed in the first section, and principles of speech processing from which the…

Quinn, Terence; Wheeler, James

359

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

Science.gov (United States)

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…

Wolfe, Patricia

2010-01-01

360

The Northern-Sotho/Sepedi Language Research and Development Centre  

OpenAIRE

LRDCs are national structures created by the National Language Service of the Department of Arts and Culture (DAC), to undertake research and development for each of the nine official African languages in the country. The overriding aim is to effectively develop the official indigenous languages to ensure their public usage in important fields such as law, commerce, science, politics and education among others. The centres form the backbone of the institutional infrastructure required for the...

Rammala, Mogale J. R.

2008-01-01

361

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

362

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

OpenAIRE

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...

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

2011-01-01

363

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

OpenAIRE

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...

Khaled Karim; Hossein Nassaji

2013-01-01

364

Esperanto and International Language Problems: A Research Bibliography.  

Science.gov (United States)

This bibliography is intended both for the researcher and for the occasional student of international language problems, particularly as these relate to the international language Esperanto. The book is divided into two main sections: Part One deals with problems arising from communication across national boundaries and the search for a solution…

Tonkin, Humphrey R.

365

The African Languages Research Institute: A Milestone in the Development of the Zimbabwean Languages  

Directory of Open Access Journals (Sweden)

Full Text Available

Abstract: This article is an assessment of the work the African Languages Research Institute (ALRI has done towards developing the indigenous languages of Zimbabwe. It looks at what the research team at ALRI has achieved, first in initiating serious research on the Zimbabwean languages and the progress it has made towards achieving its goal, developing and raising the status of these languages. It also considers what ALRI has planned for the future of the different categories or levels into which the various Zimbabwean languages have been classified. Part of the assessment focuses on measures ALRI has put in place to ensure the initiated research programme is sustainable and will continue in future. The article furthermore discusses the importance of the research work being done at ALRI, especially with regard to language development as a means towards self-realisation and actualisation, national advancement and the sustenance of the languages involved. ALRI's agenda is also analysed to see how well it agrees with popular thinking in Zimbabwe concerning the development and promotion of all of the indigenous languages.

Keywords: ALRI, CAPACITY BUILDING, INSTITUTIONALISATION, LANGUAGE HAR-MONISATION, LANGUAGE STANDARDISATION, MONOLINGUAL LEXICOGRAPHY, ZIM-BABWEAN LANGUAGES

Opsomming: Die African Languages Research Institute: 'n Mylpaal in die ont-wikkeling van die Zimbabwiese tale. Hierdie artikel is 'n evaluering van die werk wat die African Languages Research Institute (ALRI gedoen het in die ontwikkeling van die inheemse tale van Zimbabwe. Dit kyk na wat die navorsingspan bereik het, eerstens deur ernstige navorsing oor die Zimbabwiese tale te onderneem en die vordering wat gemaak is met die bereiking van sy doel, die ontwikkeling en die statusverhoging van hierdie tale. Dit beskou ook wat ALRI beplan het vir die toekoms van die verskillende kategorieë of vlakke waarin die onderskeie Zimbabwiese tale geklassifiseer is. 'n Deel van die evaluering fokus op maatreëls wat ALRI in plek gestel het om te verseker dat die onderneemde navorsingsprogram volhoubaar is en in die toekoms sal voortgaan. Verder bespreek die artikel die belangrikheid van die navorsingswerk wat by ALRI gedoen word, veral met betrekking tot taalontwikkeling as 'n manier tot selfverwesenliking en -aktualisering, nasionale vooruitgang en die onderhoubaarheid van die betrokke tale. ALRI se agenda word ook ontleed om te sien hoe goed dit ooreenstem met die algemene denke in Zimbabwe betreffende die ontwikkeling en bevordering van al die inheemse tale.

Sleutelwoorde: ALRI, VERMOËNSBOU, INSTITUSIONALISERING, TAALHARMONI-ERING, TAALSTANDAARDISERING, EENTALIGE LEKSIKOGRAFIE, ZIMBABWIESE TALE

Emmanuel Chabata

2011-10-01

366

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

Science.gov (United States)

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.

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

2011-12-01

367

Connecting Content and Language for English Language Learners  

CERN Document Server

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.

Smith, Jodene

2011-01-01

368

A modified research approach teaching style in a high school chemistry classroom  

Science.gov (United States)

The purpose of this study was to develop a teaching style that used a modified research approach in a high school chemistry classroom. This modified research approach involved constructivist teaching practices, particularly the learning cycle. It emphasized the development of student science process skills, the mastery of science content, and a better understanding of attitudes about science in the classroom. It also promotes active learning in the classroom. The study also looks at the effectiveness of implementation of this teaching style. The methodology of the study involved designing modules which centered around nine basic chemistry concepts. These modules were guided by a research problem or question. Initially the teacher generated the research question but by the end of the study, students were generating their own research questions. Data were collected by student journals, concept webs, content tests, laboratory reports, teacher journal, laboratory practical exams, and a student attitude toward science survey. The results revealed that student science process skills that contributed directly to the problem solving nature of the research were increased. Student attitudes about science in the classroom were changed for the positive, indicated both in the student journals and the student attitude survey. Content mastery was achieved as measured statistically by test scores at the beginning of the class and the end of the class. Implementation was successful and students who enrolled in a second year chemistry class to the same instructor were better able to deal with independent work. It can be concluded from the results of the study that the students benefitted from the modified research teaching style and successful implementation was mirrored by student response to the teaching style. It was also concluded that the teacher in the study has a great deal of influence over student acceptance of something different and new.

Curtis, Krystal D. Berry

369

Language Teaching at a Distance: An Overview of Research  

Science.gov (United States)

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…

Vorobel, Oksana; Kim, Deoksoon

2012-01-01

370

Swearing and how to deal with it in the classroom  

OpenAIRE

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...

Fiona Elizabeth Oliver

2011-01-01

371

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

Science.gov (United States)

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…

Berg, Helen; Petron, Mary; Greybeck, Barbara

2012-01-01

372

Whole Language for Whole Kids: An Approach for Using Literature in the Classroom.  

Science.gov (United States)

Discusses the use of literature in the whole-language approach. Examples show the integration of a second grader's experiences with the curriculum; integrating the language arts in the middle school via study of the author as well as the book; and the integration of literature into the study of history. Titles to use in each area are suggested.…

Stanek, Lou Willett

1991-01-01

373

Ukrainian Language and Culture: 9-Year Program Classroom Assessment Materials, Grade 4  

Science.gov (United States)

This document is designed to provide assessment materials for specific Grade 4 outcomes in the Ukrainian 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 Ukrainian Language and Culture…

Alberta Education, 2008

2008-01-01

374

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

Science.gov (United States)

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…

Alberta Education, 2008

2008-01-01

375

From the Classroom to the Newsroom: A Course-Sheltered Project in Foreign Language Journalism.  

Science.gov (United States)

An approach to teaching the rudiments of amateur journalism in an intensive language (Brazilian Portuguese) program component of a university Masters of International Business Studies program is reported. Ways that such a project can contribute to the fostering of a communicative language teaching curriculum are discussed. (LB)

de Ataide Melo, Cecil L.

1992-01-01

376

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

Science.gov (United States)

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…

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

2011-01-01

377

Socrates in the First Year Foreign Language Classroom--or--When Are "Why" Questions Appropriate?  

Science.gov (United States)

It is suggested that the foreign language teacher's role is not to answer questions about the logic of the language but to persuade students to use it. A response of a friendly "Because!," without apology, and sometimes with a comment about the occasional lack of logic or consistency in English grammar or constructions, is recommended. It is noted…

Giauque, Gerald S.

378

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

Science.gov (United States)

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…

GhorbanDordinejad, Farhad; Nasab, Amir Hosein Farjad

2013-01-01

379

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

Science.gov (United States)

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…

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

2010-01-01

380

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

Science.gov (United States)

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…

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

2007-01-01

381

Investment and Second Language Acquisition  

Science.gov (United States)

The article argues that Norton Peirce's (1995) concept of a language learner's investment should figure centrally in how instructors address the needs of adult learners in ESL classrooms. Investment is discussed in relation to second language acquisition research that addresses the role of social factors in second language acquisition. The article…

Pittaway, Daniel S.

2004-01-01

382

A University Level Linguistics Course Classroom Research: Vocabulary Retention and the Use of L2 and L1  

Directory of Open Access Journals (Sweden)

Full Text Available This study is a classroom research carried out in the Linguistics course at university level. The present study aims at finding out to what degree the technical vocabulary of the course is retained by the individuals, while also investigating the effect of using L2 and L1 in the classroom during the lectures. Participants were second grade (N=70 and fourth grade (N=30 university students in the English Language Teaching Department. The data were conducted through a vocabulary and knowledge retention test, and the visa and final exams of the linguistics course. Students’ opinions about the Linguistics course were also collected by the help of an interview. The findings suggest that the technical vocabulary as well as the knowledge of the course is forgotten at a significant rate within a certain time. Considering the grades of the students as an indicator of success, the study also revealed that the use of L1 contributed positively to the comprehension of the subject.

Levent UZUN

2011-10-01

383

A Short-Term Longitudinal Study of the Relationship between Classroom Quality and Child Language and Academic Outcomes in a State-Funded Prekindergarten Program  

Science.gov (United States)

The purpose of my study was to evaluate the relationship between classroom process quality and child language and academic outcomes from the beginning of the pre-kindergarten year to the beginning of the kindergarten year for one cohort of children participating in a state-funded pre-kindergarten program in South Carolina. Data for my study were…

Googe, Heather Smith

2011-01-01

384

Qualitative Teacher Research and the Complexity of Classroom Contexts  

Science.gov (United States)

This article discusses how the underlying assumptions and practices of teacher research position it as a distinct form of educational inquiry, and identifies qualitative methodology as a central influence on the work. A discussion of some of the common conceptualizations and processes of PK-12 teacher research, the complex yet continually changing…

Klehr, Mary

2012-01-01

385

The Application of Statistics Education Research in My Classroom  

Science.gov (United States)

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…

Jordan, Joy

2007-01-01

386

Focus on the use of language in the multicultural mathematics classroom  

DEFF Research Database (Denmark)

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).

Johansen, Lene Østergaard

387

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)

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.

Orhan HANBAY

2013-01-01

388

A critical analysis of foreign language learning tasks  

OpenAIRE

Our research project examines the critical analysis of learning tasks used in the foreign language classroom. The main objective of the project is to develop a critical attitude towards foreign language learning tasks on the part of the foreign language teacher. To this end, the project seeks to improve the ability of (trainee) foreign language teachers to analyse the effectiveness of printed classroom learning tasks in the acquisition of foreign language communicative competence. The paper i...

Driessen, C.; Haenen, J. P. P.; Westhoff, G. J.

2002-01-01

389

Teacher Professional Development Programs Promoting Authentic Scientific Research in the Classroom  

Science.gov (United States)

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.

Sukow, W. W.

2003-12-01

390

Fremdsprachenunterricht: Der Unterrichtsprozess als Kommunikationssituation (Teaching as a Communicative Situation in the Foreign Language Classroom)  

Science.gov (United States)

This article discusses foreign language teaching in terms of communicative competence as a goal. Learning materials and media are discussed, as well as student participation in the learning process. (Text is in German.) (Author/AM)

Krumm, Hans-Jurgen

1974-01-01

391

Discussing Animal Rights and Animal Research in the Classroom.  

Science.gov (United States)

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)

Herzog, Harold A.

1990-01-01

392

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

OpenAIRE

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...

Caroline Mahoney

2009-01-01

393

Research on teaching of "Solar Eclipse" in primary classroom  

OpenAIRE

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...

So, Winnie Wing Mui; Kwong, Yun Foon

2003-01-01

394

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)

Full Text Available SciELO Colombia | Language: English Abstract in spanish 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.

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

2011-10-01

395

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

Directory of Open Access Journals (Sweden)

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.

Khaled Karim

2013-01-01

396

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

Energy Technology Data Exchange (ETDEWEB)

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{approx}23.3 .deg. C and 17.5{approx}29.0 .deg. C, respectively. The acceptability ratio of thermal environment shows over 80% when the range of OT in the classroom is 17{approx}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)' 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.

Jung, Gun Joo; Oh, Geun Sug; Im, Young Bin [Pukyong National University, Busan (Korea, Republic of); Song, Sung Ki [Hiroshima Institute of Technology, Hiroshima (Japan); Ahn, Young Chull [Pusan National University, Busan (Korea, Republic of)

2011-02-15

397

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

Directory of Open Access Journals (Sweden)

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

Jesta Masuku

2011-10-01

398

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

OpenAIRE

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...

Gade, Sharada

2012-01-01

399

Classroom Communication Climate and Communicative Linguistic Competence of EFL Learners  

OpenAIRE

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 validate...

Danebeth Tristeza Glomo-Narzoles

2013-01-01

400

Connecting Arts Education Policy and Research to Classroom Teaching.  

Science.gov (United States)

A national arts research agenda is presently substantiating claims about positive academic and social effects. As a result, states such as California responded with legislative activity that included the arts in mandates for educational reform. This was followed by the development of state content standards in dance, music, theater, and the visual…

Burns, Maureen

401

Spoken Language Research and ELT: Where Are We Now?  

Science.gov (United States)

This article examines the relationship between spoken language research and ELT practice over the last 20 years. The first part is retrospective. It seeks first to capture the general tenor of recent spoken research findings through illustrative examples. The article then considers the sociocultural issues that arose when the relevance of these…

Timmis, Ivor

2012-01-01

402

Re-Examine the Use of the Student's First Language in the English as a Foreign Language Classrooms: A Cross-Case Analysis from Undergraduate Engineering Students in Bangkok, Thailand  

Science.gov (United States)

The purpose of this study was to examine how the use of the student's first language (L1) by a non-native English-speaking EFL teacher affects the students' experiences in learning English compared to those in the classrooms where only English is used as a means of teaching. This study also investigates the role of the teacher in providing…

Vanichakorn, Neelawan

2009-01-01

403

Combining Research and Teaching in the Undergraduate Classroom  

Science.gov (United States)

Bridging the gap between scholarship and teaching is perhaps the most difficult challenge facing faculty members in the sciences. Here I discuss a pedagogical strategy that combines these seemingly disconnected areas. In a semester-long, upper-level astronomical techniques class that has been offered three times at Macalester College, I have integrated a major research component into the curriculum. In each iteration of the course, students have analyzed new scientific data acquired with the National Radio Astronomy Observatory's Very Large Array (either from General Observer programs or from the "Observing for University Classes" program). Each of the three courses has produced a journal article in the peer-reviewed literature (Cannon et al. 2010, 2011, 2012); every student enrolled in these three courses is now a co-author on one of these manuscripts. Representative course design materials are presented here to motivate faculty members with diverse research specialties to undertake similar endeavors.

Cannon, John M.

2013-01-01

404

Observations of Real-Time Captioning in the Elementary English Language Learner Classroom  

Science.gov (United States)

This qualitative study reviews the effects of real-time captioning on vocabulary acquisition of a novice elementary English language learner (ELL). Triangulation of data was completed through review of teacher journaling, captioning transcripts, and student pretest and posttest assessments. Results illuminate improved retention and usage of…

Ingraham, Nissa

2014-01-01

405

Reaching English Language Learners in Every Classroom: Energizers for Teaching and Learning  

Science.gov (United States)

Reach all of your English language learners with the effective and engaging approaches in this book. It's filled with practical tools, strategies, and real-world vignettes that will help you teach reading and writing to a diverse student population. The book features "Mental Energizers," aptitudes that will help sustain your commitment as you work…

Arechiga, Debbie

2012-01-01

406

Talking into Empty Space? Signalling Involvement in a Virtual Language Classroom in Second Life  

Science.gov (United States)

In this study, we compare the first and the last sessions from an online oral proficiency course aimed at doctoral students conducted in the virtual world Second Life. The study attempts to identify how supportive moves made by the teacher encourage learners to engage with language, and what type of linguistic behaviour in the learners leads to…

Deutschmann, Mats; Panichi, Luisa

2009-01-01

407

School-Readiness Profiles of Children with Language Impairment: Linkages to Home and Classroom Experiences  

Science.gov (United States)

Background: This study represents an effort to advance our understanding of the nature of school readiness among children with language impairment (LI), a population of children acknowledged to be at risk of poor academic achievement. The academic, social-emotional, and behavioural competencies with which children arrive at kindergarten affect the…

Pentimonti, Jill M.; Justice, Laura M.; Kaderavek, Joan N.

2014-01-01

408

Teaching Pronunciation with a Visual Display Device: Amateur Radio Equipment in the Foreign Language Classroom  

Science.gov (United States)

An attempt was made to develop a visual display device which would produce a phonemic standard representation of foreign speech sounds to which language learners could match their productions. A system utilizing commercially-built amateur radio equipment was developed to produce such a standard. (Author)

Richmond, Edmun B.; Wallace-Childers, La Donna

1976-01-01

409

Teacher Interpersonal Behaviour and Student Achievement in English as a Foreign Language Classrooms in China  

Science.gov (United States)

We examined the relationship between English as a Foreign Language (EFL) teachers' interpersonal behaviour and students' fluency in English in secondary education in China. A total of 160 students from four classes in the southwest part of China were asked to assess their teachers' interpersonal behaviour using the Questionnaire on Teacher…

Wei, Michael; den Brok, Perry; Zhou, Yalun

2009-01-01

410

Peer Effects in Preschool Classrooms: Is Children's Language Growth Associated with Their Classmates' Skills?  

Science.gov (United States)

With an increasing number of young children participating in preschool education, this study determined whether peer effects are present in this earliest sector of schooling. Specifically, this work examined whether peer effects were influential to preschoolers' growth in language skills over an academic year and whether peer effects manifest…

Justice, Laura M.; Petscher, Yaacov; Schatschneider, Christopher; Mashburn, Andrew

2011-01-01

411

Cuando el Maestro No Habla Espanol: Children's Bilingual Language Practices in the Classroom.  

Science.gov (United States)

This study examined the language use practices of three bilingual students enrolled in a fourth-grade class and of the class as a whole. The study found that most children reported using greater amounts of English as they progressed through the grades, and that children consistently held very positive attitudes toward Spanish and bilingualism.…

Pease-Alvarez, Lucinda; Winsler, Adam

1994-01-01

412

Learning to Watch Cinema in the Classroom: Production and Investigation for the Teaching of Cinematographic Language  

Science.gov (United States)

This article synthesises an investigation of the making of a didactic programme as a consequence of the excess of consumption of audiovisual messages and the non critical and non-thoughtful attitude the youngsters have towards it. As an answer to this problem, the authors have produced a didactical programme about cinema and its language, the main…

Goncalves, Ana Luisa; Fandos, Manuel; Aguaded, Jose-Ignacio

2011-01-01

413

Classroom, the "We" Space: Developing Student-Centered Practices for Second Language Learner (SLL) Students  

Science.gov (United States)

Developing teaching practices that meet the needs of Second Language Learners (SLL) calls for models of apprenticeship in which teacher candidates acquire competency on how to create learning spaces where students discover, experience and construct knowledge rather than solely practicing skills. The aforesaid argument has an implication when…

Rodriguez-Valls, Fernando; Ponce, Gregorio A.

2013-01-01

414

Astrophysical Computation in Research, the Classroom and Beyond  

Science.gov (United States)

In this talk I review progress in the use of simulations as a tool for astronomical research, for education and public outreach. The talk will include the basic elements of numerical simulations as well as advances in algorithms which have led to recent dramatic progress such as the use of Adaptive Mesh Refinement methods. The scientific focus of the talk will be star formation jets and outflows while the educational emphasis will be on the use of advanced platforms for simulation based learning in lecture and integrated homework. Learning modules for science outreach websites such as DISCOVER magazine will also be highlighted.

Frank, Adam

2009-03-01

415

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

OpenAIRE

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...

Heath Rose

2012-01-01

416

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

Science.gov (United States)

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.

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

2011-01-01

417

Teachers Learning to Research Climate: Development of hybrid teacher professional development to support climate inquiry and research in the classroom  

Science.gov (United States)

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.

Odell, M. R.; Charlevoix, D. J.; Kennedy, T.

2011-12-01

418

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

OpenAIRE

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...

Clarissa Menezes Jordão; Francisco Carlos Fogaça

2012-01-01

419

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

OpenAIRE

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-driv...

Belz, Julie A.; Nina Vyatkina

2008-01-01

420

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

OpenAIRE

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 ...

Mancho?n, Rosa Mari?a

2000-01-01

421

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

OpenAIRE

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...

Jun Ohashi

2009-01-01

422

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

OpenAIRE

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...

Rebecca Wilson

2001-01-01

423

Preschool World Language Learners' Engagement with Language: What Are the Possibilities?  

Science.gov (United States)

What does development of language awareness among very young world language learners look like, especially when they have relatively infrequent exposure to the language they are learning? Adopting an "engagement with language" (EWL) perspective and attending closely to classroom discourse, our research analyses interactional data drawn…

Kearney, Erin; Ahn, So-Yeon

2014-01-01

424

A Working Model for Assessing Spanish Heritage Language Learners' Language Proficiency through a Placement Exam  

Science.gov (United States)

Having a clear idea of the knowledge in the heritage language that a student brings to the classroom is essential for a successful language-learning experience; for that reason, research in heritage language education has been focusing increasingly on assessment issues, especially language placement exams. Professionals debate whether assessment…

Fairclough, Marta

2012-01-01

425

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

Directory of Open Access Journals (Sweden)

Full Text Available 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 ‘intercultural competence’. It is based on a qualitative study of the results of one NCRT created for use in the context of teaching Japanese as a L2 in a multicultural society. It suggests the NCRT encourages the learners to explore the intersection where language use, speaker intention and L1 and L2 cultural norms meet. Such a process helps the learners become aware of socially expected patterns of communication in L1 and L2 in terms of the choices of speech act, formulaic expressions, sequential organization and politeness orientation. The learners’ comments suggest that the NCRT helps learners transcend their cultural boundaries by overcoming their narrow understanding of ‘thanking’ as ‘expressions of gratitude and appreciation’ and by cross-culturally widening their views of what counts as thanking. The NCRT with rich contextual information promotes the learners’ intercultural awareness, sensitivity to context and intercultural exploration in the space between L1 and L2, where they have authority and freedom of making sense of conversations, and pragmatics is fully integrated into language pedagogy.

Jun Ohashi

2009-08-01

426

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

Directory of Open Access Journals (Sweden)

Full Text Available 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 ‘intercultural competence’. It is based on a qualitative study of the results of one NCRT created for use in the context of teaching Japanese as a L2 in a multicultural society. It suggests the NCRT encourages the learners to explore the intersection where language use, speaker intention and L1 and L2 cultural norms meet. Such a process helps the learners become aware of socially expected patterns of communication in L1 and L2 in terms of the choices of speech act, formulaic expressions, sequential organization and politeness orientation. The learners’ comments suggest that the NCRT helps learners transcend their cultural boundaries by overcoming their narrow understanding of ‘thanking’ as ‘expressions of gratitude and appreciation’ and by cross-culturally widening their views of what counts as thanking. The NCRT with rich contextual information promotes the learners’ intercultural awareness, sensitivity to context and intercultural exploration in the space between L1 and L2, where they have authority and freedom of making sense of conversations, and pragmatics is fully integrated into language pedagogy.

Jun Ohashi

2009-03-01

427

The embodied turn in research on language and social interaction  

DEFF Research Database (Denmark)

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.

Nevile, Maurice

2015-01-01

428

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)

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.

Irasema Mora Pablo

2011-10-01

429

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

Science.gov (United States)

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,…

Abbadi, Sawsan Omar

2011-01-01

430

The Impact of the Interactive Whiteboard on the Teacher and Children's Language Use in an ESL Immersion Classroom  

Science.gov (United States)

As a teaching resource, interactive whiteboards (IWB) are becoming increasingly popular in schools outside the UK, including Spain. Research carried out so far has tended to examine the effects of IWB use on teaching and learning in monolingual contexts where English is the first language for learners. The present study adds a new dimension to…

Coyle, Yvette; Yanez, Lorena; Verdu, Mercedes

2010-01-01

431

Une approche discursive de la classe de langue étrangère en tant que lieu de travail / A discoursive approach of foreign language classroom as a place of work  

Scientific Electronic Library Online (English)

Full Text Available O presente artigo centra-se na análise dos discursos da aula de língua estrangeira em uma situação particular: o ensino da língua francesa como língua profissional. Nosso objetivo consistirá em depreender marcas enunciativas por intermédio das quais se inscreve a natureza do trabalho realizado em sa [...] la de aula, tendo em vista a construção coletiva de um texto cuja autoria é responsabilidade dos atores da cena didática, professor e alunos. Para tal, interrogamos esses discursos da sala de aula sob uma tríplice ótica: em primeiro lugar, a oposição que se verifica entre trabalho coletivo e trabalho individual; a seguir, a dupla função exercida pela linguagem no referido contexto, a saber, a linguagem enquanto trabalho e a linguagem sobre o trabalho; finalmente, a distância que se verifica entre o trabalho prescrito e o trabalho real da sala de aula. Abstract in english This paper focuses the analysis of speech in foreign language classroom in a particular situation: the teaching of French as a professional language. Our purpose will be to explore enunciative marks that contribute to determine the nature of the work carried out in classroom throughout the collectiv [...] e construction of a text which is built by the actors of the didactic scene, the teacher and the students. In order to achieve our goal, we will interrogate these discourses from a triple point of view: first of all, the opposition between collective work and individual work in classroom; afterwards, the double function of language - language as work and language about work - in such a context; finally, the distance verified between prescribed work and real work in classroom.

Décio, Rocha.

432

Insider-Outsider Perspective: Revisiting the Conceptual Framework of Research Methodology in Language Teacher Education  

Science.gov (United States)

The present paper discusses three types of research perspective on the insider-outsider continuum: outsider research, (insider's) outsider research, and insider research. It examines the essential features of the insider-outsider distinction with reference to categories such as researcher, students, classroom context, contribution, control of…

Nakata, Yoshiyuki

2015-01-01

433

The Unified Medical Language System: An Informatics Research Collaboration  

OpenAIRE

In 1986, the National Library of Medicine (NLM) assembled a large multidisciplinary, multisite team to work on the Unified Medical Language System (UMLS), a collaborative research project aimed at reducing fundamental barriers to the application of computers to medicine. Beyond its tangible products, the UMLS Knowledge Sources, and its influence on the field of informatics, the UMLS project is an interesting case study in collaborative research and development. It illu...

Humphreys, Betsy L.; Lindberg, Donald A. B.; Schoolman, Harold M.; Barnett, G. Octo

1998-01-01

434

Statistical Literacy among Applied Linguists and Second Language Acquisition Researchers  

Science.gov (United States)

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…

Loewen, Shawn; Lavolette, Elizabeth; Spino, Le Anne; Papi, Mostafa; Schmidtke, Jens; Sterling, Scott; Wolff, Dominik

2014-01-01

435

Developing Professional Teacher Researchers: Transforming Language Learning through Discourse Analysis  

Science.gov (United States)

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…

Troiano, Beverly

2012-01-01

436

Research Methodology on Language Development from a Complex Systems Perspective  

Science.gov (United States)

Changes to research methodology motivated by the adoption of a complexity theory perspective on language development are considered. The dynamic, nonlinear, and open nature of complex systems, together with their tendency toward self-organization and interaction across levels and timescales, requires changes in traditional views of the functions…

Larsen-Freeman, Diane; Cameron, Lynne

2008-01-01

437

EFFECT OF TECHNOLOGY ON MOTIVATION IN EFL CLASSROOMS  

OpenAIRE

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...

Genc Ilter, Binnur

2009-01-01

438

English language teaching textbooks content, consumption, production  

CERN Document Server

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.

Harwood, Nigel

2013-01-01

439

Cross-Language Poetics: Proposal for an Interdisciplinary Research Program  

Directory of Open Access Journals (Sweden)

Full Text Available For creative writers and for readers, opportunities to work with language in ways that engage two linguistic systems and/or two writing systems continue to expand with the growing influence of international and regional lingua francas. At the same time, we have witnessed the continuing development of literary creation in languages with fewer speakers, even in communities facing the outright erosion and replacement of their language. Alongside the tendencies of globalization, literature has also become more diverse, a new recognition of multilingualism and multiculturalism emerging among writers and readers alike. The special circumstances of composition and understanding that the different kinds of language and cultural interaction highlight also present us with an opportunity to study what it is that is fundamental in verbal art. After reviewing three historical examples of European origin (in Section 2 we will turn our attention to problems of language, writing system and poetry in East Asia (in Section 3. The examples from history will help us to put the current situation of multilingual and multicultural contexts for literature into a broader perspective. This is will allow us to return to consider a proposal for research on cross-language poetics.

Francis, Norbert

2014-02-01

440

Research on Fostering Intercultural Communication Competence of Foreign Language Learners  

Directory of Open Access Journals (Sweden)

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

Yueqin HAN

2013-03-01

441

Reading with a Purpose: Communicative Reading Tasks for the Foreign Language Classroom. ERIC Digest.  

Science.gov (United States)

In describing reading proficiency--the relative difficulty or ease that an individual reader experiences reading a particular text--researchers have recognized the importance of both text- and reader-based factors. This digest focuses on the factor of purpose, as determined by the reader or the instructional context. Having a purpose means having…

Knutson, Elizabeth M.

442

Classroom Research and Professional Development Investigación en el aula y desarrollo profesional  

OpenAIRE

This article intends to share the experience of a group of teachers in the Classroom Research Seminar of the Teacher Development Program in English carried out at Universidad del Valle, Cali , from January to June, 2007. The seminar was part of a high-level in-service program for teachers of English of a network of private educational institutions. We would like to share the highlights and difficulties of the experience. We will start with the general framework of the program and the concept ...

Rosalba Cárdenas Ramos; Fanny Hernández Gaviria; Omaira Vergara Luján

2009-01-01

443

The Lasting Impacts of an Oceanographic Teacher Research Experiences in a Land-locked Classroom (Invited)  

Science.gov (United States)

Authentic science research opportunities for classroom teachers, like the NSF-funded ARMADA Project, improves teacher motivation, enables rigor and relevance in the classroom, and provides mentoring to new teachers. This project also facilitates communication between scientists, educators, and the public by connecting scientists to a broader audience through the teacher. In January and February 2009, we participated in a six-week cruise aboard the R/V Knorr studying the oceanographic controls and distribution of subseafloor microbial life in the equatorial Pacific. The international team of scientists employed geophysics, geochemistry, microbiology, and geology to characterize microbial activity. The integrated techniques demonstrate how modern science is not separated by discipline, but relies on the strengths of many to understand the complexities of the natural world. This experience has affected dramatic change in teaching about natural resources, plate tectonics, and climate in Honors Earth Science and ecology, sustainability, and global change in AP Environmental Science. Integrating many different approaches to studying natural phenomenon creates a more challenging and interesting learning environment that both students and parents respect, making them less likely to question more rigorous assignments. The ARMADA Project encourages teachers to journal daily about their experiences, which resulted in real-time web-log of cruise activities that documented how teachers, scientists and crew work together to achieve scientific goals. Finally, the authentic research experience demonstrates that when teachers and scientists work together to communicate research goals and results, both communities benefit, mutual respect is enhanced, and potential long-term collaborations are fostered.

Manning, C.; Pockalny, R. A.; D'Hondt, S. L.

2009-12-01

444

Research and Innovation in Physics Education: Transforming Classrooms, Teaching, and Student Learning at the Tertiary Level  

Science.gov (United States)

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.

Jolly, Pratibha

2009-04-01

445

L’erreur fondamentale d’attribution dans la classe de langue Fundamental attribution errors in the foreign language classroom  

Directory of Open Access Journals (Sweden)

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.

Bernd Müller-Jacquier

2011-10-01

446

Investigating the Efficacy of a Professional Development Program in Formative Classroom Assessment in Middle School English Language Arts and Mathematics  

Science.gov (United States)

Background: Teachers who engage in formative classroom assessment using practices that accurately measure student learning should be better positioned to diagnose the instructional needs of their students and to act on that information. For this reason, there has been increased interest in formative classroom assessment in recent years. Although…

Schneider, M. Christina; Meyer, J. Patrick

2012-01-01

447

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)

Full Text Available SciELO Colombia | Language: English Abstract in spanish 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.

Frank, Giraldo.

2014-06-01

448

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

Directory of Open Access Journals (Sweden)

Full Text Available 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 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(ld". 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.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(ld". 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.

Clarissa Menezes Jordão

2012-01-01

449

TEACHERS? ACCOUNTS OF LANGUAGE VARIATIONS  

OpenAIRE

This paper focuses on teachers' stigmatizing perspectives of their students' nonstandard varieties of Portuguese. Theoretically, the study was grounded on Personal Construct Psychology, Perspective Transformation in Teacher Education, Transformative Bidialectalism and Critical Language Awareness. The objectives were to jointly access and assess the teachers? implicit theories about nonstandard language and to verify to what extent these theories affected their classroom pedagogy. My research ...

Telles João A.

1998-01-01

450

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

Scientific Electronic Library Online (English)

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.

Clarissa Menezes, Jordão; Francisco Carlos, Fogaça.

451

WormClassroom.org: An Inquiry-Rich Educational Web Portal for Research Resources of "Caenorhabditis elegans"  

Science.gov (United States)

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

Lu, Fong-Mei; Eliceiri, Kevin W.; Stewart, James; White, John G.

2007-01-01

452

Developing a Professional Vision of Classroom Practices of a Mathematics Teacher: Views from a Researcher and a Teacher  

Science.gov (United States)

The term "professional vision" points to the many nuanced ways professionals see. This paper traces the development of a professional vision of a researcher and a teacher looking at classroom practices. The researcher's interest was to capture and study notable aspects of the teacher's practice. Through a coding scheme,…

Ho, Kai Fai; Tan, Preston

2013-01-01

453

A Research-Informed Approach to Teaching About Light & Matter in STEM Classrooms  

Science.gov (United States)

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.

Hornstein, Seth D.; Wallace, C. S.; Schlingman, W. M.; Prather, E. E.

2014-01-01

454

Research in Progress: Invited Colloquium--Foreign Languages in an Age of Globalization  

Science.gov (United States)

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…

Kramsch, Claire

2013-01-01

455

Mathematics Education and Language Diversity: A Dialogue across Settings  

Science.gov (United States)

This article shares the authors' views on language-diversity issues in research in mathematics education. Described are tensions, questions, and myths that they have regularly faced as researchers. They use similarities and differences in two settings (multilingual classrooms in South Africa and U.S. mathematics classrooms with Latino/a…

Phakeng, Mamokgethi Setati; Moschkovich, Judit N.

2013-01-01

456

Safety and science at sea: connecting science research settings to the classroom through live video  

Science.gov (United States)

Many science teachers start the year off with classroom safety topics. Annual repetition helps with mastery of this important and basic knowledge, while helping schools to meet their legal obligations for safe lab science. Although these lessons are necessary, they are often topical, rarely authentic and relatively dull. Interesting connections can, however, be drawn between the importance of safety in science classrooms and the importance of safety in academic laboratories, fieldwork, shipboard research, and commercial research. Teachers can leverage these connections through live video interactions with scientists in the field, thereby creating an authentic learning environment. During the School of Rock 2009, a professional teacher research experience aboard the Integrated Ocean Drilling Program's research vessel JOIDES Resolution, safety and nature-of-science curricula were created to help address this need. By experimenting with various topics and locations on the ship that were accessible and applicable to middle school learning, 43 highly visual "safety signs" and activities were identified and presented "live" by graduate students, teachers, scientists; the ship's mates, doctor and technical staff. Students were exposed to realistic science process skills along with safety content from the world's only riserless, deep-sea drilling research vessel. The once-in-a-lifetime experience caused the students' eyes to brighten behind their safety glasses, especially as they recognized the same eye wash station and safety gear they have to wear and attended a ship's fire and safety drill along side scientists in hard hats and personal floatation devices. This collaborative and replicable live vide approach will connect basic safety content and nature-of-science process skills for a memorable and authentic learning experience for students.

Cohen, E.; Peart, L. W.

2011-12-01

457

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

Science.gov (United States)

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…

Miller, Elizabeth R.

2012-01-01

458

THE ROLE OF OUTPUT AND FEEDBACK IN SECOND LANGUAGE ACQUISITION: A CLASSROOM-BASED STUDY OF GRAMMAR ACQUISITION BY ADULT ENGLISH LANGUAGE LEARNERS  

OpenAIRE

Second language acquisition (SLA) has been a concern of many teachers and researchers since the early 1960s.One of the issues related to SLA has been finding the techniques which effectively focus the learners’ attention on the target form.A number of theories and methods have been advocated for this purpose, ranging from implicit options to more explicit ones. Although each of the suggested methods has its own advantages,they have, so far, proved insufficient to get learners to be able to ...

Ewa Donesch-Jezo

2011-01-01

459

CLASSROOM MANAGEMENT  

Directory of Open Access Journals (Sweden)

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.

Jasmina Delceva – Dizdarevik

2014-06-01

460

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

OpenAIRE

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...

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

2011-01-01

461

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)

Full Text Available SciELO Colombia | Language: English Abstract in spanish 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.

Josefina, Quintero Corzo; Odilia, Ramírez Contreras.

2011-10-01

462

Improving the speech intelligibility in classrooms  

Science.gov (United States)

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.

Lam, Choi Ling Coriolanus

463

Introducing History (and Philosophy) of Science in the Classroom: A Field Research Experience in Italy  

Science.gov (United States)

For quite some time, many EU and Italian Ministry of Education official documents have warmly suggested the introduction of the history and the philosophy of science in the teaching of science disciplines at school. Accordingly, there is a shared agreement between pedagogists and science historians about the efficacy of this approach towards an understanding of the current curriculum content and the Nature of Science. What is missing, at least in Italy, is a concrete fieldwork in the classroom to show the validity of these declarations. This essay is a report of the experience of introducing history and philosophy of science into junior and senior high school classrooms in Apulia (Italy). The aims of this project are: (a) to build a model of research involving high school teachers and university lecturers in the design and construction of teaching units that use the story of science and epistemology for teaching science and (b) produce evidence that this approach is effective in getting more interest from students in science. We relied on many schools for carrying out the historical-scientific teaching modules. The modules were carried out through the case study approach. In the first phase, the participating teachers were trained by University tutors on the modalities of this particular teaching approach. In the second phase, the teachers carried out the modules in their classes and finally these modules were presented in a conclusive conference. Moreover, we evaluated the efficacy of the intervention through specifically created agreement questionnaires.

Dibattista, Liborio; Morgese, Francesca

2013-03-01

464

Carving the World for Language: How Neuroscientific Research Can Enrich the Study of First and Second Language Learning  

OpenAIRE

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...

George, Nathan R.; Go?ksun, Tilbe; Hirsh-pasek, Kathy; Golinkoff, Roberta Michnick

2014-01-01

465

Constructing and Using Multimodal Narratives to Research in Science Education: Contributions Based on Practical Classroom  

Science.gov (United States)

This study deals with the problem of how to collect genuine and useful data about science classroom practices, and preserving the complex and holistic nature of teaching and learning. Additionally, we were looking for an instrument that would allow comparability and verifiability for teaching and research purposes. Given the multimodality of teaching and learning processes, we developed the multimodal narrative (MN), which describes what happens during a task and incorporates data such as examples of students' work, photos, diagrams, etc. Also, it describes teachers' intentions, preserving the nature of teaching practice in natural settings and it is verifiable and comparable. In this paper, we show how the MN was developed and present the protocol that was used for its construction. We identify the main characteristics of the MN and place it in the context of international research. We explore the potential of the MN for research purposes, illustrating its use in a research study that we carried out. We find that the MN provides a way to gather, organize and transform data, avoiding confusing and time-consuming manipulation of data, while minimizing the natural subjectivity of the narrator. The same MN can be used by the same or by different researchers for different purposes. Furthermore, the same MN can be used with different analysis techniques. It is also possible to study research practices on a large scale using MNs from different teachers and lessons. We propose that MNs can also be useful for teachers' professional development.

Lopes, J. B.; Silva, A. A.; Cravino, J. P.; Santos, C. A.; Cunha, A.; Pinto, A.; Silva, A.; Viegas, C.; Saraiva, E.; Branco, M. J.

2014-06-01

466

Immediate dissemination of student discoveries to a model organism database enhances classroom-based research experiences.  

Science.gov (United States)

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

Wiley, Emily A; Stover, Nicholas A

2014-01-01

467

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

Science.gov (United States)

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…

Wold, Astri Heen

2013-01-01

468

Ways of talking Halkomelem: interaction in classroom procedural talk  

OpenAIRE

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...

Russell, Susan Marie

2009-01-01

469

Culturally Competent Social Work Research: Methodological Considerations for Research with Language Minorities  

Science.gov (United States)

Despite the growing number of language minorities, foreign-born individuals with limited English proficiency, this population has been largely left out of social work research, often due to methodological challenges involved in conducting research with this population. Whereas the professional standard calls for cultural competence, a discussion…

Casado, Banghwa Lee; Negi, Nalini Junko; Hong, Michin

2012-01-01

470

The Value of Applied Research: Retrieval Practice Improves Classroom Learning and Recommendations from a Teacher, a Principal, and a Scientist  

Science.gov (United States)

Over the course of a 5-year applied research project with more than 1,400 middle school students, evidence from a number of studies revealed that retrieval practice in authentic classroom settings improves long-term learning (Agarwal et al. 2009; McDaniel et al., "Journal of Educational Psychology" 103:399-414, 2011; McDaniel et al. 2012; Roediger…

Agarwal, Pooja K.; Bain, Patrice M.; Chamberlain, Roger W.

2012-01-01

471

Democratic Deliberations in the Finnish Elementary Classroom: The Dilemmas of Deliberations and the Teacher's Role in an Action Research Project  

Science.gov (United States)

Finnish youth are found to be, despite their broad knowledge, uninterested in politics and in societal participation. As a remedy, international studies suggest enabling democratic experiences in schools. This article discusses an action research project aimed at developing deliberation-based democratic practice in an elementary classroom. Results…

Tammi, Tuure

2013-01-01

472

A Research on Second Language Acquisition and College English Teaching  

OpenAIRE

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...

Changyu Li

2009-01-01

473

Carving the world for language: how neuroscientific research can enrich the study of first and second language learning.  

Science.gov (United States)

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 word to world in language-specific ways. Cross-linguistic differences in semantic organization also reveal sources of struggles for SLLs. We discuss how better integrating neuroscience into this literature can unlock additional mysteries of verb learning. PMID:24854772

George, Nathan R; Göksun, Tilbe; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick

2014-01-01

474

Earth2Class: Assessing Interactions Between Research Scientists and Classroom Teachers  

Science.gov (United States)

The Earth2Class Workshops at the Lamont-Doherty Earth Observatory (E2C) have brought together research scientists and secondary school teachers from the New York metropolitan area and neighboring states to learn about outcomes of investigations into many aspects of the Earth System and processes involved in making such discoveries. NSF Geoscience Education Grant 0331232 has provided support for an expanded program over the past three years, described at the 2005 Fall Meeting. We now present the results of formative and summative assessments of the effectiveness of this project. Among questions explored were: What aspects of the E2C format and educational technology most effectively connect research discoveries with classroom teachers and their students? What benefits result through interactions among teachers from highly diverse districts and backgrounds with research scientists, and what benefits do the scientists gain from participation? How can the E2C format serve as a model for other research institution-school district partnerships as a mechanism for broader dissemination of scientific discoveries? Formative evaluations were conducted through online and written responses from participants, feedback from conference presentations, and comments posted on teacher list-servers. Almost all responses were overwhelmingly positive. Formal, summative studies conducted by two external grant evaluators also noted many positive results. One abridged conclusion states: The E2C project is a unique and effective professional development program that can stimulate teachers and keep them informed of the vital content they teach. It is a model worthy of duplication in other subject areas and across the country. It may help to retain the best of our teachers and overcome an unfortunate attrition rate. The direct contact with professional scientists and collegial interactions in a non-threatening professional environment are critical dispositional and cognitive components of this success. The second reports: The E2C program and its associated resources provide unique, high-quality professional development to both teachers in the E2C workshops and to those that seek on-line professional development and/or useful classroom materials and ideas. The E2C website promises to be a site of first choice when searching for curricular materials. Although there are negligible concerns regarding the scalability of the program, Earth2Class has proven that cutting-edge research in the Earth sciences can be made accessible to classroom teachers, who, in turn, can share exciting research with their students. The E2C concept clearly warrants further exploration and testing at other sites. This exciting, innovative program has successfully modeled a synergistic relationship between notable scientists and K-12 teachers. Through this program, K-12 teachers receive unparalleled professional development and researchers are provided with a clearly delineated, direct means of achieving their mandated education and public outreach (Criterion 2) responsibilities. One can hardly imagine a more fruitful, win/win situation. Cooperating scientists utilized this program to make results of their investigations known to hundreds of teachers and, through them, thousands of students. Participants in the Workshops and others using archived versions on www.earth2class.org gained new understandings about many areas of geoscience and how scientists identify questions to explore. Middle and high school Earth Science teachers and students benefited from the myriad of online resources.

Passow, M. J.; Iturrino, G.; Assumpcao, C. M.; Baggio, F. D.

2006-12-01

475

Bringing Languages and Cultures into Contact: Why Lexical Phrases May Build Bridges between Native and Foreign/Second Languages in the Classroom, and between Native/Heritage and Other Cultures  

Science.gov (United States)

This paper explores the role of lexical phrases in language education in general (native language or L1; and second/foreign language or L2) and more specifically, in the education of English learners in US and European contexts as well as in other English-speaking countries worldwide. Even though this topic has been addressed by researchers and…

Porto, Melina

2011-01-01

476

Investigaciones en las Aulas Escolares en Apoyo del Fortalecimiento de la Enseñanza y el Aprendizaje / Classroom Research That Serves to Strengthen Teaching and Learning  

Scientific Electronic Library Online (English)

Full Text Available SciELO Chile | Language: Spanish Abstract in spanish Una función importante de la investigación en las aulas escolares es orientar el fortalecimiento de la calidad de las oportunidades de aprendizaje que los docentes diseñan para sus estudiantes. Examinando prácticas pedagógicas con distintos niveles de especificidad, los 5 estudios compilados en esta [...] sección especial ofrecen enfoques alternativos para abordar este desafío. Estos estudios retratan prácticas de enseñanza y actividades de aprendizaje que presentan bajo nivel de desafío cognitivo a los estudiantes, así como ejemplos de una enseñanza reformada. En su conjunto, estos estudios destacan la importancia de investigaciones en las aulas escolares que simultáneamente atiendan a la enseñanza y al aprendizaje. Con el propósito de dar cuenta del carácter situado y distribuido del conocimiento profesional, el estudio de las prácticas docentes a nivel de las aulas escolares requiere, además, atención explícita a factores extra aula que condicionan las acciones individuales. Abstract in english One relevant purpose for classroom research is to provide orientations for strengthening the quality of the learning opportunities that teachers design for their students. The 5 studies included in this special section provide alternative approaches to address this challenge by examining, with varyi [...] ng levels of specificity, pedagogical practices. These studies portray teaching practices and learning activities that pose low-level cognitive challenges to students, as well as examples of reform-oriented teaching. Collectively, these studies highlight the importance of classroom research that concomitantly examines teaching and learning. When studying teaching practices at the classroom level, explicitly connecting what individual teachers do with external factors that impinge upon their work is also needed to account for the situated and distributed character of professional knowledge.

Carmen, Montecinos.

2014-11-01

477

Interdisciplinary, Translational, and Community-Based Participatory Research: Finding a Common Language to Improve Cancer Research  

OpenAIRE

Preventing cancer, downstaging disease at diagnosis, and reducing mortality require that relevant research findings be translated across scientific disciplines and into clinical and public health practice. Interdisciplinary research focuses on using the languages of different scientific disciplines to share techniques and philosophical perspectives to enhance discovery and development of innovations; (i.e., from the “left end” of the research continuum). Community-based participatory rese...

Hebert, James R.; Brandt, Heather M.; Armstead, Cheryl A.; Adams, Swann A.; Steck, Susan E.

2009-01-01

478

Original research in the classroom: why do zebrafish spawn in the morning?  

Science.gov (United States)

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

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

479

The Relationship between Teachers' and Students' Preferences Regarding Adopting Various Classroom Activities in Adult, English as a Foreign Language (EFL) Classrooms in Taiwan  

Science.gov (United States)

Bilingual education has been a focus in Taiwan especially alter the educational reform in 2002 (Ministry of Education, 2003). With the educational reform, many teaching methods and approaches had been explored and implemented recently to enhance English as a Foreign Language (EFL) education. The traditional teaching approaches focused on the…

Lu, Ya-Lin

2008-01-01

480

Dialogic Strategies in Read-Alouds of English-Language Information Books in a Second-Grade Bilingual Classroom  

Science.gov (United States)

This article shows how various dialogic discourse strategies were used in read-alouds of English science information books in a 2nd-grade bilingual classroom. Using a variety of discursive strategies, Ibett encouraged her Spanish-speaking students to provide explanations and reasoning related to science ideas. Similarly, she used intertextual…

Pappas, Christine C.; Varelas, Maria; Patton, Sofia Kokkino; Ye, Li; Ortiz, Ibett

2012-01-01

481

Print and Non-Print Materials: Adapting for Classroom Use. The ACTFL Foreign Language Education Series, Vol. 10.  

Science.gov (United States)

It has been said that the classroom must be a multidimensional environment where learning takes place and students are encouraged to realize their own potential. How all the relationships between the student and the components of the environment are cultivated will in large part determine the effectiveness of the teaching-learning process. This…

Mollica, Anthony S.

482

DIY Media in the Classroom: New Literacies Across Content Areas (Middle Through High School). Language & Literacy Series (Practitioner's Bookshelf)  

Science.gov (United States)

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…

Guzzetti, Barbara; Elliot, Kate; Welsch, Diana

2010-01-01

483

"I Never Really Knew the History behind African American Language": Critical Language Pedagogy in an Advanced Placement English Language Arts Class  

Science.gov (United States)

This article responds to two long-standing dilemmas that limit the effectiveness of language education for students who speak and write in African American Language (AAL): (1) the gap between theory and research on AAL and classroom practice, and (2) the need for critical language pedagogies. This article presents the effectiveness of a critical…

Baker-Bell, April

2013-01-01

484

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)

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.

Josefina Quintero Corzo

2011-10-01

485

For the Classroom.  

Science.gov (United States)

Four games for use in the foreign language classroom are described. The first, "A Shopping Game," by Gordon Hartig, is played on a game board in the German classroom and provides practice in producing sentences with the preposition "in," which in some instances takes the dative and in others takes the accusative. A diagram of the game board is…

Hartig, Gordon; And Others

1978-01-01

486

Comparative Analysis of Learning Outcomes in Face-to-Face Foreign Language Classes vs. Language Lab and Online  

Science.gov (United States)

Action research was conducted for two consecutive semesters comparing beginning level Spanish courses taught in the traditional classroom and the same class taught exclusively in the language lab. A subsequent semester compared an intermediate class taught in the traditional classroom compared to the same class conducted online. Assessment scores…

Salcedo, Claudia S.

2010-01-01

487

Motivation and Cognitive Load in the Flipped Classroom: Definition, Rationale and a Call for Research  

Science.gov (United States)

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

Abeysekera, Lakmal; Dawson, Phillip

2015-01-01

488

Significance of Literature in Foreign Language Teaching  

OpenAIRE

This research aims to consider literature as a significant tool for teaching fundamental language skills including speaking, listening, reading and writing. Reasons for the use of literature in language classrooms and major factors for choosing appropriate kinds of literary texts in such classes should be highlighted in order to make readers aware of the primary reasons that why language instructors are suggested to use literary texts. Furthermore, teaching language skills through literature,...

Ruzbeh Babaee; Wan Roselezam Bt Wan Yahya

2014-01-01

489

Language and Literacy Development of Dual Language Learners Growing Up in the United States: A Call for Research.  

Science.gov (United States)

Statistics show that many dual language learners (DLLs) growing up in the United States are at risk for poor educational outcomes. As a result, national attention has focused on the promotion of DLLs' academic abilities, beginning in the preschool years. Despite this interest, our understanding of DLLs' language and literacy development is limited. The purpose of this article is to discuss the current state of knowledge about the language and literacy development of DLLs during early childhood, and to present a research agenda designed to enhance the field's understanding of DLLs' development, which, in turn, can help improve the educational outcomes of children who are learning two languages. PMID:23259006

Hammer, Carol Scheffner; Jia, Gisela; Uchikoshi, Yuuko

2011-03-01

490

Review Article: Recent Publications on Research Methods in Second Language Acquisition  

Science.gov (United States)

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…

Ionin, Tania

2013-01-01

491

C-IMAGE Teachers at Sea Maiden Voyages: Promoting Authentic Scientific Research in the Classroom  

Science.gov (United States)

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;

Hine, A. C.; Greely, T.; Lodge, A.

2012-12-01

492

Translation as a Pedagogical Tool in the Foreign Language Classroom: A Qualitative Study of Attitudes and Behaviours  

Science.gov (United States)

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…

Kelly, Niamh; Bruen, Jennifer

2015-01-01

493

Using a Humanoid Robot to Develop a Dialogue-Based Interactive Learning Environment for Elementary Foreign Language Classrooms  

Science.gov (United States)

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…

Chang, Chih-Wei; Chen, Gwo-Dong

2010-01-01

494